scholarly journals Tech-teach: Innovations in oral pathology teaching learning experiences

2022 ◽  
Vol 7 (4) ◽  
pp. 203-205
Author(s):  
Ketki Kalele
Keyword(s):  
Learning Experiences ◽  
Oral Pathology ◽  
Teaching Learning ◽  
Pathology Teaching

scholarly journals Technology-mediated teaching and learning process: A conceptual study of educators’ response amidst the Covid-19 pandemic

2021 ◽  
Author(s):  
Kingsley Okoye ◽  
Jorge Alfonso Rodriguez-Tort ◽  
Jose Escamilla ◽  
Samira Hosseini
Keyword(s):  
Teaching And Learning ◽  
Linear Trend ◽  
Univariate Analysis ◽  
Learning Experiences ◽  
Well Being ◽  
Learning Tools ◽  
Main Challenge ◽  
Teachers And Students ◽  
Efficient Learning ◽  
Teaching Learning

AbstractThe COVID-19 pandemic has disrupted many areas of the human and organizational ventures worldwide. This includes new innovative technologies and strategies being developed by educators to foster the rapid learning-recovery and reinstatement of the stakeholders (e.g., teachers and students). Indeed, the main challenge for educators has been on what appropriate steps should be taken to prevent learning loss for the students; ranging from how to provide efficient learning tools/curriculum that ensures continuity of learning, to provision of methods that incorporate coping mechanisms and acceleration of education in general. For several higher educational institutions (HEIs), technology-mediated education has become an integral part of the modern teaching/learning instruction amidst the Covid-19 pandemic, when digital technologies have consequently become an inevitable and indispensable part of learning. To this effect, this study defines a hybrid educational model (HyFlex + Tec) used to enable virtual and in-person education in the HEIs. Practically, the study utilized data usage report from Massive Open Online Courses (MOOCs) and Emotions and Experience Survey questionnaire in a higher education setting for its experiments. To this end, we applied an Exponential Linear trend model and Forecasting method to determine overall progress and statistics for the learners during the Covid-19 pandemic, and subsequently performed a Text Mining and Univariate Analysis of Variance (ANOVA) to determine effects and significant differences that the teaching–learning experiences for the teachers and students have on their energy (learning motivation) levels. From the results, we note that the hybrid learning model supports continuity of education/learning for teachers and students during the Covid-19 pandemic. The study also discusses its innovative importance for future monitoring (tracking) of learning experiences and emotional well-being for the stakeholders in leu (aftermath) of the Covid-19 pandemic.

scholarly journals EFL Teachers as Designers of Ubiquitous Learning Experiences

2019 ◽  
Author(s):  
Nadjat Khenioui
Keyword(s):  
Web 2.0 ◽  
Language Learning ◽  
Digital Technology ◽  
Learning Experiences ◽  
Innovative Technology ◽  
Net Generation ◽  
Ubiquitous Learning ◽  
Materials Development ◽  
New Perspective ◽  
Teaching Learning

Ubiquitous learning, also known as U-learning, refers to the learner’s ability to learn at any place at any time. This paper argues that U-learning represents a new perspective in terms of pedagogy. The main contributor to this process is foremost the teacher, who has to adhere to the ever-changing language learning/teaching scenery. This study aims at setting the fundamentals of materials development at the intersection of two major areas of contemporary education, namely the needs of the ‘net generation’ students and the educational potential of the evolving social web and digital technology. It seeks to answer the following questions: What is digital technology and how does it lead to U-learning? What is web 2.0 and how does it affect classroom pedagogy, practice, and the design of quality teaching/learning materials? How does it help teachers improve their practice and materials development procedures? And how can teachers transform today’s innovative technology into ubiquitous learning experiences, promoting learner autonomy, regardless of any geographical or institutional boundaries? We will illustrate the whole procedure with a framework for web 2.0 integration that identifies the crucial features underpinning the extramural, ubiquitous learning experiences, in which learners can engage.

Coming to Know

2019 ◽  
Vol 32 (2) ◽  
pp. 95-99
Author(s):  
Sandra Schmidt Bunkers
Keyword(s):  
Children's Literature ◽  
Children’S Literature ◽  
Learning Experiences ◽  
Learning Model ◽  
Teaching Learning ◽  
Conversation Theory ◽  
Constructing Knowledge ◽  
Coming To Know ◽  
Improvisation Pedagogy

The author in this article explores the humanbecoming paradigm postulate of illimitability as unbounded coming to know. Patterns of constructing knowledge, conversation theory, improvisation pedagogy, children’s literature, the humanbecoming teaching-learning model, and personal teaching-learning experiences of the author are presented to expand awareness of the unbounded knowing of illimitability.

scholarly journals STRATEGIES FOR ENHANCING KINDERGARTEN STUDENTS’ ENGLISH SKILS THROUGH LEARNING IN REAL-LIFE CONTEXTS

2018 ◽  
Vol 3 (2) ◽  
Author(s):  
Ririn Ambarini
Keyword(s):  
Learning Experiences ◽  
Real Life ◽  
Kindergarten Students ◽  
Early Age ◽  
Early Numeracy ◽  
Literacy Environment ◽  
English Class ◽  
Teachers And Students ◽  
Teaching Learning ◽  
Supportive Learning Environment

Early learning experiences are crucial to establish the foundation for the acquisition of knowledge and skills that will affect later learning and behaviour. As teaching English at the early age is very crucial, learning experiences should be thoughtfully planned and guided by the teacher. It is found out that there are still many kindergarten students who still find difficulties in learning English vocabularies for  the strategies and teaching learning media that are conveyed by the the teachers are not sufficient to support the English class in kindergarten and the English teaching learning process is still teacher-centered with less interaction between teachers and students and also between students and students. The effects of those conditions make the students pay less attention on the English activities given by their teachers, respond passively to the questions and the instructions from the teachers, and give unhappy expression when joining the English activities. Having a look at those problems, the strategies in the process of teaching learning, will contribute to the output of students’ learning. In this article, it will discuss six strategies to improve kindergarten students’ English skills through learning in real-life contexts. Those strategies are knowing the early stages of learning, developing the activities of learning in real-life contexts, developing the activities of integrated learning, developing an effective literacy environment, developing the activities of learning early numeracy in real-life contexts, and creating a supportive learning Environment.

scholarly journals Health education: the role and functions of the specialist and the generalist

1988 ◽  
Vol 22 (1) ◽  
pp. 64-72 ◽  
Author(s):  
Helen P. Cleary
Keyword(s):  
Public Health ◽  
Health Education ◽  
Medical Care ◽  
Learning Experiences ◽  
Or Groups ◽  
Health And Disease ◽  
Social Change Theory ◽  
Teaching Learning ◽  
Educational Potential

Education for health is a process in which all public health and medical care personnel are involved. People learn both formally (planned learning experiences) and informally (unplanned learning experiences). Since the patient, the client, the consummer and the community expect public health and medical care personnel to assist them with health and disease issues and problems, the response of the professional "educates" the customer whether the professional intends to educate or not. Therefore, it is incumbent on all public health and medical care professionals to understand their educational functions and their role in health education. It is also important that the role of the specialist in education be clear. The specialist, as to all other specialists, has an in-depth knowledge of his area of expertise, i.e., the teaching/learning process; s/he may function as a consultant to others to enhance the educational potential of their role or s/he may work with a team or with communities or groups of patients. Specific competencies and knowledge are required of the health education specialist; and there is a body of learning and social change theory which provides a frame of reference for planning, implementing and evaluating educational programs. Working with others to enhance their potential to learn and to make informed decisions about health/disease issues is the hallmark of the health education specialist.

One Continent, Three Words, and a Dream

2015 ◽  
Vol 22 (6) ◽  
pp. 472-475 ◽  
Author(s):  
Pamela Zapata-Sepúlveda
Keyword(s):  
International Students ◽  
Latin American ◽  
Learning Experiences ◽  
American Woman ◽  
Women Refugees ◽  
Northern Chile ◽  
White People ◽  
Auto Ethnography ◽  
Colombian Women ◽  
Teaching Learning

Through a three words poem, I share my constructed color voice developed from looking for and sensing my ‘I’ through the lens of worldwide international students in my learning experiences in different international “white” universities. At the same time, my ‘I’ is embodied from my fieldwork with Colombian women refugees or seeking for refuge, and as a Latin American woman living in northern Chile. In this way, interpretive [auto] ethnography is a path to situate my ‘I’ in a context where silences, forgetfulness, and “whiteness” behind our voices are consequences of social, political, and historical forces that have erased our indigenous and multicultural heritage in Chile. Today, the tendency in education is teaching, learning, and acting as if we are White people. This piece is an invitation to think-reflect-look-feel-remember and ask ourselves about what the color of our voice is and what the consequences of this standpoint in the academia are.

Development and Implementation of a Family-Focused Undergraduate Nursing Curriculum: Minnesota State University, Mankato

2018 ◽  
Vol 24 (3) ◽  
pp. 307-344 ◽  
Author(s):  
Sonja J. Meiers ◽  
Sandra K. Eggenberger ◽  
Norma Krumwiede
Keyword(s):  
Learning Strategies ◽  
Nursing Practice ◽  
Learning Experiences ◽  
Family Care ◽  
Undergraduate Curriculum ◽  
The United States ◽  
State University ◽  
Family Nursing ◽  
Learning Practices ◽  
Teaching Learning

Nurse educators have the responsibility to create learning experiences centered on the scientific and praxis foci of the nursing discipline to advance nursing practice with families. Although the nursing profession has ample knowledge about the importance of family nursing and the value of family-focused actions, there is a lack of curricular and teaching models that address nursing practice with families in numerous courses and learning experiences. This article describes the development of a family-focused undergraduate curriculum and teaching–learning practices at Minnesota State University, Mankato in the United States. A vision and mission centered on the nursing of families, a family care teaching model, a framework of family constructs, and taxonomy of significant learning strategies guided faculty in creating learner-centered experiences. Course objectives, competencies, and teaching–learning practices in this curriculum are described. This manuscript may guide the development of innovative teaching–learning practices that integrate family nursing constructs and family nursing actions from a variety of family nursing models and theories. Initial evaluation suggests that this curriculum can increase students’ knowledge of family and instill a passion for family care in undergraduate programs.

E-learning experiences of adults during Covid-19 outbreak: The moderating effect of gender

2021 ◽  
pp. 147797142110246
Author(s):  
Olivia Adwoa Tiwaah Frimpong Kwapong
Keyword(s):  
Adult Learners ◽  
English Language ◽  
Mathematics Learning ◽  
Learning Experiences ◽  
Learning Needs ◽  
E Learning ◽  
And Mathematics ◽  
Teaching Learning ◽  
Gender Groups ◽  
The University

Covid-19 has brought surprises in the educational landscape. Educational institutions had to hurriedly migrate all teaching, learning and assessment activities to online platforms. Such was the case of adult learners who had signed on to the access course for entrance into the University of Ghana. This study sought to find out how the e-learning experiences of adult learners differed across gender as they studied English language, Logic and Mathematics online. From a quantitative analysis of the data, the online experience of students with regard to Mathematics learning did not differ along gender lines. Therefore, the experiences of males and females were similar. Though, there were differences across gender groups regarding Logic and English language experiences, those of Logic experience were much bigger, where males provided overall more positive ratings than females. Specifically, for Logic experience, instructors’ show of respect to students, understanding of the learning needs of students and effective communication were rated generally better among males than females. Going forward, Logic instructors should pay equal attention to both groups irrespective of their gender to identify their learning needs and support them accordingly. Furthermore, all the instructors irrespective of their course could continue to improve their delivery of the courses as well as their relationships with the students in order to enhance future experience of the students.

scholarly journals Practice Perspectives on Learning Analytics in Higher Education

2019 ◽  
pp. 45-56
Author(s):  
Geraldine Torrisi-Steele ◽  
Victor X. Wang ◽  
Joy Galaige
Keyword(s):  
Higher Education ◽  
Learning Theory ◽  
Learning Analytics ◽  
Teaching Practice ◽  
Learning Experiences ◽  
Technical Development ◽  
Teaching Staff ◽  
Teaching Learning ◽  
Value Of Learning ◽  
Significant Effort

Learning analytics have taken higher education by the proverbial “storm.” Universities primarily employ learning analytics at the level of metrics to satisfy institutional requirements but are also investing significant effort in technical development. In the domain of teaching, learning analytics are making an appearance but are much less developed than in institutional or technical domains. On the basis of the potential of learning analytics to inform teaching practice and thus improve learning experiences, course instructors are now encouraged to use learning analytics at classroom level. Early forages are giving mixed results, and some confusion reigns among teaching staff in relation to the usability/value of learning analytics. The fundamental premise of the present chapter is that if potential of learning analytics to improve learning experiences is to be realized, then learning analytics must shift further into the practice domain, and this requires the projection of learning theory onto learning analytics.

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