Enhancing Traditional Birth Attendant Training in Guatemala

2021 ◽  
Vol 11 (1) ◽  
pp. 27-36
Author(s):  
Lisa R. Roberts ◽  
Barbara A. Anderson
Keyword(s):  
Active Learning ◽  
Focus Group ◽  
Learning Strategies ◽  
Statistical Significance ◽  
Traditional Birth Attendant ◽  
Traditional Birth Attendants ◽  
Low Literacy ◽  
Birth Attendants ◽  
Use Of Technology ◽  
Active Learning Strategies

BACKGROUNDThis article describes the follow-up study to Simulation Learning Among Low Literacy Guatemalan Traditional Birth Attendants, published in the International Journal of Childbirth in 2017. This current study had two purposes: (a) to implement and evaluate the use of enhanced training modalities (active-learning strategies and use of technology in a remote area), and (b) to pilot training-of-trainer (ToT) methods. The current study builds upon the previous study in which we conducted and evaluated a simulation-based training among low-literacy Guatemala traditional birth attendants (TBAs).MATERIALS AND METHODSIn the current study, we conducted a focus group with experienced TBAs (n = 8) to elicit concepts and issues important to address in the training. The 60-hour training designed for low-resource settings, was enhanced with active-learning strategies, technology, and ToT modules. We assessed pre–posttest knowledge and attitudes by paper-pencil format, and pre–post skills by demonstration using simulation.RESULTSTraining participants (N = 31) included the eight experienced TBAs from the focus group. Knowledge, skills, and attitudes all improved, with statistical significance achieved in many parameters. Evaluation of the training was positive and enhancement strategies were noted as particularly helpful. Two participants participated in the additional ToT modules and are now collaborating to provide short educational programs to other TBAs in their regions.CONCLUSIONTraining enhancement strategies have the potential to increase safe practice among TBAs where skilled birth attendants are lacking. Adding ToT modules enhances sustainability and exemplifies the importance of locally prepared trainers in a time when global interaction is severely limited.

scholarly journals Using Robotics to Enhance Active Learning in Mathematics: A Multi-Scenario Study

Mathematics ◽  
2020 ◽  
Vol 8 (12) ◽  
pp. 2163
Author(s):  
Edgar Lopez-Caudana ◽  
Maria Soledad Ramirez-Montoya ◽  
Sandra Martínez-Pérez ◽  
Guillermo Rodríguez-Abitia
Keyword(s):  
Active Learning ◽  
Learning Strategies ◽  
Math Learning ◽  
Treatment Groups ◽  
Effective Learning ◽  
Direct Observations ◽  
Use Of Technology ◽  
Active Learning Strategies ◽  
Technological Tool ◽  
Quantitative Analyses

The use of technology, which is linked to active learning strategies, can contribute to better outcomes in Mathematics education. We analyse the conditions that are necessary for achieving an effective learning of Mathematics, aided by a robotic platform. Within this framework, the question raised was “What are the conditions that promote effective active math learning with robotic support?” Interventions at different educational scenarios were carried in order to explore three educational levels: elementary, secondary, and high school. Qualitative and quantitative analyses were performed, comparing the control and treatment groups for all scenarios through examinations, direct observations, and testimonials. The findings point to three key conditions: level, motivation, and teacher training. The obtained results show a very favourable impact on the attention and motivation of the students, and they allow for establishing the conditions that need to be met for an effective relationship between the teacher and the technological tool, so that better learning outcomes in Mathematics are more likely to be obtained.

Active Learning Strategies in Technology Integrated K-12 Classrooms

2019 ◽  
pp. 721-743
Author(s):  
Esther Ntuli
Keyword(s):  
Active Learning ◽  
Learning Strategies ◽  
Classroom Environment ◽  
Large Sample Size ◽  
Grade Levels ◽  
Use Of Technology ◽  
Information Research ◽  
Active Learning Strategies ◽  
Critical Components ◽  
K 12

Active learning is central to student retention and application of learned information. Research indicates that technology has reshaped the classroom environment and some of the teaching methods that traditionally supported active learning are no longer compatible with the emerging technologies. The question is; how best can teachers promote active learning through the use of technology? With technology flooding the school learning environments, teachers need effective strategies that promote active learning. Using research-based theories and literature review; this chapter extends a new definition and critical components of active learning in the context of technology integrated classrooms. Further, the chapter offers active learning strategies aligned with technology tools that could be used effectively in K-12 classrooms to promote active learning. Finally, the chapter opens up a discussion for potential new research that could be conducted to explore in depth some of the strategies using a large sample size stratified by grade levels, content areas, and geography.

Active Learning Strategies in Technology Integrated K-12 Classrooms

2015 ◽  
pp. 140-161 ◽  
Author(s):  
Esther Ntuli
Keyword(s):  
Active Learning ◽  
Learning Strategies ◽  
Classroom Environment ◽  
Large Sample Size ◽  
Grade Levels ◽  
Use Of Technology ◽  
Information Research ◽  
Active Learning Strategies ◽  
Critical Components ◽  
K 12

Active learning is central to student retention and application of learned information. Research indicates that technology has reshaped the classroom environment and some of the teaching methods that traditionally supported active learning are no longer compatible with the emerging technologies. The question is; how best can teachers promote active learning through the use of technology? With technology flooding the school learning environments, teachers need effective strategies that promote active learning. Using research-based theories and literature review; this chapter extends a new definition and critical components of active learning in the context of technology integrated classrooms. Further, the chapter offers active learning strategies aligned with technology tools that could be used effectively in K-12 classrooms to promote active learning. Finally, the chapter opens up a discussion for potential new research that could be conducted to explore in depth some of the strategies using a large sample size stratified by grade levels, content areas, and geography.

scholarly journals Challenges facing social studies teachers while applying the active learning strategies Analytical descriptive study

2019 ◽  
Vol 3 (16) ◽  
Author(s):  
Aeshah Shaher Almusthi
Keyword(s):  
Active Learning ◽  
Learning Strategies ◽  
Point Of View ◽  
Teaching Skills ◽  
Technical Parameters ◽  
Use Of Technology ◽  
Active Learning Strategies ◽  
Study Population ◽  
Training Courses ◽  
General Average

The study aimed at identifying the most important challenges facing teachers in the school while applying active learning strategies, and identifying their use of technology and educational techniques in the classroom. In addition, it aimed at identifying their knowledge of the most important strategies for active learning, and finding possible solutions to the problems they face while presenting the lesson in an active manner from their point of view. The researcher used the descriptive analytical method. The study population consisted of the teachers of the various elementary and secondary school stages in Yanbu city in Madinah. The sample of the study was limited to 66 teachers from the study society. The study tool was a questionnaire of the researcher's design and was distributed electronically. Paragraphs on the challenges facing teachers in the use of active learning methods in the teaching of history. The study concluded with a number of results: • The general average of the use of the technical parameters for the application of active learning during the second semester of the year 1438 (1.71) of (3). These percentages indicate that the degree of use of the teachers of technology for the applying of active learning during the second semester of the year 1438 is medium. • The general average of respondents' responses to the preparation of a lesson by the student and his explanation is one of the active learning strategies (3.2) of (5), and these percentages indicate that the degree of responses of the sample on the preparation of a lesson by the student and explain it is a high active learning strategies. The results showed that the overall mean of the responses of the teachers about the interaction of the students in their school during the active lesson is positive with an average of (1.25) from (3). This result indicates that the interaction of the students in their school during the active lesson. In the light of previous findings, the study recommended the following: • Diversifying the strategies and methods of education followed, and assign the training of teachers to qualified members of them to train them in advanced teaching skills according to the requirements of the present and future. • Holding meetings, discussions and training courses related to the requirements of preparing and qualifying teachers in the practical field. • Establishing training centers and hold courses that qualify teachers and ensure their continued development in teaching skills.    

Active Learning Strategies for Online and Blended Learning Environments

2017 ◽  
pp. 88-114 ◽  
Author(s):  
Cynthia Cummings ◽  
Diane Mason ◽  
Kaye Shelton ◽  
Katie Baur
Keyword(s):  
Active Learning ◽  
Learning Environments ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Learning Opportunities ◽  
Student Centered ◽  
Skill Sets ◽  
Learner Centered ◽  
Use Of Technology ◽  
Active Learning Strategies

Students must be engaged in active learning opportunities that allow them to feel connected to the class and not just a passive spectator. However, that may require the instructor to learn and try different methods of teaching and learning that are more student-centered and less faculty-centered. The purpose of this chapter is to assist faculty in developing active learning strategies that will advance their personal skill sets to better embrace learner-centered instruction with the use of technology tools for online and blended environments.

Active Learning Strategies for Online and Blended Learning Environments

2015 ◽  
pp. 58-82 ◽  
Author(s):  
Cynthia Cummings ◽  
Diane Mason ◽  
Kaye Shelton ◽  
Katie Baur
Keyword(s):  
Active Learning ◽  
Learning Environments ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Learning Opportunities ◽  
Student Centered ◽  
Skill Sets ◽  
Learner Centered ◽  
Use Of Technology ◽  
Active Learning Strategies

Students must be engaged in active learning opportunities that allow them to feel connected to the class and not just a passive spectator. However, that may require the instructor to learn and try different methods of teaching and learning that are more student-centered and less faculty-centered. The purpose of this chapter is to assist faculty in developing active learning strategies that will advance their personal skill sets to better embrace learner-centered instruction with the use of technology tools for online and blended environments.

scholarly journals Evaluation of a Faculty Development Program Aimed at Increasing Residents' Active Learning in Lectures

2012 ◽  
Vol 4 (4) ◽  
pp. 516-520 ◽  
Author(s):  
Bonnie C. Desselle ◽  
Robin English ◽  
George Hescock ◽  
Andrea Hauser ◽  
Melissa Roy ◽  
...  
Keyword(s):  
Active Learning ◽  
Faculty Development ◽  
Learning Strategies ◽  
Teaching Strategies ◽  
Statistical Significance ◽  
Development Program ◽  
Faculty Development Program ◽  
Intervention Phase ◽  
Active Learning Strategies ◽  
Item Scale

Abstract Background Active engagement in the learning process is important to enhance learners' knowledge acquisition and retention and the development of their thinking skills. This study evaluated whether a 1-hour faculty development workshop increased the use of active teaching strategies and enhanced residents' active learning and thinking. Methods Faculty teaching in a pediatrics residency participated in a 1-hour workshop (intervention) approximately 1 month before a scheduled lecture. Participants' responses to a preworkshop/postworkshop questionnaire targeted self-efficacy (confidence) for facilitating active learning and thinking and providing feedback about workshop quality. Trained observers assessed each lecture (3-month baseline phase and 3-month intervention phase) using an 8-item scale for use of active learning strategies and a 7-item scale for residents' engagement in active learning. Observers also assessed lecturer-resident interactions and the extent to which residents were asked to justify their answers. Results Responses to the workshop questionnaire (n  =  32/34; 94%) demonstrated effectiveness and increased confidence. Faculty in the intervention phase demonstrated increased use of interactive teaching strategies for 6 items, with 5 reaching statistical significance (P ≤ .01). Residents' active learning behaviors in lectures were higher in the intervention arm for all 7 items, with 5 reaching statistical significance. Faculty in the intervention group demonstrated increased use of higher-order questioning (P  =  .02) and solicited justifications for answers (P  =  .01). Conclusion A 1-hour faculty development program increased faculty use of active learning strategies and residents' engagement in active learning during resident core curriculum lectures.

Faculty Adoption of Active Learning Strategies via Paired Teaching: Conclusions From Two Science Departments

2019 ◽  
Vol 049 (01) ◽  
Author(s):  
Linda Strubbe ◽  
Jared Stang ◽  
Tara Holland ◽  
Sarah Bean Sherman ◽  
Warren Code
Keyword(s):  
Active Learning ◽  
Learning Strategies ◽  
Active Learning Strategies ◽  
Science Departments
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