scholarly journals Online training of sportive technicians: A present with a future

2019 ◽  
Vol 6 (1) ◽  
pp. 44-55
Author(s):  
Carles Dulsat-Ortiz ◽  
Isabel Álvarez-Cánovas
Keyword(s):  
Online Training ◽  
Heterogeneous Distribution ◽  
Face To Face ◽  
Qualitative And Quantitative ◽  
New Knowledge ◽  
Key Factor ◽  
The Face ◽  
On Line ◽  
Training Delivery ◽  
The Coordinator

In this paper, we present the technological possibilities of sports technicians during their distance training. It does special emphasis in the role that the communication has for all participants and as it differentiates of the face-to-face delivery to benefit those sportive specialities with fewer practitioners and/or with heterogeneous distribution in the territory. Besides, this training delivery contributes to the application of the new knowledge to the sessions and trainings in which they participate. The research begins with the following questions: (a) does access to the courses facilitate the fact that it is online; and (b) how does the use of the platform contribute to communication between participants? The study focuses on participants during their first on-line course under the current legislation of the sportive technicians of the distinct sportive specialities of the Royal Spanish Federation of Skating. The methodology used is qualitative for interviewing the coordinator and both qualitative and quantitative for students’ and instructors’ questionnaires. This research concludes with a clear need for teachers to be taught using the same technologies that they later have to deliver and, that the communication in the platform is rather limited. Extending the kind of tools that the platform has is a key factor to give an array of possibilities of online training.

Instructor Presence in Online Distance Classes

2010 ◽  
pp. 1216-1219
Author(s):  
Janet Lear
Keyword(s):  
Student Learning ◽  
Instant Messaging ◽  
Online Environment ◽  
Face To Face ◽  
Instructor Presence ◽  
New Knowledge ◽  
The Face ◽  
Online Distance ◽  
A Site ◽  
E Mail

Instructor presence are words that call to mind a professor at the front of a classroom lecturing to a room full of students. Today the image associated with instructor presence is quite different. The vision is one of an individual engaged with the student, leading, and mentoring students, and facilitating classes either visibly in the classroom or invisibly in the online environment. Instructor presence is a broad phrase that refers to the instructor’s jobs of structuring and presenting the materials as well as providing feedback and engaging with the student academically through e-mail, by telephone, or by instant messaging either text or video. The roles are different but the outcome is the same, student learning. Gone are the days where the instructor was the center of the class, lecturing and passing along knowledge to students. Because today’s learner is actively involved in the building of new knowledge, learning is more student-focused. As the environment changes, the instructor assumes a variety of roles from designer to facilitator to mentor. The new roles are the same for both instructors in the face-to-face classroom and instructors in the online environment. Instructors for classes in the online environment cannot just compile a site for the class with materials available to the students. Instructors need to have an online presence as they facilitate the class mentoring students, providing activities, encouraging students, and communicating with student on a regular basis.

scholarly journals Telling Small Stories With Power Point As Video In Lockdown

2021 ◽  
Vol 3 (1) ◽  
pp. 20
Author(s):  
Jo Perry
Keyword(s):  
Online Teaching ◽  
Face To Face ◽  
Community Of Learning ◽  
Teacher Power ◽  
Teachers And Students ◽  
The Face ◽  
Class Power ◽  
On Line ◽  
Power Point ◽  
The Impact

The 2020 pandemic and ensuing lockdowns came as a shock nationally and internationally. As a result, the change in approaches to teaching for many was fast and absolute. One minute the face-to-face ethos was humming along as 'normal', the next it was fully on line and taking teachers and students into a story many would never have considered. This brought with it the challenge of continuing to build and maintain relationships with the students in order to support their road to success. Storytelling has always been an important part of my practice in developing relationships through sharing my own experiences and encouraging the students to share theirs. In this way, we co-construct understanding of the class content and get to know each other. Going into fully online teaching would potentially change this.   Given the speed of the changes required, this project was never meant to be overtly innovative but was designed to allow me to continue using narratives of content and practice to build communities of learning in the online environment.  As a teacher, Power Point was familiar, so I started there and simply changed to saving them as mp4 files.    The presentation plots this journey as a teacher taking storytelling from a face-to-face classroom across the lockdown in a way that continued supporting relationships and learning. The first attempts showed me that online stories are not the same as class power points where I physically created the narrative that linked the slides together.  As I viewed my first attempt, it became clear that I was trying to tell a story that was in my head but not translated to the screen and I needed to adopt an approach that clearly spoke to a listener/audience i.e. my community of learning.  I learned that, up to this point, I had used power point as a guide as I wove a story around the weekly content in a face-to-face classroom. In other words, the whole thing was heavily dependent on me.  In this new environment, the story had to be told in a different way.  It had to stand as a discrete artefact on its own, speaking to anyone that logged on, enabling me to reach out to that other human being without the unique connection that develops between story-teller and listener in the face to face world. Through three more cycles of research, I found that this new kind of story depended on a delicate balance between visual and oral, the context, content and the affective and how each was portrayed. Ultimately, the focus had to remain on the relationships I could build and the impact they could have. Therefore, this project came to be about keeping storytelling, whether face-to-face or online, “a uniquely human experience through which people make sense of past experience, convey emotions and ultimately connect with each other” (Christianson, 2011, p. 289).

scholarly journals TRANSMITINDO CONEXÕES: A CONSTRUÇÃO DO VÍNCULO PSICOTERÁPICO NO PSICODRAMA BIPESSOAL ON-LINE

2021 ◽  
Vol 29 (2) ◽  
pp. 127-137
Author(s):  
Gabriela Pereira Vidal ◽  
Amanda Castro
Keyword(s):  
Action Research ◽  
World View ◽  
Face To Face ◽  
The Face ◽  
On Line

This study aimed to understand how the psychotherapeutic bond develops in bipersonal online psychodrama. This is an action research, through a case study of a 20-year-old woman, with an analysis of the first five sessions of about 50 minutes. It was possible to conclude that the link in online psychodrama has differences in relation to the face-to-face, but it is noted that there are many psychodramatic contributions to its development, from the theory (man and world view) as well as psychodramatic techniques.

Instructor Presence in Online Distance Classes

2010 ◽  
pp. 1422-1427
Author(s):  
Janet Lear
Keyword(s):  
Student Learning ◽  
Instant Messaging ◽  
Online Environment ◽  
Face To Face ◽  
Instructor Presence ◽  
New Knowledge ◽  
The Face ◽  
Online Distance ◽  
A Site ◽  
E Mail

Instructor presence are words that call to mind a professor at the front of a classroom lecturing to a room full of students. Today the image associated with instructorpresence is quite different. The vision is one of an individual engaged with the student, leading, and mentoring students, and facilitating classes either visibly in the classroom or invisibly in the online environment. Instructorpresence is a broad phrase that refers to the instructor’s jobs of structuring and presenting the materials as well as providing feedback and engaging with the student academically through e-mail, by telephone, or by instant messaging either text or video. The roles are different but the outcome is the same, student learning. Gone are the days where the instructor was the center of the class, lecturing and passing along knowledge to students. Because today’s learner is actively involved in the building of new knowledge, learning is more student-focused. As the environment changes, the instructor assumes a variety of roles from designer to facilitator to mentor. The new roles are the same for both instructors in the face-to-face classroom and instructors in the online environment.Instructors for classes in the online environment cannot just compile a site for the class with materials available to the students. Instructors need to have an online presenceas they facilitate the class mentoring students, providing activities, encouraging students, and communicating with student on a regular basis.

scholarly journals Uso de un ambiente virtual de aprendizaje en la ingeniería en sistemas computacionales del Tecnológico de Ciudad Valles como herramienta de apoyo a las clases presenciales

2019 ◽  
pp. 7-14
Author(s):  
Rosa Imelda GARCIA-CHI ◽  
María Antonieta HERNANDEZ ◽  
Nelly Rosina IZAGUIRRE-CÁRDENAS ◽  
Arturo EGUIA-ALVAREZ
Keyword(s):  
Learning Environments ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Face To Face ◽  
Qualitative And Quantitative ◽  
The Face ◽  
And Performance ◽  
Teaching Learning ◽  
The Impact ◽  
Student Competencies

The article is the result of an educational research project of the National Technological Institute of Mexico that involves Virtual Learning Environments (AVA). The objective is to determine the impact of using a VPA as a tool in the teaching-learning process of the face-to-face classes of the Ciudad Valles Technology. The methodology is mixed, qualitative and quantitative. The quantitative number determines the number of teachers used by AVA, the number of students in a Blending Learning (B-Learning) course, the number of courses designed in Moodle. In the qualitative, the impact of B-Learning on students is analyzed; determining the degree of motivation and performance that is generated when using AVA and the ability to use information technology to generate their learning strategies. A composite and structural analysis of the AVA used in the institute is presented, the research hypothesis is disclosed: the use of an AVA as a b-learning strategy, improves the level of performance of student competencies compared to students who follow classroom learning strategies. The manner in which the research is conducted, the frame of reference is described and relevant results and conclusions are shown.

scholarly journals Education and professional training: blended learning in maritime english teaching

2021 ◽  
Vol 7 (3D) ◽  
pp. 175-188
Author(s):  
Iryna Shvetsova ◽  
Valentyna Fediaieva ◽  
Olena Moroz
Keyword(s):  
Blended Learning ◽  
Professional Training ◽  
First Year ◽  
Learning Approach ◽  
First Year Students ◽  
Face To Face ◽  
The Face ◽  
On Line ◽  
English Classroom ◽  
Maritime English

This paper explores the peculiarities of blended learning approach in teaching Maritime English. The research is aimed to reveal the pedagogical potential of Blended Learning approach in teaching Maritime English. The conceptual idea of the paper is grounded on the recognition of digitalization potential to transform how higher education is delivered and how people learn at different stages of their lives. The research reveals the pedagogical potential of computer-based tools and blended learning approach in Maritime English classroom. The attempt has been made to provide the effective techniques and methods of professionally-oriented communicative competency formation and development by means of Blended Learning implementation at different stages of professional Maritime training. The on-line course in Maritime English, delivered to the learners via LMS Moodle, which is complemented with the face-to-face traditional classroom learning, is described in the research to exemplify the use of the Blended Learning approach for teaching first year students of maritime educational institutions.

scholarly journals Physiotherapy services in the face of a pandemic

2020 ◽  
Vol 66 (4) ◽  
pp. 491-497 ◽  
Author(s):  
Beatriz Minghelli ◽  
Ana Soares ◽  
Andreia Guerreiro ◽  
Antoine Ribeiro ◽  
Carolina Cabrita ◽  
...  
Keyword(s):  
Physical Therapists ◽  
Measurement Instrument ◽  
Chronic Patients ◽  
Work Activities ◽  
Face To Face ◽  
Increased Risk ◽  
The Face ◽  
On Line ◽  
Risk Of Exposure

SUMMARY BACKGROUND Physiotherapy services are necessary for hospitalized patients of COVID-19 as well as chronic patients. Thus, physiotherapists present an increased risk of exposure to coronavirus. This study aimed to determine the number of physiotherapists who interrupted their services because of the COVID-19 pandemic and to verify the procedures adopted by the ones who are still working. METHODS The sample comprised 619 physiotherapists who worked in Portugal, 154 (24.9%) male and 465 (75.1%) female, aged between 22 and 67 years (34.47±8.70). The measurement instrument was an on-line questionnaire applied in late March 2020 through contacts and social networks. RESULTS 453 (73.2%) physiotherapists interrupted their work activities in person because of the pandemic and 166 (26.8%) continue to work in person. The main measures adopted by physical therapists who continue to work in person included: hand washing (21.5%), mask use (20.3%), material disinfection (19.3%) and, glove use (19.3%). Of the physiotherapists who are not working in person (n = 453), 267 (58.9%) continue to monitor their patients at a distance, and 186 (41.1%) are not monitoring the patients. The main measures used by physiotherapists to monitor their patients at a distance included: written treatment prescription (38%), making explanatory videos (26.7%), and synchronous video conference treatment (23.5%). CONCLUSIONS Our data revealed that most of the physiotherapists interrupted their face-to-face practices because of the COVID-19 pandemic, however, once they do not follow up their patients’ treatment in person, most of them adapted to monitor their patients from a distance.

scholarly journals CLASSES CULTURAIS DIGITAIS: ASPECTOS PRESENCIAIS E VIRTUAIS NOS PROCESSOS DE UMA PRODUÇÃO AUDIOVISUAL COLABORATIVA

2020 ◽  
Vol 2 ◽  
pp. 187
Author(s):  
Mariana Roncale ◽  
Dulce Márcia Cruz ◽  
Nadja Maria Acioly-Régnier
Keyword(s):  
Participant Observation ◽  
Research Field ◽  
Quantitative Approach ◽  
Face To Face ◽  
Preliminary Results ◽  
Qualitative And Quantitative ◽  
Doctoral Research ◽  
The Face ◽  
The City

RESUMOEste artigo expõe resultados preliminares de pesquisa de doutorado em andamento e tem como objetivo a descrição do projeto das Classes Culturais Digitais (Lyon/ França) com o intuito de analisá-las sob a perspectiva do campo dos Multiletramentos. Concentrando-se nos aspectos presenciais e virtuais do projeto, busca-se também refletir sobre as possíveis contribuições e as dificuldades encontradas no desenvolvimento de um projeto inovador e híbrido. Adotamos a metodologia de abordagem qualitativa e quantitativa em uma das turmas integrantes do projeto, nos anos de 2018 e 2019. Para a construção dos dados realizamos observação participante, questionários com perguntas abertas e fechadas e observação digital na plataforma laclasse.com. Utilizamos como referência de análise o campo dos Multiletramentos e verificamos que a multimodalidade já está presente nas relações escolares participantes da pesquisa. Por meio da multimodalidade, foram viabilizados e potencializados os momentos para expressão das ideias, dos diálogos, da criação colaborativa e da formação crítica.Palavras-chave: Produção Colaborativa. Multiletramentos. Classes Culturais Digitais.ABSTRACTThis article exposes preliminary results of ongoing doctoral research and aims to describe the project of the Digital Cultural Classes (Lyon / France) and to analyze some aspects from the perspective of the Multiliteracy field. Focusing on the face-to-face and virtual aspects of the Digital Cultural Classes project in the city of Lyon (France), we also seek to reflect on the influencing elements, the possible contributions and the difficulties encountered in the development of an innovative and hybrid project. We adopted the methodology of qualitative and quantitative approach in one of the classes participating in the project, in the years 2018 and 2019. For the construction of the data, we conducted participant observation, questionnaires with open and closed questions, and digital observation on the laclasse.com platform. Multiliteracy research field was our reference for analysis and we found that multimodality is already present in the school relationships participating in the research. By using multimodality, the moments for expressing ideas, dialogues, collaborative creation and critical formation were viabilized and potencialized.Keywords: Collaborative Production. Multiliteracies. Digital Cultural Classes.

scholarly journals Effects of Face-To-Face and Online Training on Self-Care of Middle-Aged and Elderly People with Type 2 Diabetes: A Comparative Study

2019 ◽  
Vol 7 (7) ◽  
pp. 1214-1219
Author(s):  
Es-hagh Ildarabadi ◽  
Mohammad Ghasem Tabei ◽  
Ameneh Mosaferi Khosh
Keyword(s):  
Type 2 Diabetes ◽  
Older Adults ◽  
Self Care ◽  
Online Training ◽  
Training Group ◽  
Training Method ◽  
Middle Aged ◽  
Face To Face ◽  
The Face

BACKGROUND: Self-care training is one of the strategies used to control diabetes. There is some ambiguity about the appropriate method for educating middle-aged and older adults about self-care. AIM: This study aimed to compare the effects of face-to-face and online training on self-care levels in middle-aged and older adults with type 2 diabetes. MATERIAL AND METHODS: In a randomised clinical trial, 84 middle-aged and older adults with type 2 diabetes who had been referred to the Diabetes Clinic of Esfarayen in Iran, were evaluated. Patients who meet the inclusion criteria were randomly assigned into two groups. Diabetes self-care education (DSCE) was provided using a face-to-face training method in one group and using online training method in the other group. The summary of diabetes self-care activities (SDSCA) questionnaire was completed at baseline and 1 month after training. RESULTS: The mean and standard deviation of self-care scores before and 1 month after training were 43.16 ± 14.94 and 65.76 ± 10.65 in the face-to-face training group, and 37 ± 10.75 and 56.82 ± 12.06 in the online training group, respectively. The differences in the self-care scores were significant both before and after the intervention in the two groups (p < 0.05). Although the difference was greater in the face-to-face training group than in the online training group, it was not statistically significant (P > 0.05). CONCLUSION: Both face-to-face and online training had a similar effect on the self-care levels in middle-aged and older adults with type 2 diabetes. Therefore, both training methods could be used as effective techniques to meet the needs and educational requirements of middle-aged and older adults with type 2 diabetes.

scholarly journals COMO A EDUCAÇÃO A DISTÂNCIA PODE CONTRIBUIR COM A EDUCAÇÃO PRESENCIAL?

EAD em FOCO ◽  
2015 ◽  
Vol 5 (2) ◽  
Author(s):  
Nádia Prazeres Pinheiro-Carozzo ◽  
Mauro Enrique Carozzo-Todaro
Keyword(s):  
Distance Education ◽  
Teaching Practice ◽  
Evaluation Process ◽  
Online Questionnaire ◽  
Face To Face ◽  
Pedagogical Action ◽  
The Face ◽  
On Line ◽  
Face To Face Learning ◽  
Share Information

Na modalidade de Educação a Distância (EaD), com o apoio da equipe multidisciplinar, professor, estudantes e tutor se relacionam social e midiaticamente, ou seja, encontram-se virtualmente para trocar conhecimentos e informações, exigindo a adoção de um novo conceito de aula, sala de aula, aluno e professor. Este estudo teve como objetivo verificar se a experiência do professor com a EaD contribui ou contribuirá com o trabalho do professor no ensino presencial, bem como, identificar de que forma, na sua atuação com o ensino presencial, essa contribuição pode ser vista e implantada. Setenta e dois professores responderam a um questionário on-line elaborado para esta pesquisa. Pelos resultados, 97% dos respondentes relatam que a experiência em EaD contribuiu de forma significativa para sua prática docente como professor presencial. Mais especificamente, constatou-se que as contribuições se deram nos seguintes aspectos: 68% dos professores aproveitaram a experiência e os conhecimentos adquiridos no processo avaliativo; 41,6% aproveitaram o uso de redes sociais; 70,8%, a incorporação de mídias; 59,7%, planejamento da ação pedagógica; e 50% referiram a incorporação de novos conteúdos. Conclui-se que as experiências em EaD são transpostas e aproveitadas na modalidade presencial e que, portanto, a EaD pode contribuir para o aperfeiçoamento do trabalho docente e, por conseguinte, na melhoria da qualidade da educação. Palavras chave: Educação a Distância; Educação Presencial; Aproveitamento de aprendizagens.  How Can the Distance Education Contribute to the Face to Face Education? Abstract In the Distance Education, with the support of a multidisciplinary team, professor, student and tutor interact social and virtually, they get in touch through the internet, in order to share information and knowledge, requiring the adoption of a new concept of class, classroom, student and teacher. The aim of this study is to verify if the experience that the teacher had in Distance Education contributes or will contribute to his/her work in Presencial Learning Education, as well as to identify how, in his performance with face to face classroom, this contribution can be seen and deployed. Seventy two professors answered an online questionnaire elaborated for this research. From the results, 97% of them reported that their experience in Distance Education contributed, in a significant way, to their teaching practice as a professor at face to face education. More specifically, it was found that the contributions are given in the following aspects: 68% of the professors used the experience and knowledge at the evaluation process; 41.6% at the using of social networks; 70.8% embedding media; 59.7% planning the pedagogical action; and 50% incorporating new contents on their subject. The experiences in Distance Education are useful and repeated at the classroom mode education and, therefore, the Distance Learning is an education modality that contributes to the improvement of teaching and, consequently, to the improvement of education quality.Keywords: Distance Education; Face to Face Learning; Learning contribution.

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