scholarly journals Learning Innovative Methodologies To Foster Personal, Organizational and Community Empowerment through Online and Face-to-Face Community Psychology Courses

2016 ◽  
Vol 14 (4) ◽  
pp. 1209
Author(s):  
Donata Francescato ◽  
Minou Mebane Mebane
Keyword(s):  
Community Psychology ◽  
Online Teaching ◽  
Psychology Students ◽  
Community Empowerment ◽  
Comparative Efficacy ◽  
Face To Face ◽  
Online Collaborative Learning ◽  
The World ◽  
Psychology Courses ◽  
Different Parts

This paper aims to illustrate the contextual factors that inspired some Italian community psychologists to develop three innovative intervention methodologies to foster personal, organizational and community empowerment. We also summarize several studies we conducted to explore the comparative efficacy of traditional and more innovative online teaching, in helping community psychology students master the competencies needed to carry out these three different intervention modalities. These studies showed that both face-to-face and online collaborative learning settings were effective not only in promoting students’ professional competencies, but also in enhancing their social capital and sociopolitical empowerment. Implications for a wider use of online settings to share community psychology values, principles and practices elaborated in different parts of the world are discussed.

scholarly journals Exploring the Perceptions of Undergraduate Psychology students towards Online Engagement in English for Specific Purpose Classes

2021 ◽  
Vol 9 (3) ◽  
Author(s):  
Muhammad Hassan Abbasi ◽  
Mariam Aftab
Keyword(s):  
Online Teaching ◽  
Teaching And Learning ◽  
Psychology Students ◽  
Teaching Methodology ◽  
Online Classes ◽  
Face To Face ◽  
Online Engagement ◽  
Undergraduate Psychology ◽  
Two Stages ◽  
Level Of Motivation

In today’s global world, online teaching and learning have become an important part of the education system. In Pakistan, Covid-19 has revolutionized the teaching methodology from traditional face-to-face classes to online classes due to the closure of educational institutes. Despite various efforts made by HEC, universities, and teachers, yet students face problems in online classes. Therefore, the present study aims to explore the perceptions of undergraduate psychology students towards online engagement in ESP classes using self-determination theory (SDT). For this purpose, a qualitative study has been utilized and data has been collected in two stages using sociolinguistic profiles and interviews. The data was collected using a purposive sampling size from 35 psychology students enrolled in ESP online course. The data from the sociolinguistic profile has been analyzed using frequency analysis and interview data has been codified for thematic analysis. The findings suggest that both extrinsic and intrinsic motivation play an equal part in online learning. Besides this, the learners reported that learning can happen within online classes, depending on the teacher’s methodology and strategies in online classes. The results are effective for higher education institutes in determining the level of motivation and perceptions respondents have while taking  ESP courses online, which can be made interactive by developing outcome-based courses with the integration of technology to fit the needs of modern education in the post-Covid-19 world.

scholarly journals Higher Education in the First Year of COVID-19: Thoughts and Perspectives for the Future

2021 ◽  
Vol 10 (3) ◽  
pp. 285
Author(s):  
Stefano Cesco ◽  
Vincenzo Zara ◽  
Alberto F. De Toni ◽  
Paolo Lugli ◽  
Giovanni Betta ◽  
...  
Keyword(s):  
Higher Education ◽  
Online Teaching ◽  
Lessons Learned ◽  
World Health ◽  
Pedagogical Issues ◽  
Face To Face ◽  
The World ◽  
Learning Software ◽  
Health Organization ◽  
The Impact

In the last year a new virus (SARS‑CoV‑2) and the disease caused by it (COVID-19) has quickly spread around the world, leading the World Health Organization to declare a public health emergency and, then, a global pandemic status. The strategies adopted by many countries to reduce the impact of the pandemic were mainly based on social distancing rules and on stay-at-home measures or lockdowns. These strategies had severe disruptive consequences on many sectors, including all levels of education. While the “traditional” (face-to-face) Higher Education (HE) system was unprepared for the lockdown (e.g., no plans for a massive shift to online teaching were available/ready), it reacted in an extremely quick and effective way, replacing face-to-face teaching with online teaching. While COVID-19 has been extremely challenging for education, the experience has undoubtedly provided positive inputs for the digitalization of the HE system. The question is however, if whether after the COVID-19 emergency everything will go back to the previous situation or instead if the pandemic has irreversibly changed HE. While we are still in the middle of the crisis, it is in our view beneficial to start to reflect on the challenges and open issues that emerged during this period and the lessons learned for the “new normal” (as it is often referred to). In this conceptual paper we seek to start this discussion by focusing on the following relevant aspects that should be considered to succeed in the digital transformation: broadband network infrastructure and hardware devices; e-learning software; organization of teaching activities; pedagogical issues; diversity and inclusivity; and a number of other issues. We conclude that the COVID-19 pandemic will irreversibly change HE and probably for the better.

Enseignement-apprentissage dématérialisé du FLE en Finlande

2021 ◽  
pp. 7-14
Author(s):  
Mélanie BUCHART
Keyword(s):  
Foreign Language ◽  
Online Teaching ◽  
University Education ◽  
Digital Tools ◽  
Mediated Learning ◽  
Face To Face ◽  
The World ◽  
Long Time ◽  
The Difference ◽  
The University

In the spring of 2020, in Finland as in most countries of the world, the Covid-19 epidemic has caused a shift in university education from all face-to-face to all digital. In the language department, digital tools have been present for a long time and the university is already promoting the development of mediated learning outside Covid. The difference this time was the forced and sudden aspect of mediatised learning. This generated questions about the pedagogical uses of technology, the reconceptualisation of the teaching of French as a foreign language, the shaking of the traditional posture of the teacher, his or her professional and identity repositioning, as well as the reception by learners of these digital practices. This article presents the main lines of a survey carried out in Finland, after two months of confinement and online teaching (March-April 2020), among teachers and learners of French at the university.

scholarly journals FOSTERING TEACHERS TO BE CREATIVE AT THE AGE OF COVID 19

2021 ◽  
Vol 19 (1) ◽  
pp. 55-65
Author(s):  
Henny Yulia
Keyword(s):  
High School ◽  
Junior High School ◽  
Education System ◽  
Online Teaching ◽  
Senior High School ◽  
Online Classes ◽  
Teaching Online ◽  
Face To Face ◽  
Online System ◽  
The World

Pandemic of covid 19, sucessfully change education system in the world. Face to face system has already been changed to online system.  There are many challenges for the tachers to use this system because  not all students are ready to use this method. Online system does not become problematic problem for students in level of senior high school and university. But for the level of kindergarten, elementary and junior high school online system create new problems. Traditional teachers who are not accustomed to teaching online only give the students tasks without explaining anything. Hence the students become more and more confuse with the lesson.  The purpose of this paper is to explain reasons why teachers crativities are needed in online classes, especially for  traditional teachers who ought to cope with this problem. In addition, teachers have to upgrade their knowledge in order to adapt with unhappy situation. Moreover, some explanations about the strategies of online teaching are also clarified

scholarly journals THE IMPLEMENTATION OF JEAN MONNET PROJECT ACTIVITIES IN PANDEMIC CONDITIONS: PAINS AND GAINS

2021 ◽  
Author(s):  
Ljubica Kordić
Keyword(s):  
European Commission ◽  
Online Teaching ◽  
Main Idea ◽  
Professional Lives ◽  
Eu Law ◽  
Teaching Activities ◽  
Face To Face ◽  
The People ◽  
The World ◽  
The Republic

The Faculty of Law Osijek, Josip Juraj Strossmayer University of Osijek, has been granted in the year 2020 a financial support by the European Commission in implementation of the Jean Monnet Module No. 620231-EPP-1-2020-1-HR-EPPJMO-MODULE titled ''Jean Monnet Module Language and EU Law Excellence'', Decision No 620231 of September 15, 2020. The project has been elected for financing by the European Commission among almost 1500 project applications from the whole world. Three projects from the Republic of Croatia have been accepted, one of them being the “Language and EU Law Excellence'' (LEULEX) project. The project beneficiary is Josip Juraj Strossmayer University of Osijek, and the project holder is the Faculty of Law Osijek. The implementation of the project has started in September 2020 and it will last until September 14, 2023. As the project encompasses teaching activities, events and workshops that were initially planned to be delivered in face-to-face form, the implementation of the project in conditions of the world pandemic of Covid-19 virus has become very challenging and needed adapting of all stakeholders to new conditions. The main goal of this paper is to present the ways, solutions and answers that were offered to these unexpected challenges and to explore how the participants in the project perceive the teaching activities within the project conducted by means of online platforms and tools with reference to improvements achieved in their knowledge and skills within the respective project activity. The method used in the research is a survey administered online among the participants of the Jean Monnet Project LEULEX. In the introductory part of the paper, the author, who is a coordinator and a contact person of the project, presents the Jean Monnet Module LEULEX and defines its main idea, goals and the planned outcomes of the project. The main part of the paper is dedicated to description of the implementation of the project that was adapted to the new Covid-19 pandemic situation. The results of the survey conducted among the project participants relating to implementation of online teaching tools, platforms, and technologies are discussed and analysed with reference to the outcomes of the project. In the closing part to the paper, conclusions are drawn on benefits and shortcomings of the changed approach to implementation of the project activities in the conditions of the Covid-19 pandemic, which has strongly influenced private and professional lives of the people all around the world.

scholarly journals The new paradigm on microsurgical education: the international master degree on reconstructive microsurgery

2021 ◽  
Vol 24 (1) ◽  
pp. 81-91
Author(s):  
C. Rodriguez ◽  
S. Suominen ◽  
K. Van Landuyt ◽  
J. Farhadi ◽  
M. Hamdi ◽  
...  
Keyword(s):  
Training Program ◽  
Emerging Countries ◽  
New Paradigm ◽  
Research Project ◽  
Face To Face ◽  
Master Degree ◽  
The World ◽  
Reconstructive Microsurgery ◽  
To Receive ◽  
Different Parts

Microsurgery (MS) is a discipline addressed by many specialties and it is our interest to be able to carry out a pedagogical assessment of the Master Degree in Reconstructive Microsurgery (MRM) as a training program in MS.The MRM is a hybrid, blended program (virtual and face-to-face), developed in 12 modules, over a 2-year duration, which completes 2625 hours. This program is directed by recognized professors in the discipline from different parts of the World and enrolls 35 students per edition.The program reserves 35% of the places for students from emerging countries. Once each of the modules has been received and the exams passed, the students will undergo a period of clinical immersion in the reference centers around the world and after defending the research project they will be able to receive the distinction of the Master granted by the Autonomous University of Barcelona (UAB).There have been 11 editions of MRM since 2009 without interruption, with an enrollment of 400 students, 83% received the MRM degree. 65% work as Microsurgeons. 60% were Men and 40%, Women. 32% have become MS leaders in each region.We consider that the MRM is a solid, reproducible and adaptable program that guarantees each one of the pedagogical aspects. The program is unique and brings together all the qualities so that students have the necessary tools and thus make a safe start in MS.

scholarly journals Teaching and learning during COVID 19: Perspectives of undergraduate Oral Health students.

2021 ◽  
Vol 9 (5) ◽  
Author(s):  
Manorika Ratnaweera ◽  
Rohini Khareedi
Keyword(s):  
Higher Education ◽  
Oral Health ◽  
Blended Learning ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Online Teaching And Learning ◽  
Learning And Teaching ◽  
Face To Face ◽  
The World ◽  
Better Than

Introduction: COVID -19 has caused disruptions in higher education across the world. Our university adapted a blended model of learning, moving between traditional campus-based sessions and online sessions. Material and Methods: The purpose of this study was to investigate the students’ perceptions of their experience of teaching and learning during the pandemic. An anonymous electronic questionnaire-based survey was sent to students. The data was subject to analysis. Results: 67 students responded to the survey.32.8% of the participants felt face to face sessions were better than online sessions and 37.3% said that face to face and online sessions offer similar benefits. 37.3% preferred live online sessions while 46.3% preferred recorded videos. 40.3% of students reported finding transitioning into practical sessions challenging. 65.7% reported having been moderately impacted by COVID-19. Adaptation to online sessions, the level of engagement, the ability to seek clarifications, preparation for assessments and the ease of transition into practical sessions were all positively correlated to the level of impact by COVID-19 with p<0.05. Conclusion: The adaptability to and acceptability of online teaching and learning sessions has been high. A significant number of participants have reported finding the transitioning into practical sessions challenging. Keywords: COVID-19, Online learning and teaching, blended learning, higher education

scholarly journals HIGHER EDUCATION ESL CURRICULUM TRANSITION POST-COVID-19 ERA: A SYSTEMATIC REVIEW

2021 ◽  
Vol 6 (43) ◽  
pp. 320-331
Author(s):  
Rachel Ingkee Martin ◽  
Wardatul Akmam Din ◽  
Ameiruel Azwan Ab Aziz ◽  
Suyansah Swanto
Keyword(s):  
Selection Criteria ◽  
Keyword Search ◽  
Educational Institution ◽  
Teaching Performance ◽  
Face To Face ◽  
Search Terms ◽  
The World ◽  
The Impact ◽  
Esl Curriculum ◽  
Different Parts

The COVID-19 pandemic has caused a stir in the field of education. As higher educational institution (HEI) closes its lecture halls and tutorial rooms due to the pandemic, lecturers in HEI are scrambling to adjust to the curriculum transition from having a face-to-face lecture to teaching remotely using an online platform. ESL instructors in HEI were among those affected by the sudden curriculum transition. Therefore, this paper aims to systematically review the challenges faced by ESL instructors from HEI on how they adapted to the curriculum transition post-COVID-19. Related articles were obtained from two prominent databases namely ProQuest and Scopus using specific keyword search terms. A total of six articles were selected for review out of 933 articles that were initially detected from the databases after executing a thorough selection criteria. After that, the challenges faced by ESL instructors and how they cope with the challenges were identified and discussed. Our findings suggest that ESL instructors from different parts of the world are all experiencing an adverse struggle in adapting to the curriculum transition caused by the COVID-19 pandemic. However, more studies in the context of ESL curriculum are needed to fully understand the impact of COVID-19 on ESL instructors’ teaching performance.

scholarly journals Teaching an intensive core course for medical students in the era of Covid-19: Mindful Medical Practice on Zoom

2020 ◽  
Vol 7 (2) ◽  
pp. 26-39
Author(s):  
Sarah Moore ◽  
Tom A Hutchinson
Keyword(s):  
Medical Students ◽  
Medical Practice ◽  
Online Teaching ◽  
Face To Face ◽  
The World ◽  
Mcgill University ◽  
Medical Educators ◽  
Online Experience ◽  
Online Format ◽  
Core Course

Background The COVID19 pandemic brought many challenges, including delivering interactive courses such as the Mindful Medical Practice (MMP) program to medical students. It also provided opportunities to trial online teaching of the program using technologies such as Zoom. Approach Medical educators from McGill University in Montreal and The Rural Clinical School of Western Australia in Busselton collaborated via Zoom to adapt the MMP program to an online format. This involved weekly meetings to adapt each class and debrief following its delivery. A number of adaptations were required which were implemented with ease while maintaining the program’s integrity. Evaluation The facilitator found the course relatively straightforward to teach with Zoom. In their essays at the end of the coursethe students reported that the MMP program was a valuable experience that they found to be “enjoyable”, “positive”, “interesting”, “beneficial” and “refreshing”. They reported that the online experience offered benefits over face-to-face delivery and was particularly helpful during the COVID19 pandemic. Reflection There were a number of potential limitations: this was a relatively small group of students; the students were already well acquainted with the facilitator; the students and the facilitator were experienced in using Zoom for teaching. The major strength was a clear demonstration of the feasibility of delivering the entire program online that is particularly relevant during this time of stress and uncertainty and also expands the potential to provide this teaching to students and universities across the world.

The Cambridge Handbook of Community Psychology

2021 ◽  
Keyword(s):  
Climate Change ◽  
Mental Health ◽  
Community Psychology ◽  
Well Being ◽  
Community Empowerment ◽  
Policy Makers ◽  
Practical Applications ◽  
The World ◽  
Key Issues

This comprehensive handbook provides community psychology approaches to addressing the key issues that impact individuals and their communities worldwide. Featuring international, interdisciplinary perspectives from leading experts, the handbook tackles critical contemporary challenges. These include climate change, immigration, educational access, healthcare, social media, wellness, community empowerment, discrimination, mental health, and many more. The chapters offer case study examples to present practical applications and to review relevant implications within diverse contexts. Throughout, the handbook considers how community psychology plays out around the world: What approaches are being used in different countries? How does political context influence the development and extension of community psychology? And what can nations learn from each other as they examine successful community psychology-based interventions? This is essential reading for researchers, students, practitioners, and policy makers involved with community well-being.

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