VoiceThread

2019 ◽  
Vol 9 (4) ◽  
pp. 68-78
Author(s):  
Yingqi Tang
Keyword(s):  
Higher Education ◽  
Critical Thinking ◽  
Problem Solving ◽  
Collaborative Learning ◽  
Web 2.0 ◽  
Information Literacy ◽  
Virtual Classroom ◽  
Human Interaction ◽  
Online Course ◽  
Problem Solving Skills

Collaborative learning allows students to share diverse ideas, resources, and experiences. Studies have shown that students engaged in collaborative learning are more likely to achieve, and exhibit increased critical thinking and problem-solving skills. However, in an online course class, students receive very little human interaction because most of the communication is via text. This article overviews how VoiceThread, a cloud-based web 2.0 application, has been used in primary, secondary, and higher education institutions for enhancing discussion in traditional and virtual classroom. From there, actionable class content with a focus on teaching students' information literacy is provided. This article also shared technique parameters of VoiceThread, as well as some notes of using VoiceThread application.

scholarly journals The Role of Critical Thinking in Helping Students Cope with Problems

2020 ◽  
Vol 1 (2) ◽  
pp. 198-217
Author(s):  
Violla Makhzoum ◽  
Lama Komayha
Keyword(s):  
Higher Education ◽  
Critical Thinking ◽  
Problem Solving ◽  
Private Universities ◽  
Education Programs ◽  
Problem Solving Skills ◽  
American System ◽  
The Difference ◽  
The University

Purpose: This research study aims to address the role of higher education programs in developing students’ critical thinking and problem-solving skills, emphasizing on the importance of the university professors’ role in nurturing these skills through the means they use in the classroom. The research also aims to highlight the difference in developing these skills among students between universities that follow the Francophone system and universities that follow the American system. Approach/Methodology/Design: To achieve the goal of this research, a descriptive approach was adopted to test the validity of the research hypotheses which are based on correlations between research variables related to higher education programs and the skill of critical thinking. A questionnaire was employed to collect data from the sample, which consisted of four private universities, divided into two groups which are two private universities that follow the American system, and two private universities that follow the Francophone system. The sample consisted of 120 students from universities that follow the American system, and 132 students from universities that follow the Francophone system. The students were selected from the Faculty of Economics and Business Administration. Findings: It was found out that there are statistically significant differences between the students’ answers regarding the extent of their ability to possess the skills of critical thinking and problem-solving in concerning to the universities in which they study, and we have also found that there are statistically significant differences in the student’s acquisition of these skills between the programs of Francophone and American universities according to their demographic characteristics and majors. Practical Implications: The study will be of great use for concerned authorities, emphasizing on critical thinking and problem-solving skills. Originality/value: The findings revealed a significant correlation between university programs and critical thinking and problem solving skills.

A CONSTRUCTIVISM APPROACH TOWARDS INTEGRATION OF ICT FOR COLLABORATIVE LEARNING

2018 ◽  
Vol 6 (26) ◽  
Author(s):  
Bharati Chand
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Collaborative Learning ◽  
Content Knowledge ◽  
Learning Process ◽  
Learning Opportunities ◽  
Problem Solving Skills ◽  
Active Participant ◽  
Learning Techniques ◽  
Integration Of Ict

This paper highlights on constructivism approach by integrating ICT for collaborative learning. Constructivism transforms the learner from a passive recipient of information to an active participant in the learning process. The ICT integrated tools provides learning opportunities with which learners formulate and test their ideas, draw conclusions and inferences, and pool and convey their knowledge in a collaborative learning environment.Learners construct their knowledge actively rather than just mechanically ingesting knowledge from the teacher or the textbook. The ICT integrated collaborative learning techniques, help learners to promote content knowledge, critical thinking, and problem-solving skills.

scholarly journals The Importance of Soft Skills Development to Enhance Entrepreneurial Capacity

2020 ◽  
Vol 3 (3) ◽  
pp. p1
Author(s):  
Sarom Tem ◽  
Ariyabhorn Kuroda ◽  
Keow Ngang Tang
Keyword(s):  
Higher Education ◽  
Critical Thinking ◽  
Problem Solving ◽  
Soft Skills ◽  
Youth Unemployment ◽  
Skills Development ◽  
Entrepreneurial Success ◽  
Problem Solving Skills ◽  
Individual Personality ◽  
Successful Entrepreneurs

Soft skills development has come with the intention of an all-rounded development of individual personality and entrepreneurship can be taught or not has been an argument until today. Therefore, this study was designed to explore the importance of soft skills to enhance entrepreneurial capacity. The three key soft skills that researchers examined were communication, leadership, and critical and problem-solving skills while the entrepreneurial capacity was the dependent variable of this study. A total of five successful entrepreneurs were purposively selected to be the informants of this study. Researchers employed a qualitative method using interview protocol as an instrument to conduct in-depth interviews. Data were analyzed using content analysis. The results revealed that critical thinking and problem-solving skills is the most significant soft skills to assist entrepreneurs to improve their competitiveness and productivity. Moreover, all the informants came to the consensus that higher education should teach the students the three required soft skills to be successful entrepreneurs. They emphasized the importance of soft skills that can assist entrepreneurs not only to compete in the formal labor market but also has the potential to reduce youth unemployment, drive economic growth, and reduce poverty. The overall results are successfully contributed to a growing body of research by suggesting that soft skills, namely communication, leadership, and critical thinking and problem-solving skills associated with entrepreneurial success are malleable and can be trained through higher education institutions.

scholarly journals Facilitating learning of community-based rehabilitation through problem-based learning in higher education

2019 ◽  
Vol 19 (1) ◽  
Author(s):  
Eva Yin-han Chung
Keyword(s):  
Higher Education ◽  
Critical Thinking ◽  
Problem Solving ◽  
Learning Process ◽  
Real World ◽  
Relevant Literature ◽  
Problem Based Learning ◽  
Community Based ◽  
Problem Solving Skills ◽  
Community Based Rehabilitation

Abstract Background The quality of community-based rehabilitation (CBR) personnel is one of the key factors that contributes to the success of CBR programs. Integrating knowledge and practical skills in various stages of the learning process is essential in community-based rehabilitation. Problem-based learning (PBL) is a pedagogical strategy that uses real-world situations as the basis for developing knowledge and problem-solving skills. Through PBL, learners are guided and facilitated in assuming active problem-solving roles in real-world situations. This study developed and tested a framework and a PBL protocol for use in teaching community-based rehabilitation (CBR) in higher education. Methods Part I of this study focused on the development of a framework and a protocol for PBL. An initial framework for the development of this protocol was formed based on a review of relevant literature. Concrete guidelines were delineated to describe the application, process, and delivery of teaching and learning. PBL was implemented in three CBR related courses. Students were facilitated to learn CBR in passing various stages of PBL through a self-directed learning process. The cumulative efforts of each group were compiled, recorded, and displayed using e-portfolios. In Part II, the processes and outcomes of using this new learning mode were evaluated using a case study approach to examine the protocol’s efficacy. Focus group interviews, a questionnaire, and a detailed examination of the e-portfolios were administered for evaluation. Results One hundred thirty-three students from three CBR related courses were recruited. PBL was regarded as an effective, realistic and practical method that enables critical thinking in CBR. Practicality was addressed by covering context-related materials with the use of real cases or examples. Participants were actively engaged in the learning process and their CBR competence was enhanced. Conclusions Through the new protocol, the students were equipped with active learning, critical thinking, and problem-solving skills that should facilitate success in CBR.

Problem based learning (PBL) in Organic Chemistry

2018 ◽  
Vol 1 (2) ◽  
pp. 64-69
Author(s):  
Amina Alobaidi
Keyword(s):  
Organic Chemistry ◽  
Critical Thinking ◽  
Problem Solving ◽  
Concept Mapping ◽  
Problem Based Learning ◽  
Student Centered ◽  
Student Centered Learning ◽  
Problem Solving Skills ◽  
Educational Methods ◽  
Online Communications

Background: PBL appears to answer many concerns regarding educational methods, encourages students to look for new solutions to relevant problems using available knowledge and resources. The process expands students' critical thinking and problem solving skills while enhancing their creative capabilities Objective: To develop a PBL modules for teaching of organic chemistry. Methods: This module was developed for implementation in the curriculum of Chemistry Departments in Colleges of Sciences and Education. This is an innovations to be developed for increasing the wide-ranging abilities of students. A series of strategies which are involved in PBL, concept mapping and online communications, are suggested and discussed in terms of encouraging student-centered learning.  

scholarly journals Educational puzzles for understanding gastrointestinal physiology.

1999 ◽  
Vol 276 (6) ◽  
pp. S1 ◽  
Author(s):  
C M Bailey ◽  
C T Hsu ◽  
S E DiCarlo
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Active Learning ◽  
Small Group ◽  
Deductive Reasoning ◽  
Group Discussion ◽  
Small Group Discussion ◽  
Educational Tools ◽  
Problem Solving Skills ◽  
Gastrointestinal Physiology

We developed four innovative, creative, and fun educational tools to promote active learning, enhance problem-solving skills, and encourage small group discussion. Furthermore, the tools encourage deductive reasoning and critical thinking rather than passive memorization of material. The tools include crossword puzzles, hidden messages, word scrambles, and word searches. These tools were developed using two computer programs: the Crossword Construction Kit and The New Puzzle Factory. Instructors are encouraged to optimize the value of the tools by using the additional options presented at the end of each of the puzzles. The additional options encourage students to become active learners by creating their own tools. Although the principles of these four tools can be adapted to many disciplines, these specific games focused on gastrointestinal physiology. Our goal was to create tools that can be used either inside or outside the classroom to complement and enhance the lecture.

scholarly journals Re:Learn

2021 ◽  
Author(s):  
Linda Borg ◽  
Marie-Louise Eriksson
Keyword(s):  
Higher Education ◽  
Collaborative Learning ◽  
Information Literacy ◽  
Academic Writing ◽  
Information Seeking ◽  
Academic Context ◽  
Web Course ◽  
Writing Tutors ◽  
Collaborative Learning Environment ◽  
Academic Information

Librarians and writing tutors in higher education are working intensely to teach information literacy to students. But the extent to which this work is done collaborative or separately differs greatly between the universities. •How can we facilitate collaborative learning on questions regarding the teaching of academic information literacy? •How do we relate this teaching to various national and international frameworks and guidelines? •How do we find new ways and methods for writing tutors and librarians to work together? •Is it possible to create a platform to facilitate the exchange of ideas and tools? These are some of the questions that led us to start this project: to develop an open web course on student learning of information literacy in higher education. But instead of targeting students in higher education the target group for this course is librarians and writing tutors at Swedish universities. The project is funded by the Swedish library Association.The purpose of the course is to: •Place information literacy in an academic context, where academic writing is included together with information seeking, referencing, plagiarism etc. •Develop national cooperation on issues related to the teaching of information literacy and academic writing •To facilitate online peer learning between collegues on issues related to teaching information literacy and academic writing •Develop a platform for sharing experiences regarding tools and methods The participants will get the opportunity to participate in workshops and PBL-inspired group work on themes regarding the teaching of information literacy in higher education. In this way we hope to facilitate a creative and collaborative learning environment. The first iteration of the course will take place April-May 2021. This presentation will be about the development of the course and what we have learned so far.

scholarly journals Effective Assessment of Workplace Problem-Solving in Higher Education

10.28945/4496 ◽  
2020 ◽  
Vol 19 ◽  
pp. 001-016
Author(s):  
Maurice M. Danaher ◽  
Kevin Schoepp
Keyword(s):  
Higher Education ◽  
Problem Solving ◽  
Discussion Board ◽  
Assessment Instrument ◽  
Asynchronous Discussion ◽  
Future Research ◽  
Problem Solving Skills ◽  
Student Groups ◽  
Asynchronous Discussion Board ◽  
Computing Curriculum

Aim/Purpose: Within higher education, graduating students who are able to solve ill-structured, complex, open-ended, and collaborative, workplace problems is recognized as paramount. Because of this, there is a need to assess this skill across the curriculum. Background: This paper addresses this issue by assessing problem-solving across a computing curriculum using an assessment instrument shown to be reliable and valid. Methodology: The method is based upon the implementation of the assessment instrument that uses a scenario-based asynchronous discussion board measuring the ability of student groups to solve workplace problems. The sample are computing students from the 2nd, 3rd, 4th year, and master’s levels at a UAE university. Contribution: This paper shows the problem-solving skills of students over four years of study across a computing curriculum and demonstrates the effectiveness of the instrument. Findings: There was a general increase in student problem-solving performance from the 2nd, 3rd, 4th year, and master’s levels, but students often failed to meet the expected level of performance for their year of study. In addition, the instrument was effective in assessing problem-solving. Recommendations for Practitioners: This assessment instrument, or one similar, that uses a scenario-based asynchronous discussion board can be used to measure the ability of student groups to solve workplace problems. Impact on Society: Students must be prepared to solve workplace problems to meet the needs of 21st century employment. Future Research: Further research should be conducted with this assessment instrument, or one similar, outside of this fairly unique UAE- based context.

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