scholarly journals The teaching and learning experience of home care in undergraduate nursing programs

2014 ◽  
Vol 23 (3) ◽  
pp. 521-529
Author(s):  
Ana Paula Hermann ◽  
Luciane Favero ◽  
Vânia Marli Schubert Backes ◽  
Elizabeth Bernardino ◽  
Maria Ribeiro Lacerda
Keyword(s):  
Home Care ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Working Hours ◽  
Nursing Programs ◽  
Structured Interviews ◽  
Undergraduate Nursing ◽  
Grounded Theory Method ◽  
Theoretical Issues ◽  
Academic Year

The objectives of this research were interpreted as the teaching and learning home care is experienced by students and teachers at the Nursing Undergraduate Course, at the Federal University of Paraná and build a theoretical model that explain this experience. It is a qualitative research that used the Grounded Theory method. Semi-structured interviews were performed with eight of the last academic year of nursing undergraduate course and five professors of content related to the topic. The experience in home care occurs and grows out in contact with reality through interaction between practical and theoretical issues and stage with specific working hours. The student comes across various nuances of this type of assistance, which allows understanding the health system and knowledge expansion related to home care. This fact shows that this area of expertise should be part of nursing undergraduate course because it is in expanding process and requires trained professionals to perform it.

scholarly journals Students’ Perceptions Towards Extensive Reading In Efl Contexts

2021 ◽  
Vol 1 (2) ◽  
pp. 99-104
Author(s):  
Rini Lindawati
Keyword(s):  
Language Proficiency ◽  
Information Search ◽  
Teaching And Learning ◽  
English Language ◽  
Learning Experience ◽  
Language Education ◽  
Target Language ◽  
Extensive Reading ◽  
Structured Interviews ◽  
Learning English

Most university students are struggling in learning English as Foreign Language. The utilization of an extensive reading strategy will potentially promote more striking influential impacts on EFL learners’ target language proficiency. The students' perceptions influence the success of teaching and learning English. The research aimed to know the students’ perception of Extensive Reading in EFL contexts. The researcher used the Qualitative Research method. This study was conducted in Universitas Islam Majapahit. The researcher selected twelve senior students of the English language education department who have already received the extensive reading subject in their previous semesters. The researcher collected the data through semi-structured interviews. The data were then analyzed by following Miles and Huberman’s (1994) framework. The results showed that the students had positive perceptions toward Extensive Reading practices. They considered if Extensive Reading is a reading activity for pleasure and information search where they can read material without any restraint. Besides, Extensive Reading also contributed to developing their comprehension and English skills such as listening, speaking, reading, writing, vocabulary mastery, and grammar. Moreover, Extensive Reading enabled them to enjoy the learning experience.

scholarly journals AN EXPLORATION OF THE PROGRESSION POLICY AND ITS EF

2021 ◽  
Vol 9 (3) ◽  
pp. 194-207
Author(s):  
Thandi Priscillia Nkosi ◽  
◽  
Rufus Olufemi Adebayo ◽  
Keyword(s):  
Parental Support ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Analytical Framework ◽  
Negative Influence ◽  
Further Education ◽  
Pass Rate ◽  
Policy Statement ◽  
Structured Interviews ◽  
Learner Achievement

This article examines the Progression Policy and its effects on learner achievement in the Further Education and Training Phase (Grades 10 to 12) amongst five underperforming public secondary schools in Pinetown. Since the adoption of the Progression Policy, the pass rate noticeable declined between 2014 and 2016. Thus, the Progression Policy is used in this study as an analytical framework, whilst the qualitative research design was used to gather data. The faceto-face semi-structured interviews, as well as focus group discussions with educators and principals, served as data collection methods. This study emphasized challenges attributed to the implementation of the Curriculum and Assessment Policy Statement and the Progression Policy in the Pinetown District. The study further revealed that the South African education system, from the Foundation Phase level all the way up, is plagued by serious challenges. The identified challenges include a lack of parental support, learner absenteeism, learner indiscipline, learner demotivation, resource allocation, and teacher-learner ratios. The results also revealed that the socioeconomic environment contributes to a dysfunctional condition in schools, which has a negative influence on the teaching and learning experience amongst educators and learners. Thus, the study proposes the reconfiguration of the Progression Policy alongside practicable and relatable recommendations inconsonance to study.

scholarly journals Reflections on Blended Learning in Management Education: A Qualitative Study with a Push-pull Migration Perspective

2021 ◽  
pp. 231971452110136
Author(s):  
Jaya Gupta ◽  
Kapil Garg
Keyword(s):  
Qualitative Study ◽  
Teaching And Learning ◽  
Management Education ◽  
Learning Experience ◽  
Business Leaders ◽  
Structured Interviews ◽  
Educational Models ◽  
Teaching And Learning Environment ◽  
Factors Influencing ◽  
Education Today

COVID-19 pandemic is a major disruptor for education today. Its onset has necessitated innovations in design and delivery of teaching and learning environment with extensive technology integration. The present study aims to scan the factors that are bringing about major transformations in management education in current times. The study extends the demographic push-pull (PP) migratory model to explain and analyse the factors that can enable a smooth transit to a technology enabled virtual teaching and learning mode in business schools or B-schools. In the present phenomenological qualitative study, based on the management faculty responses, the major pull and push factors influencing this switching decision are identified. The data is gathered using semi-structured interviews with open-ended questions designed to answer the research questions. The conceptual model has been proposed that portrays the factors influencing switching intentions. This article highlights the need of reforms in the prevailing management educational models. Also, it provides insights into how the necessary changes in Management Education 4.0 that are important to improve the overall learning experience of future business leaders.

scholarly journals Teachers and Students’ Stereotypes about the Teaching and Learning of English

2016 ◽  
pp. 75-92
Author(s):  
Eliana Edith Roberto Flórez ◽  
Gladis Leonor Arias Rodriguez
Keyword(s):  
Undergraduate Students ◽  
Teaching And Learning ◽  
Private University ◽  
Language Teachers ◽  
Work Behavior ◽  
Academic Majors ◽  
Structured Interviews ◽  
English Class ◽  
Grounded Theory Method ◽  
Teachers And Students

This article is the result of a research study that examined teachers and undergraduate students’ stereotypes about English teaching and learning processes at a private university in Tunja, Colombia. The research was carried out with six English teachers and twenty undergraduate students from first and second semesters. The instruments used to collect data were semi-structured interviews and questionnaires from both teachers and students. A grounded theory method was used to analyze the gathered information. Findings demonstrate that language teachers created stereotypes about students’ academic work, behavior, and attitudes due to their experiences with them as their teachers, and particularly according to students’ academic majors. Students also evidence stereotypes about the teaching and learning of English, according to their experiences in English class.

scholarly journals Editorial

2019 ◽  
Vol 9 (2) ◽  
pp. 259-261
Author(s):  
Mirosław Pawlak
Keyword(s):  
Language Learning ◽  
Teacher Identity ◽  
Teaching And Learning ◽  
Dominant Role ◽  
Learning Experience ◽  
Empirical Studies ◽  
Personal Data ◽  
Subsequent Paper ◽  
Structured Interviews ◽  
L2 Motivational Self System

The second 2019 issue of SSLLT brings together six papers, all of which report empirical studies dealing with different aspects of teaching and learning additional languages in various contexts, and it also includes two book reviews. In the first contribution, Alastair Henry combines Hermans’ (2008) concept of the dialogical self with the tenets of complex dynamic systems theories (Hiver & Al-Hoorie, 2016) to investigate the developing professional identity of a preservice teacher of English during the practicum in a school in western Sweden. Using a combination of intra-personal data in the form of semi-structured interviews conducted before and after the practicum as well as inter-personal data in the form of forum postings and a stimulated recall discussion of a lesson taught by the participant, Henry shows that the construction of teacher identity entails interaction between present experiences and the imagined self. In the subsequent paper, Anne Huhtala, Anta Kursiša and Marjo Vesalainen seek to identify the motives driving 51 Finnish university students to learn foreign languages other than English, in this case French, German and Swedish, adopting as a theoretical framework Dörnyei’s (2009) theory of the L2 motivational self-system. Qualitative analysis of the narrative reflections written by the participants revealed that although the initial decisions to engage in language learning may be driven by social pressure, or the ought-to self, in the course of time it is the ideal self and the L2 learning experience that start to play the dominant role.

scholarly journals “DISTANCED” TIMES: INVESTIGATING PRE-SERVICE MUSIC TEACHERS’ EXPERIENCES ON ONLINE TEACHING AND LEARNING DURING THE COVID-19 PANDEMIC

2021 ◽  
Vol LXIX (1) ◽  
pp. 111-124
Author(s):  
Miruna Luana Miulescu ◽  
Florentina-Lavinia Matei
Keyword(s):  
Music Education ◽  
Technology Use ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Qualitative Inquiry ◽  
Learning Technology ◽  
Structured Interviews ◽  
Online Teaching And Learning ◽  
Service Music

The technology use is flourishing in a growing set of educational contexts. Music education is no exception, seeing more and more learning practices be actively incorporated into educational frameworks. Our study seeks to investigate the online teaching and learning experiences of music university students who are participating in the pre-service teacher education during the Covid-19 pandemic. The participants of the present study are pre-service music students (n=22) enrolled in the teaching education programme in their 2nd or 3rd year at the university. By making use of a phenomenological qualitative inquiry, data was collected through participating at semi-structured interviews via ZOOM videotelephony software in January and February 2021. The key findings indicate a neither overtly positive or negative teaching and learning experience, even if the students had to navigate an avalanche of offline learning technology requirements both as students and teachers in a limited amount of time. The results of the study indicate that teacher training programmes should consider the move to virtual teaching and learning as an opportunity for change and to go beyond the emergency online practices and develop quality online educational activities.

scholarly journals Using Mixed Methods to Understand Teaching and Learning in COVID 19 Times

2020 ◽  
Vol 12 (20) ◽  
pp. 8726 ◽  
Author(s):  
Daniela Popa ◽  
Angela Repanovici ◽  
Daciana Lupu ◽  
Mariana Norel ◽  
Claudiu Coman
Keyword(s):  
Online Education ◽  
Online Teaching ◽  
Quantitative Research ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Structured Interviews ◽  
Quantitative Results ◽  
Crisis Conditions ◽  
Teaching Learning ◽  
Learning And Collaboration

This research focuses on teaching–learning behavior in the online environment under crisis conditions, such as those caused by COVID-19. Data were collected from 427 participants from Central and Eastern Europe and North and Central Asia. An integrative mixed method design was used, combining components of both qualitative and quantitative research. The research method used was the inquiry based on a semi-structured questionnaire, which combined closed items with open-ended and semi-structured interviews. The quantitative results revealed significant differences between professors and students regarding the self-reported adaptability level, creativity, need for help in online teaching–learning, and collaboration with colleagues for solving problems in the online teaching–learning medium. The opinions of professors do not differ from those of students regarding the advantages, disadvantages, vulnerable areas, and aspects of online education. Thematic analysis, used to analyze the qualitative data, emphasized the participants’ perceptions of online teaching–learning efficiency in crises. Based on the results, it was concluded that the aspects that need to become a priority in online education concern mainly the didactic quality of the learning experience.

scholarly journals Innovations in Teaching and Learning: Exploring the Perceptions of the Education Sector on the 4th Industrial Revolution (4IR)

2020 ◽  
Vol 6 (2) ◽  
pp. 31 ◽  
Author(s):  
Adekunle Oke ◽  
Fatima Araujo Pereira Fernandes
Keyword(s):  
Teaching And Learning ◽  
Industrial Revolution ◽  
Learning Experience ◽  
Theory And Practice ◽  
Education Sector ◽  
Structured Interviews ◽  
Face To Face ◽  
Technology Innovations ◽  
Business Operations ◽  
Use Of Technology

Business operations are undergoing drastic changes due to the disruptive effects of technology innovations; however, there is insufficient knowledge regarding the acceptability and consequences of the fourth industrial revolution (4IR) in the education sector. Using the Unified Theory of Acceptance and Use of Technology (UTAUT), this study explores the readiness of the education sector for 4IR. We adopted face-to-face semi-structured interviews to explore the views of 33 key stakeholders in the education sector, to understand the readiness and acceptability of 4IR in the sector. Findings show that the education sector, especially in Africa, is unprepared for 4IR, although there are indications for opportunities to harness the potential of the much-anticipated 4IR. Moreover, our study demonstrates a mutual symbiotic relationship between the education sector and technology innovations. The findings show that 4IR can facilitate students’ learning experience and transforms the workplace, although there is a need to assess the learning environment, to understand the facilitators and barriers to 4IR diffusion. The findings indicate the opportunity for the education sector to harness the innovations associated with 4IR through research and teaching to enhance learners’ experience; however, this may require a significant improvement in education curricula, as well as investments. The findings contribute to the theory and practice of technology in education and the limited literature on 4IR in the education sector, particularly in Africa.

scholarly journals First-Year Undergraduate Student Expectations of two UK Chemistry Degree Programmes

2019 ◽  
Author(s):  
Dylan P Williams ◽  
Shane Lo Fan Hin ◽  
Erlina Erlina
Keyword(s):  
Student Perceptions ◽  
Contact Time ◽  
Teaching And Learning ◽  
Learning Experience ◽  
First Year ◽  
Learning Approaches ◽  
Student Expectations ◽  
The Difference ◽  
Academic Year

Recent work on student perceptions of skills development and engagement with different teaching and learning approaches have provided useful evidence bases for practitioners aiming to enhance the student learning experience. Although there has been some useful research on student expectations in non-STEM (Science, Technology, Engineering and Mathematics) disciplines, there remains an opportunity to measure and analyse the expectations of students in STEM disciplines, particularly chemistry. The aim of this study was to measure the expectations that first year undergraduate chemists have of the types of learning experiences that will be included in their degree programmes, the amount of time per week that they will devote to different aspects of study and the types of learning behaviours they will adopt. Data was collected using questionnaires deployed at the Universities of Leicester and Sussex in the 2017/18 academic year. The study has shown that many students overestimate the amount of lecture based (59%) and small group based (57%) contact time they expect to have. Students appear to place a high value on the importance of feedback in the learning process but the proportion of students who agree they will read and act on feedback decreases over the course of the academic year. A number of factors feed into student reflections on the difference between expectation and reality including the quality of student life (e.g. quality of accommodation and social activities), value-for-money concerns (e.g. the amount of contact time and the quality of teaching) and matters related to workload and learning support.

scholarly journals Vaccination learning experiences of nursing students: a grounded theory study

2015 ◽  
Vol 12 ◽  
pp. 29 ◽  
Author(s):  
Eshagh Ildarabadi ◽  
Hossein Karimi Moonaghi ◽  
Abbas Heydari ◽  
Ali Taghipour ◽  
Abdolghani Abdollahimohammad
Keyword(s):  
Grounded Theory ◽  
Nursing Students ◽  
Learning Outcomes ◽  
Empirical Support ◽  
Structured Interviews ◽  
Undergraduate Nursing Students ◽  
Effective Learning ◽  
Undergraduate Nursing ◽  
Grounded Theory Method ◽  
Core Category

Purpose: This study aimed to explore the experiences of nursing students being trained to perform vaccinations. Methods: The grounded theory method was applied to gather information through semi-structured interviews. The participants included 14 undergraduate nursing students in their fifth and eighth semesters of study in a nursing school in Iran. The information was analyzed according to Strauss and Corbin’s method of grounded theory. Results: A core category of experiential learning was identified, and the following eight subcategories were extracted: students’ enthusiasm, vaccination sensitivity, stress, proper educational environment, absence of prerequisites, students’ responsibility for learning, providing services, and learning outcomes. Conclusion: The vaccination training of nursing students was found to be in an acceptable state. However, some barriers to effective learning were identified. As such, the results of this study may provide empirical support for attempts to reform vaccination education by removing these barriers.

Sign in / Sign up

Export Citation Format

Share Document