scholarly journals Developing Metacognitive Instructors through a Guided Journal

2021 ◽  
Vol 9 (2) ◽  
Author(s):  
Lauren Scharff ◽  
John Draeger ◽  
Sarah Robinson ◽  
Leli Pedro ◽  
Charity Peak
Keyword(s):  
Instructional Practices ◽  
Teaching Practice ◽  
Positive Impact ◽  
Self Regulation ◽  
Intervention Group ◽  
Learning Objectives ◽  
Metacognitive Instruction ◽  
Content Coverage ◽  
Positive Correlations ◽  
The Impact

Metacognitive instructors incorporate awareness and timely self-regulation in their teaching practice to support their current students’ learning. This exploratory study, using mixed methods, gathered empirical data to extend the work on student metacognition by documenting teacher experiences with metacognitive instruction, the impact of instructor use of a guided journal on the development of metacognitive instruction practices, and students’ perceptions of instructor responsiveness to their learning and engagement. Journal Intervention (N = 40) and Control (N = 33) instructors from five institutions and their students (N = 796) responded to multiple questionnaires throughout a semester. Data revealed significantly more baseline familiarity with and engagement in reflective teaching than metacognitive instruction for both groups. Within the Intervention group, qualitative data consistently suggested a positive impact from engagement with the journal, especially with respect to an increased focus on learning objectives and student engagement (rather than on content coverage) in pre-lesson planning, and on being aware of how students were achieving the learning objectives. Significant positive correlations were found between instructor use of the journal and student ratings of instructor responsiveness to their learning and engagement, and instructor use of effective instructional practices. Although instructors were enthusiastic overall about using the journal and incorporating metacognitive instruction, they did report barriers including time, existing habits, and uncertainty about alternate instructional practices. Based on our findings, we share strategies for using our journal prompts as a tool to facilitate faculty development of metacognitive instruction.

scholarly journals Examining the impact of academic development in the engineering faculties in Chile: Changes in teaching philosophy and teachers' competencies

2017 ◽  
Vol 7 (2) ◽  
pp. 254
Author(s):  
Roxana Acosta ◽  
Marina Tomás-Folch ◽  
Mónica Feixas
Keyword(s):  
Teaching Practice ◽  
Positive Impact ◽  
Training Programme ◽  
Teaching Quality ◽  
Teaching Philosophy ◽  
Engineering Sciences ◽  
Teaching Unit ◽  
Assessment Strategies ◽  
The Impact ◽  
And Training

The Faculties of Engineering Sciences at Universidad Católica del Norte in Chile regard teacher training as a necessary tool for its academics’ professional development and as a fundamental way to improve their teaching quality. The Teaching Unit for Innovation in Engineering (UIDIN) has developed a new curriculum and training programme which seeks to support the faculty in its implementation. This article presents some of the outcomes of a study aimed at qualitatively examining the development of the faculty’s conceptions and philosophy of teaching and improvements in pedagogical competencies as a result of the implementation and transfer of the training programme. The teaching philosophy is described in different ways, but overall it considers teaching an act of disciplinary knowledge transfer based on students’ interests, skills and attitudes, and with a heavy emphasis on building students’ core values. Interviews reveal changes in the participants’ learning and competencies due to the training, along with a positive impact on the teachers’ lesson planning and assessment strategies and students’ feedback and the willingness to engage in more reflexive teaching practice.

Empowerment in service recovery: the role of self-regulation process of frontline employee

2019 ◽  
Vol 58 (5) ◽  
pp. 828-843 ◽  
Author(s):  
Mo Zhang ◽  
Ruoqi Geng
Keyword(s):  
Emotional Exhaustion ◽  
Positive Impact ◽  
Service Failure ◽  
Self Regulation ◽  
Service Recovery ◽  
Job Engagement ◽  
Content Type ◽  
Regulation Process ◽  
Recovery Satisfaction ◽  
The Impact

Purpose In accordance with the commitment–trust theory, employee attitudes and behaviours mediate the impact of empowerment on service recovery performance. The purpose of this paper is to extend the self-regulating process model and develop a structural framework that combines empowerment, self-regulation mechanisms (service recovery awareness, job engagement and emotional exhaustion) and post-recovery satisfaction. This framework explores how empowerment can lead to action of frontline employees (FLEs) in service recovery. Design/methodology/approach The authors test the hypotheses by investigating 290 pairs of FLEs and customers, who have service failure experience in the express mail industry, using structure equation modelling. Findings The findings show that empowerment enhances both service recovery awareness and job engagement. On the one hand, service recovery awareness has a positive impact on emotional exhaustion, which has a negative impact on post-recovery satisfaction. On the other hand, job engagement has a positive impact on performance. These results provide the whole picture of the double-edged effects of empowerment on FLEs in service recovery. Practical implications This paper indicates that managers should re-consider approaches to empowerment based on self-regulation process to enhance performance following service failure. Originality/value This study explores the dark side of empowerment in service recovery from a self-regulation perspective.

scholarly journals Opportunities and risks in the process of socialization of modern adolescents in the medium of new media

2020 ◽  
Vol 25 (3) ◽  
pp. 576-585
Author(s):  
Han Jin
Keyword(s):  
New Media ◽  
Digital Media ◽  
Negative Impact ◽  
Positive Impact ◽  
Self Regulation ◽  
Personal Data ◽  
Psychological State ◽  
Internet Fraud ◽  
The Government ◽  
The Impact

The article presents the results of several studies that demonstrate the impact of new (digital) media on the socialization of adolescents. This article aims to show the problem of studying opportunities and risks in the process of communication of the younger generation in the online space. Researchers whose works are highlighted in this article pointed out the positive impact of new media, as well as pay attention to the following risks that teenagers face on the Web: negative information, cyberbullying, addiction from smartphones and laptops, Internet fraud, and personal data leakage. These and other factors induce the transformation of the psychological state of adolescents, change their consciousness, and correct behavior. To mitigate and eliminate the negative impact of digital media on adolescents, the author proposes to discuss preventive measures systemically, in the government - society - media platform paradigm, noting that the self-regulation of platforms is an essential tool for non-state influence on the situation. The author also notes the need for the formation of media literacy among teenagers and parents.

scholarly journals Hands of the World intercultural project: developing student teachers' digital competences through contextualised learning

2021 ◽  
pp. 7-35
Author(s):  
Sharon Tonner-Saunders ◽  
Jill Shimi
Keyword(s):  
Student Teachers ◽  
Teaching Practice ◽  
Positive Impact ◽  
Collaborative Work ◽  
Rapid Expansion ◽  
Time Space ◽  
Ict Competence ◽  
Wide Range ◽  
The World ◽  
The Impact

This paper reports on the impact on student teachers’ professional skills, knowledge and attitudes of engaging in the eTwinning international Hands of the World (HOTW) project which connects over 2000 students and their teachers in 50 schools across the world to undertake a wide range of educational collaborative work, supported by digital and online technologies. The University of Dundee’s HOTW project won the eTwinning prize for the best project two years running and is the only university to have won this annual prize. Student teachers are working in a world where digital technology is firmly embedded and undergoing rapid expansion and change. This study examined the experiences of student teachers as they engaged in a global project to develop their knowledge and understanding of intercultural learning using ICT. An explanatory sequential mixed method design analyzed data publicly available on YouTube™ and Padlet™. Two main data sets were used: responses to professional development webinars and reflections on participating in the project. Data were analyzed thematically focusing on ICT competence, pedagogy and relevance. Participation in the project enhanced the students' ICT competence and confidence to use and explore technology for current and future teaching practice through contextualization and social learning. Our analysis enabled us to identify that the Covid-19 lockdown had a positive impact on the students' learning due to time, space, and relevance. This paper demonstrates that engagement in a contextualized project enabled student teachers to develop their ICT competences and that for many, lockdown provided a conducive learning environment.

Home-based tele-rehabilitation presents comparable positive impact on self-reported functional outcomes as usual care: The Singapore Tele-technology Aided Rehabilitation in Stroke randomised trial

2019 ◽  
pp. 1357633X1986890
Author(s):  
Miho Asano ◽  
Bee C Tai ◽  
Felicity YT Yeo ◽  
Shi C Yen ◽  
Arthur Tay ◽  
...  
Keyword(s):  
Usual Care ◽  
Functional Outcomes ◽  
Positive Impact ◽  
Randomised Trial ◽  
Intervention Group ◽  
Control Groups ◽  
Significant Difference ◽  
Rehabilitation System ◽  
And Control ◽  
The Impact

Introduction The aim of this research was to evaluate the impact of a novel tele-rehabilitation system on self-reported functional outcomes compared to usual care during the first three months after stroke. Methods A parallel, two-arm, evaluator-blinded, randomised controlled trial was conducted. Adults aged ≥40 years who had suffered a stroke within four weeks of the start of the study were recruited from the general community. The intervention group received access to a novel tele-rehabilitation system and programme for three months. The primary outcome measures utilised were the frequency and limitation total scores of the Late-Life Function and Disability Instrument (LLFDI) at three months. Results A total of 124 individuals were recruited. The mean differences in the LLDFI frequency and limitation total scores at three months comparing the intervention and control groups were –3.30 (95% confidence interval (CI) –7.81 to 1.21) and –6.90 (95% CI –15.02 to 1.22), respectively. Adjusting for the respective baseline covariates and baseline Barthel Index also showed no significant difference between interventions in the LLFDI outcomes. Discussion The intervention and control groups self-reported similar improvements in functional outcomes. Tele-rehabilitation may be a viable option to provide post-stroke rehabilitation services in Singapore while reducing barriers to continue rehabilitation conventionally after discharge from hospital and encouraging more participation.

Integrating Research Experiences Into Public Health Curricula: Effects on Undergraduate Students’ Knowledge of Neighborhood Inequalities, Perception of Research, and Motivation to Talk About Health Issues

2019 ◽  
Vol 6 (2) ◽  
pp. 113-118
Author(s):  
Kara Zografos ◽  
Emanuel Alcala ◽  
John Capitman ◽  
Leepao Khang
Keyword(s):  
Public Health ◽  
Undergraduate Students ◽  
Comparison Group ◽  
Positive Impact ◽  
Undergraduate Research ◽  
Intervention Group ◽  
Health Issues ◽  
Research Experiences ◽  
Undergraduate Research Experiences ◽  
The Impact

Undergraduate research is defined as an inquiry or investigation conducted by an undergraduate student in collaboration with a faculty member that makes an intellectual or creative contribution to the discipline. This study assessed the impact of integrating undergraduate research experiences into public health curricula on students’ knowledge of neighborhood inequalities, perception of research, and motivation to talk about health issues. The sample consisted of 132 undergraduate students from two groups (intervention and comparison). The intervention group ( n = 71) conducted a structured social observation in various zip codes to characterize assets and liabilities of the local built environment. Self-reported questionnaires assessing the key study variables were administered to the students at baseline and at postintervention. Compared with those in the comparison group, improvements were noted in knowledge among those in the intervention group from pretest to posttest. Participants in the intervention group were also more motivated to talk about health issues compared with those in the comparison group. Perception of research among those in the intervention group also improved over time when participants were divided into two research confidence level groups (confident and nonconfident). The evaluation of this intervention demonstrates the positive impact integrating undergraduate research experiences can have on a sample of students.

scholarly journals The Impact of Wikis & Videos Integration Through Cooperative Writing Tasks Processes

2018 ◽  
Vol 11 (5) ◽  
pp. 116
Author(s):  
Lubin Fernando Franco-Camargo ◽  
Gonzalo Camacho-Vásquez
Keyword(s):  
English Language ◽  
Teaching Practice ◽  
Positive Impact ◽  
Writing Skills ◽  
Structured Interviews ◽  
Writing Processes ◽  
Implementation Stages ◽  
Teaching Learning ◽  
Writing Tests ◽  
The Impact

ICT role in education nowadays is not only important, but also effective; its advancement allows a vast opportunity to be explored by EFL teachers into the EFL classroom. This action-research study envisioned and carried out from our teaching practice basis with English language B1 level students at Weisheit institute. Observation and instruments Implementation stages determined the positive impact of the integration of Wikis in EFL classrooms and how cooperative writing processes eased and helped the students improve their writing performance. Indeed, taking into account as a main strategy the “ICT” as a tool to improve teaching practices. This research was conducted through mixed-method approach and included a methodical process through data collection of journals, pre and post writing tests, semi-structured interviews and aptitude test. Of course, by looking upon that the application of these instruments helped us identify certain points of particular interest providing self-reflection on our own teaching-learning processes regarding as main problems; lack of writing skills, lack of vocabulary, grammar mistakes and writing inaccuracy. The strategies implemented had to do mainly with the integration of Wiki websites as a pedagogical instrument to improve writing skills through pre-writing eye-catching elements such as videos implementation in order to trigger motivational writing processes.

Impact of a Personalized Audit and Feedback Intervention on Antibiotic Prescribing Practices for Outpatient Pediatric Community-Acquired Pneumonia

2020 ◽  
Vol 59 (11) ◽  
pp. 988-994 ◽  
Author(s):  
Maria Carmen G. Diaz ◽  
Lori K. Handy ◽  
James H. Crutchfield ◽  
Adriana Cadilla ◽  
Jobayer Hossain ◽  
...  
Keyword(s):  
Positive Impact ◽  
Intervention Group ◽  
Primary Care Providers ◽  
Outpatient Setting ◽  
Community Acquired Pneumonia ◽  
Audit And Feedback ◽  
Antibiotic Prescribing ◽  
Care Providers ◽  
Prescribing Practices ◽  
The Impact

Antibiotic choice for pediatric community-acquired pneumonia (CAP) varies widely. We aimed to determine the impact of a 6-month personalized audit and feedback program on primary care providers’ antibiotic prescribing practices for CAP. Participants in the intervention group received monthly personalized feedback. We then analyzed enrolled providers’ CAP antibiotic prescribing practices. Participants diagnosed 316 distinct cases of CAP (214 control, 102 intervention); among these 316 participants, 301 received antibiotics (207 control, 94 intervention). In patients ≥5 years, the intervention group had fewer non–guideline-concordant antibiotics prescribed (22/103 [21.4%] control; 3/51 [5.9%] intervention, P < .05) and received more of the guideline-concordant antibiotics (amoxicillin and azithromycin). Personalized, scheduled audit and feedback in the outpatient setting was feasible and had a positive impact on clinician’s selection of guideline-recommended antibiotics. Audit and feedback should be combined with other antimicrobial stewardship interventions to improve guideline adherence in the management of outpatient CAP.

scholarly journals More than Just Soup: Use of a Student-Led COVID-19 Social Pediatrics Initiative to Propose the Integration of Social Medicine Electives in Undergraduate Medical Education

2020 ◽  
Vol 7 ◽  
pp. 238212052097321
Author(s):  
Jennifer Daccache ◽  
Michel Khoury ◽  
Charlene Habibi ◽  
Susan Bennett
Keyword(s):  
Medical Education ◽  
Undergraduate Medical Education ◽  
Intervention Group ◽  
Social Medicine ◽  
Learning Objectives ◽  
Control Group ◽  
Social Pediatrics ◽  
The Social ◽  
Innovative Solution ◽  
The Impact

Introduction: The need to educate medical students on the social forces shaping disease and health patterns is paramount in preparing incoming physicians with the aptitudes to address health inequities. Despite its well-documented merit as a model of practice, social medicine remains underrepresented at the undergraduate medical education level. We hypothesize that the success of this student-led COVID-19 initiative proposes a tangible and innovative solution to address the lack of social medicine exposure in undergraduate medical education. Methodology: We sought to evaluate the impact of sustaining clinical learning during the pandemic using the social pediatrics model as a didactic vector for clerkship students. We extracted learning objectives relevant to the teaching of social medicine from the Royal College of Physicians and Surgeons of Canada’s CanMEDS framework and developed a survey aimed at evaluating the attainability of each of those objectives. The survey was distributed to students enrolled in the social pediatrics COVID-19 initiative after 6 weeks (April-May), as well as a control group. Results: Completing the survey were 19 students from the University of Ottawa Faculty of Medicine, 7 in the intervention group and 12 in the control group. Students that participated in the social pediatrics initiative yielded significantly higher values for the achievement of 6 out of 9 social medicine learning objectives when compared to the control group. Although the values followed a similar trend for the remaining 3 objectives, favoring the intervention group, they were not statistically significant. Conclusion: The positive results from this study and the COVID-19 student-led initiative template can serve as a catalyst for curricular change so as to ensure graduates are adequately trained to contend with the realities of the social landscape in which they will practice. Future plans include the incorporation of interactive social medicine experiences throughout all 4 years of medical school.

scholarly journals THE IMPACT OF INTERVENTION PROGRAM ON HEALTH BEHAVIOURS AND SOCIOEMOTIONAL SKILLS AMONG PORTUGUESE COLLEGE STUDENTS

2021 ◽  
Vol 15 (2) ◽  
pp. 82-93
Author(s):  
Marta Reis ◽  
Lúcia Ramiro ◽  
Margarida Gaspar de Matos
Keyword(s):  
Health Promotion ◽  
University Students ◽  
Intervention Program ◽  
Positive Impact ◽  
Self Regulation ◽  
Well Being ◽  
Emotional Skills ◽  
Wide Range ◽  
The Impact ◽  
Health And Well Being

Health promotion is defined as the process of enabling people to increase control over and to enhance their health. It focuses on individual behaviors towards a wide range of interventions on social and environmental determinants of health and other health related aspects of life (WHO, 2015; 2017). Thus, health promotion implies the need to promote and empower people with resources and skills towards health and well-being (Saboga-Nunes, et al., 2019). The literature reports a negative variation in the lifestyle of university students, and simultaneously demonstrates a significant percentage of university students with a set of emotional, relational, anxiety and stress management difficulties (WHO, 2021, 2018). The need to curb behavioral tendencies harmful to the health of young university students comes justify the need for health promotion in the context of these institutions. This study aimed at analyzing the impact of university students' training, in the area of health promotion and of personal and socio-emotional skills. Participated 286 students. The results show that in addition to the skills worked during the training, the students’ well-being and health also improved at the end of the training. The variables that evidenced to be the most important for the university students’ health promotion were that they finished the training with more self-esteem, resilience, psychological well-being, self-efficacy, happiness and less instability and alienation. Regarding the pre and post evaluation comparisons about skills, importance and usefulness of HBSC/JUnP training, it was observed that both knowledge about health aspects and personal and socio-emotional skills, namely the resilience, self-regulation and problem-solving strategies had a strong positive impact on promoting the health and well-being of students. Higher education institutions present themselves as enhancers of public health, contributing to the students make healthy choices. Keywords: health promotion, personal and socio-emotional skills, university students’ training, healthy universities, Portugal

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