scholarly journals A clinical educator’s experience using a virtual patient to teach communication and interpersonal skills

2018 ◽  
Vol 34 (3) ◽  
Author(s):  
Frank Banszki ◽  
Janet Beilby ◽  
Michelle Quail ◽  
Peter Allen ◽  
Shelley Brundage ◽  
...  
Keyword(s):  
Learning Environment ◽  
Clinical Education ◽  
Interpersonal Skills ◽  
Virtual Learning ◽  
Virtual Patient ◽  
Virtual Learning Environment ◽  
Pedagogical Practices ◽  
Pedagogical Practice ◽  
Structured Interviews ◽  
Clinical Placements

The purpose of this study was to explore one novice clinical educator’s experiences with training essential communication and interpersonal skills using a virtual patient. Over 3 weeks, the clinical educator (CE) delivered a series of half-day clinical placements to students using an educator-controlled virtual patient, depicting an older adult male with mild dementia. Students completed one 15-minute session interacting with the virtual patient in the virtual learning environment (VLE), followed by a group debrief/discussion session. Prior to, during and after delivering the clinical placements, the CE engaged in semi-structured interviews, where she was prompted to reflect on her pedagogic approach and practice. Thematic analysis revealed six themes underpinning the CE’s unique narrative: pedagogical control, validation of pedagogical practice, safety in the virtual learning environment, learning pedagogical practices, self-reflection, and adult education. The CE described how being immersed in the VLE allowed her to confidently deliver training. The findings have implications for the future training of CEs who will provide clinical education using VLEs in clinic settings.

scholarly journals Using a Virtual Curriculum to Provide Interprofessional Student Education in Alzheimer’s Disease

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 4-5
Author(s):  
Alyssa Indelicato ◽  
Lauren Germain ◽  
Liliana Barros Una ◽  
Alice Krueger ◽  
Ann Ludwig ◽  
...  
Keyword(s):  
Alzheimer’S Disease ◽  
Alzheimer's Disease ◽  
Learning Environment ◽  
Communication Skills ◽  
Home Environment ◽  
Adult Population ◽  
Virtual Learning ◽  
Physician Assistants ◽  
Virtual Patient ◽  
Virtual Learning Environment

Abstract As Alzheimer’s disease increases in prevalence among older adults, there is an increased need for health professionals to effectively communicate with patients and their caregivers. Interactions between providers and Alzheimer’s patients differ from a typical patient-physician encounter. The project created a virtual learning environment (VLE) to better prepare students to engage with Alzheimer's patients and their caregivers. The VLE includes a clinical space, clinical office, and a patient’s home environment for students to practice their health communication skills and to better understand the lived experience. Nursing, MD, and Physician Assistants students were recruited and assigned a virtual provider (avatar). Students engage with a virtual patient (bot) in an exam room and then are directed to engage with a virtual caregiver (bot) in a clinical office. The virtual patient and caregiver have been programmed to respond to questions respectively and provide detailed insight into their lived experiences. After these encounters, the student is asked to react on the information obtained. The student is asked to explore the virtual home environment and triangulate the home experience, the caregiver’s perspective, and the patient’s responses. We are enrolling students to participate in the project and will complete the evaluation data. Students will be assessed for knowledge, self-efficacy, and their overall satisfaction with the virtual learning environment. We anticipate students will have an increase in each of these areas and will have improved communication skills with this at-risk, older adult population.

scholarly journals Estudo de Caso sobre o Uso das Ferramentas Notas e Relatórios do Moodle na Prática Pedagógica do Tutor a Distância em Cursos Brasileiros de Formação Continuada de Professores

EAD em FOCO ◽  
2016 ◽  
Vol 6 (2) ◽  
Author(s):  
Thaís Tenório ◽  
Fabiana Aparecida Rodrigues ◽  
André Tenório
Keyword(s):  
Academic Performance ◽  
Learning Environment ◽  
Management System ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Pedagogical Practice ◽  
Main Difficulty ◽  
E Learning ◽  
On Line

O sistema Moodle de gerenciamento de ambientes virtuais de aprendizagem disponibiliza ferramentas, como relatórios e quadro de notas, destinadas ao acompanhamento da assiduidade e do progresso de alunos de cursos a distância. Entretanto, em geral, o emprego e as possibilidades dessas ferramentas são pouco discutidos. Foram investigadas, por meio de questionário on-line, as percepções de 88 tutores a distância atuantes em cursos de formação continuada de professores de dois estados brasileiros. Todos tinham ciência das ferramentas de relatórios e notas, mas alguns declararam não usá-las frequentemente. Os relatórios eram empregados, segundo os pesquisados, principalmente, para verificar a frequência de acesso dos cursistas ao ambiente virtual de aprendizagem e a realização das atividades propostas. A grande maioria indicou atribuir os graus de desempenho dos alunos com a ferramenta de notas e informou utilizá-la para comentar (feedback) as tarefas submetidas para avaliação e monitorar os desempenhos acadêmicos. Para alguns, a principal dificuldade no manuseio das ferramentas envolvia desconhecimento dos recursos. A atuação tutorial é indispensável para envolver os alunos nas atividades dos cursos. Paralelamente, para bem desempenhar suas funções, esses profissionais carecem de capacitação quanto às ferramentas disponíveis.Palavras-chave: Moodle, Relatórios, Notas, Tutor.  Case Study about the Use of Grade and Report Moodle Tools on the Pedagogical Practice of E learning Tutors of Brazilian Teacher-upgrading CoursesAbstractMoodle management system of virtual learning environment offers tools such as reports and grades, both used to verify attendance and progress of students in e learning courses. However, in general, employment and possibilities of these tools are little discussed. We investigated the perceptions of eighty eight tutors of teacher-upgrading e learning courses of two Brazilian states by on-line questionnaire. Tutors were aware of reports and grades tools, but some declared not using it. According to the subjects, reports were utilized to check the frequency of access of students to virtual learning environment and the realization of the proposed activities. Most of subjects affirmed use grades tool for assign scores achieved by students, give feedback of activities and check academic performance. Some respondents pointed out the little knowledge of tools as the main difficulty in handle it. The actions of tutors are essential to involve students in the activities of the courses. At the same time, to well perform their responsibilities, these professionals need of training about the available tools of virtual learning environment.Keywords: Moodle, Reports, Grades, Tutor.

Pre-Service Teachers' Perceptions of the Effectiveness of a Virtual Learning Environment to Support a Learner-Centred Approach

2021 ◽  
pp. 870-887
Author(s):  
Ana María Pinto-Llorente
Keyword(s):  
Learning Environment ◽  
Virtual Learning ◽  
Active Role ◽  
Virtual Learning Environment ◽  
Structured Interviews ◽  
Teachers Perceptions ◽  
Study Approach ◽  
Learner Centered ◽  
Theoretical Sampling ◽  
Teachers Perspectives

The aim of the research was to apply a qualitative study approach to explore pre-service teachers' perspectives towards a virtual learning environment to establish the reasons to determine its effectiveness to support learner-centered approach. The population of the research included a total of 94 pre-service teachers, studying the last year of the Degree in Primary Education. The qualitative sample of the study was theoretical sampling, systematic, non-probabilistic, sequential, and cumulative. Qualitative data were collected through individual semi-structured interviews. The findings suggested participants' positive perspectives towards the VLE to support learner-centred approach in which they were placed at the centre of the learning process, created knowledge, and had the opportunity to develop an important set of skills needed in the current society and for lifelong learning. It was favoured a constructivist learning in a constructivist environment that involved the students in the development of knowledge having an active role.

scholarly journals Building a Virtual Learning Environment to Foster Blended Learning Experiences in an Institute of Application in Brazil

Open Praxis ◽  
2017 ◽  
Vol 9 (1) ◽  
pp. 109 ◽  
Author(s):  
Andrea Da Silva Marques Ribeiro ◽  
Esequiel Rodrigues Oliveira ◽  
Rodrigo Fortes Mello
Keyword(s):  
Learning Environment ◽  
Blended Learning ◽  
Basic Education ◽  
Postgraduate Education ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Pedagogical Practices ◽  
Education Students ◽  
Educational Models ◽  
Face To Face

Blended learning, the combination of face-to-face teaching with a virtual learning environment (VLE), is the theme of this study that aims at describing and analyzing the implementation of a VLE in the Institute of Application Fernando Rodrigues da Silveira, an academic unit of the State University of Rio de Janeiro. This study’s main contribution is to reflect on the complexity of the institute that comprises schooling for basic education students and teacher education, from elementary school to postgraduate education. The wide scope of the institute encompasses face-to-face and non-presential activities, in different proportions, depending on the educational segment. Thus, starting from the assumption that blended learning teaching processes foment more student-centered educational models and facilitate interactions between individuals, a collaborative way was chosen as the VLE development method, contributing to pedagogical practices that favor meaningful learning. The VLE design was developed to meet the different needs and demands of the different educational segments. Currently there are 295 registered users. However, there are no registered basic education students so far. This can be justified by the fact that the VLE is relatively new to the community, and the participation of basic education students in the VLE depends on their teachers’ enrolment and use of the VLE itself.

Proposal of an instrument to evaluate interaction spaces in a VLE

2019 ◽  
pp. 1-13
Author(s):  
Rubí Estela Morales-Salas ◽  
Daniel Montes-Ponce
Keyword(s):  
Learning Environment ◽  
Design Space ◽  
Collaborative Work ◽  
Virtual Learning ◽  
Interaction Space ◽  
Learning Objects ◽  
Traditional Education ◽  
Virtual Learning Environment ◽  
Discussion Forums ◽  
Exhibition Space

A virtual learning environment is conceived as an interaction space that ease the realization of mediated activities by technology, in this case the internet; besides using multimedia materials, learning objects, social networks, among others; which have changed imminently the traditional education. In this article an instrument is proposed in a checklist format, to evaluate any platform that has interaction spaces such as a Virtual Learning Environment, in this case responding to four spaces or general indicators: information Space, Mediation / Interaction Space, Instructional Design Space and Exhibition Space. Criteria are used according to the interactions and activities carried out by the consultant and virtual student. These, in turn, come up from the analysis and interaction of the advisers achieved in the discussion forums and portfolio activities through collaborative work. It was situated as a qualitative research, with a descriptive nature since it is not limited to data collection only, but also it refers and analyzes the interaction of the advisers achieved in the discussion forums and portfolio activities through the collaborative work of the workshop course "Virtual Learning Environments" developed in a virtual learning environment.

scholarly journals Self-Regulation using Moodle Virtual Learning Environment (VLE) in Solar System Practice

2021 ◽  
Vol 1779 (1) ◽  
pp. 012072
Author(s):  
BR Rosyadi ◽  
Khoirun Nisa ◽  
Irfan Afandi ◽  
Fathor Rozi ◽  
Ahmad Fawaid ◽  
...  
Keyword(s):  
Solar System ◽  
Learning Environment ◽  
Self Regulation ◽  
Virtual Learning ◽  
Virtual Learning Environment

scholarly journals Using Virtual Learning Environment Data for the Development of Institutional Educational Policies

2021 ◽  
Vol 11 (15) ◽  
pp. 6811
Author(s):  
Emanuel Marques Queiroga ◽  
Carolina Rodríguez Enríquez ◽  
Cristian Cechinel ◽  
Alén Perez Casas ◽  
Virgínia Rodés Paragarino ◽  
...  
Keyword(s):  
Learning Environment ◽  
Predictive Models ◽  
Data Science ◽  
Educational Data Mining ◽  
Virtual Learning ◽  
Academic Community ◽  
Virtual Learning Environment ◽  
Educational Policies ◽  
Interdisciplinary Exchange ◽  
Computational Resources

This paper describes the application of Data Science and Educational Data Mining techniques to data from 4529 students, seeking to identify behavior patterns and generate early predictive models at the Universidad de la República del Uruguay. The paper describes the use of data from different sources (a Virtual Learning Environment, survey, and academic system) to generate predictive models and discover the most impactful variables linked to student success. The combination of different data sources demonstrated a high predictive power, achieving prediction rates with outstanding discrimination at the fourth week of a course. The analysis showed that students with more interactions inside the Virtual Learning Environment tended to have more success in their disciplines. The results also revealed some relevant attributes that influenced the students’ success, such as the number of subjects the student was enrolled in, the students’ mother’s education, and the students’ neighborhood. From the results emerged some institutional policies, such as the allocation of computational resources for the Virtual Learning Environment infrastructure and its widespread use, the development of tools for following the trajectory of students, and the detection of students at-risk of failure. The construction of an interdisciplinary exchange bridge between sociology, education, and data science is also a significant contribution to the academic community that may help in constructing university educational policies.

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