High-fidelity simulation and legal/ethical concepts

2012 ◽  
Vol 19 (3) ◽  
pp. 390-398 ◽  
Author(s):  
Katharine V Smith ◽  
Jacki Witt ◽  
JoAnn Klaassen ◽  
Christine Zimmerman ◽  
An-Lin Cheng
Keyword(s):  
Transformational Learning ◽  
Ethical Issues ◽  
Faculty Perceptions ◽  
Learning Experience ◽  
High Fidelity ◽  
Preliminary Evaluation ◽  
Online Student ◽  
Student Groups ◽  
Course Content ◽  
Ethical Content

Students in an undergraduate legal and ethical issues course continually told the authors that they did not have time to study for the course because they were busy studying for their clinical courses. Faculty became concerned that students were failing to realize the value of legal and ethical concepts as applicable to clinical practice. This led the authors to implement a transformational learning experience in which students applied legal and ethical course content in a high-fidelity human simulation (HFHS) scenario. A preliminary evaluation compared the new HFHS experience with in-person and online student groups using the same case. Based on both student and faculty perceptions, the HFHS was identified as the best of the three approaches for providing a transformational learning experience regarding legal and ethical content.

scholarly journals Teaching and Learning in Survival Mode: Students and Faculty Perceptions of Distance Education during the COVID-19 Lockdown

2021 ◽  
Vol 13 (14) ◽  
pp. 8053
Author(s):  
Maram Meccawy ◽  
Zilal Meccawy ◽  
Aisha Alsobhi
Keyword(s):  
Online Learning ◽  
Student Satisfaction ◽  
Teaching And Learning ◽  
Success Factors ◽  
Faculty Perceptions ◽  
Learning Experience ◽  
Negative Perception ◽  
E Learning ◽  
Online Distance Learning ◽  
Online Distance

(1) This study demonstrates how a Saudi university has responded to the COVID-19 lockdown in order to examine the success factors and highlight any challenges. The main purpose was to determine the perceptions of students and faculty towards emergency online distance learning from a teaching and learning perspective; (2) A cross-faculty study was conducted: two different self-administered questionnaires were developed for students and faculty, respectively. In addition, data was collected from official reports; (3) The results show that students had a more positive perception of e-Learning despite the difficulties that they may have faced, while faculty results leaned slightly towards a negative perception. However, there was not a definite positive or negative perception, depending on the aspect of teaching that was being evaluated. The study also indicated that faculty and students’ gender had no significant effect on their perceptions. Overall results showed that the university performed well in accordance with three of the five pillars of online learning quality framework in terms of student satisfaction, access and scalability. On the other, improvements are needed to achieve better results for faculty satisfaction and learning effectiveness; (4) The findings present a number of suggestions for increasing satisfaction to improve the online learning experience post COVID-19.

scholarly journals The use of multiple-criteria decision-making theory to measure students’ perceptions of high-fidelity simulation

2017 ◽  
Vol 3 (3) ◽  
pp. 88-93 ◽  
Author(s):  
Maureen Anne Jersby ◽  
Paul Van-Schaik ◽  
Stephen Green ◽  
Lili Nacheva-Skopalik
Keyword(s):  
Decision Making ◽  
Clinical Practice ◽  
Repeated Measures ◽  
Clinical Decision Making ◽  
Learning Experience ◽  
Clinical Decision ◽  
High Fidelity ◽  
High Fidelity Simulation ◽  
Initial Exposure ◽  
Repeated Measures Design

BackgroundHigh-Fidelity Simulation (HFS) has great potential to improve decision-making in clinical practice. Previous studies have found HFS promotes self-confidence, but its effectiveness in clinical practice has not been established. The aim of this research is to establish if HFS facilitates learning that informs decision-making skills in clinical practice using MultipleCriteria DecisionMaking Theory (MCDMT).MethodsThe sample was 2nd year undergraduate pre-registration adult nursing students.MCDMT was used to measure the students’ experience of HFS and how it developed their clinical decision-making skills. MCDMT requires characteristic measurements which for the learning experience were based on five factors that underpin successful learning, and for clinical decision-making, an analytical framework was used. The study used a repeated-measures design to take two measurements: the first one after the first simulation experience and the second one after clinical placement. Baseline measurements were obtained from academics. Data were analysed using the MCDMT tool.ResultsAfter their initial exposure to simulation learning, students reported that HFS provides a high-quality learning experience (87%) and supports all aspects of clinical decision-making (85%). Following clinical practice, the level of support for clinical decision-making remained at 85%, suggesting that students believe HFS promotes transferability of knowledge to the practice setting.ConclusionOverall, students report a high level of support for learning and developing clinical decision-making skills from HFS. However, there are no comparative data available from classroom teaching of similar content so it cannot be established if these results are due to HFS alone.

scholarly journals California Micro Devices Corp.: A Class Discussion Of Auditors Ethical, Legal, And Professional Responsibilities

2005 ◽  
Vol 1 (4) ◽  
pp. 41-48
Author(s):  
Freddie Choo ◽  
Kim Tan ◽  
Robin Wagner
Keyword(s):  
Financial Reporting ◽  
Ethical Issues ◽  
Learning Experience ◽  
Class Action ◽  
Legal Responsibility ◽  
Class Discussion ◽  
Fraudulent Financial Reporting ◽  
Open Discussion ◽  
High Level ◽  
Demand Patterns

This short case is best for an open discussion in an upper-division auditing class. The class discussion questions intensify students learning experience on (1) auditors ethical responsibility to resolve tough ethical issues, (2) auditors legal responsibility to detect fraudulent financial reporting, and (3) auditors professional responsibility to conform to auditing standards. Additional class discussion questions, optional hands-on internet experience, and class discussion guide are provided. The case illustrates how a high-technology company succumbed to the pressure of unrealistic financial goals in an industry that is characterized by rapid technology change, intense competitive pressure, and volatile demand patterns for computer chips. High-level management at the company orchestrated fraudulent financial reporting schemes by creating fictitious sales and shipping bogus inventories. The fraud was uncovered only after the companys Board of Directors appointed a third auditor to investigate the sophisticated fraudulent schemes. However, the action came a little too late as the shareholders began to file class-action securities lawsuits against the company and its former auditor.

scholarly journals What You Do Know Can Hurt You: An Instructional Case Requiring Application of Professional Standards to an Ethical Dilemma Facing an Auditor and Tax Preparer

2017 ◽  
Vol 11 (1) ◽  
pp. I1-I9
Author(s):  
David J. Hess ◽  
Mark H. Haney ◽  
Carol S. MacPhail
Keyword(s):  
Ethical Dilemma ◽  
Income Tax ◽  
Life Experience ◽  
Ethical Issues ◽  
Learning Experience ◽  
Real Life ◽  
Professional Standards ◽  
Local Branch ◽  
Tax Preparer ◽  
Tax Returns

SUMMARY This instructional case, based on a real-life experience, introduces students/professionals to an ethical dilemma faced by a CPA who serves as both an auditor and a tax preparer for related parties. The CPA becomes aware of a large amount of gambling activity undertaken by an individual income tax client who is employed as the executive director of the local branch of a national charitable organization. The local branch also happens to be an audit client of the CPA. Through the case, students/professionals gain an understanding of and appreciation for a realistic ethical dilemma faced by a CPA who also prepares personal income tax returns for related parties. To help the CPA resolve the issues in this case, students/professionals must understand and apply relevant professional standards, including the AICPA Code of Professional Conduct, AU-C Section 240 “Consideration of Fraud in a Financial Statement Audit,” and IRS Circular 230 “Regulations Governing Practice Before the Internal Revenue Service.” A survey questionnaire administered to students who completed the case during an upper-level accounting course suggests that students found the case to be an enjoyable and valuable learning experience that helped them to recognize personal and professional ethical issues facing auditors and tax professionals, as well as to access and apply professional standards to such ethical issues.

From “Sage on the Stage” to Facilitator of Learning

2014 ◽  
pp. 237-257 ◽  
Author(s):  
Denise Passmore
Keyword(s):  
Transformative Learning ◽  
Teaching Methods ◽  
Nursing Faculty ◽  
Online Teaching ◽  
Classroom Teacher ◽  
State Universities ◽  
Full Time ◽  
Online Student ◽  
Course Content ◽  
Phenomenological Methodology

This chapter explores through phenomenological methodology the experiences of nursing faculty who transitioned from live to online teaching. These experiences are further examined through the theory of transformative learning to determine whether participants were able to transform their teaching identity from traditional classroom teacher (sage on the stage) to facilitators of learning. One-on-one interviews were conducted with 16 full-time nursing faculty at 4 state universities. Findings revealed that most faculty were originally hesitant to teach online and had multiple misconceptions regarding teaching methods and online student communication. With one exception, professional development for online teaching was limited. Most participants described transforming their teaching methods and philosophies as they gained more experience. Results implicate that faculty development should focus not only on educational principles and technology but also ways to connect with students and develop course content that helps maintain faculty identities.

Transforming From the Classroom to an Online Nursing Educator

2021 ◽  
pp. 64-84
Author(s):  
Denise Passmore
Keyword(s):  
Transformative Learning ◽  
Teaching Methods ◽  
Nursing Faculty ◽  
Online Teaching ◽  
Classroom Teacher ◽  
Full Time ◽  
Online Student ◽  
Course Content ◽  
Phenomenological Methodology ◽  
Nursing Educator

This chapter explores through phenomenological methodology the experiences of nursing faculty who transitioned from live to online teaching. These experiences are further examined through the theory of transformative learning to determine whether participants were able to transform their teaching identity from traditional classroom teacher (sage on the stage) to facilitators of learning. One-on-one interviews were conducted with 16 full-time nursing faculty at four state universities. Findings revealed that most faculty were originally hesitant to teach online and had multiple misconceptions regarding teaching methods and online student communication. With one exception, professional development for online teaching was limited. Most participants described transforming their teaching methods and philosophies as they gained more experience. Results implicate that faculty development should focus not only on educational principles and technology, but also on ways to connect with students and develop course content that helps maintain faculty identities.

An Investigation of Chinese Older Adults' Self-Directed English Learning Experience Using Mobile Apps

2019 ◽  
Vol 9 (4) ◽  
pp. 51-71
Author(s):  
Yangting Wang ◽  
M. Sidury Christiansen
Keyword(s):  
Older Adults ◽  
English Language Learners ◽  
Language Learning ◽  
Transformational Learning ◽  
English Language ◽  
Mobile Apps ◽  
Learning Experience ◽  
English Learning ◽  
Self Directed Learning ◽  
Chinese Older Adults

A majority of research on mobile-assisted language learning focuses on traditional English language learners: thus, little attention has been paid to older adult learners. The purpose of the study is to explore the learning experiences of Chinese older adults using the free and popular English learning mobile apps, Duolingo/Hello English, Baicizhan, and Liulishuo, in a self-directed learning (SDL) context. A 17-week sequential mixed-methods study was designed. 55 older adults from age 45 to 85 participated. The informed grounded theory was used and Saldana's coding techniques for qualitative analysis. Quantitative data were analyzed using descriptive statistics and paired sample t-tests. Findings demonstrate that older adults persisted in learning using mobile apps for 17 weeks and increased their vocabulary significantly. Finally, a transformational learning model called MISAPP was created based on the empirical data and the SDL theory.

Ethical and Legal Issues in Teaching and Learning in Second Life in a Graduate Online Course

2010 ◽  
pp. 228-238
Author(s):  
R.S. Talab ◽  
Hope R. Botterbusch
Keyword(s):  
Second Life ◽  
Criminal Behavior ◽  
Teaching And Learning ◽  
Ethical Issues ◽  
Legal Issues ◽  
Course Content ◽  
Teaching Platform ◽  
Legal Literature ◽  
Ethical And Legal Issues ◽  
The Many

As a growing number of faculty use SL as a teaching platform, outside of anecdotal articles and the legal literature, no research exists on the many legal and ethical issues that affect course development. Ethical issues include abuse (“griefing”) nudity and lewd behavior, and false/misleading identities. Legal issues include creation and use of copyrighted and trademarked items, faculty intellectual property rights in objects and course content, and criminal behavior. Following the experiences of the instructor and 5 students, their 12-week journey is documented through interviews, journals, weekly course activities, SL class dialogs, and in-world assignments. Additionally, 5 faculty and staff experts who teach or train in SL at this university were interviewed and consulted, as well. This study provides insight for designing courses that foster exploration of rich learning opportunities outside a traditional classroom-both real and virtual.

scholarly journals New Weighted Clustering Approach to Map and Prioritise Learning Knowledge Objects towards Learning Approaches

2016 ◽  
Vol 11 (06) ◽  
pp. 28
Author(s):  
Sai Sabitha ◽  
Deepti Mehrotra ◽  
Abhay Bansal
Keyword(s):  
Management System ◽  
Learning Experience ◽  
Learning Management System ◽  
Feature Space ◽  
Learning Objects ◽  
Learning Approaches ◽  
Course Content ◽  
E Learning ◽  
Knowledge Objects ◽  
Learning Management

To have a unique learning experience and a high learning impact, diverse courses should be incorporated in e-Learning. Learning Management System, a tool in e-Learning manages and delivers content to users. Learning Objects (LO), the course content is the fundamental unit of Learning Management System. Knowledge Object of Knowledge Management System can also be a viable resource in technology supported learning. A learning scenario for a given learner has to be identified. The course content (LO) has to match their learning skills. Data mining techniques can be widely used to find similar objects and K-Mean clustering technique can be used to produce more consistent clusters. The clusters can have strong and similar concepts of Learning Knowledge Objects. A new algorithm, a weighted cosine distance that gives real-valued distances between instances which further modifies the structure of the feature space is used for prioritising objects in clusters. These objects can be further mapped to learning approaches of the users. An experiment is conducted by using Learning and Knowledge Objects to understand the effectiveness of the weighted measure, thereby a personalized holistic learning environment is provided to the learners.

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