scholarly journals Virtual Peer Mentoring (VPM) Might Facilitate the Entire EBLIP Process

2010 ◽  
Vol 5 (1) ◽  
pp. 7 ◽  
Author(s):  
Jonathan D. Eldredge
Keyword(s):  
Distance Learning ◽  
Peer Mentoring ◽  
Professional Associations ◽  
Mentoring Relationships ◽  
Multiple Relationships ◽  
Short Supply ◽  
Boundary Crossings ◽  
Junior Staff ◽  
Professional Vitality ◽  
High Level

Implications for Practice • Virtual Peer Mentoring (VPM) is one possible means for maintaining one’s continuous professional vitality. • Mentoring relationships can thrive despite boundary crossings or multiple relationships provided both participants uphold ethical principles. • Virtual peer mentoring is a possible response to the short supply of high level professionals with time to mentor junior staff. Implications for Research • Professional associations must take the lead in identifying the most important and answerable questions facing our profession. • Where authoritative evidence does not exist for an informed decision a mentor may advise a protégé on the potential for further research • Despite scarce research on Virtual Peer Mentoring, we can infer guidance from similar research on distance learning and collaborations.

Features and prospects of distance learning at the department of therapeutic dentistry

2021 ◽  
Vol 41 (1) ◽  
pp. 14-16
Author(s):  
T. О. Petrushanko ◽  
◽  
T. D. Bubliy ◽  
L. I. Dubovaya ◽  
◽  
...  
Keyword(s):  
Distance Learning ◽  
Educational Material ◽  
Educational Technologies ◽  
Practical Skills ◽  
Multimedia Presentations ◽  
Face To Face ◽  
Teaching Aids ◽  
Contact Information ◽  
High Level ◽  
Thematic Plan

The training of future doctors should be continuous and organized at a high level, because medicine is one of the priority spheres of society. With the introduction of quarantine in the context of a pandemic, the question of changing the format of classes has become especially acute, which is associated with the need to exclude massive concentrations of medical students. In our academy, in the first days of quarantine, communication was organized by groups in the Viber and Telegram messengers. In the following days, training was carried out on the use of the Zоm service platform for video conferencing, online meetings and distance learning, and trainings were organized. The department’s website contained the contact information of all teachers, the schedule of classes, the thematic plan of lectures and practical classes, a list of basic and additional literature for students of each course. In the materials for downloading, students had the opportunity to familiarize themselves with multimedia presentations of lectures, teaching aids developed by the staff of the department, methodological recommendations on all topics of practical exercises according to the thematic plan. It should be noted that new educational technologies contribute to the improvement of information competence, allow students to independently master the educational material, but training a doctor in practical skills requires the student’s traditional face-to-face contact with teachers and patients.

scholarly journals INFLUENCE OF COPING STRATEGIES ON THE STUDENT’S WELL-BEING IN CONDITIONS OF DISTANCE LEARNING

2021 ◽  
Vol 7 ◽  
pp. 230-238
Author(s):  
Alyona Vavilova
Keyword(s):  
Regression Analysis ◽  
Distance Learning ◽  
Coping Strategies ◽  
Stress Tolerance ◽  
Well Being ◽  
Self Esteem ◽  
Self Control ◽  
Subjective Well Being ◽  
Dominant Strategies ◽  
High Level

The article is devoted to the study of student's coping strategies influence on the level of their subjective well-being in conditions of distance learning. It was found that student's coping strategies have an impact on the level of their psychological comfort. Using regression analysis it was revealed that the variability of student's life well-being is determined by the following coping strategies: positive self-esteem; responsibility; planning; escape and self-control. It was developed the typology of students in the conditions of distance education, which includes such indicators of dominant coping strategies: the level of psychological comfort, dominant coping and measure of stress tolerance. According to the certain typology, three types of students were defined: 1) adaptive type (high indicators of well-being, high indicators of tolerance to stress, dominant strategies “self-esteem”, “responsibility” and “planning” ); 2) maladaptive type (low indicators of well-being, low indicators of tolerance to stress, dominant coping “escape”); 3) average adaptive type (average indicators of well-being, average indicators of tolerance to stress; dominant strategies “responsibility”, “self-control”, low indicators of coping “positive self-esteem”). The results of the study indicate that students who are best adapted to distance learning and have a high level of psychological comfort tend to evaluate themselves positively, treat work responsibly, plan their studies and have an average level of self-control.

Trends and Lessons from the History of Contemporary Distance Learning

2009 ◽  
pp. 297-311
Author(s):  
Kathleen P. King
Keyword(s):  
Distance Learning ◽  
Problem Based Learning ◽  
Future Trends ◽  
History Of ◽  
High Level ◽  
Delivery Models

This chapter provides an overview of the history of the rapidly changing field of distance learning with a focus on trends and lessons for contemporary developments. Beginning with central concepts of distance learning, the chapter traverses the span of developments and technologies on a high level. At a time when it is no longer a matter of whether learners should engage in distance learning, but when, it is vital to address selected issues, controversies, and problems facing the field. The chapter presents topics of solutions, recommendations and future trends, problem based learning, delivery models, and assessment.

Developing an Online Community to Promote Engagement and Professional Learning for Pre-Service Teachers Using Social Software Tools

2010 ◽  
Vol 12 (1) ◽  
pp. 17-30 ◽  
Author(s):  
Catherine McLoughlin ◽  
Mark J.W. Lee
Keyword(s):  
Learning Community ◽  
Professional Learning ◽  
Online Community ◽  
Peer Mentoring ◽  
Professional Community ◽  
Social Software ◽  
Mentoring Relationships ◽  
Group Discussions ◽  
Mutual Engagement ◽  
Joint Enterprise

To support students undertaking an initial teacher training program, a communities of practice model (Wenger, 1998) was implemented, supported by a social software-based technology framework, to enable mutual engagement, joint enterprise, and a shared repertoire. Participants formed peer-to-peer mentoring relationships, creating and sharing web log (blog) entries and voice recordings of critical incidents while on their practicum. Data from the students’ discourse was analyzed to explore issues and patterns that were indicators of a learning community. This data, together with data collected from post-practicum focus group discussions in which students reflected on the benefits of these media for peer mentoring and support, attests to the relevance and effectiveness of the adopted approach to developing a socio-professional community to support the development of pre-service teachers. The authors believe that best outcomes are achieved when activities are structured, when students are adequately trained in using the technologies, and when instructors or experts are available to scaffold reflection processes as the need arises.

scholarly journals Tangled Threads: Mentoring within a community of practice

2011 ◽  
Vol 45 (2) ◽  
pp. 273-285 ◽  
Author(s):  
Patricia Tarr
Keyword(s):  
Community Of Practice ◽  
Peer Mentoring ◽  
Ethic Of Care ◽  
Professional Association ◽  
Mentoring Relationships ◽  
Personal Lives ◽  
Art Educators

Tangled Threads, a case study of a group of women art educators, examines the nature of mentoring relationships within the context of a professional association. Grounded in literature on community of practice, relational and peer mentoring, and an ethic of care, the study uncovers the complex interconnections between women’s professional and personal lives that serve to create contexts for fluid and diverse mentoring experiences.

scholarly journals DEVELOPMENT OF A MOBILE APPLICATION FOR LEARNING THE KAZAKH LANGUAGE

2020 ◽  
Vol 72 (4) ◽  
pp. 208-213
Author(s):  
S.K. Kozhakhmet ◽  
◽  
E.P. Makashev ◽  
K.S. Dalbekova ◽  
A.K. Iskakova ◽  
...  
Keyword(s):  
Distance Learning ◽  
Mobile Applications ◽  
Mobile Application ◽  
Mobile App ◽  
Free Time ◽  
Educational Application ◽  
Speed Up ◽  
High Level ◽  
User Knowledge ◽  
Day By Day

During the research, a mobile educational application was developed. Using a mobile app is a key tool for improving user knowledge. The app helps users to study without a teacher in their free time. The app was built using the Xcode IDE. The optional quiz includes many features such as reading, grammar, verbs, and speaking. This will be of great help for users who want to learn more Kazakh. The Kazakh language is developing rapidly. Therefore, the pace of learning the Kazakh language is growing day by day. Currently, it is beneficial to use mobile applications related to distance learning. The application helps to learn the Kazakh language anytime, anywhere. The grammar of the Kazakh language is more complex than other languages. With this in mind, each section of the appendix describes the rules of 1-2 grammars. At the end of each section there is a set of dictionaries to speed up the construction of user sentences. That is, the user who has passed all the sections speaks the Kazakh language at a high level.

scholarly journals RELATIONSHIPS AMONG READING ANXIETY, READING SELF-EFFICACY, AND READING COMPETENCY IN THE VOCATIONAL HIGH SCHOOL IN SINGARAJA

2020 ◽  
Vol 4 (1) ◽  
pp. 33
Author(s):  
Ni Luh Putu Devi Trisnayanti ◽  
Dewa Ayu Eka Agustini ◽  
Dewa Komang Tantra
Keyword(s):  
High School ◽  
Self Efficacy ◽  
Quantitative Research ◽  
Correlation Technique ◽  
Multiple Relationships ◽  
Vocational High School ◽  
Reading Anxiety ◽  
Two Phases ◽  
Quota Sampling ◽  
High Level

The general objective pursued is to describe and to relate the students’ reading anxiety, reading self-efficacy to their reading competency in the Vocational High School in Singaraja. The design applied is a quantitative research. There were 90 students recruited using cluster quota sampling. The data were gathered using scales and reading test. The obtained data were analyzed in two phases: descriptively and inferentially. Whereas inferentially, the data were analyzed using pair-wise correlation and multiple correlation technique. The findings show that: 1) the students’ reading anxiety is at high level while reading self-efficacy and reading competency are at the low levels; 2) the relations pair-wisely are negative and positive significantly correlated; and 3) the simultaneous or multiple relationships of the reading anxiety and reading self-efficacy to the students’ reading competency is proven to be significant (  =0.81; α =0.01).

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