scholarly journals Osteology Modules for the Human Structure Course

2020 ◽  
Vol 3 ◽  
Author(s):  
Maria Fiallo ◽  
Kierra Parker ◽  
Jose Mas ◽  
Christine Eckel
Keyword(s):  
Best Practices ◽  
Teaching And Learning ◽  
Quantitative Methods ◽  
Gross Anatomy ◽  
Shoulder Girdle ◽  
Computer Assisted ◽  
Technology Enhanced Learning ◽  
Human Gross Anatomy ◽  
Qualitative And Quantitative Methods ◽  
First Year Medical Students

Background and Objective: The COVID-19 pandemic has created a need to deliver much content for the Human Structure (HS) course virtually. Because osteology is a fundamental component of human gross anatomy, the goal of this project was to create quality interactive osteology modules for HS that can be delivered online.   Project Methods: To ground our module development in best practices for teaching and learning human gross anatomy, we reviewed 100 articles from PubMed databases and selected 9 for discussion during weekly literature review meetings. Key search terms included: education research, computer-assisted instruction (CAI), technology-enhanced learning (TEL), clinically based anatomy, integrated learning, medical education, and more. We created the modules using Microsoft PowerPoint™ and EndNote X9™ for referencing purposes. Bone images were captured and edited with a Nikon USA™ D850 DLSR camera and Adobe Photoshop, respectively. Additional images were obtained from IUSM online textbooks, miscellaneous websites, and the radiology database Radiopaedia™. Each module includes pertinent clinical correlations, radiology, and post-module quizzes for students to assess their higher-order knowledge.   Results: We created 7 osteology modules using best practices for human gross anatomy teaching and learning: (1) Vertebral Column, (2) Thorax, (3) Shoulder Girdle & Brachium, (4) Elbow, Antebrachium, Hand, (5) Pelvic Girdle & Thigh, (6) Knee, Leg, Foot, (7) Cranium & Hyoid.   Conclusion and Potential Impact: Studies have demonstrated that CAI/TEL and radiological imaging work synergistically with traditional didactic methods to facilitate learning of human gross anatomy. Our modules will be used statewide in the HS course for first-year medical students as a CAI learning tool. Looking forward, we plan to use both qualitative and quantitative methods to determine if use of these modules results in better exam performance or aids in other aspects of the learning process.

The Students’ Perceptions towards the effects of EFL Teachers’ Classroom Assessment Technique on their Academic Achievements: The Case of Four Selected Secondary Schools in Wolaita Zone, Ethiopia

2019 ◽  
Vol 7 (4) ◽  
pp. 20-27
Author(s):  
Faskal Faranso Faltamo
Keyword(s):  
Secondary Schools ◽  
Teaching And Learning ◽  
Quantitative Methods ◽  
Classroom Assessment ◽  
Qualitative And Quantitative ◽  
Secondary Sources ◽  
Qualitative And Quantitative Methods ◽  
Academic Achievements ◽  
Efl Teachers ◽  
Data Collections

Assessment is an integral part of measuring effectiveness of teaching and learning processes. It basically focused on measuring the students’ progress in what they learned. Current study examined the relation between the students’ perceptions towards EFL teachers Classroom Assessment methods and their academic achievements. To this end, descriptive research design with qualitative and quantitative methods of data collections was employed. Data were collected from primary and secondary sources via questionnaire, interview and observations. Target populations of current study were randomly selected 281students and purposely selected four teachers of secondary schools at Wolaita zone, Ethiopia. The data were analyzed using mixed methods of data analysis. Based on results obtained from qualitative and quantitative data, it was found out that the students’ perceptions towards teachers’ assessment was proportional to their achievement. Most dominantly, low achievers were not satisfied with their teachers’ methods of assessment as their students were low and the vice versa it true.

scholarly journals Polish-English Code-Switching in the Language of Polish Facebook Users

2021 ◽  
Vol 7 (1) ◽  
pp. 99-120
Author(s):  
Daria Pańka
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Quantitative Methods ◽  
Integrated Approach ◽  
Code Switching ◽  
Qualitative And Quantitative ◽  
Qualitative And Quantitative Methods ◽  
Full Picture ◽  
Research Gap ◽  
L1 And L2

Social networking services, such as Facebook, are important channels of communication both for monolingual users and for those having various degrees of proficiency in L2, with the latter deploying expression both from L1 and L2. It can, therefore, be presumed that communication on FB plays a role in practicing the use of L2. One of the phenomena that can be examined in relation to that are various forms of code-switching. There is animmense research gap related to Polish-English code-switching appearing on this SNS. To obtain a full picture of the issue, the paper identifies and discusses types, strategies, and functions of Polish-English code-switches found in posts and comments published by Poles on Facebook in 2014–2019. It also indicates possible applications of FB tools and materials including CS in foreign language teaching and learning and shows how Facebook enables “social learning” (Mallia, 2013). The research is based on a corpus constructed by the author of this article. An integrated approach with both qualitative and quantitative methods of analysis is used in the paper. Three main CS types (intrasentential, intersentential, and tag-switching) and strategies (alternation, insertion, and congruent lexicalisation) have been attested in the material. The code-switches mostly indicate in-group membership but also, for example, introduce humor, quotes, and signal a lack of L1 equivalents. The study points out that there are certain relations between the types, strategies and functions. The resultsof the research are collated with the recent studies on Polish-English and Indonesian-English CS on Facebook.

scholarly journals Best practices for EHR implementation: A BC First Nations community’s experience

2019 ◽  
Vol 33 (1) ◽  
pp. 39-46
Author(s):  
Susi Wilkinson ◽  
Elizabeth Borycki ◽  
Andre Kushniruk
Keyword(s):  
Best Practices ◽  
First Nations ◽  
Health Informatics ◽  
Quantitative Methods ◽  
Success Factors ◽  
Health Centre ◽  
Success Factor ◽  
Implementation Framework ◽  
Qualitative And Quantitative Methods ◽  
Local Physician

First Nations and other health leaders are looking to Electronic Health Records (EHRs) to improve the quality of health information, efficiency of health services, and health outcomes for Indigenous people in Canada. This study used qualitative and quantitative methods to identify the success factors in an EHR implementation at a First Nations health centre in British Columbia, Canada. The Best Practices EHR Implementation Framework (EHRIF) was used to analyze the success factor data and found that all of the success factors from the planning and implementation phases in the framework were important. Provincial and federal government commitment and collaboration with key stakeholders including a local physician champion were also critically important for the electronic medical record implementation to proceed. This study suggests the EHRIF can be used to promote successful EHR implementations in Aboriginal communities and can contribute to building health informatics expertise and capacity in First Nations communities.

Undergraduate prosthetics and orthotics teaching methods: A baseline for international comparison

2014 ◽  
Vol 39 (4) ◽  
pp. 278-285 ◽  
Author(s):  
Gholamreza Aminian ◽  
John M O’Toole ◽  
Afsoon Hassani Mehraban
Keyword(s):  
Teaching Methods ◽  
Mixed Method ◽  
Clinical Training ◽  
Teaching And Learning ◽  
Quantitative Methods ◽  
Student Centered ◽  
Qualitative And Quantitative Methods ◽  
Modified Delphi ◽  
Group Methods ◽  
Developed Nations

Background: Education of Prosthetics and Orthotics is a relatively recent professional program. While there has been some work on various teaching methods and strategies in international medical education, limited publication exists within prosthetics and orthotics. Objectives: To identify the teaching and learning methods that are used in Bachelor-level prosthetics and orthotics programs that are given highest priority by expert prosthetics and orthotics instructors from regions enjoying a range of economic development. Study design: Mixed method. Methods: The study partly documented by this article utilized a mixed method approach (qualitative and quantitative methods) within which each phase provided data for other phases. It began with analysis of prosthetics and orthotics curricula documents, which was followed by a broad survey of instructors in this field and then a modified Delphi process. Results: The expert instructors who participated in this study gave high priority to student-centered, small group methods that encourage critical thinking and may lead to lifelong learning. Instructors from more developed nations placed higher priority on student’s independent acquisition of prosthetics and orthotics knowledge, particularly in clinical training. Conclusions: Application of student-centered approaches to prosthetics and orthotics programs may be preferred by many experts, but there appeared to be regional differences in the priority given to different teaching methods. Clinical relevance The results of this study identify the methods of teaching that are preferred by expert prosthetics and orthotics instructors from a variety of regions. This treatment of current instructional techniques may inform instructor choice of teaching methods that impact the quality of education and improve the professional skills of students.

scholarly journals Perceptions of Using Social Media as an ELT Tool among EFL Teachers in the Saudi Context

2016 ◽  
Vol 9 (7) ◽  
pp. 1 ◽  
Author(s):  
Madawi Allam ◽  
Tariq Elyas
Keyword(s):  
Social Media ◽  
Best Practices ◽  
Foreign Language ◽  
Teaching And Learning ◽  
Quantitative Methods ◽  
Collective Intelligence ◽  
Tertiary Institutions ◽  
Media Technologies ◽  
Efl Teachers ◽  
Huge Impact

<p>Social media technologies have undeniably become an integral part of people’s lives and they have been widely used amonsgest the new genrations, particularly, university students. This widespread of social media technologies has certainly made a huge impact on the way people learn and interact with each other resulting in the emergence of communities of learning that are supported by collective intelligence. This study is based on quantitative methods using a survey instrument to gather descriptive data regarding the perceptions of seventy-five (<em>n=75) </em>randomly chosen male and female English as a Foreign Language (EFL) teachers at two Saudi tertiary institutions. The study utilized a 14 Likert scale statements where each statement had five Likert-type items for the participants to choose from. Analysis of the gathered data indicated that the majority of the participants believe strongly in the pedagoocal values and benefits of using social media as an ELT tool in the EFL classes in the Saudi context. Nevertheless, the majority expressed reservations with regards to the extent to which social media can be freely allowed to be used in the EFL classroom where they perceive it as having a double edged sword effect and that is mainly due to some undesired distractions that some students may resort to which may occasionaly result in the opposite of the intended effect of their usage. The study recommends more research studies in this area so as to closely understand how experienced EFL teachers utilize social media in their classes in order to develop best practices for implementing social media in teaching and learning in EFL in the Saudi contexts</p>

scholarly journals Some Stakeholders’ Position on the Language Policy of Ghana

2020 ◽  
Vol 03 (12) ◽  
Author(s):  
Patience OBENG ◽  
Keyword(s):  
Language Policy ◽  
Teaching And Learning ◽  
Quantitative Methods ◽  
Formal Education ◽  
Mother Tongue ◽  
Local Language ◽  
Qualitative And Quantitative ◽  
Qualitative And Quantitative Methods ◽  
Descriptive Research ◽  
Key Stakeholders

African nations with theirmultilingual nature still face challenges in the language of formal education. With thecognitive and academic leveragesattachedto home language, language educationistsandlinguistic scholars believe that a child must be taught first in their mother-tongue, usually, their firstlanguage, in which theydisplay an appreciable level of competence,before any other language/s are introduced. Many studies have been conducted onthe language policy issues in Ghana but the current study adds a dimension from parents and even the learners who are key stakeholders and recipients of the policy. This study sought to find out the level of awareness of thestakeholders; teachers, parents and pupils,their position and the impactof their positionon learning outcomes. It also investigated stakeholders’position in using only English to teach at the lower primary. Using a survey descriptive research methodology, data was collectedvia both structured and unstructured interviews, andobservation. Both qualitative and quantitative methods wereused to analyze data.The research revealed that among the three stakeholders, teachers were more conversant with Ghana’s language policy. All stakeholdersendorsed the policy for teaching and learning purposes. Even though, most teachers preferred to blend English and alocal language, a fewcould speak the local language of the community, or have been trained in the use of the local language for instructional purposes. All stakeholders favoured a blend of English with the local languages.

scholarly journals Identifying the contradictions in the technology enhanced language classroom

Seminar.net ◽  
2021 ◽  
Vol 17 (01) ◽  
Author(s):  
Rob Miles
Keyword(s):  
Language Learning ◽  
Activity Theory ◽  
United Arab Emirates ◽  
Teaching And Learning ◽  
English Language ◽  
Positive Impact ◽  
English Language Teaching ◽  
Future Research ◽  
Computer Assisted ◽  
Technology Enhanced Learning

This study takes place in the context of a federal laptop-mediated English language pre-university course in the United Arab Emirates. Despite predictions and claims from policy makers and practitioners that 1:1 classroom devices would revolutionise teaching and learning, student results remain static and student attrition remains high. Through the lens of activity theory this paper identifies ten contradictions, and their discursive manifestations, potentially causing failure and attrition. This paper contributes to the fields of technology enhanced learning, 1:1 device initiatives, English language teaching, computer assisted and mobile assisted language learning and activity theory by highlighting several problematic experiences in teachers’ practices and mapping these within the activity system context. The paper also questions the positive impact of a 1:1 laptop initiative in this particular context, with implications for future research.

scholarly journals Moodle in English Language Teaching and Learning in Jordan: Instructors and Students’ Perspective

2021 ◽  
Vol 13 (2) ◽  
pp. 1280-1288
Author(s):  
Abdel Hameed Al Awabdeh
Keyword(s):  
User Satisfaction ◽  
Teaching And Learning ◽  
Quantitative Methods ◽  
English Language ◽  
Teaching Method ◽  
Language Teaching ◽  
English Language Teaching ◽  
English Learning ◽  
Factors Affecting ◽  
Qualitative And Quantitative Methods

To support the significance of instructor readiness for the adoption of E-learning, it is necessary to examine the factors affecting instructors’ integration of Moodle into their English classrooms, as well as the students' perceptions of those who are learning English by using Moodle. This study had chosen to implement both qualitative and quantitative methods of analysis. The study's subjects comprised 25 lecturers and 150 students. The findings revealed that the lecturers from the University of Amman's School of English used Moodle as part of the English language teaching method. The majority of them used the option of document uploading and sharing function to give assignments to students and encouraged them to access and download the course materials outside of learning sessions to better enhance their competencies in English learning skills. Additionally, it was later discovered that the positive impacts of adopting Moodle during English lessons are as follows: Moodle promotes student-centered learning engagement, anytime-anywhere learning, simplifies course management, and mitigates the expense and time constraint of delivering lessons. The drawbacks of using Moodle in English classes are linked to technological problems, mainly regarding access to the Internet, inadequate professional development given to instructors, and Moodle's efficacy. Students exhibited favorable views regarding English learning by using Moodle as a platform. This is shown through their great computer self-efficacy, system engagement, and user satisfaction.

Can Person-Centered Technology Enhanced Learning Contribute to Develop Project Management Soft Skills in an Academic Context?

2010 ◽  
pp. 1963-1978
Author(s):  
Renate Motschnig-Pitrik ◽  
Michael Derntl
Keyword(s):  
Project Management ◽  
Quantitative Methods ◽  
Course Design ◽  
Soft Skills ◽  
Technology Enhanced Learning ◽  
Participatory Action ◽  
Academic Context ◽  
Qualitative And Quantitative Methods ◽  
Management Soft Skills ◽  
Enhanced Learning

In the preceding years we employed active technology enhanced learning in a course on project management soft skills that was particularly well received by students. This chapter presents the underlying philosophy, the current course design, students’ reactions, and our experiences and lessons learned. Concurrently, we confirm the applicability of participatory action research as a methodological framework suited for improving course design, specific interventions, and theory building. We propose to complement that framework by qualitative and quantitative methods in order to deal with specific research questions. Results indicate that students consider their active involvement in the course, both face-to face and online, the top factor from which they benefit. Furthermore, the majority of students felt that it was easier for them to work in teams and to establish social relationships. The primary goal of the chapter is to provide a pool of inspiration for other educators in practice and research.

Metadiscourse in Persian and English Research Article Introductions

2016 ◽  
Vol 6 (6) ◽  
pp. 1175
Author(s):  
Mohammadamin Sorahi ◽  
Mansour Shabani
Keyword(s):  
Teaching And Learning ◽  
Quantitative Methods ◽  
Analytical Framework ◽  
General Distribution ◽  
Efl Learners ◽  
Qualitative And Quantitative ◽  
Qualitative And Quantitative Methods ◽  
Research Article ◽  
Different Types ◽  
Similarities And Differences

This study aims to investigate the use of metadiscourse in Persian and English research article introductions in the field of linguistics. The corpus of the research consists of 40 introductions of linguistics research articles, 20 Persian and 20 English. The analytical framework for this study is Hyland's (2004) model of metadiscourse in academic text. In order to investigate the similarities and differences in the implication of metadiscourse (i.e. the interactive and interactional resources) between these texts, both qualitative and quantitative methods will be used. On the qualitative basis, this study identifies and categorizes metadiscourse markers and a comparative analysis is conducted to determine the frequency of different types of metadiscourse. The results are analyzed carefully and quantitatively which include the general distribution of metadiscourse in each category and then the density of metadiscourse in both sets of data. They are scrutinized based on the number of sentences and words in the corpora. The similarities and differences between two sets of data are looked at from a sociocultural view. The results of this study make some perspectives into the teaching and learning of writing for EFL learners.

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