scholarly journals Remote Meetings in Problem-Based Learning: A Tool for Selection Research in Times of Pandemic

2021 ◽  
Author(s):  
Paloma Freire Neves Leal Cortes ◽  
Camila Delinski Bet ◽  
José Francisco dos Santos Silveira Junior ◽  
Edivaldo Rosas dos Santos Junior ◽  
Marney Pascoli Cereda
Keyword(s):  
Problem Based Learning ◽  
Research Groups ◽  
Research Topics ◽  
Analytical Methodology ◽  
Face To Face ◽  
Food Industries ◽  
The Face ◽  
Selection Research ◽  
Teaching Learning ◽  
Support Research

Abstract Active methodologies have been widely used in education to provide greater involvement in the teaching-learning process. In the face of the current pandemic scenario, remote activities are strategies to spread knowledge but require adaptations of face-to-face education. However, no records were found of its use to support research groups, which traditionally are based on personal contacts. The article reports the experience of selecting participants in the development of research in the area of starch prospecting, with an adaptation of the Problem Based Learning (PBL) technique. The proposed problem was the characterization and evaluation of cassava starch for food industries application, using a sample limited to one gram. The PBL technique used research with a qualitative approach, applied nature, descriptive objective, and action research procedures. The five members that constituted the discussion group were from different professional areas and were selected among those who made up a larger group, with starch as the central theme. The PBL technique was adapted to be completed in three videoconference meetings, with intervals of 15 days. Based on the suggestions proposed and improved during the event, it was possible to outline the solution right at the first meeting. An analytical methodology can also be established within the specified limit, capable of prospecting its food industries application. Therefore, PBL as a strategic tool to develop research topics proved effective and flexible, and suitable for remote activities. It is recommended that it be better explored as a team leader and scientific research growth.

Adoption of PBL to Online Environments

2012 ◽  
pp. 170-184
Author(s):  
Fatih Gursul ◽  
Hafize Keser ◽  
Sevinc Gulsecen
Keyword(s):  
Content Analysis ◽  
Data Collection ◽  
Problem Based Learning ◽  
Statistical Technique ◽  
Learning Approaches ◽  
Instructional Technologies ◽  
Face To Face ◽  
Learning Group ◽  
The Face ◽  
Faculty Of Education

This study’s aim is to find out student’s perspectives on online and face-to-face problem-based learning approaches. The study was conducted at the Department of Computer Education and Instructional Technologies, Faculty of Education, Hacettepe University. Participants were 42 freshman students attending the department during fall of 2006-2007. These students were put into two groups—the online problem-based learning group and the face-to-face problem-based learning group. The research was conducted on Mathematics-I while implementing the topic of ‘derivation’. The content analysis statistical technique is used, as well as a questionnaire consisting of open-ended questions, which perform as a data collection tool to find out the views of the students in context to the process.

scholarly journals Improving the Students’ Motivation in Learning English through Google Meet during the Online Learning

2021 ◽  
Vol 2 (1) ◽  
pp. 35-42
Author(s):  
Rizal Wahid Permana Putra
Keyword(s):  
Online Learning ◽  
Learning Process ◽  
Learning Experience ◽  
Technical Problems ◽  
Face To Face ◽  
Effective Learning ◽  
The Face ◽  
Face To Face Learning ◽  
Teaching Learning ◽  
Learning English

The increase number of Covid-19 outbreak has profoundly changed our education system. This condition has led the teachers to alter the face-to-face learning into online learning. Online learning emphasizes on the internet-based courses synchronously and asynchronously. Besides its technical problems, conducting online learning was said to be monotonous since the teachers preferred doing online tasking to providing effective learning experience. Further, this condition led to low students’ motivation in learning English. In other words, the students might be in boredom to participate and engage in the teaching- learning process owing to the monotonous learning. Most students were said to be late or even reluctant to complete the assignments. Therefore, the researcher conducted the Classroom Action Research dealing with the use of Google meet to improve the students’ motivation in learning English during the online learning. The research subject was the 7th grade students of SMP Negeri Satu Atap Jarit. The research was conducted in two cycles. In cycle I, it showed that there was an increase of students’ motivation in learning English. The increase of students’ motivation was 61, 8%. Meanwhile, in cycle II, the researcher found that the Google meet significantly improved the students’ motivation in learning English. The increase of students’ motivation was 79, 4%. The result showed that the students actively participate and engage in the teaching-learning process. The students were very enthusiastic to respond and answer the some questions, and share their ideas related to the topic of the meeting. In addition, the increase of students’ motivation influence the students to compose sentences correctly related to the given assignments. Based on the result of data analysis, the researcher drew a conclusion that the use of Google meet significantly improved the students’ motivation in learning English during the online learning.Keywords: Google meet, Learning English, Students’ Motivation

scholarly journals Educational Service and Quality Assurance from the Perception of Teachers and Students during COVID-19 in an Accredited and Certified Administration Degree Program

2022 ◽  
pp. 1-11
Author(s):  
Jarrin Jaramillo Gladys Fabiola ◽  
Zamora Moreta Marina Genoveva ◽  
Avila Proaño Leonardo Antonino
Keyword(s):  
Quality Assurance ◽  
Educational Service ◽  
The Sustainable Development ◽  
Face To Face ◽  
Agenda 2030 ◽  
Teachers And Students ◽  
The Face ◽  
Development Goals ◽  
Teaching Learning ◽  
The Impact

The impact of the COVID-19 pandemic has evidenced the fragility of the education system at all levels, which is why the call of the United Nations through the Sustainable Development Goals (SDGs), Agenda 2030, specifically Goal 4, is especially relevant. Additionally, Pope Francis, at the end of the year 2020, proposes to the world a Global Pact on Education, in view of the increase of the social debt due to the unprecedented affectation of the educational system. This disruption in the lives of all people due to compulsory isolation gave way to a change of era and surprised the face-to-face education supply, which had to adjust to a new way of educating. The capacity for resilience made it possible to evaluate, analyze and visualize transformation processes in education, whether in the management of the educational service and/or in the teaching-learning systems. Therefore, this work aims to identify the perception of teachers and students regarding the educational service and quality assurance in COVID-19 time, of an accredited and certified Administration career, belonging to a prestigious university in Ecuador with Ignatian educational model, during the year 2020.

Instructional Design in the Face of COVID-19: Learned Lessons and Pending Tasks

2022 ◽  
Vol 5 (1) ◽  
pp. 27
Author(s):  
Gerardo Quiroz Vieyra ◽  
Luis Fernando Muñoz González
Keyword(s):  
Instructional Design ◽  
Online Education ◽  
Information And Communication Technologies ◽  
Lessons Learned ◽  
Hybrid Education ◽  
Face To Face ◽  
The Face ◽  
Information And Communication ◽  
Addie Model ◽  
Teaching Learning

Faced with confinement due to COVID-19, educational institutions with face-to-face models had to continue their activities under conditions and with resources not used up to that moment. For this, the institutions formulated and put into operation continuity plans, which involved everything from remote education to hybrids between the latter and online education. Institutions that already had online or hybrid education programs were able to apply that experience to their face-to-face programs, allowing them to respond more quickly than those that did not. The stages of the teaching-learning process that were "adjusted" during this emergency in order to give continuity to educational activities were the last two, namely: the development of instructional material and teaching. In this work, an intervention is proposed in a previous stage of the process, that is, in the instructional design (ID), using the ASSURE model derived from the ADDIE model or approach. This intervention is based on the lessons learned during the pandemic, for the preparation or reformulation of study plans that consider information and communication technologies as a platform to enhance the effectiveness of learning, selecting them and establishing their use strategy from the stage in which the materials are designed, which may be useful considering that even if the students return to the classrooms, a virtual part will be preserved, that is, a hybrid model, in which the face-to-face-virtual ratio will be determined by the educational strategy of the institution.

scholarly journals VIRTUAL LEARNING APPLYING EDUCATIONAL STRATEGIES IN TIMES OF COVID-19; CASE OF TECHNOLOGY IN MILITARY SCIENCES

2021 ◽  
Author(s):  
Flor Emperatriz Garcés Mancero ◽  
◽  
Magaly Margarita Narváez Ríos ◽  
Luis Germánico Gutiérrez Albán ◽  
Víctor Danilo Lazo Alvarado ◽  
...  
Keyword(s):  
Virtual Learning ◽  
Educational Process ◽  
Virtual Education ◽  
Educational Tool ◽  
Educational Strategies ◽  
Training School ◽  
Face To Face ◽  
Study Programs ◽  
The Face ◽  
Teaching Learning

The educational system in times of pandemic has had to transform itself urgently and unexpectedly to a virtual modality. This paper presents an exploratory study on the main difficulties encountered in the Soldiers Training School "Vencedores del Cenepa", where the objective of this work was to expose some strategies mediated by ICTs, for the virtualization of the teaching-learning process; When the didactic and functional methodology was applied in virtual education, I necessarily involve externalizing the demands of the teachings where they are enrolled; in this online educational process-COVID 19; the students of the institution consider their class grade as a basic educational tool, where the student himself, Virtual learning behaves as an extension of the face-to-face classroom, mainly supported by technologies that allow, even remotely, activities that challenge students to produce a collective text, electronic portfolio, infographic or video that address a topic, can be worked collaboratively. in particular related to the topic of the class, they are generally more accepted by students than exercises or questionnaires whose objective is to record the content of a discipline; Therefore, we must see the opportunity that shortens the distances and enriches the teachers' process, maintaining their structure and development of methods according to reality; where the development of study programs is allowed, strengthens relationships and instills collaboration among all actors.

scholarly journals Flipped Classrooms for Introductory Computer Programming Courses

2021 ◽  
Vol 11 (4) ◽  
pp. 178-183
Author(s):  
Sónia Rolland Sobral ◽  
Keyword(s):  
Flipped Classroom ◽  
Teaching And Learning ◽  
Dropout Rates ◽  
Success Rates ◽  
Face To Face ◽  
The Face ◽  
Flipped Classrooms ◽  
Teaching Learning ◽  
Introductory Computer Programming ◽  
Programming Courses

Teaching and learning how to program are not easy tasks. Disapproval and dropout rates are a concern for everyone concerned with the topic. Therefore, it is necessary to look for strategies that improve the motivation of students who start a programming course, also improving success rates and decreasing dropout rates. The inverted class model, or flipped classroom, has been used in several experiments, showing very good results. The objectives of this teaching-learning technique is to change the traditional order: students have contact with new subjects before the classroom, using videos, texts or other material, as well as small online tests to check their knowledge. In this way, the face-to-face classes are reserved for discussion, doubts and application of previously acquired knowledge. The purpose of this paper is to analyze the scientific production on Flipped classrooms in introductory programming courses indexed in Elsevier’s Scopus. The sample is composed by 45 articles in total. The results obtained by bibliometric analysis showed when and where those documents are published, who are the authors and what is the focus of said articles. We also analyzed the most cited documents. We made a summary of the articles, namely in what refers to the sample size of the experiences, which programming language is used, in which universities the articles are made, which technology is used, as well as which methods are used in order to create inverted classes and which are the objectives and results of these experiences reported on the articles.. We managed to get a global view of the theme, getting a strong analysis for those who want to use flipped classrooms for teaching programming.

scholarly journals Problem-Based Learning as reinforcement for remote teaching in times of COVID-19 using the moodle learning environment

2021 ◽  
Vol 9 (9) ◽  
pp. 228-239
Author(s):  
Patrícia Costa dos Santos da Silva ◽  
Lorena Cristina Pereira ◽  
Lívia Ferreira Oliveira ◽  
Mariana Ramos ◽  
Michele Aparecida Silva Maciel ◽  
...  
Keyword(s):  
Learning Environment ◽  
Professional Training ◽  
Teaching Practice ◽  
Problem Based Learning ◽  
Face To Face ◽  
Undergraduate Nursing ◽  
The Social ◽  
Efficient Resource ◽  
The Face ◽  
Nursing Course

In times of pandemic, the social distance made the teaching practice suffer several adjustments to meet emerging demands, thus the aim of this study was to report the experience of the authors with problem-based learning as reinforcement to remote teaching in times of COVID-19 utilizing the moodle learning environment, as a way to implement changes in the discipline Interdisciplinary Project II of the Undergraduate Nursing course, which has always been offered in the face-to-face modality. The study was conducted from March to July 2021 with students enrolled in the course. The results of this study indicate that the use of problem-based learning resources during remote teaching can become an efficient resource for professional training.

scholarly journals A comparative study regarding distance learning and the conventional face-to-face approach conducted problem-based learning tutorial during the COVID-19 pandemic

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Chi-chung Foo ◽  
Billy Cheung ◽  
Kent-man Chu
Keyword(s):  
Retrospective Study ◽  
Distance Learning ◽  
Problem Based Learning ◽  
The Other ◽  
Learning Problem ◽  
Face To Face ◽  
The Face ◽  
Fourth Year Medical Students ◽  
The Mean ◽  
Score Range

Abstract Background Educational pedagogies were modified during the COVID-19 pandemic to minimise interruption to teaching. One approach has been the distance learning problem-based learning (PBL) tutorial utilising the online peer-to-peer platform. The aim of this study was to compare the performance of students using distance learning PBL tutorials using with that of students utilising the conventional face-to-face approach. Methods This retrospective study was conducted in a single academic institution. We compared two groups of fourth-year medical students from the same class: one group used distance learning (DL); the other, the face-to-face (FF) method. We used students’ baseline performance at the preceding block for one-to-one propensity score matching. Students utilising the PBL tutorial were given grades by their tutors according to a standardised scoring system encompassing five key areas (score range: 0–10). The main outcome was a student’s total score (i.e., the sum of the scores from the five key areas, ranging from 0 to 50). Result We matched 62 students in each group. With four tutorials, there were 490 observations, with 245 in each group. The mean total score for the DL group was 37.5 ± 4.6, which was significantly lower than that of the FF group (39.0 ± 4.4, p < 0.001). We noted that students in the DL group had a significantly lower scores for all five areas of proficiency: participation, communication, preparation, critical thinking and group skills. Conclusion Findings of this study revealed that the performance of students utilising the DL PBL tutorials was lower than that of students participating in the conventional FF approach. Further studies are needed to ascertain the underlying cause.

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