scholarly journals The effectiveness of combining e-learning, peer teaching and flipped classroom for delivering physiology laboratory course to nursing students

2021 ◽  
Author(s):  
Xiang-hong Meng ◽  
Xiao-yong Xu ◽  
Hui-lin Chen ◽  
Lin Zhang
Keyword(s):  
Nursing Students ◽  
Flipped Classroom ◽  
Peer Teaching ◽  
Success Rates ◽  
Procedural Skills ◽  
Virtual Experiments ◽  
Laboratory Courses ◽  
Post Class ◽  
E Learning ◽  
Physiology Laboratory

The Internet and 5G era make e-learning a vital part of modern education, and extensive evidence has shown that peer teaching and flipped classroom contribute to increased success in medical teaching. However, the applicability of these pedagogies in laboratory courses remains largely unexplored. This study aimed to evaluate the academic performance, proficiency in procedural skills and perception of nursing students in physiology laboratory classes delivered using non-traditional classroom (NTC) pedagogies comprising the combination of e-learning, peer teaching and flipped classroom. Each class was sub-divided into two equal halves by successive student identification (ID) and randomly assigned to control or NTC group. Compared to control class, NTC teaching significantly enhanced mean score of six pre-class tests (67.77 ± 9.83 vs. 62.94 ± 9.70), with "B" graders increased obviously, suggesting pre-class e-learning was more effective than textbook-based preview, especially for general grasp of the topic. Similarly, average scores on post-class quizzes in NTC group was improved (79.40 ± 9.12 vs. 74.43 ± 8.88). Lesser time-cost and higher success rates were observed in trachea, artery and heart catheterizations in NTC group , although no disparities were found in ureteral intubation . Majority of (~74%) students supported the reform and shared positive experiences in NTC methodology. They reported virtual experiments and self-paced procedural skill videos affected pre- or in-class learning outcomes most, respectively. These findings indicated NTC pedagogy was workable to improve students' subject scores and proficiency in complicated and direct-viewing procedural skills, and was favorable by students.

Trade statistics capacity building beyond borders

2021 ◽  
pp. 1-11
Author(s):  
Onno Hoffmeister ◽  
Barbara D’Andrea Adrian ◽  
Mark Assaf ◽  
Nour Barnat ◽  
Dominique Chantrel ◽  
...  
Keyword(s):  
Capacity Building ◽  
Target Population ◽  
Training Programme ◽  
Training Needs ◽  
Success Rates ◽  
International Organisations ◽  
Face To Face ◽  
E Learning ◽  
Global Coverage ◽  
Satisfaction Rates

We report on five years of capacity building designed to improve the skills of producers and users of international trade statistics all over the world, with a particular focus on developing countries. This training programme is a joint activity between UNCTAD, UNSD and WTO, based on an innovative (Blended Learning) approach, combining e-learning and face-to-face workshops. It is adapted to local needs, uses the pool of experts working at international organisations, and ensures continuous review and enhancement of the applied methods and tools. The results reviewed in this paper confirm that the program has reached the target population. Furthermore, it has global coverage and is gender-balanced. During the five years since the programme has begun, participation in the courses has increased considerably; success rates have risen from 72% to 79% and satisfaction rates from 77% to 88%. Plans for the future include delivering training in additional languages, increasing interactivity, and adding new components addressing specific training needs.

scholarly journals Enhancing generic capabilities and metacognitive awareness of first-year nursing students using active learning strategy

BMC Nursing ◽  
2021 ◽  
Vol 20 (1) ◽  
Author(s):  
Carmen Wing Han Chan ◽  
Fiona Wing Ki Tang ◽  
Ka Ming Chow ◽  
Cho Lee Wong
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Active Learning ◽  
Flipped Classroom ◽  
Learning Strategy ◽  
Interactive Learning ◽  
Metacognitive Awareness ◽  
University Education ◽  
Strong Impact ◽  
Active Learning Strategy

Abstract Background Developing students’ generic capabilities is a major goal of university education as it can help to equip students with life-long learning skills and promote holistic personal development. However, traditional didactic teaching has not been very successful in achieving this aim. Kember and Leung’s Teaching and Learning Model suggests an interactive learning environment has a strong impact on developing students’ generic capabilities. Metacognitive awareness is also known to be related to generic capability development. This study aimed to assess changes on the development of generic capabilities and metacognitive awareness after the introduction of active learning strategy among nursing students. Methods This study adopted a quasi-experimental single group, matched pre- and posttest design. It was conducted in a school of nursing at a university in Hong Kong. Active learning approaches included the flipped classroom (an emphasis on pre-reading) and enhanced lectures (the breaking down of a long lecture into several mini-lectures and supplemented by interactive learning activities) were introduced in a foundational nursing course. The Capabilities Subscale of the Student Engagement Questionnaire and the Metacognitive Awareness Inventory were administered to two hundred students at the start (T0) and at the end of the course (T1). A paired t-test was performed to examine the changes in general capabilities and metacognitive awareness between T0 and T1. Results A total of 139 paired pre- and post-study responses (69.5 %) were received. Significant improvements were observed in the critical thinking (p < 0.001), creative thinking (p = 0.03), problem-solving (p < 0.001) and communication skills (p = 0.04) with the implementation of active learning. Significant changes were also observed in knowledge of cognition (p < 0.001) and regulation of cognition (p < 0.001) in the metacognitive awareness scales. Conclusions Active learning is a novel and effective teaching approach that can be applied in the nursing education field. It has great potential to enhance students’ development of generic capabilities and metacognitive awareness.

Introducing a flipped classroom in a pharmacology course

2021 ◽  
Vol 30 (5) ◽  
pp. 296-300
Author(s):  
Sehrish Sajjad ◽  
Ambreen Gowani
Keyword(s):  
Nursing Students ◽  
Test Scores ◽  
Flipped Classroom ◽  
Retrospective Chart Review ◽  
Continuous Assessment ◽  
Assessment Scores ◽  
School Of Nursing ◽  
The Difference ◽  
Traditional Pedagogy ◽  
Pharmacology Knowledge

Background: Flipped classroom pedagogy has been shown to improve nursing students' academic performance. Aim: The study aimed to determine the effect of a flipped classroom approach on students' pharmacology assessment scores in a school of nursing in Karachi, Pakistan. Methods: A retrospective chart review was performed. The pharmacology test scores of the BSc nursing cohort of 2020, when flipped classroom pedagogy was used, was compared with those of the BSc nursing cohort of 2019, where traditional pedagogy was employed. Students' summative evaluation for the course and their verbal feedback were analysed. Results: The median continuous assessment test score of the 2019 cohort was 35 (interquartile range (IQR) 32–38), while that of the 2020 cohort was 38 (IQR 35–41). The difference in the score was statistically significant (P<0.001). Conclusion: The study gives an insight into a relatively novel pedagogy that was found to improve pharmacology knowledge test scores among nursing students.

scholarly journals From theory to simulation to teach care for burn victims: case report

2018 ◽  
Vol 22 (3) ◽  
Author(s):  
Ana Railka de Souza Oliveira-Kumakura ◽  
Juliany Lino Gomes Silva ◽  
Natália Gonçalves
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Teaching Strategies ◽  
Nursing Student ◽  
Undergraduate Nursing Students ◽  
Burn Victims ◽  
Active Teaching ◽  
Undergraduate Nursing ◽  
Simulated Environment ◽  
E Learning

Abstract Aim: To report the experience of applying different teaching strategies on undergraduate nursing students caring for burn victims. Method: Experience report on the topic, "Nursing care for the patient with burns", for undergraduate nursing student education. Results: Teaching strategies during this course involved theoretical lecture, discussion of clinical cases, use of a virtual environment, and practice in a simulated environment. The students reported satisfaction with the tools used. Conclusion: It is important to incorporate different active teaching strategies, such as clinical simulation practices, e-learning, classes incorporating dialogue, case studies, and others, for undergraduate nursing education on caring for the burn victim.

scholarly journals e-Learning readiness amongst nursing students at the Durban University of Technology

2017 ◽  
Vol 22 ◽  
pp. 300-306 ◽  
Author(s):  
Marilynne Coopasami ◽  
Stephen Knight ◽  
Mari Pete
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Traditional Learning ◽  
First Year ◽  
Technological Readiness ◽  
Technological Culture ◽  
University Of Technology ◽  
Before And After ◽  
Quasi Experimental ◽  
E Learning

e-Learning and other innovative open learning multimedia modalities of delivering education are being introduced to enhance learning opportunities and facilitate student access to and success in education. This article reports on a study that assessed students' readiness to make the shift from traditional learning to the technological culture of e-Learning at a university in Durban. A quasi-experimental study design was employed to assess such readiness in first year nursing students before and after an appropriate educational intervention. A modified Chapnick Readiness Score was used to measure their psychological, equipment and technological readiness for the change in learning method. It was found that, while students' psychological readiness for e-Learning was high, they lacked technological and equipment readiness. Although e-Learning could be used in nursing education, technological and equipment readiness require attention before it can be implemented effectively in this institution. Fortunately, these technical aspects are easier to resolve than improving psychological readiness.

scholarly journals Students’ Perceptions of Flipped Approach in EFL Classroom: A Survey Research

2020 ◽  
Vol 5 (2) ◽  
pp. 393
Author(s):  
Eka Duriyatul Muhlisoh ◽  
Asih Santihastuti ◽  
Eka Wahjuningsih
Keyword(s):  
Language Learning ◽  
Technology Acceptance ◽  
Technology Acceptance Model ◽  
Flipped Classroom ◽  
Learning Processes ◽  
Flipped Learning ◽  
Learning Platform ◽  
Writing Class ◽  
E Learning ◽  
Acceptance Model

<p>This research investigated the implementation of Flipped Approach in EFL classroom with the implementation of the E-learning platform. The participants were 42 sophomore English majors of Advanced Paragraph Writing class at Jember University. A within-subjects research design exposed all participants to have Writing Class by flipped learning and to use the E-learning platform. A one-shot survey design was used in this research by distributing two questionnaires “Perception of Flipped Learning Experience” and “Technology Acceptance Model” and doing the in-class observations as “Flipped Note” to collect the data. Data were analyzed quantitatively through SPSS 16.0 by applying the formula of Descriptive Statistics. The results of this research revealed that the implementation of the flipped approach in the classroom: (1) motivated the students in learning the materials, (2) enhanced the students’ knowledge, (3) and engaged them more in the learning tasks. They explained that the flipped approach gave them a new experience in language learning processes, in which they learned the materials before coming to the classroom so that they could criticize the materials. This way of learning aligns with the idea of student-centred learning. It is notable, however, that the students who did not learn the materials yet, could not criticize the materials and could not reach better outcomes in flipped classroom Moreover, the use of E-learning in the flipped classroom gave the students beneficial outcomes in the learning processes. Students revealed on the Technology Acceptance Model questionnaire that E-learning facilitates them properly, and they wanted to look forward to having E-learning in the future learning processes. Despite this finding, there remain limitation on the “server down” issue which needs to be straightened for more accessible E-learning among users.</p>

scholarly journals MOOCs as Disruptive Innovation in Higher Education

2018 ◽  
Vol 1 (1) ◽  
pp. 10-12
Author(s):  
Kamarudin Hussin
Keyword(s):  
Higher Education ◽  
Learning Environment ◽  
Flipped Classroom ◽  
Higher Education Institutions ◽  
Disruptive Innovation ◽  
Virtual Learning Environment ◽  
The Internet ◽  
Free Access ◽  
Access To Higher Education ◽  
E Learning

The advancement of technology in higher education is always perceived as a valuable innovation that create better impact to the society. The advent of the Internet for instance, has magnificently created important features in learning environment globally. Higher education community optimizes the Internet as an essential resource, communication platforms and dynamic tools in their core teaching-learning, research, consultation activities, entertainment and many others. Moreover, innovations such as mobile technology has successfully broadened access to the Internet and related online services and facilities. Higher education institutions as the hub for technology development and innovation have invested in virtual learning environment to support current needs of global population. Related to this fact, e- learning modules and contents are offered across universities, and interested learners in public communities are benefited by this opportunity. Educators and experts in higher education institutions are delivering their knowledge, discoveries and expertise via e-learning platforms and other supported technology. Equally important, e-learning has successfully expanded opportunities for lifelong and flexible learning, and offered a solution for practical issues and increasing student numbers. As a matter of fact, e-learning has been proposed as a promising way out for many complex issues such asfunding constraints, increasing demand and access to higher education while improving quality and high impact educational provisions in many countries. While addressing these issues, higher education administrators, educators, researchers and policy makers have developed responses in various frameworks. Initiatives such as Competency-Based Online Programs, development of open source materials, flipped classroom and Massive Open Online Courses (MOOCs) have contributed towards reducing cost of higher education as well as increasing access to higher education. MOOCs technology has proven its capability to reach massive audienceof about 30,000 students at a time. Across the globe, MOOCs offer free access to online course lectures, self- paced lessons, readings, problem sets, blogs, discussion boards, peer assessment and even online discussion group platforms for global students (Leon and Price, 2016). In 2017, MOOCs offered more than 9,400 courses with more than 500 MOOC based credentials according to data gathered by Class Central. Excitingly, MOOC platforms have recorded more than 81 million learners to date (Class Central, 2017).  

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