scholarly journals Developing Undergraduate Use of OARS: Skill Building for Senior Year Kinesiology Students

2015 ◽  
Vol 1 (3) ◽  
pp. 13-19
Author(s):  
John Coumbe-Lilley ◽  
Arin Weidner
Keyword(s):  
Experiential Learning ◽  
Undergraduate Students ◽  
Course Development ◽  
Skills Acquisition ◽  
Senior Year ◽  
Learner Centered ◽  
Open Questions ◽  
Teaching Learning ◽  
Skill Building

 This article discusses course development, teaching, instructional methods and skills acquisition in motivational interviewing (MI) for kinesiology students completing a health coaching course in their senior year of undergraduate studies. The paper outlines how students 1) conducted a brief MI session, 2) applied open questions, affirmations, reflections and summaries (OARS) during a brief MI session and 3) identified the use and quality of OARS through the use of a range of learner centered practices (Weimer, 2002) including multi source feedback opportunities and approaches based on Kolb’s (1984) experiential learning cycle. The authors provide ten recommendations for educators and trainers to help them develop their practice in the teaching, learning and assessment of MI in undergraduate students or new-to-MI learners.  

Effects of ICT on Teaching and Learning: A Review of Related Literature

2020 ◽  
Vol 1 (2) ◽  
Author(s):  
Benjamin Kwasi Amponsah ◽  
Francis Stonier
Keyword(s):  
Teaching And Learning ◽  
Human Life ◽  
Research Work ◽  
Real Life ◽  
Student Community ◽  
Active And Collaborative Learning ◽  
Learner Centered ◽  
Learning Conditions ◽  
Teaching Learning

The advent of ICT has made monumental changes in the world presently. This digital phenomenon has had effect in every facet of human life or endeavor. The introduction of ICT in education helped to improve the quality of education at the point where teaching and learning eventually became an engaging active process related to real life. The present study intends to collate the findings from a review of array of available literature related to the effects of ICT on education. The 21st century teaching and learning skills emphasize the need to transform the conventional teacher-centered pedagogy to more learner-centered methodology. Active and collaborative learning conditions facilitated by ICT helps to develop a knowledge-centered student community. This research work gives an insight into the use of ICT in the field of education, focusing on its impact on teaching learning process, quality, and accessibility of education, motivating learners, learning environment and students’ academic performance.

Education and E-Learning Evaluation and Assessment

2009 ◽  
pp. 189-194
Author(s):  
Emilio Lastrucci ◽  
Debora Infante ◽  
Angela Pascale
Keyword(s):  
Learning Environments ◽  
Needs Analysis ◽  
Assessment And Evaluation ◽  
Face To Face ◽  
Learner Centered ◽  
E Learning ◽  
New Perspective ◽  
Definition Of ◽  
Teaching Learning

The assessment of e-learning shares most of the needs and requirements of face-to-face teaching, including clarity of the main objective, needs analysis, comprehensibility of objectives, definition of resources, and balance report (Calvani & Rotta, 2000). However, in e-learning environments the qualities of both monitoring and formative assessment have prominence, and can even determine the success of the course (Moore & Kearsley, 1996). In the learner-centered approach, typical in e-learning, the student is the protagonist of the teaching-learning process and thus, assessment is considered from a new perspective. It can be defined as the systematic process of correction, revision, collection, and use of information regarding both the students and the course in order to favor the progress and the learning of each student (Palomba & Banta, 1999). Assessment and evaluation are two different concepts even though they are interconnected: the former determines the student’s knowledge, skills and attitudes while the latter is necessary to express an opinion on learning results and on the quality of teaching.

scholarly journals The Profile of the Participants of the Lectures Cycle GESPORTE

2021 ◽  
pp. 01-09
Keyword(s):  
Physical Education ◽  
Data Collection ◽  
Undergraduate Students ◽  
Monthly Income ◽  
Descriptive Research ◽  
Open Questions ◽  
Data Collection Instrument

This study aimed to characterize the profile of participant in the Technical Lectures of the Lectures Cycle GESPORTE. Thus, it is a descriptive research, which used a questionnaire as a data collection instrument, this questionnaire contained closed and open questions. Of the 967 participants in the technical lectures analyzed, 335 responded to the data collection instrument that contained questions about gender variables; age; study level; course; activity that exerts; personal monthly income; aspects of the event (access to the event venue; parking; auditorium; seating; restrooms; conducting the event (ceremonial); punctuality of the event; signage and information; importance of the event (theme); quality of the speakers). The results show that 60.6 are men; 85.7% are up to 24 years old; 64.6 has a monthly income of up to R $ 1,000.00 (one thousand reais); 90.4% are undergraduate students; and 88% are studying Physical Education. Therefore, the participants in the GESPORTE Lectures Cycle are men up to 24 years old, undergraduate students in Physical Education, with a monthly income of up to R $ 1,000.00 (one thousand reais).

scholarly journals IMPACT OF TEACHER WELFARE ON IMPROVING THE QUALITY OF ISLAMIC RELIGIOUS EDUCATION

2021 ◽  
Vol 10 (1) ◽  
pp. 61-72
Author(s):  
Aidil Akhyar ◽  
Hasbiyallah Hasbiyallah ◽  
Aan Hasanah ◽  
Hasan Basri ◽  
Uus Ruswandi
Keyword(s):  
Religious Education ◽  
Behavior Management ◽  
Qualitative Method ◽  
Management Strategies ◽  
Learner Centered ◽  
Education Needs ◽  
The Government ◽  
Teaching Learning ◽  
Quality Learning

Teacher welfare is indeed an important thing, because teachers need guarantees for the work they do. To Teachers need appreciation for their duties. Teachers have the responsibility to create quality learning in order to facilitate the achievement of the objectives of the subjects. The research method used in this research is a qualitative method. Teacher welfare is a guide for teachers to continue to be enthusiastic in carrying out their duties. Teachers of Islamic Religious Education subjects, will be happy if the clarity of the welfare of their work is guaranteed either by the government, or by the private sector if they are committed. The indicators of learning quality consist of: appropriate learning design and focus on standards, delivery of high quality learning, learner-centered, increasing students' activeness in learning, evaluating students, implementing positive behavior management strategies, clarity of learning for students. Learning has clear objectives, if the teacher can organize it well, the learning objectives will be achieved, otherwise it will not be achieved. With the existence of teacher welfare prepared by the government and the private, teacher must be more enthusiastic in teaching, learning will be more interesting, not boring. Innovation in learning Islamic Religious Education needs to be done so that it is of higher quality.

scholarly journals Graduandos de sete cursos de saúde: entre transtornos mentais comuns e o rendimento acadêmico

2020 ◽  
Vol 21 (2) ◽  
pp. 42-55
Author(s):  
Jansen Souza Moreira ◽  
Ludwig Félix Machado Leal ◽  
Laércia Maria Bertulina de Medeiros ◽  
Mísia Carolyne Pereira de Morais
Keyword(s):  
Mental Disorders ◽  
Undergraduate Students ◽  
Common Mental Disorders ◽  
Academic Experiences ◽  
Professional Performance ◽  
Psychological Suffering ◽  
Open Questions ◽  
Mental Health Support ◽  
Health Support

The objective of this study was to investigate the quality of life and psychological suffering in 254 undergraduate students from seven health courses of Universidade Estadual da Paraíba. A sociodemographic questionnaire was used, in addition to a complementary questionnaire with a multiple-choice question, four dichotomous questions, and two open questions, elaborated based on general indicators of Common Mental Disorders, academic experiences and health, respectively. The data were analyzed using descriptive statistics in SPSS-23 and GNU PSPP 1.0.1 (percentage, mean, and standard deviation). The results showed that 61.2% are not satisfied with their academic performance, and 75.7% reported anxiety. Qualitative analysis indicated overload, and reduced time for leisure and physical activities, for example. The need for early identification of Common Mental Disorders in this population is highlighted, aiming at better personal and professional performance, considering the promotion of protective factors and the possibility of mental health support services.

scholarly journals The CAMBRIA case: Learning through experience

2017 ◽  
Author(s):  
Juan Esteban Escalante ◽  
Sara Aguilar-Barrientos
Keyword(s):  
Critical Thinking ◽  
Experiential Learning ◽  
Electric Vehicle ◽  
Undergraduate Students ◽  
Learning Process ◽  
Creative Thinking ◽  
Proposed Model ◽  
Teaching Learning ◽  
Learning Through Experience ◽  
Pedagogical Changes

Experiential learning contributes to the development of thought-related abilities, such as critical thinking and creative thinking. This article evinces the contribution of this theoretical and conceptual proposal through a specific experience with the CAMBRIA project, a solar electric vehicle built at Universidad EAFIT, that potentiated aspects related to multidisciplinary work amongst undergraduate students and, in turn, brought about pedagogical changes at the Institution. CAMBRIA opened a panorama for exploring new alternatives in the teaching-learning process and, through participation in non-simulated activities, led to the restatement of certain core aspects of the University’s educational activities. An analysis of this topic also leads to the formulation of a learning and competency acquisition model. Finally, project results and conclusions are presented, which include elements derived from the proposed model and testimonies from some of the participating students, who were interviewed in depth.

scholarly journals Evaluation of the quality of the teaching-learning process in undergraduate courses in Nursing

2015 ◽  
Vol 23 (4) ◽  
pp. 700-707 ◽  
Author(s):  
Víctor Manuel González-Chordá ◽  
María Loreto Maciá-Soler
Keyword(s):  
Nursing Students ◽  
Quality Indicators ◽  
Undergraduate Students ◽  
Learning Process ◽  
Assessment Tools ◽  
Clinical Practices ◽  
Prospective Longitudinal Study ◽  
Teaching Learning ◽  
Prospective Longitudinal

AbstractObjective: to identify aspects of improvement of the quality of the teaching-learning process through the analysis of tools that evaluated the acquisition of skills by undergraduate students of Nursing.Method: prospective longitudinal study conducted in a population of 60 secondyear Nursing students based on registration data, from which quality indicators that evaluate the acquisition of skills were obtained, with descriptive and inferential analysis.Results: nine items were identified and nine learning activities included in the assessment tools that did not reach the established quality indicators (p<0.05). There are statistically significant differences depending on the hospital and clinical practices unit (p<0.05).Conclusion: the analysis of the evaluation tools used in the article "Nursing Care in Welfare Processes" of the analyzed university undergraduate course enabled the detection of the areas for improvement in the teachinglearning process. The challenge of education in nursing is to reach the best clinical research and educational results, in order to provide improvements to the quality of education and health care.

scholarly journals Leprosy and Physiotherapy: a necessary approach

2019 ◽  
Vol 29 (3) ◽  
pp. 416-426
Author(s):  
Cláudia Cecília De Souza Álvarez ◽  
Günter Hans Filho
Keyword(s):  
Undergraduate Students ◽  
Public And Private ◽  
Mato Grosso ◽  
Practical Action ◽  
Open Questions ◽  
Leprosy Patients ◽  
The Subject ◽  
Teaching Learning ◽  
Social Disabilities ◽  
Provide Health Education

Introduction: New cases of leprosy occur due to a set of factors associated with the lack of knowledge about the disease, both by health professionals and patients, favoring late diagnosis, the development of physical and social disabilities, stigma and prejudice. Objective: To verify the knowledge of students completing the physiotherapy course on leprosy and professional practice in the care of patients with the disease. Methods: A qualitative exploratory descriptive study was conducted with 68 undergraduate students from physiotherapy courses from public and private universities (AU, UB, UC), in the State of Mato Grosso do Sul. Data were collected through a questionnaire with ten open questions about knowledge, practical action, motivations, interests and teaching-learning process about leprosy. To organize and analyze the data, thecollective subject discourse technique was used.  Results: It was found that 60% of aU students, 63% of UB and 30.8% of UC have a general conception about the disease. 46.7% of aU students, 77.8% of UB and 80.9% of UC never had contact with leprosy patients. More than half of the students at the three universities said they were unaware of the physiotherapy approaches and practices in leprosy. Almost 100% of ub and UC students stated that the subject was not addressed during the course and therefore did not feel prepared to provide health education and to guide on how to prevent physical deficiencies resulting from leprosy. 73.3% of AU students, 96.3% of UB and 100% of UC recorded negative evaluations, qualifying the course as precarious, insufficient and weak in the leprosy approach. Conclusion: It is concluded that leprosy should be included in physiotherapy courses systematically, providing practical care activities, developing skills from prevention to rehabilitation, seeking greater motivation and identification of his work in this area.

scholarly journals Educational hypermedia in nursing assistance at birth: building and validation of content and appearance

2019 ◽  
Vol 72 (6) ◽  
pp. 1471-1478
Author(s):  
Lara Leite de Oliveira ◽  
Igor Cordeiro Mendes ◽  
Marianne Maia Dutra Balsells ◽  
Elizian Braga Rodrigues Bernardo ◽  
Régia Christina Moura Barbosa Castro ◽  
...  
Keyword(s):  
Undergraduate Students ◽  
Nursing Care ◽  
Statistical Significance ◽  
Obstetric Care ◽  
Binomial Test ◽  
Methodological Research ◽  
Quality Of Obstetric Care ◽  
Teaching Learning ◽  
Educational Hypermedia

ABSTRACT Objective: to build an educational hypermedia about nursing care at usual risk birth and to perform validation of content and appearance. Method: methodological research carried out following the following stages: content and planning of modules; media production and organization of tutorial units; organization of student space, tutor and communication between them; availability of hypermedia; assessment by experts in nursing and informatics; and implementation of proposed suggestions. Results: educational hypermedia showed to be a validated material, since it presented an optimum index of global content of 0.97 and statistical significance in the binomial test for the content and appearance. Conclusion: it is believed that the use of this material with undergraduate students in nursing will contribute to the quality of obstetric care, considering that it is an illustrated technology capable of favoring teaching-learning about normal humanized childbirth.

Undergraduate management students’ perceptions of feedback in a New Zealand university

2013 ◽  
Vol 19 (2) ◽  
pp. 224-237
Author(s):  
Kala S. Retna ◽  
Robert Y. Cavana
Keyword(s):  
New Zealand ◽  
Undergraduate Students ◽  
Tertiary Education ◽  
Relevant Literature ◽  
Formative Assessments ◽  
Open Questions ◽  
Timely Feedback ◽  
Complex Relationships ◽  
Management Students

AbstractFeedback to students is an important feature of assessment in higher education. Constructive and timely feedback guides students to improve on a continuous basis in the process of their tertiary education. This paper outlines an exploratory study based on survey research, which was conducted on a large sample of undergraduate students on management courses in a New Zealand university. Following a review of the relevant literature a conceptual model was developed using systems thinking principles. A questionnaire was designed consisting of 20 closed Likert questions and two open questions designed to explore students’ perceptions of the feedback given to them on their formative assessments. Quantitative and qualitative analyses were undertaken of the data collected from over 600 valid responses. The quantitative analysis consisted of descriptive statistics, an exploratory factor analysis and Pearson's correlation analysis. The four main factors to emerge were: improvement of work quality, improvement of results, need for feedback and quality of feedback. The qualitative analysis was based on these themes. The results of these analyses are discussed in this paper. This paper attempts to contribute to the ongoing discussion regarding the better understanding of the complex relationships between feedback and student learning in tertiary level management education.

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