The Learning Intensive: Examining the Counseling Skills Acquisition between Hybrid Instructional Formats

Background and Study Aim: The main purpose behind the study was to establish the challenges in relation to the acquisition of life skills among university student-athletes of Khyber Pakhtunkhwa. The study assessed the extent to which the concern existing resources, facilitators, and trainer attitude influences life skills acquisition among student-athletes. Material and Methods: Descriptive survey research design was followed to obtain desirable results. The target population of this study consisted of all those who participated in different sport at the university level of Khyber Pakhtunkhwa (KP), Pakistan. Amongst them, we selected a representative sample (n=389 fifty 50% of the total population) with the help of a simple random sampling technique. The Statistical Package for Social Sciences (SPSS) version, 24 was used to code and analyse the data. The hypotheses were tested by applying statistical tests like Step-wise regression and independents sample t-test. The significance level of 0.05 was fixed to accept or reject the set hypotheses. Results: Findings of the study indicated that existing resources, facilitators, and trainer/coach attitude significantly influences life skills acquisition among student-athletes (.001, .001 & .000 < .05). The analysed data revealed no significantly difference regarding extent to which specific challenges such as existing resources, facilitators, and trainer attitude influences the acquisition of life skills (.500, .133 & .149 > .05). Conclusions: The findings of the study revealed that all participants have agreed upon the importance of life skills. Therefore, the life skills course might be considered as an integral part of every educational curriculum of Pakistan. It is suggested that a minimum of 2 hours per week may be included in the educational curriculum of each discipline.

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A Literature Review of Community-Based Job Training Programs for the Work Skills Acquisition for Students with Intellectual Disabilities

JOURNAL OF SPECIAL EDUCATION & REHABILITATION SCIENCE ◽

10.23944/isers.2017.03.56.1.8 ◽

2017 ◽

Vol 56 (1) ◽

pp. 169-201 ◽

Cited By ~ 4

Author(s):

Soo-Jeong Lee ◽

Jin-Ho Kim

Keyword(s):

Literature Review ◽

Intellectual Disabilities ◽

Job Training ◽

Training Programs ◽

Skills Acquisition ◽

Work Skills ◽

Community Based ◽

Students With Intellectual Disabilities

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Emergency LMS Training During COVID-19 at an African University of Technology

11th GLOBAL CONFERENCE ON BUSINESS AND SOCIAL SCIENCES - Global Conference on Business and Social Sciences Proceeding ◽

10.35609/gcbssproceeding.2020.11(113) ◽

2020 ◽

Vol 11 (1) ◽

pp. 113-113

Author(s):

Leanri van Heerden

Keyword(s):

South African ◽

Instructional Designers ◽

Delivery Mode ◽

Skills Acquisition ◽

Online Delivery ◽

Face To Face ◽

Department Of Health ◽

University Of Technology ◽

E Learning ◽

Participant Perspectives

After the #FeesMustFall strikes that have been haunting South African universities since 2015, Instructional Designers felt pretty confident that they can drive their institutions through any dilemma. Along came the 2020 COVID-19 epidemic and they realised they have been playing in the kiddie pool all along. On 23 March 2020, President Cyril Ramaphosa announced a national lockdown level 5 to start on 26 March 2020 (Department of Health, 2020). Three days head start for a three-week lockdown (which was eventually extended till the time of writing) was a logistical nightmare for even the most technology driven universities. All staff were sent home with only enough time to grab their office plants and laptops and no idea how they were going to move forward. The issue with staff and students all working from home is that the lecturers working at the Central University of Technology (CUT), being primarily a face-to-face delivery university, was completely unprepared for moving their traditional and blended approaches to completely online. In their study, Mogeni, Ondigi and Mufo (2020) found that most of the investigated teachers were not empowered enough to deliver instruction fully online and either needed to be retrained, receive further specialised training or be trained completely from scratch. A lack of confidence in the delivery mode of instruction will cause even the most knowledgeable subject spcialist to fail in their task. At the CUT lecturers needed a way of quickly acquiring the necessary skills to deliver their content and assessments on the institution Learning Management System (LMS). The aim of this paper is to measure participant perspectives of an emergency intervention to facilitate the process of online delivery skills acquisition quickly and online. To ensure relevant results a systematic process of designing an intervention and recording participant perspectives is necessary. This extended abstract will take a look at the methods used to drive the paper, briefly discuss the results and findings, and lastly explore the implications and significance of the research for the use of higher education institutions for emergency LMS training. Keywords: LMS training; e-Learning; Online Instruction; Instructional Design

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Haptic Communication to Support Biopsy Procedures Learning in Virtual Environments

Presence Teleoperators & Virtual Environments ◽

10.1162/pres_a_00128 ◽

2012 ◽

Vol 21 (4) ◽

pp. 470-489 ◽

Cited By ~ 19

Author(s):

Amine Chellali ◽

Cedric Dumas ◽

Isabelle Milleville-Pennel

Keyword(s):

Teaching Method ◽

Skills Training ◽

Needle Insertion ◽

Learning System ◽

Fine Motor ◽

Skills Acquisition ◽

Surgical Skill ◽

Biopsy Procedure ◽

Haptic Communication ◽

Procedure Learning

In interventional radiology, physicians require high haptic sensitivity and fine motor skills development because of the limited real-time visual feedback of the surgical site. The transfer of this type of surgical skill to novices is a challenging issue. This paper presents a study on the design of a biopsy procedure learning system. Our methodology, based on a task-centered design approach, aims to bring out new design rules for virtual learning environments. A new collaborative haptic training paradigm is introduced to support human-haptic interaction in a virtual environment. The interaction paradigm supports haptic communication between two distant users to teach a surgical skill. In order to evaluate this paradigm, a user experiment was conducted. Sixty volunteer medical students participated in the study to assess the influence of the teaching method on their performance in a biopsy procedure task. The results show that to transfer the skills, the combination of haptic communication with verbal and visual communications improves the novices’ performance compared to conventional teaching methods. Furthermore, the results show that, depending on the teaching method, participants developed different needle insertion profiles. We conclude that our interaction paradigm facilitates expert-novice haptic communication and improves skills transfer; and new skills acquisition depends on the availability of different communication channels between experts and novices. Our findings indicate that the traditional fellowship methods in surgery should evolve to an off-patient collaborative environment that will continue to support visual and verbal communication, but also haptic communication, in order to achieve a better and more complete skills training.

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Improving Your Patient Counseling Skills

American Pharmacy ◽

10.1016/s0160-3450(15)30807-2 ◽

1993 ◽

Vol 33 (4) ◽

pp. 65-68

Author(s):

Kenneth Leibowitz

Keyword(s):

Counseling Skills ◽

Patient Counseling

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