In this article, we briefly review the evolution of unified psychotherapy and the developments that have occurred since its more formal inception in the early part of the 20th century. While there ...are various paths to psychotherapy integration, unification seems to be the final one, drawing from the rich empirical and clinical knowledge accumulated over a century and fueled by rapid advances in technology. An online learning platform based on the developments in psychotherapeutics—the theory and practice of psychotherapy—is presented, organizing the domains of psychotherapeutics in a unifying framework for psychotherapy education, training, and to optimize clinical efficacy. This learning system offers essential domains of knowledge, a compendium of psychotherapeutic techniques, and approaches to psychotherapy. It is evident that artificial intelligence (AI), which can harness the unseen patterns from massive data sets, will enable us to create treatment algorithms drawing from all established approaches, techniques, and modalities. It is important that the data derived from large data sets be based on high-quality information and credible research. This type of accessible learning system will be a useful resource for clinicians and psychotherapy trainers by distilling and delivering high-quality knowledge online. It is suggested that continued technological advances, and especially AI, will further fuel the process of unification. It is imperative that psychotherapists and behavioral scientists take the initiative to build systems that are guided by ethics; otherwise, the dark side of technology might lead psychotherapy down a harmful path. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)
Using multimedia for e‐learning Mayer, R.E.
Journal of computer assisted learning,
October 2017, Letnik:
33, Številka:
5
Journal Article
Recenzirano
This paper reviews 12 research‐based principles for how to design computer‐based multimedia instructional materials to promote academic learning, starting with the multimedia principle (yielding a ...median effect size of d = 1.67 based on five experimental comparisons), which holds that people learn better from computer‐based instruction containing words and graphics rather than words alone. Principles aimed at reducing extraneous processing (i.e., cognitive processing that is unrelated to the instructional objective) include coherence (d = 0.70), signalling (d = 0.46), redundancy (d = 0.87), spatial contiguity (d = 0.79) and temporal contiguity (d = 1.30). Principles for managing essential processing (i.e., mentally representing the essential material) include segmenting (d = 0.70), pre‐training (d = 0.46) and modality (d = 0.72). Principles for fostering generative processing (i.e., cognitive processing aimed at making sense of the material) include personalization (d = 0.79), voice (d = 0.74) and embodiment (d = 0.36). Some principles have boundary conditions, such as being stronger for low‐ rather than high‐knowledge learners.
Lay Description
Coherence principle: Eliminate extraneous material.
Signaling principle: Highlight essential material.
Redundancy principle: Do not add on‐screen text to narrated graphics.
Spatial contiguity principle: Please printed words next to corresponding graphics.
Temporal contiguity: Present narration simultaneously with corresponding graphics.
Segmenting principle: Break lesson into to self‐paced parts.
Pre‐training principle: Provide pre‐training in key terms.
Modality principle: Use spoken text rather than printed text with graphics.
Personalization principle: Use conversational language.
Voice principle: Use appealing human voice.
Embodiment: Show on‐screen agents that use human‐like gestures.
The COVID-19 pandemic forced all face-to-face college courses to transition to remote instruction. This article explores instructional techniques used in the transition, student perceptions of ...effectiveness/enjoyment/accessibility of those techniques, barriers that students faced due to the transition, and race/class/gender inequality in experiencing those barriers. We used surveys in introductory courses by two instructors (the authors) to compare students’ reactions to our transitions and the transitions in their other courses. We found that which instructional technique instructors use is less important than how well they implement it for student learning. Although there is a tradeoff between enjoyment and accessibility, instructors can use techniques to increase accessibility of interactive formats. Internet and technology barriers were extremely common, even for students who did not anticipate problems. Most students experienced barriers to their learning due to the pandemic, including distractions, increased anxiety, and feeling less motivated, especially for nonwhite, female, and first-generation college students.
This paper focuses on the national, institutional and pedagogical responses as a result of the closure of schools and universities in March 2020 in Portugal. It includes a brief description and ...analysis of the initiatives and responses to the crisis as well as the difficulties, the challenges and the opportunities. The paper concludes with the discussion of the implications for teaching and teacher education in such uncertain times, particularly in regard to the role of practice as well as issues of mentoring within the context of a practicum as a 'real practice' versus 'an ideal(ised) practice'.
In the modern society when intelligent mobile devices become popular, the Internet breaks through the restrictions on time and space and becomes a ubiquitous learning tool. Designing teaching ...activity for digital learning and flexibly applying technology tools are the key issues for current information technology integrated education. In this study, students are tested and proceeded questionnaire survey to understand the opinions about digital learning. To effectively achieve the research objectives and test the research hypotheses, quasi-experimental research is applied in this study. Total 116 students in 4 classes are selected as the research subjects for the instructional research. The research results conclude that 1. digital learning presents better positive effects on learning motivation than traditional teaching does, 2. digital learning shows better positive effects on learning outcome than traditional teaching does, 3. learning motivation reveals significantly positive effects on learning effect in learning outcome, and 4. learning motivation appears remarkably positive effects on learning gain in learning outcome. It is expected to combine with current teaching trend and utilize the advantages of digital learning to develop practicable teaching strategies for the teaching effectiveness.
Background and purpose: E-learning has many strengths and it is easily available, therefore, it received much attention by the Iran Ministry of Health and Medical Education during the COVID-19 ...pandemic. The present study investigated the level of e-learning readiness and its relationship with demographic factors in medical students of Mazandaran University of Medical Sciences during the COVID-19 pandemic. Materials and methods: This descriptive-analytical study was performed in medical students of Mazandaran University of Medical Sciences in 2019-2020 academic year. Using Morgan table, 263 students were selected. Watkins et al.'s standard E-learning readiness questionnaire was used. Data analysis was done applying Pearson correlation, independent t-test, and ANOVA in SPSS V20. Results: The overall e-learning readiness was moderate among students (103.30 ± 15.00). The highest and lowest mean scores were associated with skills and continuous communication (38.67 ± 4.50) and motivation (8.14 ± 3.00), respectively. Findings showed a significant relationship between electronic learning readiness and the academic course (P<0.05). Conclusion: This study showed that general readiness of medical students for electronic learning was at an average level and in the internship period, it was significantly higher than other modules. Therefore, medical educaters are suggested to have powerful presence in order to increase students’ motivation.
The COVID-19 pandemic has become a global health issue and has had a major impact on education. Consequently, half way through the second semester of the academic year 2019/2020, learning methods ...were delivered through distance learning (DL). We aimed to evaluate the student perspective of DL compared to classroom learning (CL) in the undergraduate dentistry study program at the Faculty of Dentistry Universitas Indonesia.
An online questionnaire was sent at the end of the semester. A total of 301 students participated in the study.
Duration of study influenced student preference. Higher number of first-year students preferred DL compared to their seniors (p < 0.001). Students preferred CL for group discussion, as DL resulted in more difficult communication and gave less learning satisfaction. Only 44.2% students preferred DL over CL, although they agreed that DL gave a more efficient learning method (52.6%), it provided more time to study (87.9%) and to review study materials (87.3%). Challenges during DL included external factors such as unstable internet connection, extra financial burden for the internet quota and internal factors such as time management and difficulty to focus while learning online for a longer period of time.
Despite some challenges, dental students could adapt to the new learning methods of full DL and the majorities agreed blended learning that combined classroom and distance learning can be implemented henceforth. This current COVID-19 pandemic, changes not only the utilization of technology in education but the pedagogy strategies in the future.
This paper discusses the challenges faced by rural learners in South Africa in the context of the world pandemic commonly known as COVID-19. Rural learners face unprecedented challenges in adjusting ...to a new mode of life and learning, the latter being characterised by the predominant use of online, learning management systems and low-tech applications. The paper is informed by critical emancipatory research, I used participatory action research. A total of 10 learners and five teachers participated via Whatsapp. The paper answers two questions: what are the learning challenges faced by rural learners in South Africa, and how can online learning be enhanced in the context of COVID-19? The findings suggest that, while the South African government is promoting online learning as the only alternative in the context of COVID-19, this mode excludes many rural learners from teaching and learning, due to a lack of resources to connect to the internet, the learning management system, and low-tech software. The paper argues that rural learners are critical stakeholders in education and in the fight against COVID-19, and they cannot be left behind in efforts to fight the pandemic.
Technology-enhanced learning research, such as that relating to the use of online technologies in formal learning contexts, is sometimes criticised for being under-theorised. This paper draws ...together areas of research and theory that have previously been somewhat separately treated, to support the integrated analysis and research of situations where technology mediates learning. First, key areas of research and theory relating to technology-mediated learning are introduced, along with their associated conceptual underpinnings and assumptions, in terms of premises. These areas are then explained with relation to one another regarding how they can be used to holistically understand learning in contexts where technology mediates learning. The implications of the theoretical concepts are discussed in terms of the future conduct of technology-mediated learning research, as well as the scope and conditions under which the theorisations apply. Author abstract
Amongst all jurisdictions, the Hong Kong Special Administrative Region of China has been one of the most effective in limiting cases of COVID-19, despite being one of the first places to be affected ...by the pandemic in early 2020. In the months since the first case was confirmed, COVID-19 has affected all aspects of Hong Kong society, including the higher education sector. In this collective reflective essay, we describe the effects of these unexpected external events on academics' lives and the responses of higher education institutions. Specifically, we address the impacts of the COVID-19 pandemic on academics, their professional relationships, institutional frameworks, and Hong Kong's higher education sector as a whole. We conclude that the most significant effect of the pandemic is uncertainty, together with new realities expressed in sayings such as 'living with Zoom, learning from webinars'; 'you will be informed "in due course"', stay calm "until further notice"'; and 'people are stuck, but business is on steroids'. The essay further describes a three-pronged institutional reaction to the pandemic, focused on control, support, and positioning. It concludes with critical views on the way 'useful' knowledge in today's higher education is defined and how concepts and practices have been challenged during the pandemic.
Celotno besedilo
Dostopno za:
BFBNIB, DOBA, IZUM, KILJ, NUK, PILJ, PNG, SAZU, SIK, UILJ, UKNU, UL, UM, UPUK
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