Use of Systematic Tools to Promote Critical Thinking and Effective Communication

The Technology of Development of Transversal Skills of Future Philologists in the Process of Distance Learning in the Online Course “Effective Communication”

International Journal of Research in E-learning ◽

10.31261/ijrel.2019.5.2.02 ◽

2019 ◽

Vol 5 (2) ◽

pp. 21-32

Author(s):

Tetiana Simonenko ◽

Yulia Nikitska

Keyword(s):

Critical Thinking ◽

Distance Learning ◽

Educational System ◽

Interpersonal Skills ◽

Effective Communication ◽

Experimental Information ◽

Online Course ◽

Higher Educational

The article is devoted to an important problem in the higher educational system, namely, the presentation of the technology of development of transversal skills of future philologists in the process of distance learning in the online course “Effective Communication.” This study presents experimental information that makes it possible to determine the effectiveness of the proposed technology for the development of such transversal skills in students as: critical thinking, interpersonal skills, organisational skills, and informational skills.

Download Full-text

Skills of effective communication in the field of accounting

Humanitarian studios: pedagogics, psychology, philosophy ◽

10.31548/hspedagog2021.04.053 ◽

2021 ◽

Vol 12 (4) ◽

pp. 53-60

Author(s):

Povyssha K. ◽

◽

Sopivnyk R. ◽

Keyword(s):

Critical Thinking ◽

Knowledge Base ◽

Communication Skills ◽

Effective Communication ◽

Accounting Professionals ◽

High Level ◽

Current Stage

The current stage of training future accountants is characterized by the development of their desire to be socially active and responsible, high level of communication, critical thinking and breadth of professional outlook, because the communication skills of accounting professionals are part of intellectual and educational components of their training. accountants need to master the relevant knowledge base and then turn the acquired knowledge into skills and abilities.

Download Full-text

Practical Knowledge

Building the Intentional University ◽

10.7551/mitpress/9780262037150.003.0002 ◽

2017 ◽

Author(s):

Stephen M. Kosslyn

Keyword(s):

Critical Thinking ◽

Creative Thinking ◽

Practical Knowledge ◽

Core Competencies ◽

Effective Communication ◽

Learning Objectives ◽

Habits Of Mind ◽

Cognitive Tool ◽

Effective Interactions ◽

Changing World

A common critique of universities is that they do not adequately prepare most students for life after graduation. In response to this critique, Minerva has focused its curriculum on “practical knowledge.” Practical knowledge consists of skills and information that one can use to achieve one’s own goals; practical knowledge allows one to adapt to a changing world, succeeding at jobs that may not even exist yet. To provide students with a broad and powerful “cognitive tool kit” to help them achieve their goals, we identified four core competencies, namely critical thinking, creative thinking, effective communication and effective interactions. Each of these competencies has distinct aspects, which in turn are carried out by collections of “habits of mind” and “foundational concepts.” This chapter reviews the rationale for this approach and provides detailed examples of a set of well-defined learning objectives.

Download Full-text

Assessing learning gains of university students in Hong Kong adopting the Collegiate Learning Assessment Plus (CLA+)

International Journal on Disability and Human Development ◽

10.1515/ijdhd-2015-6001 ◽

2016 ◽

Vol 15 (3) ◽

Cited By ~ 1

Author(s):

Daniel T.L. Shek ◽

Lu Yu ◽

Kevin H.W. Chan ◽

Wynants W.L. Ho

Keyword(s):

Hong Kong ◽

Critical Thinking ◽

Problem Solving ◽

Effective Communication ◽

Undergraduate Curriculum ◽

Learning Assessment ◽

Learning Gains ◽

Small Effect Size ◽

Academic Year ◽

Collegiate Learning Assessment

AbstractThe present study attempted to examine students’ learning gains in critical thinking, problem solving, and effective communication after 1-year university study under a new 4-year undergraduate curriculum based on students’ performance on the Collegiate Learning Assessment Plus (CLA+). One hundred and fifty freshmen and 150 sophomores at The Hong Kong Polytechnic University (PolyU) completed the CLA+ in 2013–2014 academic year. Results showed that sophomores had better performance in CLA+ than freshmen on problem solving, effective communication, and critical thinking. Compared with freshmen, fewer sophomores were classified as ‘Below Basic’ at mastering the related skills. The findings support the effectiveness of the new 4-year undergraduate curriculum, particularly the General University Requirements, in promoting students’ development in desired graduate attributes. However, students’ language barrier might affect their CLA+ scores which led to the small effect size in the differences between freshmen and sophomores.

Download Full-text

“So I Won’t Go to Jail”: Year Two of a PROMUNDO-Adapted Program to Eradicate Gender-Based Violence

Masculinities & Social Change ◽

10.17583/mcs.2020.4599 ◽

2020 ◽

Vol 9 (1) ◽

pp. 85

Author(s):

Todd Powell-Williams ◽

Allison Foley ◽

Kim Davies

Keyword(s):

Critical Thinking ◽

Conflict Resolution ◽

Emotional Expression ◽

Effective Communication ◽

Small Sample ◽

Violent Conflict ◽

Gender Based Violence ◽

School To Prison Pipeline ◽

Gender Based ◽

Qualitative Analyses

This paper presents evaluation results of a PROMUNDO-adapted program enacted to reduce gender-based violence among preadolescent boys. Outcomes that are examined include promoting critical thinking regarding masculinity, aggression, and violence; fostering skills necessary for effective communication, prosocial emotional expression, and non-violent conflict resolution. While quantitative findings in this small sample do not indicate statistically significant results, qualitative analyses indicate that participants were better equipped to express their emotions, particularly anger, and to resolve conflict in non-violent ways that may slow the school-to-prison pipeline.

Download Full-text

Psychosocial Competencies, Self-Efficacy and Performance of Nurses: A Comparative Study

International Journal of Indian Psychology ◽

10.25215/0303.150 ◽

2016 ◽

Vol 3 (3) ◽

Author(s):

Urvashi Singh ◽

Shalini Singh ◽

Poonam

Keyword(s):

Decision Making ◽

Critical Thinking ◽

Comparative Study ◽

Interpersonal Relationships ◽

Self Efficacy ◽

Effective Communication ◽

Hospital Nurses ◽

Staff Members ◽

And Performance ◽

Psychosocial Competencies

A nurse is a healthcare professional who focuses on autonomous and collaborative care of individuals of all ages, families, groups and communities, sick or well and in all settings. Though nursing is both an art and science but it requires psychosocial competencies in staff members i.e. proper decision making, critical thinking, coping with emotions, interpersonal relationships and effective communication. This construct abreast with competencies plays an important role in enhancing their Self-Efficacy i.e. positive evaluation of oneself. When nurses have higher self-evaluation, it also leads to their better performance in this profession. But is this issue same in private and government hospitals? Taking this perspective in mind, the present study was designed to make a comparative study of psychosocial competencies, self-efficacy and performance in nurses. A sample of 100 head nurses (50 from government and 50 from private hospitals) belonging to an age group of 40-45 years having at least 5 year job experience of same set up was selected. Psychosocial Competence Scale (Anita & Vijayalaxmi, 2007), Self-Efficacy Scale (Raif & Jerusalem, 1995) and Nursing Performance Scale (Ward & Felter, 1979) were administered to measure these variables. The results revealed that private hospital nurses scored high on psychosocial competencies, i.e. effective communication, decision making, empathy and critical thinking and also had better self-efficacy and performance as well than government hospital nurses.

Download Full-text

Prospective teachers' metaphoric perceptions regarding the teacher educator

Pegem Eğitim ve Öğretim Dergisi ◽

10.14527/pegegog.2015.023 ◽

2015 ◽

Vol 5 (4) ◽

pp. 419-444 ◽

Cited By ~ 2

Author(s):

Özge Bahar-Güner ◽

Nihal Tunca ◽

Senar Alkın-Şahin ◽

Aytunga Oğuz

Keyword(s):

Teacher Education ◽

Content Analysis ◽

Critical Thinking ◽

Prospective Teachers ◽

Teacher Educators ◽

Teacher Educator ◽

Effective Communication ◽

Study Group ◽

Psychological Violence ◽

Source Of Information

The aim of the present study is to determine the meanings that prospective teachers attribute to the concept of teacher educator through metaphors. The study has been designed with a phenemenological approach. The study group has been composed of 272 prospective teachers studying at the education faculties of three different universities in Turkey. The prospective teachers were asked to complete the following sentence: "A teacher educators is ......... because ......, and the metaphors they used were analyzed with content analysis approach. As a result of the analysis done, the metaphors were categorized under two main themes as positive and negative ones. The themes for the positive aspects of lecturers are "guiding, source of information, open to learn and develop oneself, passionate, hardworking, model, shaping the future, critical thinking, valuing their profession and students" while the themes for the negative metaphors are "not fulfilling the teaching responsibility effectively, not developing oneself/not being open to development, thinking themselves superior to students, authoritarian, not being open-minded, discriminating, not having an effective communication with students, resorting to psychological violence against students, acting for the benefit of themselves, complying with the system/submissive and exploiting the students". That there are negative metaphors for the teacher educators besides the positive ones indicate that the qualities of teacher educators should be questioned for a quality teacher education.

Download Full-text