Virtual suturing skills learning: role of verbal versus written feedback in surgery rotation clerkship

A response evocation program, some principles underlying its development and administration, and a review of some clinical experiences with the program are presented. Sixty-five children with developmental articulation errors of the /ɝ/ phoneme were administered the program by one of 19 clinicians. Approximately 70% of program administrations resulted in a child emitting a good /ɝ/ within six minutes. Approximately 10% of children who were given additional training on program step failures emitted good /ɝ/'s in subsequent sessions. These preliminary observations are discussed in relation to the role of task analysis and motor skills learning principles in response evocation, clinician influences in program outcomes, and professional issues in service delivery to children with developmental articulation errors.

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The voice, text, and the visual as semiotic companions: an analysis of the materiality and meaning potential of multimodal screen feedback

Education and Information Technologies ◽

10.1007/s10639-021-10455-w ◽

2021 ◽

Author(s):

Clare Tyrer

Keyword(s):

Student Teachers ◽

Research Literature ◽

Written Feedback ◽

Feedback Process ◽

Teachers Perceptions ◽

Initial Teacher Training ◽

The Relationship ◽

The Voice ◽

Structured Video

AbstractThe gap between how learners interpret and act upon feedback has been widely documented in the research literature. What is less certain is the extent to which the modality and materiality of the feedback influence students’ and teachers’ perceptions. This article explores the semiotic potential of multimodal screen feedback to enhance written feedback. Guided by an “Inquiry Graphics” approach, situated within a semiotic theory of learning edusemiotic conceptual framework, constructions of meaning in relation to screencasting feedback were analysed to determine how and whether it could be incorporated into existing feedback practices. Semi-structured video elicitation interviews with student teachers were used to incorporate both micro and macro levels of analysis. The findings suggested that the relationship between the auditory, visual and textual elements in multimodal screen feedback enriched the feedback process, highlighting the importance of form in addition to content to aid understanding of written feedback. The constitutive role of design and material artefacts in feedback practices in initial teacher training pertinent to these findings is also discussed.

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Facebook as Complementary Teaching Material: Reconceptualizing the Context Boundaries of Formal and Informal Learning in EFL Higher Education

International Journal of Linguistics Literature & Translation ◽

10.32996/ijllt.2021.4.9.3 ◽

2021 ◽

Vol 4 (9) ◽

pp. 23-35

Author(s):

Iman Abbas

Keyword(s):

Higher Education ◽

English Language ◽

Pedagogical Practices ◽

Survey Analysis ◽

Structured Interviews ◽

Formal Curriculum ◽

Positive Attitudes ◽

Skills Learning

This article is a case study that aims to understand and explore a teacher's perspective about integrating Facebook as an informal social platform into the EFL classroom in a higher education context in Oman. The study further aims to identify the attitudes and perspectives of a group of students belonging to the same context. Research data came from semi-structured interviews with a teacher participant and a survey questionnaire with student participants. The study provides a set of findings based on interview data analysis and questionnaire survey analysis. The study's findings revealed the teacher and students' positive attitudes and perspectives towards the role of Facebook in boosting pedagogical practices and increasing English language skills learning. This study contributes to knowledge by providing insights on the integration of Facebook as an informal platform into the formal curriculum-based learning in TESOL. The insights and findings are of value to the teachers and instructors in EFL higher education contexts. Pedagogical implications for ESL (English as a second language) and EFL (English as a foreign language) and researchers are offered in the light of these results.

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The role of practical skills in computing education Introduction 29; A taxonomy of programming courses 30; The philosophy of skills learning 33; Conclusion 35;

Effective Learning and Teaching in Computing ◽

10.4324/9780203416037-9 ◽

2004 ◽

pp. 45-53

Keyword(s):

Practical Skills ◽

Computing Education ◽

Skills Learning ◽

Programming Courses

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The Role of Written Feedback in Numeracy in the Primary School Classroom

International Journal of Education ◽

10.5296/ije.v11i2.14550 ◽

2019 ◽

Vol 11 (2) ◽

pp. 52 ◽

Cited By ~ 1

Author(s):

Miedzo Mutendi ◽

Chipo Makamure

Keyword(s):

Primary School ◽

Learning Process ◽

Real World ◽

Learning Goals ◽

Written Feedback ◽

Classroom Performance ◽

The Real ◽

School Classroom ◽

The Impact

This study seeks to establish the quality and type of feedback necessary and suitable for learners, understandable by learners and implementable in the learning process by the learners to improve progress in learning numeracy. However, although written feedback is believed to be instrumental in shaping the pupils’ classroom performance, there is less agreement on whether this is workable in the real world of the classroom or has remained an intended goal of feedback. There is limited work in literature on how pupils respond or use written feedback to improve their performance. A questionnaire was administered to a group of Year 5 students at a school in England to solicit the pupils’ perceptions of the usefulness of written feedback and the challenges that were likely to be faced in interpreting and implementing the feedback. In order to measure the impact of feedback on students’ performance, a pre-test was given, pupils’ recommendations from the questionnaire were incorporated, and a second test was given two days later. The two sets of marks were then compared. It was found that pupils find it difficult to understand written feedback at times, mainly because of unfamiliar vocabulary used in the feedback and when they do understand the language, they often find it unhelpful in achieving their learning goals. Teachers are recommended to simplify and add more detail to feedback, making it as informative as possible about what was done well and suggest improvements that could be made.

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PENGEMBANGAN PAKET PEMBELAJARAN KETERAMPILAN MEMBUAT MANISAN NANGKA UNTUK PROGRAM KEAKSARAAN FUNGSIONAL MANDIRI

Jurnal Kwangsan ◽

10.31800/jtpk.v1n1.p16--33 ◽

2013 ◽

Vol 1 (1) ◽

pp. 16

Author(s):

Putut Wijayanto

Keyword(s):

Instructional Technology ◽

Learning Outcomes ◽

Life Skills ◽

Theory And Practice ◽

Study Group ◽

Functional Literacy ◽

Study Material ◽

Skills Learning ◽

Satisfactory Theory

One of the role of Instructional Technology is the provision of learning resources through the development. Especially in the Functional Literacy Programm (Program Keaksaraan Fungsional/KF) on Mandiri Level, study material that really designed for learning is not available yet. This study aims to develop skills learning package such as video learning and modules by taking a theme about making candied jackfruit. This is suitable with the implementation of the KF program that promotes life skills learning. The results revealed that the learning package of making candied jackfruit favored by 30 respondents of the student in Bougenvile Study Group, Medokan Semampir Village, Sukolilo, Surabaya. As new subjects, students learning outcomes perfome a very satisfactory theory and practice value.AbstrakSalah satu peran Teknologi Pembelajaran adalah penyediaan sumber-sumber belajar melalui kegiatan pengembangan (development). Namun untuk program Keaksaraan Fungsional (KF) Tingkat Mandiri, belum sepenuhnya tersedia sumber belajar yang dirancang khusus (by design) untuk pembelajaran. Penelitian ini bertujuan untuk mengembangkan Paket Pembelajaran Keterampilan (PPK) berupa modul dan video pembelajaran tentang membuat manisan nangka. Penelitian ini sesuai dengan kebutuhan Program KF yang mengutamakan pembelajaran life skills. Hasil penelitian mengungkapkan bahwa paket pembelajaran modul dan video tentang membuat manisan nangka digemari oleh 30 orang responden warga belajar di Kelompok Belajar (Kejar) Bougenvile, Kelurahan Medokan Semampir, Sukolilo, Surabaya. Sebagai mata pelajaran baru, hasil belajar warga belajar menunjukkan nilai teori dan nilai praktek yang sangat memuaskan.

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The effect of metacognitive skills and academic motivation on academic performance

10.21203/rs.2.20995/v1 ◽

2020 ◽

Author(s):

Mehdi Eskandari ◽

Mitra Amini ◽

Somayeh Delavari ◽

Sedigheh Mokhtarpour ◽

Mohammad Jaafari

Keyword(s):

Academic Performance ◽

Academic Motivation ◽

Metacognitive Strategies ◽

Metacognitive Skills ◽

Academic Motivation Scale ◽

The Mean ◽

Motivation Scale ◽

Skills Learning ◽

The Impact

Abstract Objectives: the purpose of present study is investigation the impact of metacognitive strategies and motivation on academic performance of medical learners Results: The findings showed that the mean scores of metacognitive strategies of participants and the success rate and academic performance of clinical students of the medical school were positively and significantly correlated (r = .406, p = 0.001). The results showed a positive and significant correlation between the metacognitive strategies (70.92 ± 6.1) and academic motivation (136.92 ± 23.9), respectively (P = .001 & r = .24). So, we can find the mediatory role of academic motivation in metacognitive strategies and academic performance Keywords: motivation, academic performance, metacognition skills, learning, Academic Motivation Scale (AMS), Metacognitions Questionnaire-30 (MCQ-30)

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Investigating Teachers’ Perceptions on Written Feedback Practices in Malaysian Secondary Schools

Turkish Journal of Computer and Mathematics Education (TURCOMAT) ◽

10.17762/turcomat.v12i3.887 ◽

2021 ◽

Vol 12 (3) ◽

pp. 1263-1271

Author(s):

Syarina Mahmood Et.al

Keyword(s):

Secondary School ◽

Empirical Studies ◽

Great Influence ◽

Time Constraints ◽

Written Feedback ◽

Writing Classroom ◽

Writing Teachers ◽

Teachers Perceptions

This researchis toinvestigateteachers’ perceptions and practices about teacher-written feedbackin a secondary school in Malaysia. There are empirical studies conducted on the effectiveteacher-written feedback practicesto the students’ writing performance.However, there is a little researchwasconducted in Malaysiaon teachers’ perceptions regarding the role of teacher-written feedback in writing.Teachers’ perceptions and practices on written feedback is important to determine how teacher-written feedback place in their formative assessment.The results suggest that written feedback is commonly practiced in writing classroom and the teacher’s perceptions influenced to teacher-written feedback practices. It was found that most teachers consider written feedback is ineffective practices to help students to improve their writing. Teachers recognised that because of time constraints and students attitude influence the effectiveness of the written feedback to the learning process. Several factors were found to have a great influence on the amount and quality of written feedback. The most significant factor was trainings to influence teachers’ perception indicating that teacher-written feedback is unimportant in which was influenced teachers’ practices in the classrooms

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