scholarly journals Hepatitis B Prevention Education and Afghan Immigrant Students

2019 ◽  
Vol 5 (4) ◽  
pp. 247-256
Author(s):  
Najibeh Mirzazadeh ◽  
◽  
Leila Amini ◽  
Seyed Moayed Alavian ◽  
Hamid Haghani ◽  
...  
Keyword(s):  
Distance Education ◽  
Hepatitis B ◽  
Immigrant Students ◽  
T Test ◽  
Prevention Education ◽  
Face To Face ◽  
The Face ◽  
Knowledge And Attitude ◽  
Hepatitis B Prevention ◽  
Education Groups

Background: Unawareness and inappropriate attitude toward hepatitis B can expose healthy people, especially immigrants, to a higher risk of hepatitis B transmission. The present study aimed to determine the effect of hepatitis B prevention education by face-to-face and distance training on the knowledge and attitude of Afghan immigrant students. Methods: This randomized controlled trial was conducted on 128 voluntary immigrant nonmedical Afghan students of Imam Khomeini University in Qazvin City, Iran. The study subjects were randomly assigned to 4 groups (A1, A2, B1, & B2), and the training was performed using Solomon’s four-group-design. The A groups received face-to-face education, while the B groups received distance education through email and Telegram messenger. The required data were collected using a self-structured questionnaire at three-time intervals of before, immediately after, and one month after training. The collected data were analyzed by the Chi-squared test, Independent Samples t-test, Paired Samples t-test, and repeated-measures Analysis of Variance (ANOVA) using SPSS. Results: Based on the study findings, the improvement of knowledge and attitude values was more significant in the face-to-face groups, compared to the distance education groups. However, there was a significant difference in both methods (P<0.001). Conclusion: Although knowledge improvement was higher in the face-to-face education groups, there was also an increase in the knowledge and attitude of the distance education group. Therefore, face-to-face education is preferred; however, using a combination of these educational methods could be beneficial.

The Approach of Academicians to Distance Education During COVID-19

2022 ◽  
pp. 212-231
Author(s):  
Yusuf Akkoca
Keyword(s):  
Distance Education ◽  
Research Design ◽  
Thematic Analysis ◽  
Education System ◽  
Academic Staff ◽  
Face To Face ◽  
Education Community ◽  
The Face ◽  
Short Time ◽  
Distance Education System

The education community, accustomed to the face-to-face education system, had to switch to the distance education system with the COVID-19 pandemic. It was inevitable for educators who had not experienced distance education to prepare themselves in a short time and to complete the process with the least damage. Of course, there were many negativities during distance education and the whole world gained certain experiences during this time. In this study, the problems experienced by the academic staff using distance education applications, their approaches to distance education, how much they have improved themselves in other possible problems in the future, and what they expect from distance education have been examined. Thematic analysis was used as a research design; articles, theses, books, reports of official institutions and organizations were examined; and the concepts that emerged during distance education applications were divided according to categories by using descriptive and thematic analysis.

scholarly journals Knowledge and Attitude Regarding Hepatitis-B Prevention among People of Lahore Community, Pakistan

2017 ◽  
Vol 4 (1) ◽  
pp. 68-76
Author(s):  
Asaf Khan ◽  
Muhammad Ali ◽  
. Rafiullah
Keyword(s):  
Hepatitis B ◽  
Science Studies ◽  
Communicable Disease ◽  
Negative Attitude ◽  
Public Health Problem ◽  
Normal Function ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Knowledge And Attitude ◽  
Hepatitis B Prevention

Hepatitis-B is a communicable disease and globally a public health problem with a complicated pathology of liver, which disturbs the normal function of the liver caused by Hepatitis-B virus known as HBV.  This study aims to determine knowledge and attitude regarding Hepatitis-B prevention among people of Lahore community, Pakistan. Cross-sectional survey technique was used in current study. The self-administered questionnaire distributed to the 200 participants through convenient random sampling. Descriptive analysis was used to analyze the data using SPSS (statistical package for social science studies) version 21.The findings of the current study showed, poor knowledge and negative attitude of the participants toward prevention and treatment of Hepatitis-B in the community of Lahore, Pakistan. Moreover they were preferred home remedies, complementary therapies and spiritual healers as compared to medical treatment.Int. J. Soc. Sc. Manage. Vol. 4, Issue-1: 68-76

scholarly journals Percepções das práticas educativas presenciais e digitais (Perceptions of interaction in digital environmental for education)

2014 ◽  
Vol 12 (2) ◽  
pp. 161
Author(s):  
Daniervelin Renata Marques Pereira ◽  
Danilo Rodrigues César
Keyword(s):  
Distance Education ◽  
Pedagogical Practices ◽  
Online Course ◽  
Essential Difference ◽  
Contemporary Society ◽  
Face To Face ◽  
Teachers And Students ◽  
The Face ◽  
Modes Of Existence ◽  
Distance Interaction

Apresentamos aqui um estudo de enunciados produzidos por professores e alunos num contexto de disciplina online (Educação a Distância), contexto este que vem se tornando cada vez mais um “estilo de vida” diante das práticas da sociedade atual. Situamos nosso interesse nos conflitos entre esses dois sujeitos, que percebem de maneiras diferentes a prática digital, e também na diferença essencial e afetante entre a modalidade presencial e a distância. À luz da Semiótica Tensiva, analisamos alguns enunciados, estabelecendo por horizonte as correlações entre foco e apreensão e as categorias presença/ausência no “campo de presença”, que orientam os modos de existência dos sujeitos e objetos de um ponto de vista tensivo. Nessa perspectiva, privilegiamos a subjetividade, manifestada em discurso, sobre as práticas educativas digitais, na sua relação com a modalidade presencial. PALAVRAS-CHAVE: Percepção. Práticas pedagógicas. Discursos. Semiótica. ABSTRACT We present a study of statements produced by teachers and students in the context of online course (Distance Education). This context is becoming increasingly a "lifestyle" in the practices of contemporary society. We situate our interest in the conflicts between these two subjects (teachers and students) as they perceive differently digital practice, and also the essential difference between the face to face and distance interaction. We follow the perspective of Tensive Semiotics to analyze some statements as correlations between focus and apprehension and categories presence/absence in “field presence”, which guide modes of existence of the subjects and objects by a tensive view. From this perspective, we focus on the subjectivity manifested in discourse about digital educational practices in its relation to the face to face modality.KEYWORDS: Perception. Pedagogical Practices. Discourses. Semiotics.  

How Distance Programs will Affect Students, Courses, Faculty and Institutional Futures

2011 ◽  
pp. 1-20 ◽  
Author(s):  
Murray Turoff ◽  
Richard Discenza ◽  
Caroline Howard
Keyword(s):  
Distance Education ◽  
Learning Opportunities ◽  
University Administrators ◽  
Prospective Students ◽  
Face To Face ◽  
The Public ◽  
The Face ◽  
The University ◽  
Education Courses

Designed properly, distance education classes can be at least as effective and, in some ways, even more effective than face-to-face courses. The tools and technologies used for distance education courses facilitate learning opportunities not possible in the face-to-face classroom. Distance programs are accelerating changes that are challenging students, faculty, and the university, itself. Currently, most faculty are rewarded for the quality of instruction, as well as their external funding and their research. Often, university administrators focus more attention on the efficiency of teaching than on its effectiveness. In the future, as the quality of distance learning increases, the primary factor for success will be the faculty’s commitment to excellence in teaching. Many institutions will be forced to reevaluate the quality of teaching as the institution becomes more visible to the public, to legislators who support higher education, and to prospective students.

scholarly journals Effect of Face-to-Face and Multimedia Methods of Education on Children’s Constipation Severity

2021 ◽  
Vol 7 (4) ◽  
pp. 303-310
Author(s):  
Sajjad Pirooz-arjmandi ◽  
◽  
Mahbobeh Sajadi ◽  
Akram Bayati ◽  
Nooshin Sajadei ◽  
...  
Keyword(s):  
Functional Constipation ◽  
Training Group ◽  
Educational Interventions ◽  
T Test ◽  
Exact Test ◽  
Face To Face ◽  
Significant Difference ◽  
The Face ◽  
Constipation Severity ◽  
The Mean

Background: Constipation is a common problem among children. The aim of this study was to compare the effect of face-to-face and multimedia education on the severity of functional constipation in children. Methods: It was a two-group pre-test post-test quasi-experimental study that was carried out at the Specialized Clinics of Pediatrics affiliated with the Arak University of Medical Sciences, Arak, Iran. The sample consisted of 96 eligible children in the age range of 6 to 12 years that were randomly assigned to face-to-face (n=48) and multimedia (n=48) groups. Functional constipation was detected by Rome ΙΙΙ criteria. Data were collected by a demographic characteristics form and the Constipation Assessment Scale (CAS) before intervention and one month later in both groups. In the face-to-face group, education was provided using two 15-min training sessions in the form of a lecture in the presence of the mother. The multimedia training group received a 15-min training video. Both groups were given a pamphlet. The data were analyzed by Fisher’s exact test, independent t-test, and paired t-test using SPSS version 16. Results: There was no significant difference between the groups’ constipation severity before the intervention (P=0.12). There was a significant difference between the mean score of constipation severity between the face-to-face (P=0.01) and multimedia (P=0.001) groups before and after the intervention. However, the mean±SD score of constipation severity after the intervention was 7.05±1.79 in the face-to-face group and 5.91±1.69 in the multimedia group (p=0.001). Conclusion: The results of this study showed that both educational interventions reduced the severity of constipation in children. However, multimedia training was more effective than face-to-face education so that it reduced the severity of constipation to a greater extent.

scholarly journals La familia y el juego como estrategia de aprendizaje a distancia durante la pandemia del Covid-19 en México: Una propuesta desde la enseñanza universitaria en ciencias de la salud

2021 ◽  
Vol 21 (65) ◽  
Author(s):  
Giovanna Georgina Ramirez Cerón
Keyword(s):  
Distance Education ◽  
Learning Strategies ◽  
Sudden Change ◽  
Health Science ◽  
Negative Effects ◽  
Face To Face ◽  
Self Evaluation ◽  
Virtual Self ◽  
Educación A Distancia ◽  
The Face

La pandemia por Covid-19 ha impactado las formas de aprender, por lo que el cambio repentino de la modalidad presencial a la educación a distancia como medida para prevenir contagios, es un fenómeno que debe ser investigado para brindar alternativas que apoyen el proceso de aprendizaje desde casa. La presente investigación tiene por objetivo diseñar, aplicar, evaluar y proponer estrategias de aprendizaje para que los estudiantes alcancen su máximo potencial por medio de la educación a distancia durante la pandemia. Para ello se llevó a cabo una investigación-acción educativa con ciento veinte estudiantes de ciencias de salud (enfermería y terapia física), de la Universidad de Guadalajara, durante los meses de marzo a octubre de 2020. Las estrategias de aprendizaje se aplicaron en la modalidad a distancia debido a la suspensión de clases presenciales por el Covid-19 y se basaron en la participación de la familia y la introducción del juego en las actividades de aprendizaje del curso de etimologías médicas. La evaluación de las estrategias se llevó a cabo mediante la recogida de las evidencias de los aprendizajes y un cuestionario virtual de autoevaluación de las mismas. Se encontró que incluir a la familia y el juego en la educación a distancia ayudó a mitigar los efectos negativos del confinamiento por la pandemia, lo cual, además ha fortalecido la resiliencia de los estudiantes. The pandemic by Covid-19 has impacted the ways of learning, so that the sudden change from the face to face modality to distance education as a measure to precent contagion, it is a phenomenon that must be investigated to provide alternatives that support the learning process from home. The aims this present study are design, apply, evaluate and propose learnig strategies for students to reach their máximum potential through distance education during the pandemic. For it an educational action research was carried out with one hundred and twenty health science students (nursing and physioterapy) from the Universidad de Guadalajara, during March to October 2020. Distance learning strategies were carried because out to the suspension of face to face clases due to Covid-19, wich they were based on family participation and the insertion on the play in the learning activities of the medical etymologies course. The evaluation of the strategies was carried out by collecting the evidence of learning and a virtual self-evaluation questionnaire. It was found that including family and play in distance education helped mitigate the negative effects of confinement from the pandemic, wich has also strengthened the resilience of students.

scholarly journals The Postgraduate Supervisor Under Scrutiny: An Autoethnographic Inquiry

2016 ◽  
Vol 12 (1) ◽  
pp. 78-97
Author(s):  
Eleanor M. Lemmer
Keyword(s):  
Distance Education ◽  
Well Being ◽  
Academic Life ◽  
Face To Face ◽  
Cultural Aspects ◽  
The Face ◽  
Generativity Theory ◽  
Institutional Reputation ◽  
The University

Effective postgraduate supervision is a critical indicator of individual scholarship and institutional reputation. This paper uses autoethnography to scrutinize critical moments in the author’s enactment of the supervisory role over a lengthy career at a distance education university, where supervision takes place through face-to-face consultation, distance education, or a combination of both modes. Autoethnography, an innovative addition to the compendium of qualitative research methods, is gaining prominence as a means of examining the academic life through the personal and professional histories of individual academics. The author’s aim is to focus both inward on the vulnerable self as expressed in the role of academic supervisor and outward on the social and cultural aspects of this role as it is shaped within the context of the university. This has been done by constructing a text with a high degree of self-reflexivity, which combines evocative and literary elements with some explicit theorizing around generativity theory. Generativity is defined as an adult’s concern for and commitment to promoting the well-being of the next generation, in this case, the intellectual well-being of future cohorts of scholars. Against the framework of generativity, a series of autobiographical vignettes illustrate self-defining moments in the author’s development as supervisor. The role of memory and memory supports in producing an accurate story and measures taken to interact with the characters in the stories to enhance textual credibility are addressed. The vignettes illustrate the desire to conduct supervision as a generative act; cultural demand for generativity; the transmission of a personal aesthetic in supervision; the separation-individuation of the student; the redemption of generative commitment in the face of threats to generativity; and the perpetuation of the generative cycle. I conclude that autoethnography as method presents a useful route to both self-understanding and social understanding of the academic life, with particular reference to the role of postgraduate supervisor.

Pedagogical Mediator as the Strategic Competence at University Professors Building in Constructionist Online Environment

2010 ◽  
pp. 140-149
Author(s):  
Flávia Amaral Rezende
Keyword(s):  
Distance Education ◽  
Learning Environment ◽  
Online Courses ◽  
Online Environment ◽  
Ministry Of Education ◽  
University Professors ◽  
Face To Face ◽  
The Face ◽  
E Learning ◽  
The University

The rapid dissemination and integration of the World Wide Web (also known as Internet), and its related technologies, has resulted in major growth of the educational field through the Internet in such areas as e-learning and e-training. In August 2002, the Ministry of Education established the rules for distance education courses at the university level (Portaria nº 2.253) allowing up 20% of the total course hours to be administered through distance education. At the same time, the Comitê de Educação a Distância from the Distance Education Secretary – SEED/MEC published the Distance Education Quality Indicators, which presents pedagogical guidelines that are clearly constructionist, consistent with those adopted by the Brazilian informatics in education program developed during the 1980’s and 90’s. However an important question remains: how to prepare university professors to be able to function in highly interactive constructionist learning environments? How to develop competencies as planning, designing and implementing such constructionist courses? This research has simultaneously investigated two aspects: developing, implementing and evaluating the characteristics of a constructionist environment and, at the same time,the use of this environment as part of an introductory on-line course to prepare a group of professors from Universidade Cidade de São Paulo (Brazil) to be able to function as mediators in the constructionist online learning environment. The findings indicate that it is possible to create a constructionist learning environment and to prepare university professors through online courses based upon Inverted Symmetry concepts and upon the in-service course based on the estar-junto-virtual (“virtual being together”) approach, to build what we called In-vIsIble reflectIve network, thus allowing the professors to assume news roles not only in the online environment but in the face-to-face education situation as well. This course is the first step for continuous long life learning to be a “ciber teacher”.

How Distance Programs will Affect Students, Courses, Faculty and Institutional Futures

2011 ◽  
pp. 3370-3384
Author(s):  
Murray Turoff ◽  
Richard Discenza ◽  
Carolin Howard
Keyword(s):  
Distance Education ◽  
Learning Opportunities ◽  
University Administrators ◽  
Prospective Students ◽  
Face To Face ◽  
The Public ◽  
The Face ◽  
The University ◽  
Education Courses

Designed properly, distance education classes can be at least as effective and, in some ways, even more effective than face-to-face courses. The tools and technologies used for distance education courses facilitate learning opportunities not possible in the face-to-face classroom. Distance programs are accelerating changes that are challenging students, faculty, and the university, itself. Currently, most faculty are rewarded for the quality of instruction, as well as their external funding and their research. Often, university administrators focus more attention on the efficiency of teaching than on its effectiveness. In the future, as the quality of distance learning increases, the primary factor for success will be the faculty’s commitment to excellence in teaching. Many institutions will be forced to reevaluate the quality of teaching as the institution becomes more visible to the public, to legislators who support higher education, and to prospective students.

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