In a time conditioned by continuous technological advances, it is essential to train teachers in digital competence in order to respond to the needs and concerns of students. The educational ...processes of the teacher acquire great relevance to have the required skills against the use of new emerging resources. This study focuses on knowing the digital teaching competence in the development and application of augmented reality resources. A non-experimental design of descriptive and correlational type has been followed through a quantitative method. Two questionnaires were used, applied to a sample of 2631 teachers. The results obtained reveal that the teaching staff carries out continuous training, carrying out 2-3 courses per year related to ict and other areas, in person. They demonstrate skills in certain areas of digital teaching competence, such as security and communication and collaboration, as well as a deficit in the creation of digital content. Deepening in the areas more analogous to augmented reality, according to the type of center and educational stage, it is the public and primary education centers that have revealed the highest level of competence.
En una época marcada por los continuos avances tecnológicos, resulta fundamental la formación del profesorado en competencia digital con la finalidad de dar respuesta a las necesidades e inquietudes del alumnado. Los procesos formativos del docente adquieren gran relevancia para disponer de las destrezas requeridas frente a la utilización de nuevos recursos emergentes. Este estudio se centra en conocer la competencia digital docente en la elaboración y aplicación de recursos de realidad aumentada. Se ha seguido un diseño no experimental de tipo descriptivo y correlacional a través de un método cuantitativo. Se han empleado dos cuestionarios, aplicados a una muestra de 2631 docentes. Los resultados obtenidos revelan que el profesorado efectúa una formación continua, realizando de dos a tres cursos al año relacionados con las tic y otros ámbitos, de manera presencial. Manifiestan destrezas en determinadas áreas de la competencia digital docente como en la seguridad y en la comunicación y colaboración además de un déficit en la creación de contenidos digitales. Profundizando en las áreas más análogas a la realidad aumentada, según en el tipo de centro y etapa educativa, son los centros públicos y de educación primaria los que han revelado mayor nivel competencial.
This paper examines the use of case studies as teaching strategies to promote critical thinking. Critical thinking and case studies are defined as teaching method. The benefits and limitations of ...case studies are also discussed. The literature review investigates research studies that have indicated how case studies facilitate and promote active learning, help clinical problem solving, and encourage the development of critical thinking skills. Using case studies in teaching will assist nurse educators in promoting active learning; furthermore, it will help in developing critical thinking skills, which are extremely important for nurses and other health care professionals.
Abstract Background The consensus that clinical reasoning should be explicitly addressed throughout medical training is increasing; however, studies on specific teaching methods, particularly, for ...preclinical students, are lacking. This study investigated the effects of an illness script worksheet approach in flipped learning on the development of clinical reasoning abilities in preclinical students. It also explored whether the impact of this intervention differed depending on clinical reasoning ability after dividing the students into high and low groups based on their pre-diagnostic thinking inventory (DTI) scores. Methods This study used a one-group pre-post test design and convenience sampling. Forty-two second-year medical students were invited to participate in this study. The course, “clinical reasoning method,” was redesigned as an illness script worksheet approach in flipped learning. The course was an eight-week long program. The students met once or twice per week with a different professor each time and engaged with 15 clinical cases in small groups in one classroom. Each time, one professor facilitated seven groups in a single classroom. The effectiveness of the intervention was measured using DTI before and after the intervention. A learning experience survey was conducted with post-DTI assessment. Results Thirty-six students participated in the survey and their data were analyzed. The mean pre-DTI score was 170.4, and the mean post-DTI score was 185.2, indicating an 8.68% increase ( p < .001). Significant differences were also found in both high and low groups between the pre- and post-DTI assessments. However, the low group improved much more than the high group and exhibited a significant increase in one of the DTI subscales as well. The overall average score on the learning experience survey was 3.11 out of 4. Conclusion The findings indicated that the intervention was an effective instructional method for the development of clinical reasoning in preclinical students and was more beneficial for students with a low level of clinical reasoning ability. This study demonstrated that the intervention can be a feasible and scalable method to effectively and efficiently train clinical reasoning in preclinical students in a classroom.
Mandarin is the second most widely used foreign language in the world. Teaching Mandarin needs appropriate teaching methods and media to achieve learning objectives. Researchers researched the ...learning of Mandarin conversation in one of the private universities of Bandung to analyze the influence of teaching methods applied and teaching media used during online learning. The research involved a descriptive analysis method with a qualitative approach. Data collection was done by filling out questionnaires and interviews to determine the alignment of teaching methods and teaching media used and the influence of teaching methods and media on online learning of Mandarin conversation in that university. The results showed that learning Mandarin conversation online using three learning methods (audio-lingual, communicative approach, and task-based methods) and online teaching media Zoom Meeting, YouTube, Morning, and WhatsApp was perceived as effective. It could improve university students’ Mandarin conversation skills.
This study aims to investigate the language output resulted from physical games played as a practice to learn grammar. 20 university students were involved in a game in which they had to jump and ...throw a marker towards cue cards that contained questions in If-Conditional Type II structure. The students’ language output during the game was recorded and analyzed qualitatively. The result shows that physical game facilitates the learners to acquire new grammartical items and that it is effective to a good extent.Keywords : physical games, grammar, accuracy
Concepts such as racism, oppression and social justice are critical curricular inclusions in nursing education. However, traditional approaches to nursing education often fail to produce the desired ...reflection and change amongst students. There is an urgent need to develop nursing educators that can step outside the rigidity of the curricular status quo and engage students with pedagogies that support critical reflection, analysis and action. Participatory, experiential and interactive theatrical methods rooted in critical pedagogy, such as Theatre of the Oppressed (TO) and Forum Theatre (FT) may prove more effective at engendering reflection, analysis and action.
The study explores health care providers' (including nurses, nurse educators and allied health professionals) and nursing students' experiences, reflections and usefulness of TO and FT as nursing pedagogies.
Influenced by Freire's Pedagogy of the Oppressed and Boal's Theatre of the Oppressed, this study was conducted on a Western Canadian university campus. Two groups participated: one that included health care providers (HCP) (n = 8) and the second that included an audience of nursing educators and students (n = 7). HCPs participated in a two-day TO workshop, while nursing students participated as audience members in the FT performance. The data were drawn from sharing circles and group discussions and were analyzed using thematic analysis.
The findings from HCPs revealed that TO represents an opportunity for reflection and growth; strengthening relationships; and practicing vulnerability. Given that students only participated as audience members, they described practical applications for using TO and FT as pedagogies in nursing education including in simulation and in theory-based courses.
This study demonstrates that TO and FT can play an important role in supporting HCPs' development as critical educators through embodied and reflective practice and that nursing students endorse the application of TO and FT in a broad range of learning contexts.
WeChat is one of the most popular social media mobile apps in China. WeChat was introduced to the course of Introduction to Human Health and Disease, as an instant interactive platform to enhance ...students' learning. Over a period of two years, a WeChat official account (OA) was set up and 157 push notifications were sent per semester. The push notifications included course notices, pre-class thought questions, after-class study materials, simulation exercises, teacher-student interactions, feedback and questions, and research progress relevant to the course. WeChat OA served as an active-learning teaching tool, accelerated further advancement of instant feedback and improvement in teaching activities, improved student-centered communication, and resulted in a high degree of student satisfaction.
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