scholarly journals Relating human physiology content to COVID-19: a strategy to keep students in touch with physiology in times of social distance due to pandemic

2021 ◽  
Vol 45 (1) ◽  
pp. 129-133
Author(s):  
Niege Alves ◽  
Guilherme Salgado Carrazoni ◽  
Caroline Bitencourt Soares ◽  
Ana Carolina de Souza da Rosa ◽  
Náthaly Marks Soares ◽  
...  
Keyword(s):  
Human Physiology ◽  
Scientific Content ◽  
Online Platforms ◽  
Online Tools ◽  
The Social ◽  
Web Course ◽  
Current Events ◽  
Health Sciences Students ◽  
Teaching Learning ◽  
The University

In 2020 universities had to quickly implement remote education alternatives as a result of the social distancing due to the COVID-19 pandemic. To keep students engaged with the university, we implemented a teaching-learning model that relates physiology contents to the COVID-19 pandemic using online educational platforms. A 1-mo web course was proposed for health sciences students from the Federal University of Pampa. It included synchronous meetings twice a week and asynchronous activities using scientific articles, case studies, and interactive online tools. The students approved the methodology developed, assessing it as dynamic and innovative. They reported that the activity helped to better understand the relations between COVID-19 and physiological systems. The web course also contributed to the identification of reliable sources of news and stimulated the sharing of scientific content with their families. We concluded that the use of online platforms contextualizing the physiology content considering current events helps students in learning human physiology and improves their abilities to apply this information to their daily life, in this specific case, regarding the COVID-19 pandemic.

scholarly journals From Bricks and Mortar to Bits and Bytes: Examining the Changing State of Reference Services at the University of Toronto Libraries During COVID-19

2021 ◽  
Vol 16 (1) ◽  
pp. 1-10
Author(s):  
Madeline Gerbig ◽  
Kathryn Holmes ◽  
Mai Lu ◽  
Helen Tang
Keyword(s):  
Service Providers ◽  
Reference Services ◽  
University Of Toronto ◽  
Online Tools ◽  
Challenges And Opportunities ◽  
Reference Service ◽  
Survey Results ◽  
Rapid Transition ◽  
Teaching Learning ◽  
The University

Before the pandemic, the University of Toronto was predominantly an in-person experience. The closure of physical libraries and shift to remote learning required library staff and users to adapt to new modes of supporting teaching, learning, and research. A survey was conducted about reference service delivery, staffing models, resources and tools, which asked the respondents to describe reference services at their libraries before and during the pandemic. The objectives of this survey were to capture the state of reference services at the University of Toronto Libraries (UTL), and to compare data about reference practices during the pre-pandemic and pandemic periods with the goal of identifying challenges and opportunities for the future of reference services at UTL. 70% of libraries surveyed used reference desks for reference services pre-pandemic, and during the pandemic, 75% of libraries used virtual reference appointments by video conferencing. The survey results show that reference service staffing and service hours in most surveyed libraries were reduced during the pandemic. Many respondents reported that while they offered fewer reference service hours during the pandemic, they continued to provide assistance outside of scheduled hours. Online tools and platforms that were already familiar to librarians remained popular during the pandemic, allowing service providers to quickly adapt to the virtual environment and ensure seamless service continuity. While the rapid transition in services at the University of Toronto was not without its challenges, it has also offered many new opportunities for re-envisioning reference services at the University of Toronto Libraries.

scholarly journals THE SOCIAL ROLE AND COMPETENCIES OF TEACHERS IN HIGHER EDUCATION BETWEEN THEORY AND TEACHING PRACTICE

2020 ◽  
pp. 045
Author(s):  
Suzana Marković Krstić ◽  
Lela Milošević Radulović
Keyword(s):  
Higher Education ◽  
Teaching Practice ◽  
Social Role ◽  
University Education ◽  
Teaching Process ◽  
Quality Of Higher Education ◽  
The Social ◽  
Teaching Learning ◽  
The University

Starting from the fact that higher education is an activity of special social interest and the initiator of the development and improvement of society, in theory and teaching practice questions are often asked regarding the quality of higher education and the possibility of its improvement. The quality of higher education in terms of the increase in its effectiveness is one of the shared aims of the Bologna convention, that is, the current reform process in European countries. It is determined by the quality of the study programs and the quality of the teaching process, which requires a competent teacher, prepared for the process of innovating teaching plans and programs, and the realization and improvement of the teaching practice. Considering the social importance of education and teaching, research into the social group which performs work-related tasks in the educational process, as well as into the quality of the teaching itself, is of special importance. The paper presents the results of research regarding student perceptions of the characteristics of teachers manifested during the course of educational practice in higher education institutions, which were based on the following: the human, professional and pedagogical qualities of teachers, the quality of the university education/teaching process and learning outcomes/learning achievements (the prevalence of theoretical knowledge, practical application of knowledge, etc.). The aim of the paper is to, on the basis of three empirical studies, from a sociological standpoint evaluate the perception of the social role and competencies of teachers and the quality of university education from the viewpoint of the student youth(in 2009, 985 students from 30 colleges in Serbia were surveyed, in 2012, 2208 students of the University of Niš (818), University of Bitolj (804) and the University of Veliko Trnovo (586), and in 2019, 374 students from 13 faculties of the University of Niš). The empirical findings indicate that teachers are qualified professionals who lecture clearly, comprehensively and are able to emphasize the most important points, but that their lectures are still insufficiently interesting, and that they are often unjust and biased. Considering the noted differences between the competencies of teachers working in higher education settings, and the quality and outcomes of the teaching/learning, “models” of teaching/learning have been proposed in this paper for each of the countries included in the study (Serbia, Macedonia, Bulgaria). Based on noted disparity between theory and teaching practice, the paper points to the need for new scientific research in the context of reform processes in higher education, with the continued redefinition of its goals and tasks with the aim of improving the quality of the teaching process and teaching practice.

The Social Psychology of Online Collaborative Learning

2010 ◽  
pp. 1146-1161
Author(s):  
Donna Ashcraft ◽  
Thomas Treadwell
Keyword(s):  
Collaborative Learning ◽  
Group Work ◽  
Cognitive Distortions ◽  
Social Loafing ◽  
Face To Face ◽  
Psychological Phenomena ◽  
Online Tools ◽  
The Social ◽  
Teaching Learning ◽  
Online Group

Many social psychological phenomena that are found in face-to-face group work are also found in online group work (i.e., collaborative learning). In this chapter, we describe some of these more common phenomena, including social loafing, social categorization, and a variety of cognitive distortions. We also describe the stages that groups go through in order to become fully functioning teams. Because some of these experiences are unpleasant for both the instructor and the student, both faculty andstudents sometimes resist the use of collaborativelearning. Furthermore, because of the anonymous nature of online group work, these negative experiences can be magnified. We therefore make recommendations on how best to respond to and resolve them. We specifically draw on our experiences with Collaborative Online Research andLearning (CORAL) in order to demonstrate these phenomena and recommendations. CORAL is a teaching/learning method that integrates two course topics through assignments. Teams of students at two universities must complete together by utilizing video conferencing and other online tools.

scholarly journals Cultural China 2020: The Contemporary China Centre Review

2021 ◽  
Keyword(s):  
Cultural Practices ◽  
Religion And Spirituality ◽  
Critical Perspective ◽  
Contemporary China ◽  
Republic Of China ◽  
Interdisciplinary Dialogue ◽  
The Social ◽  
Current Events ◽  
China Today ◽  
The University

Cultural China is a unique annual publication for up-to-date, informed, and accessible commentary about Chinese and Sinophone languages, cultural practices, politics and production, and their critical analysis. It builds on the University of Westminster’s Contemporary China Centre Blog, providing additional reflective introductory pieces to contextualise each of the eight chapters. The articles in this Review speak to the turbulent year that was 2020 as it unfolded across Cultural China. Thematically, they range from celebrity culture, fashion and beauty, to religion and spirituality, via language politics, heritage, and music. Pieces on representations of China in Britain and the Westminster Chinese Visual Arts Project reflect our particular location and home. Many of the articles in this book focus on the People’s Republic of China, but they also draw attention to the multiple Chinese and Sinophone cultural practices that exist within, across, and beyond national borders. The Review is distinctive in its cultural studies-based approach and contributes a much-needed critical perspective from the Humanities to the study of Cultural China. It aims to promote interdisciplinary dialogue and debate about the social, cultural, political, and historical dynamics that inform life in Cultural China today, offering academics, activists, practitioners, and politicians a key reference with which to situate current events in and relating to Cultural China in a wider context.

The Social Psychology of Online Collaborative Learning

2008 ◽  
pp. 140-163 ◽  
Author(s):  
Donna Ashcraft ◽  
Thomas Treadwell
Keyword(s):  
Collaborative Learning ◽  
Group Work ◽  
Cognitive Distortions ◽  
Social Loafing ◽  
Face To Face ◽  
Psychological Phenomena ◽  
Online Tools ◽  
The Social ◽  
Teaching Learning ◽  
Online Group

Many social psychological phenomena that are found in face-to-face group work are also found in online group work (i.e., collaborative learning). In this chapter, we describe some of these more common phenomena, including social loafing, social categorization, and a variety of cognitive distortions. We also describe the stages that groups go through in order to become fully functioning teams. Because some of these experiences are unpleasant for both the instructor and the student, both faculty and students sometimes resist the use of collaborative learning. Furthermore, because of the anonymous nature of online group work, these negative experiences can be magnified. We therefore make recommendations on how best to respond to and resolve them. We specifically draw on our experiences with Collaborative Online Research and Learning (CORAL) in order to demonstrate these phenomena and recommendations. CORAL is a teaching/learning method that integrates two course topics through assignments. Teams of students at two universities must complete together by utilizing video conferencing and other online tools.

scholarly journals EXTENSÃO UNIVERSITÁRIA E ATIVIDADE CURRICULAR EM COMUNIDADE E EM SOCIEDADE NA UNIVERSIDADE FEDERAL DA BAHIA

2016 ◽  
Vol 7 (2) ◽  
pp. 83-90
Author(s):  
Renata Meira Véras ◽  
Gezilda Borges Souza
Keyword(s):  
Historical Context ◽  
Component Part ◽  
Extension Programs ◽  
Palabras Clave ◽  
The Social ◽  
Education College ◽  
Teaching Learning ◽  
The University ◽  
Extension Program ◽  
Effective Integration

Resumo: Esse artigo se propõe a apresentar e discutir o programa de extensão universitária denominado Ação Curricular em Comunidade e em Sociedade (ACCS) desenvolvido na Universidade Federal da Bahia (UFBA). Para tanto, o presente artigo encontra-se dividido em três partes, a saber: introdução a definições conceituais acerca do termo extensão universitária; os percursos históricos da extensão universitária no Brasil e, por último, uma apresentação do que vem sendo desenvolvido de modo inovador na UFBA - as ACCS. A ACCS é um programa permanente de integração efetiva entre ensino/pesquisa e sociedade, integralizada como componente curricular, modalidade disciplina, dos cursos de graduação e pós-graduação. As propostas de ACCS vêm sendo ofertadas em número crescente, ampliando a quantidade de alunos envolvidos. Esta atividade representa uma estratégia que confirma o compromisso com os problemas sociais em nosso contexto sócio-histórico, fortalecendo o processo ensino-aprendizagem com intervenções e interações em diversos setores da sociedade. Palavras-chave: Ensino Superior, Currículo Universitário, Extensão Universitária, Cidadania, Participação.         University Extension and the Curricular Activity in Community and Society at Universidade Federal da Bahia Abstract: This paper aims at presenting and discussing the university extension program ‘Ação Curricular em Comunidade e em Sociedade’ (Curriculum in Action in Community and Society - ACCS) put into practice at the Universidade Federal da Bahia (UFBA). This article is divided into three parts: the first part will present the conceptual definitions of the term university extension; the second part will provide a historical overview of university extension programs in Brazil and, finally, the third part will present the innovative actions that have been developed at UFBA - the ACCS. The ACCS is an ongoing program of effective integration between education/research and society. The program is a curricular component part of the undergraduate and graduate programs. The disciplines that have been offered by the ACCS Program have presented increasing numbers of attendance and continue to expand the amount of students involved. This activity represents a strategy that confirms the commitment to the social problems in our socio-historical context, strengthening the teaching-learning process with interventions and interactions in various sectors of society. Key-words: Higher Education, College Syllabus, University Extension, Citizenship, Participation.   Extensión Universitaria y Actividad Curricular en la Comunidad y Sociedad en la Universidad Federal de Bahia Resumen: Este artículo tiene como objetivo presentar y discutir el programa de extensión universitaria llamado ‘Ação Curricular em Comunidade e em Sociedade’ (Plan de estudios en Acción en la Comunidad y Sociedad - ACCS) desarrollado en la Universidade Federal da Bahia (UFBA), región nordeste de Brasil. Para ello, este artículo se divide en tres partes, a saber: presentación de las definiciones conceptuales de la extensión universitaria; el recorrido histórico de la extensión universitaria en Brasil y, por último, una presentación de lo que se ha desarrollado de manera innovadora en la UFBA - las ACCS. ACCS se trata de un programa permanente de integración efectiva entre enseñanza/investigación y la sociedad. Es una asignatura, en el formato de disciplina, aplicada en programas de grado y posgrado. Las propuestas de disciplinas en el programa ACCS se han ofrecido en número creciente, con la ampliación de la cantidad de estudiantes que participan. Esta actividad representa una estrategia que confirma el compromiso con los problemas sociales en nuestro contexto histórico-social,  fortaleciendo el proceso de enseñanza-aprendizaje, con intervenciones e interacciones en diversos sectores de la sociedad. Palabras-clave: Universidad, Plan de Estudios, Extensión Universitaria, Ciudadanía, Participación.  

scholarly journals Language learning as a factor of social cohesion in multilingual society: rection on the functional change of teaching and learning foreign languages

2017 ◽  
pp. 63-67
Author(s):  
Aída Fernández Bueno
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Social Cohesion ◽  
Teaching And Learning ◽  
Functional Change ◽  
Foreign Languages ◽  
Social Changes ◽  
The Social ◽  
Teaching Learning ◽  
The University

Teaching / learning foreign languages in Spain has improved a signi cant functional change in recent years, motivated directly by the social changes, and especially, by immigration. To the group of students from more traditional and large pro le is added another, multinational, for whom Spanish is a foreign language. That implies the condition of bridge language. To attend these students causes some adjustments in the obligatory education and in a lesser level at the university. Considering this context of diversi cation of student´s pro le foreign language, the answer only can be encourage language teaching as the unique e ective method to promote social cohesion.

Epistemic and relational conflicts in sharing identical vs. complementary information during cooperative learning

2002 ◽  
Vol 61 (3) ◽  
pp. 139-151 ◽  
Author(s):  
Céline Darnon ◽  
Céline Buchs ◽  
Fabrizio Butera
Keyword(s):  
Cooperative Learning ◽  
Social Comparison ◽  
Positive Relationship ◽  
Learning Task ◽  
Control Group ◽  
Complementary Information ◽  
Relational Conflict ◽  
The Social ◽  
The University

When interacting on a learning task, which is typical of several academic situations, individuals may experience two different motives: Understanding the problem, or showing their competences. When a conflict (confrontation of divergent propositions) emerges from this interaction, it can be solved either in an epistemic way (focused on the task) or in a relational way (focused on the social comparison of competences). The latter is believed to be detrimental for learning. Moreover, research on cooperative learning shows that when they share identical information, partners are led to compare to each other, and are less encouraged to cooperate than when they share complementary information. An epistemic vs. relational conflict vs. no conflict was provoked in dyads composed by a participant and a confederate, working either on identical or on complementary information (N = 122). Results showed that, if relational and epistemic conflicts both entailed more perceived interactions and divergence than the control group, only relational conflict entailed more perceived comparison activities and a less positive relationship than the control group. Epistemic conflict resulted in a more positive perceived relationship than the control group. As far as performance is concerned, relational conflict led to a worse learning than epistemic conflict, and - after a delay - than the control group. An interaction between the two variables on delayed performance showed that epistemic and relational conflicts were different only when working with complementary information. This study shows the importance of the quality of relationship when sharing information during cooperative learning, a crucial factor to be taken into account when planning educational settings at the university.

Social attribution, correspondence bias, and the emergence of stereotypes *This research has been completed in partial requirement of a doctoral dissertation of the first author under the supervision of the second author. We wish to thank the members of the social psychology division at the University of Louvain at Louvain-la-Neuve, especially Steve Rocher and Emanuele Castano for their insightful comments on preliminary drafts. This paper has been enriched by feedbacks received from Russell Spears, Roos Vonk, Margit Oswald, and anonymous reviewers. Many thanks to Philippe Kemp and Christophe Remy for their assistance in running the study, and to the students who volunteered to appear on the video. This research has been presented at the Social Cognition workshop of the Kurt Lewin Institute, workshop held at the Free University of Amsterdam in April 1998: we want to thank participants of this workshop and especially Gün Semin for their useful feedback. Completion of this study benefited from a research grant from the Belgian National Fund for Scientific Research to the first author.

1999 ◽  
Vol 58 (4) ◽  
pp. 233-240 ◽  
Author(s):  
Anouk Rogier ◽  
Vincent Yzerbyt
Keyword(s):  
Correspondence Bias ◽  
Social Attribution ◽  
The Social ◽  
Dispositional Attributions ◽  
Kurt Lewin ◽  
Group Members ◽  
Group Target ◽  
The University ◽  
Institute Workshop ◽  
Research Grant

Yzerbyt, Rogier and Fiske (1998) argued that perceivers confronted with a group high in entitativity (i.e., a group perceived as an entity, a tight-knit group) more readily call upon an underlying essence to explain people's behavior than perceivers confronted with an aggregate. Their study showed that group entitativity promoted dispositional attributions for the behavior of group members. Moreover, stereotypes emerged when people faced entitative groups. In this study, we replicate and extend these results by providing further evidence that the process of social attribution is responsible for the emergence of stereotypes. We use the attitude attribution paradigm ( Jones & Harris, 1967 ) and show that the correspondence bias is stronger for an entitative group target than for an aggregate. Besides, several dependent measures indicate that the target's group membership stands as a plausible causal factor to account for members' behavior, a process we call Social Attribution. Implications for current theories of stereotyping are discussed.

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