scholarly journals Interprofessional Learning through a Digital Platform

Author(s):  
Frøydis Vasset ◽  
Siri Brynhildsen ◽  
Bente Kvilhaugsvik

Background: Pedagogical methods that implement mutual learning are referredto as interprofessional learning. The aim of this study was to investigate nursing, biomedical science, and social education students’ experiences with interprofessional collaborative learning through a digital platform.Method: Students from three university colleges met virtually and discussed a video taped interprofessional case. After the project, three focus group interviewswere conducted. Findings: Three themes were identified: interprofessional collaborative learning, the use of a digital platform, and communication in virtual meetings.Conclusions: Interprofessional discussions made students aware of both their own responsibilities and limitations and those of other professionals, in the process of creating a mutual understanding of an interprofessional case scenario. the facilitator is crucial to ensure a safe atmosphere and include all students in the communication process. 

Author(s):  
Jari Laarni ◽  
Iina Aaltonen

In the design of complex information systems and social practices for different domains a balance between theory-driven and practice-driven approaches is at best developed in a collaborative communication process between designers, researchers, and other actors. The authors have developed the Anticipation Design Dialogue method within the context of participatory design, which is based on dialogic communication between different stakeholders. A dialogic relationship between them takes place in future workshops in which experiences of different stakeholders are integrated in a way that makes it possible to illustrate the situation from different perspectives. The workshop participants develop in small groups a vision of the future state in which the situation is imagined from the future perspective by considering which kind of problems they have at the moment and by which way the problems could be managed in the future. Secondly, reflective thinking is promoted by letting each group at the time present their ideas while others are listening. The authors have found that the development of mutual understanding between different stakeholders in these kinds of workshops is a complex process that needs time, and therefore, an iterative series of workshops is recommended.


2014 ◽  
Vol 68 (2) ◽  
Author(s):  
Leow Fui Theng ◽  
Neo Mai ◽  
Chang Yoong Choon

The rapid progression of ICT has influenced the social change and broadened the horizon of innovative learning which further enabled the web-based collaborative learning. Studies show that the use of web-based social tools is able to expand the social interaction and engagement among the students. In fact, many learning approaches in today’s higher education context have embedded collaborative learning activities. Therefore, it is important to investigate the student communicative acts and social interaction in the online communication process for sustaining and better supporting web-based collaborative learning. This study presents students’ feedback and their communicative acts in the process of collaborating on a multimedia project. Communicative Model of Collaborative Learning (CMCL) was used to analyze these inputs which obtained from open-ended questions, student interviews and students’ posting in social networking sites. The results showed that the CMCL was a useful tool for assessing the students’ social interaction and communicative acts in this learning approach. The outcomes of this study show that the use of CMCL is effective to analyze the student communication and interaction in web-based collaborative learning environments with more perspectives and reveal the impacts on student learning experience and attitudes.  


2019 ◽  
Vol 25 (2) ◽  
pp. 258-263
Author(s):  
Oana-Antonia Ilie

Abstract When people from different countries, cultures and backgrounds meet, they have to cope with the positive and the negative aspects of the intercultural exchange. Barriers such as anxiety, language, stereotypes, prejudice, ethnocentrism, and assumption of similarity instead of difference are the most significant ones to consider. This paper aims to discuss the main difficulties that individuals of various cultures and heritages may face during the intercultural communication process. In particular, this paper takes a closer look at the cultural differences between China and the USA, and at some of the current communication difficulties that the two countries face, caused by lack of mutual understanding, ethnocentrism, stereotypes, prejudice, language, differences of nonverbal indices, political and economic causes.


2018 ◽  
Vol 16 (45) ◽  
pp. 477
Author(s):  
Brigitte Julieth Rodriguez Mendoza ◽  
Martha Melizza Ordoñez Diaz ◽  
Luis Carlos Meneses Silva

Introducción. En el contexto educativo, las tecnologías de la información y la comunicación (TIC) implican un cambio de paradigma en los procesos de enseñanza-aprendizaje, tanto en la renovación de las prácticas y contenidos, como en la manera de evaluar la apropiación de los conocimientos. En este sentido, en la presente investigación se analiza la incidencia que tiene la implementación de las estrategias didácticas, Aprendizaje Basado en Problemas (ABP) y Aprendizaje Colaborativo (AC) en el fortalecimiento de los niveles de razonamiento, a través de la integración de la tecnología a la educación superior.Método. La investigación presenta enfoque cuantitativo, con diseño cuasiexperimental en la cual participaron 35 estudiantes de la Universidad Colegio Mayor de Cundinamarca en Bogotá - Colombia, a quienes se les aplicó un pre y un post test, usando el Lawson´s Classroom Test of Scientific ReasoningResultados. Con la información obtenida y al realizar un análisis estadístico descriptivo es posible afirmar que un 85.29% del total de estudiantes aún se encuentran en el nivel de razonamiento concreto, sin embargo aquellos estudiantes que participaron en la estrategia didáctica de ABP presentaron una mejora en su nivel de razonamiento, pasando del nivel de razonamiento concreto al nivel formal y post-formal.Conclusiones. Los resultados obtenidos permiten concluir que no existe una diferencia estadísticamente significativa en la mejora de las habilidades de razonamiento antes y después de la aplicación de las estrategias didácticas, ya que al comparar el razonamiento de los estudiantes se evidencia que en su mayoría aún se encuentran en el nivel de razonamiento concreto, es decir, que permanecen ligados a una realidad empírica con un pensamiento pre-operacional.


Author(s):  
Mohd Ziyad Afiq Mohd Zaharim ◽  
Dr. Nor Azura Adzharuddin

Objective- The purpose of this article is to examine the usage of humour elements through the learning process in lectures and how these influence the achievements among university students. Apart from that, this article is tojustifyseveral questions that includes: To examine the humorous elements involved in learning and communication process while attending lectures, to investigate the type of humour and their appropriateness when used for instructional communication, and finally, to examine the relationship between the usage of humour elements and the achievements among higher education students. Methodology/Technique This article is still in the preliminary stage in which the issues discussed are based on previous literature; therefore, this is a conceptual paper based on observations, the preliminary pilot study as well as the analysis of previous findings in relation to the usage of humour in learning environment. The previous literature also covers the insights on the levels, types and level of appropriateness of humour elements that occur during the communication process between students and lecturers in lectures. The analysis also looks into the relationship between elements of humour and the academic achievements among the students. This paper contributes to the understanding about the importance of food allergy awareness among public. Findings - Previous findings indicates that there are positive relationships between humour and 'teaching and learning' environment. However, how far can appropriateness of humour elements contribute to positiveoutcomes are still left unanswered and therefore will be the main focus of this particular study. Type of Paper Review Keywords: Humour, Appropriateness, Effect; Communication process; Instructional.


2017 ◽  
Author(s):  
Clarissa F. D. Carneiro ◽  
Thiago C. Moulin ◽  
Malcolm R. Macleod ◽  
Olavo B. Amaral

AbstractProposals to increase research reproducibility frequently call for focusing on effect sizes instead of p values, as well as for increasing the statistical power of experiments. However, it is unclear to what extent these two concepts are indeed taken into account in basic biomedical science. To study this in a real-case scenario, we performed a systematic review of effect sizes and statistical power in studies on learning of rodent fear conditioning, a widely used behavioral task to evaluate memory. Our search criteria yielded 410 experiments comparing control and treated groups in 122 articles. Interventions had a mean effect size of 29.5%, and amnesia caused by memory-impairing interventions was nearly always partial. Mean statistical power to detect the average effect size observed in well-powered experiments with significant differences (37.2%) was 65%, and was lower among studies with non-significant results. Only one article reported a sample size calculation, and our estimated sample size to achieve 80% power considering typical effect sizes and variances (15 animals per group) was reached in only 12.2% of experiments. Actual effect sizes correlated with effect size inferences made by readers on the basis of textual descriptions of results only when findings were non-significant, and neither effect size nor power correlated with study quality indicators, number of citations or impact factor of the publishing journal. In summary, effect sizes and statistical power have a wide distribution in the rodent fear conditioning literature, but do not seem to have a large influence on how results are described or cited. Failure to take these concepts into consideration might limit attempts to improve reproducibility in this field of science.


2019 ◽  
Vol 20 (1) ◽  
pp. 56
Author(s):  
Qudratullah Qudratullah

Communication is a very important thing in everyday life. Through communication, there is an interaction between communicator and communicant with the aim of achieving an equation. The communication process can be interpreted as an activity of 'transfer information' or message from the sender of the message as a communicator and to the recipient as a communicant. In the communication process aims to achieve mutual understanding between the two parties involved in the communication process. In the process of communication, the communicator sends messages or information to the communicant as the target of communication. In the communication process, it must work as its function. No exception to Islamic communication. The functions of Islamic communication are very important to be implemented so that communication is carried out not only as a process but communicators and communicants can get a good impact. Islamic communication functions are discussed in several parts, namely: information functions, convincing functions, reminding functions, motivating functions, social functions, guidance functions, satisfaction functions, spiritual, and entertainment functions. In the digital era with the rapid development of media, the function is easily applied because it follows the convenience given to communicators and communicants. But there needs to be limitations that must be made so that the functions of Islamic communication that are applied are able to bring benefits to themselves and society in general and avoid things that are not in accordance with the values of religion and culture adopted.


Author(s):  
О. T . Prokopchuk ◽  

Communications are a connecting element of the management process. Management activities are inextricably linked with the need for constant exchange of information (communicative activities) to coordinate the work of units of the organization and individuals, aimed at achieving common goals. The article is devoted to the consideration of communication issues in modern insurance organizations with an emphasis on their essence, key elements and main stages of the communication process. The essence of communications in the categorical section is clarified and scientific approaches to the formation of the definition of this category are generalized. Thus, it is determined that communication is a process of exchanging ideas and information, which ultimately leads to mutual understanding. This interpretation of the concept of communication is shared by most domestic researchers who have studied the outlined issues. The types, kinds and classes of communications of the insurance company are investigated. The range of communication tasks is outlined and the set of functions of the latter in the management process is determined. The study allowed to form four key tasks of communications in the management process: a combination of all elements of the management process; assistance in making management decisions; providing information on the entire management process; ensuring interpersonal relationships in the team. According to the results of the study, the key functions of communications in the management process include: managerial, informative, emotional, control and factual. The key stages of the communication process are considered, of which according to the results of the research four are singled out: the first – formulation of the idea and selection of information; the second – coding and channel selection; the third is transmission and the fourth is decoding. It is established that communication as an exchange of information between people (or groups of people) has three aspects that are most important for assessing the content of management activities, each of which is considered from the normative-organizational and individual-psychological positions. In the first case, communication is determined by its objective organizational forms, the requirements for the effective implementation of a rational communicative process. The second aspect of communication is based on the psychological characteristics of communication partners and explains a number of important features of interaction, including those that hinder the effective development of communication. According to the results of the study, it is determined that communication is a semantic aspect of social interaction, one of the most common characteristics of any activity, including management. It is a modern form of political, scientific, organizational and technical force in society, through which the organization is included in the external environment, the exchange of views or information to ensure mutual understanding.


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