Survey on Faculty Use of Interactive Videodisc Technology in Teacher Education

1993 ◽  
Vol 21 (4) ◽  
pp. 321-332 ◽  
Author(s):  
C. Lynne Hannah ◽  
Ronald J. Abate
Keyword(s):  
Administrative Support ◽  
Postgraduate Education ◽  
Technology Research ◽  
Education Students ◽  
Faculty Knowledge ◽  
Core Curricula ◽  
Use Of Technology ◽  
Urban University ◽  
Set Up ◽  
Videodisc Technology

A videodisc and related technology research project was set up at an urban university to improve the delivery of information by professors, and the understanding of important concepts by education students. An exploratory study was conducted to investigate factors that influence the use of technology by faculty who teach the core curricula in the under/postgraduate education program. Through the use of questionnaires and direct interviews, the factors that influenced the decisions to use or not to use the available videodisc technology were isolated. Principal among these were: time, student and faculty knowledge of technology, conceptions about the technology and its potential, faculty incentives to become involved, and administrative support.

The center for research and education on accessible technology and experiences (CREATE)

2021 ◽  
pp. 1-3
Author(s):  
Jennifer Mankoff ◽  
Jacob O. Wobbrock
Keyword(s):  
People With Disabilities ◽  
Interactive Systems ◽  
Technology Research ◽  
Use Of Technology ◽  
Full Participation ◽  
The World ◽  
Research And Education ◽  
The University ◽  
Paradigm Shifting ◽  
Improve Access

In an era of rapidly evolving technology and increasing interconnection, full participation in society depends on the successful use of technology. Thus, to ensure equity and participation for people with disabilities, technology must be accessible - we must create and adapt interactive systems to improve access to technology and to the world at large. The University of Washington Center for Research and Education on Accessible Technology and Experiences (CREATE) is dedicated to propelling accessible technology research and education from incremental improvements to paradigm-shifting breakthroughs that enable greater inclusion and participation for people of all abilities.

The effect of external factors in use of technology among Ha’il university academic faculty: evidence from Saudi Arabia

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Imran Khan ◽  
Najmonnisa Khan ◽  
Fawaz Jazim ◽  
Yaser Hasan Al-Mamary ◽  
Mohammed Abdulrab ◽  
...  
Keyword(s):  
Saudi Arabia ◽  
Public Sector ◽  
Administrative Support ◽  
Technical Support ◽  
External Factors ◽  
Teaching Staff ◽  
Kingdom Of Saudi Arabia ◽  
Content Type ◽  
Support Organization ◽  
Use Of Technology

PurposeThe purpose of this paper is to explore external factors: organization technical support, organization administrative support, organization infrastructure and resources, and organization ICT policy’s effect on the commitment in use of technology among the faculty staff Hail university, Saudi Arabia.Design/methodology/approachA cross-sectional survey approach was used to collect data. A sample of 300 fulltime employees, having administrative and teaching responsibilities participated using a self-completion questionnaire. The data were analyzed using exploratory factor analysis (EFA), correlation and multiple regressions to determine the impact of external factors on the commitment in use of technology.FindingsOverall, the results provided evidence that organization technical support, organization administrative support, and organization infrastructure and resources have a significant positive impact on the commitment in use of technology. However, organization ICT policy has an insignificant negative impact on the commitment in use of technology. The findings could be generalized on other public sector universities of the Kingdom of Saudi Arabia.Research limitations/implicationsThe data were collected from one public sector university of Hail province, the Kingdom of Saudi Arabia. Only four external factors were taken into consideration in investigating its influence on the commitment in use of technology. There could be other external/environmental factors which might be useful to underpin the theory and advance literature.Practical implicationsIn-service and trainee faculties should take an advantage of using learning management system. Faculty should create a positive learning environment in their online classes so the learners can take a benefit out of the immense investment on ICT by ministry of higher education. Apart from giving training to teaching staff in use of technology, learners should also be given a platform to increase and improve their digital literacy. Workshops can be conducted frequently for both faculties and learners. Faculty can offer additional and out of the class support to their reluctant and weak students in order to assist them in the use of technology.Originality/valueTechnology integration after COVID-19 outbreak has significantly changed the education sector throughout the world. The use of technology now is unavoidable at primary, secondary and at tertiary level. This study provides an exclusive viewpoint concerning the external/environmental evidence based findings that have not been investigated empirically in the Saudi Arabian context. The current study also provides statistically a theoretical five-component model to understand the phenomena in the field of information communication technology.

scholarly journals Reliability of residents’ assessments of their postgraduate medical education learning environment: an observational study

2019 ◽  
Vol 19 (1) ◽  
Author(s):  
Paul L. P. Brand ◽  
H. Jeroen Rosingh ◽  
Maarten A. C. Meijssen ◽  
Ingrid M. Nijholt ◽  
Saskia Dünnwald ◽  
...  
Keyword(s):  
Medical Education ◽  
Learning Environment ◽  
Observational Study ◽  
Postgraduate Medical Education ◽  
Postgraduate Education ◽  
Teaching Hospitals ◽  
Social Desirability Bias ◽  
Education Environment ◽  
Continuous Scale ◽  
Set Up

Abstract Background Even in anonymous evaluations of a postgraduate medical education (PGME) program, residents may be reluctant to provide an honest evaluation of their PGME program, because they fear embarrassment or repercussions from their supervisors if their anonymity as a respondent is endangered. This study was set up to test the hypothesis that current residents in a PGME program provide more positive evaluations of their PGME program than residents having completed it. We therefore compared PGME learning environment evaluations of current residents in the program to leaving residents having completed it. Methods This observational study used data gathered routinely in the quality cycle of PGME programs at two Dutch teaching hospitals to test our hypothesis. At both hospitals, all current PGME residents are requested to complete the Scan of Postgraduate Education Environment Domains (SPEED) annually. Residents leaving the hospital after completion of the PGME program are also asked to complete the SPEED after an exit interview with the hospital’s independent residency coordinator. All SPEED evaluations are collected and analysed anonymously. We compared the residents’ grades (on a continuous scale ranging from 0 (poor) to 10 (excellent)) on the three SPEED domains (content, atmosphere, and organization of the program) and their mean (overall department grade) between current and leaving residents. Results Mean (SD) overall SPEED department grades were 8.00 (0.52) for 287 current residents in 39 PGME programs and 8.07 (0.48) for 170 leaving residents in 39 programs. Neither the overall SPEED department grades (t test, p = 0.53, 95% CI for difference − 0.16 to 0.31) nor the department SPEED domain grades (MANOVA, F(3, 62) = 0.79, p = 0.51) were significantly different between current and leaving residents. Conclusions Residents leaving the program did not provide more critical evaluations of their PGME learning environment than current residents in the program. This suggests that current residents’ evaluations of their postgraduate learning environment were not affected by social desirability bias or fear of repercussions from faculty.

scholarly journals Mobile Learning in Higher Education for The Industrial Revolution 4.0: Perception and Response of Physics Practicum

2019 ◽  
Vol 13 (09) ◽  
pp. 4 ◽  
Author(s):  
Darmaji Darmaji ◽  
Dwi Agus Kurniawan ◽  
Astalini Astalini ◽  
Artha Lumbantoruan ◽  
Sofia Christine Samosir
Keyword(s):  
Mobile Learning ◽  
Physics Education ◽  
Industrial Revolution ◽  
Education Students ◽  
Study Program ◽  
Digital Era ◽  
Maximum Value ◽  
Use Of Technology ◽  
New Learning ◽  
Basic Physics

Mobile learning is the use of technology in the learning process using tablets, PCs or smartphones. Online based mobile learning provides opportunities for students to study anytime and anywhere. The use of a website as a learning media gives users broad access without downloading additional applications that are burdensome to the device. Therefore, the perception of physics education students is needed on the use of mobile learning in basic physics practicum II at Universitas Jambi. This study aims to introduce new learning media that are more effective and flexible in the 4.0 digital era. Based on the results of the study, the perceptions of physics education study program students are in a good category with an average of 74.01 and a median of 75.00 and a mode of 75.00. Distribution of perception scores of physics education students has a minimum value of 52.00 and a maximum value of 91.00

Sex, Socioeconomic Status, and Attitude toward Applied Statistics among Postgraduate Education Students

1997 ◽  
Vol 80 (3_suppl) ◽  
pp. 1385-1386 ◽  
Author(s):  
Varghese I. Cherian ◽  
Michael J. Glencross
Keyword(s):  
Socioeconomic Status ◽  
Analysis Of Variance ◽  
Postgraduate Education ◽  
Applied Statistics ◽  
High Socioeconomic Status ◽  
Education Students ◽  
Bachelor Of Education

Differences by sex and socioeconomic status in attitude toward applied statistics of 38 students who registered for the Bachelor of Education (18 men and 20 women) and whose ages ranged from 21 to 43 years ( M = 28.9 yr.) were not statistically significant on a two-way analysis of variance of low, middle, and high socioeconomic status.

scholarly journals Game as a mediator in a first year architectural design education

2016 ◽  
Author(s):  
Emel Birer
Keyword(s):  
Design Education ◽  
Architectural Design ◽  
Architectural Education ◽  
First Year ◽  
Education Students ◽  
Architecture Education ◽  
Set Up ◽  
The City ◽  
Education Process ◽  
Architectural Design Education

First year architectural design education can be started with various methods which, through testing within different studio studies, can also give ideas as to how to start architectural education. This study will address the contributions, and results of starting first-year architecture education with game as a mediator.  When they start their architectural education, students will have their own unique experiences of form, and space gained since their childhood in their built environment. Therefore, in order to refine the students’ perceptions on their built environments at the beginning of the education process, it’s necessary to provide them with opportunities that will give them confidence in what they can do about form and space. The aim of this paper is to emphasize the importance of the first year in architectural design education, and to discuss the beginning methods, considerate student, tutor and educational factors together. Thus, the game selected to start the architectural education with the purpose of activating the gaming instinct of the student is the “City Game”. The findings of this study provide guidelines for tutors to set up a favorable learning environment from the city and that cooperative learning can be enjoyable by the game for the students.Keywords: design education, game, mediator, first year architectural education 

scholarly journals The Effect of Work Expectations and Family Environment on Interest in Continuing Postgraduate Studies (S2) in Economics Education Students

2021 ◽  
Vol 8 (9) ◽  
pp. 160
Author(s):  
Suharmi Suharmi ◽  
Hilyati Milla ◽  
Bahrin Bahrin
Keyword(s):  
Family Environment ◽  
Postgraduate Education ◽  
Sampling Technique ◽  
Economic Education ◽  
Economics Education ◽  
Education Students ◽  
Ex Post ◽  
Ex Post Facto ◽  
Postgraduate Studies ◽  
The University

Someone who continues his studies is something that needs to be done in achieving his goals. A person in continuing his studies at a higher level is influenced by various factors including work expectations and the environment. Therefore, the purpose of this research is to determine the effect of work expectations and family environment on the interest in continuing postgraduate education (S2) in economic education students. The methodology of this research is ex-post facto with a quantitative approach. Respondents in this research were students of economic education at the University of Muhammadiyah Bengkulu (UMB) class of 2016 which amounted to 60 students who were taken with a total sampling technique. Methods of data analysis using multiple regression. The results of the research are as follows: 1). Work expectations have a positive and significant effect on interest in continuing postgraduate education (S2), 2). Family environment has a positive and significant effect on interest in continuing postgraduate education (S2), and 3). Work expectations and family environment together affect the interest in continuing postgraduate education (S2) by 30.60% and 69.40% influenced by variables outside this research.

scholarly journals Os desafios do tutor na formação de professores

2019 ◽  
Vol 14 (31) ◽  
pp. 212-225
Author(s):  
Sandra Mara Lara ◽  
Pura Lucia Oliver Martins ◽  
Rosangela Gasparim ◽  
Claudia Martins de Souza
Keyword(s):  
Distance Education ◽  
Field Research ◽  
Qualitative Approach ◽  
Educational Process ◽  
Technology In Education ◽  
Education Students ◽  
Autonomy Development ◽  
Use Of Technology ◽  
Educación A Distancia ◽  
Palabras Clave

RESUMO O Ensino à distância cresceu muito nos últimos anos, trazendo novos desafios aos educadores e novos atores no processo educacional, como os tutores. Esta pesquisa tem como objetivo analisar o papel do tutor de educação a distância, especificamente no que diz respeito à interação com os licenciados e no desenvolvimento da autonomia desses. A pesquisa de campo, de abordagem qualitativa, envolveu coleta de dados por meio de depoimentos de 10 tutores e questionário encaminhado a 10 estudantes de EaD. A análise dos dados fundamenta-se em autores que abordam a temática da educação à distância e do uso das tecnologias em educação, como Levy (1999), Kenski (2005), Freire (1987), Santos (2015), entre outros. Os resultados indicam que o tutor tem papel fundamental para o sucesso do ensino a distância, desenvolvendo um ambiente onde a interação favoreça a aprendizagem e a autonomia dos estudantes.   Palavras-chave: Tutor virtual. Educação a Distância. Autonomia na aprendizagem.   ABSTRACT Distance education has grown dramatically in recent years, bringing new challenges for educators and new actors within the educational process, such as online tutors. The main goal of this paper is to analyze the online tutor role on distance education, particularly the interaction with graduates, and in their autonomy development. The field research, with a qualitative approach, involved data collection by the statement of ten tutors and a questionnaire answered by ten Distance Education students. The data analysis is based on authors that focus on distance education and also on the use of technology in education like Levy (1999), Kenski (2005), Freire (1987), Santos (2015), and others. The results show that the tutor has a fundamental role for the success of distance education, developing an environment where interaction fosters students learning and autonomy. Keywords: Online tutor. Distance education. Autonomy in learning RESUMEN La educación a distancia ha crecido espetacularmente en los últimos años, planteando nuevos retos a los educadores y a los nuevos actores en el proceso educativo, como los tutores virtuales. Esta investigácion tiene como objetivo analizar el papel del tutor de educación a distancia, em especial a lo que se refiere a la interacción con los licenciados y en el desarrollo de la autonomía de esos. El sondeo del campo de abordaje cualitativo involucró a recolección de datos por medio de testimonios de 10 tutores y cuestionario encaminado a 10 estudiantes de EaD. El análisis de los datos se fundamenta en autores que abordan la temática de la educación a distancia y del uso de las tecnologías en educación, como Levy (1999), Kenski (2005), Freire (1987), Santos (2015), entre otros. Los resultados indican que el tutor tiene un papel fundamental para el éxito de la enseñanza a distancia, desarrollando un ambiente donde la interacción favorezca el aprendizaje y la autonomía de los estudiantes.   Palabras clave: Tutor virtual. Educación a distancia. Autonomía en el aprendizaje DOI: http://dx.doi.org/10.22169/revint.v14i31.1447

Challenges of Setting up a Lower Extremity Reconstruction Practice in a Constrained Environment

2020 ◽  
Author(s):  
Asli Datli ◽  
Ismail Karasoy ◽  
Yucel Genc ◽  
Ozgur Pilanci
Keyword(s):  
Lower Extremity ◽  
Administrative Support ◽  
Tertiary Care ◽  
Perforator Flap ◽  
Operation Time ◽  
Anterolateral Thigh Flap ◽  
Anterolateral Thigh ◽  
Lower Extremity Reconstruction ◽  
Extremity Reconstruction ◽  
Set Up

Abstract Background Microsurgical lower extremity reconstruction remains challenging, especially when resources are limited such as lack of proper equipment, human resources, administrative support, and located in a remote area far from tertiary care. Nevertheless, reconstructive solutions are required, especially when in urgent trauma situations. In this article, we evaluate ways of overcoming challenges and issues that should be considered in a newly established unit by sharing our initial lower extremity reconstruction experience. Methods We report a local hospital's initial lower extremity reconstruction experience in February 2017 to January 2018. Through a total of seven patients, we tried to enhance the environment, instruments, nurses' contribution, and perspective of the peers and community in terms of factors related to the surgeon, hardware, environment, supporting faculty, reimbursement, and patients. Results Four patients underwent reconstruction with a freestyle propeller flap and three with an anterolateral thigh flap; in one case, a superficial circumflex iliac artery perforator flap was chosen to salvage partial flap necrosis. Increased experience of the surgeon, new equipment, continuing nurse/patient education, and collaborating with other departments allowed us to choose more challenging flaps and be more meticulous while decreasing the operation time and hospital stay. Conclusion To start a lower extremity reconstruction practice in a resource-poor environment, the surgeon needs to evaluate the relevant factors; moreover, he or she should continuously improve them until a working methodology is achieved. Despite all the challenges, the adaptations learned at this center can be applied to other local hospitals around the world to set up a lower extremity reconstruction practice and improve its outcomes.

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