scholarly journals Going online to learn health sciences research methods: The student experience

2006 ◽  
Vol 22 (2) ◽  
Author(s):  
Lynne S Giddings ◽  
Shirley Campbell ◽  
Peter Maclaren
Keyword(s):  
Research Methods ◽  
Skill Acquisition ◽  
Health Professionals ◽  
Evaluation Study ◽  
Virtual Classroom ◽  
Student Experiences ◽  
Student Transition ◽  
Teacher Student ◽  
Mixed Methods Evaluation ◽  
Quantitative Analyses

<span>Health professionals are attracted to the flexibility of the virtual classroom for their on-going education. Recent studies have documented the differences in pedagogy between Internet based learning online and the traditional classroom setting, but few have investigated student health professionals' transitional process while engaged in online learning. The purpose of this mixed methods evaluation study was to document students' experience of a six month online research methods paper (unit). Specifically it explores factors that influenced student transition to online pedagogy and successful completion of the paper. Descriptive qualitative and quantitative analyses were applied to 230 student evaluations and 1720 emails collected over a four year period. The findings supported those of previous studies; the main reasons students study online is the flexibility it offers (87%) and the ability to study without taking time off work (72%). The student experiences were captured in the overarching theme </span><em>'from enduring to enjoying'</em><span>. A teacher who works within a collaborative team, engages students early with interactive skill acquisition learning activities, and is responsive to online students' unique needs, can successfully facilitate students through the virtual classroom transitional phases: from 'virtual paralysis' to 'engagement' to 'getting into it' to 'surprised enjoyment'. Without strategies in place, however, teachers risk being overwhelmed by the onslaught of student emails, with the allotted teacher-student contact time slip sliding away.</span>

scholarly journals Navigating Music Teaching in Uncertain Times

2020 ◽  
pp. 104837132096138
Author(s):  
Chiao-Wei Liu
Keyword(s):  
Peer Relationships ◽  
Classroom Climate ◽  
Music Teachers ◽  
Well Being ◽  
Thinking Skills ◽  
Virtual Classroom ◽  
Critical Thinking Skills ◽  
Music Teaching ◽  
Music Learning ◽  
Teacher Student

As schools reopen and students return back to the classrooms, music teachers are faced with the challenge of how and what we could do (and continue to do) to support the well-being and music learning of our students in crises. I suggest that teachers take into consideration the various elements involved in creating engaging learning experiences. Recognize the changing classroom climate and student-teacher/student-peer relationships in the virtual classroom, it is necessary that we consider how to spark students’ motivation and generate meaningful dialogue, what strategies we apply to help our students develop critical thinking skills; how we connect with our students and address their emotional well-being while being physically separated from each other. As trivial as these ideas may appear on the surface, I believe that only when we truly listen and attend to the needs of our students will we provide the space for our students to flourish.

Research methods workshop for health professionals in Sierra Leone: an international collaborative project

1981 ◽  
Vol 15 (5) ◽  
pp. 328-331
Author(s):  
A. C. HARPER ◽  
M. J. MAGENHEIM ◽  
J. C. SIBLEY ◽  
R. B. HAYNES ◽  
RUTH A. MILNER
Keyword(s):  
Research Methods ◽  
Sierra Leone ◽  
Health Professionals ◽  
Collaborative Project ◽  
International Collaborative

Perceived unfairness in teacher-student conflict situations: students’ point of view

2016 ◽  
Vol 14 (1) ◽  
pp. 49-66 ◽  
Author(s):  
Gražina Čiuladienė ◽  
Daiva Račelytė
Keyword(s):  
Student Perceptions ◽  
Teacher Behavior ◽  
Point Of View ◽  
Student Experiences ◽  
Perceived Injustice ◽  
Conflict Escalation ◽  
Destructive Behavior ◽  
Teacher Student ◽  
Conflict Situations ◽  
Perceived Unfairness

Abstract Student perceptions of injustice in the classroom can evoke destructive behavior, resistance, deception, aggression, and conflict escalation. Our study explores student experiences of unjust teacher behavior in educational settings. Students (N=99) were asked to remember a conflict they experienced during their studies. The conflict descriptions (N=78) were analysed and grouped according the type of perceived injustice (distributive, procedural, interactional) and 22 issues of unfair behaviour (Mikula et al., 1990). Our study revealed that perceived unfair grading, power demonstrations, and accusation were the most important predictors of teacher-student conflicts. Moreover students reported they experienced interactional injustice more frequently than they experienced distributive or procedural injustice.

scholarly journals Implementation of a screening, brief intervention and referral to treatment programme for risky substance use in South African emergency centres: A mixed methods evaluation study

PLoS ONE ◽  
2019 ◽  
Vol 14 (11) ◽  
pp. e0224951 ◽  
Author(s):  
Claire van der Westhuizen ◽  
Bronwyn Myers ◽  
Megan Malan ◽  
Tracey Naledi ◽  
Marinda Roelofse ◽  
...  
Keyword(s):  
Substance Use ◽  
Mixed Methods ◽  
South African ◽  
Brief Intervention ◽  
Evaluation Study ◽  
Treatment Programme ◽  
Mixed Methods Evaluation

scholarly journals The Human Student

2018 ◽  
Vol 9 (2) ◽  
pp. 1-10
Author(s):  
Geraldine Torrisi-Steele
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Student Success ◽  
Present Article ◽  
Teaching Practice ◽  
Teaching Quality ◽  
Student Experiences ◽  
Teacher Student ◽  
Quality In Higher Education ◽  
Significant Effort

Higher education institutions are investing significant effort into the improvement of student success, retention and satisfaction. Some effort is being expended in research seeking to understand influencing factors, but the majority of effort is directed towards improving teaching quality. Effort to improve teaching quality is characterised by professional development initiatives, the general aim being to facilitate the shift away from traditional teacher-centred approaches, towards student-centred approaches. Though these initiatives are useful there exists an omission (or at the very least an area of severe-under-emphasis) within the discourse surrounding teaching quality in higher education – explicit attention to the teacher-student connection. The premise of the present article is that to make greater inroads into bettering student experiences and outcomes, the teacher-student connection, along with the humanist perspective in which it is embedded, is integral to the quality teaching practice in higher education.

Integration Training in the Seminary Crucible

1997 ◽  
Vol 25 (2) ◽  
pp. 272-277
Author(s):  
James R. Beck ◽  
James W. Banks
Keyword(s):  
Mental Health ◽  
Graduate Students ◽  
Skill Acquisition ◽  
Mental Health Professionals ◽  
Health Professionals ◽  
Health Professions ◽  
Educational Background ◽  
Church History ◽  
Reasoning Ability ◽  
Good Working

Training mental health professionals in the seminary context provides the educator with several important challenges. Students must first be trained in addressing four specific audiences, each of which will have different expectations of the graduate. Students must also be given skill acquisition in four specific areas that are central to the seminary environment: a good working knowledge of hermeneutics, sound theological reasoning, ability to use psychological literature well, and an awareness of the vast sweep of church history. Seminary graduates who enter the Christian mental health professions with this type of educational background can thus make some unique and focused contributions to the ongoing integration enterprise.

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