Role playing vs RPGs as teaching strategies in educational procedure

The aim of this paper is to shed new light on an innovative teaching strategy and specifically presents the comparison between the use of Role Playing and the use of Role-Playing Games (RPGs) in the educational procedure emphasizing on the unique characteristics of the latter. I will present the theoretical framework of Role Playing and RPGs as well as their benefits and characteristics, concluding to their substantial difference.

E-learning for smart-universities: pandemic challenges and opportunities in Morocco

Both ICT and internet have become a vital part of citizens’ daily lives. In fact, many aspects of cities, including culture, economy, education have become closely linked to ICT. Accordingly, the concept of the smart city has emerged to attract the interest of governments, companies, educational institutions and Universities [1]. In Morocco, most universities or higher education institutions have always been interested in keeping up with the fast-paced world of technology and integrate ICT in mainstream education. However, most attempts to initiate smart universities is always faced with a series of challenges and constraints. Most of which are related to lack of infrastructure, students’ and professors’ lack of technological readiness, and socio-economic inequality among students. Most recently, due to COVID-19, universities are forced to resort to emergency remote learning and scramble different options of e-learning as a dire need to tackle the current educational crisis which creates a certain chaos due to lack of readiness to an advanced technological application. This paper is an attempt to discuss the challenges posed and opportunities offered using e-learning to deal with the new normal (Covid-19) in different educational levels in general and higher education in particular. Significantly, this paper reviews most of that has been said about online learning, describes some of the conducted empirical studies, and calls for implementing e-learning as an innovative teaching strategy for smart universities.

Embracing evidence-based nursing and informational literacy through an innovative undergraduate collaborative project

BackgroundNurse educators are challenged to design courses that maintain rigor, promote student learning, maximize resource utilization, and ultimately prepare graduates for clinical practice.PurposeAn innovative teaching strategy was used to educate BSN level students in nursing inquiry with a collaborative project.MethodsCourse faculty incorporated information literacy (IL) and evidence-based practice (EBP) competencies into an undergraduate research course by taking the traditional practicum research project and redesigning it as a longitudinal scoping review (ScR) collaborative project.ResultsAt course conclusion, students verbalized having a deeper appreciation for nursing research, confidence in performing a literature search, and conducting a research critique.ConclusionsThe students’ contributions towards the ScR through their collaborative project work fostered personal growth in IL and EBP competencies through a meaningful project that can extend beyond the classroom to possibly influence patient care.

AN EXPERIMENTAL STUDY ON THE EFFECT OF PARTS STRATEGY AND ANXIETY ON READING COMPETENCY AT THE ELEVENTH GRADE STUDENTS OF SMAN 5 DENPASAR

The aim of this study was to prove whether the implementation of PARTS Strategy and the students’ anxiety gave a significant effect to the students’ reading competency. The study was an experimental study by applying Post test only control group design. The population was nine classes (420 students) of grade XI in SMA Negeri 5 Denpasar academic year 2012/2013, in which 2 classes were samples which were assigned into two groups, i.e. experimental group and control group, by a Multi-Stage Random Sampling. The research data were collected through questionnaire and test that were analyzed using Statistical Two-Way Anova. The results show that, first, there was different effect in reading competency between the students who were taught by implementing PARTS strategy and those who were taught by implementing Conventional reading startegy (Sig.=0.004 <=0.05). Secondly, there was not interactional effect of PARTS strategy and anxiety level upon the students’ reading competency at the eleventh grade students of SMA negeri 5 Denpasar (Sig.=0.966 >=0.05). In view of the results of this study, it is therefore suggested that teachers should use PARTS Strategy as an innovative teaching strategy since the facilitation of this strategy significantly improved the students’ reading competency.