Increasing Employability Through Development of Generic Skills: Considerations for Remote Course Delivery During COVID-19 Pandemic

2021 ◽  
pp. 69-76
Author(s):  
Natalya Totskaya
Keyword(s):  
Course Delivery ◽  
Generic Skills

The Identification of Competencies for Online Teaching Success

2012 ◽  
Vol 16 (1) ◽  
Author(s):  
Paula Mae Bigatel ◽  
Lawrence C. Ragan ◽  
Shannon Kennan ◽  
Janet May ◽  
Brian F. Redmond
Keyword(s):  
Online Teaching ◽  
Course Delivery ◽  
Attitudes And Beliefs ◽  
Online Faculty ◽  
Teaching Behaviors ◽  
Relevant Research ◽  
Teaching Tasks ◽  
Teaching Success ◽  
Critical Competencies ◽  
Level Of Importance

This exploratory study examined teaching behaviors, attitudes, and beliefs (referred to as tasks) that reflect potential competencies for online teaching success. In this study, teaching tasks are those tasks performed during course delivery. Based on faculty interviews and a review of relevant research, 64 teaching tasks were identified and included in 7-point Likert scale survey instrument. It was distributed to experienced online faculty and staff asking them to rate the level of importance of a list of teaching tasks and resulted in a sample of 197 responses. Of interest was the fact that over half of the teaching tasks had a rating of 6.0 on the 7-point scale and more than half of the tasks that were rated 6.0 or higher did not load into categories using factor analysis. Further examination of the results is required to determine why highly rated teaching tasks did not fall (load onto) into any factor. Results of the importance of the tasks will form the basis of faculty development efforts aimed at providing faculty with professional development in critical competencies to ensure online teaching success.

Designed Learner Interactions in Blended Course Delivery

2011 ◽  
Vol 15 (1) ◽  
Author(s):  
Reba-Anna Lee ◽  
Brian Dashew
Keyword(s):  
Instructional Design ◽  
Best Practices ◽  
Design Process ◽  
Course Delivery ◽  
Student Interactions ◽  
Face To Face ◽  
Instructional Design Process ◽  
Hybrid Delivery ◽  
Academic Technology ◽  
Blended Course

In transitioning to a hybrid delivery model, faculty are presented with an opportunity to engage in a systematic instructional design process which can bring coursework in line with pedagogical best practices that may not exist in traditional face-to-face classes. This paper presents a model whereby Marist College Academic Technology & eLearning staff focuses faculty attention on designing effective student interactions with content, the instructor, and other students. These interactions promote deeper levels of engagement in student learning.

scholarly journals Evaluating the Effectiveness of Childbirth Preparation Courses on Women’s Self-Efficacy among Ultra-Orthodox Jewish Religious Women in Israel

Healthcare ◽  
2021 ◽  
Vol 9 (7) ◽  
pp. 818
Author(s):  
Liat Korn ◽  
Gideon Koren ◽  
Ayelet Yaakov ◽  
Galit Madar ◽  
Ayala Blau
Keyword(s):  
Self Efficacy ◽  
Course Delivery ◽  
Orthodox Jewish ◽  
Control Group ◽  
Study Group ◽  
Jewish Women ◽  
Religious Women ◽  
Birth Preparation ◽  
Group A ◽  
Childbirth Preparation

Background: This study examined the effectiveness of a birth preparation course on coping with childbirth among primigravid ultra-orthodox Jewish women in Israel. Methods: In total, 130 ultra-orthodox 25–35-week primigravid women were divided into a study (n = 100, participated in birth preparation courses) and a control (n = 30, did not participate in the courses) group. A questionnaire was delivered three times: T1—before the course/delivery, T2—two–three days after delivery, and T3—a month after delivery. Results: At T3, self-efficacy among the study group was higher than in the control group. Differences in self-efficacy were found over time regardless of the group (F(2,246) = 12.83, p < 0.001), as a time–group interaction effect (F(2,246) = 10.20, p < 0.01). Self-efficacy in the study group (Mean, M = 3.40, Standard deviation, SD = 0.63 at T1) dropped to M = 3.06, SD = 0.76 at T2 and rose to M = 3.34, SD = 0.64 at T3. In the control group, self-efficacy (M = 3.53, SD = 0.56 at T1) dropped to M = 3.26, SD = 0.63 at T2 and to M = 2.95, SD = 0.76 at T3. Discussion: The childbirth preparation course was found to be effective in raising self-efficacy among primigravid ultra-orthodox religious women when compared to the control group.

scholarly journals Lessons from the frontlines: a junior doctor’s experience of the first wave of the COVID-19 pandemic in a resource-limited setting

2021 ◽  
pp. medhum-2020-012109
Author(s):  
Brabaharan Subhani ◽  
Dilushi Wijayaratne ◽  
Saroj Jayasinghe
Keyword(s):  
Structural Changes ◽  
Tertiary Care ◽  
Medical Officer ◽  
Healthcare Services ◽  
Care Hospital ◽  
Generic Skills ◽  
Quality Healthcare ◽  
Resource Limited ◽  
Uncertain Future ◽  
Second Wave

COVID-19 has stressed healthcare systems across the globe. We present the experience of an intern medical officer working in a tertiary care hospital during the first wave of the pandemic in Sri Lanka. Her narrative describes how the stress of the pandemic brought into sharp focus the strengths and weaknesses in the health system. We suggest some strategies to improve our health services as the world faces the second wave and an uncertain future. These include structural changes in healthcare services at institutional and national levels, focused educational programmes for healthcare professionals to impart generic skills of disaster management, and the development of telehealth services and computerisation of health systems. We believe that we must maintain this focus to ensure that our patients can be guaranteed quality healthcare in the future.

A visual-based approach to the mapping of generic skills: its application to a Marketing degree

2013 ◽  
Vol 33 (2) ◽  
pp. 181-197 ◽  
Author(s):  
Lawrence Ang ◽  
Steven D'Alessandro ◽  
Hume Winzar
Keyword(s):  
Generic Skills
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