scholarly journals ‘Prescription’ for Purposeful Adaptation of Professionalism-and-Ethics Teaching Strategies for Remote Delivery

Pharmacy ◽  
2021 ◽  
Vol 9 (1) ◽  
pp. 55
Author(s):  
Cicely Roche
Keyword(s):  
Identity Formation ◽  
Teaching Strategies ◽  
Online Teaching ◽  
Virtual Learning Environment ◽  
Future Research ◽  
Design Development ◽  
Instructional Tools ◽  
Teaching Activities ◽  
Ethics Teaching ◽  
Competencies Development

This case report outlines the strategies underpinning the adaptation of professionalism and ethics strand (P&E) teaching for remote delivery on a Pharmacy programme in response to COVID-19 restrictions. In line with national and University guidance, P&E teaching detailed in this report was delivered online in late 2020. Sessions were generally live and recorded, although some content was pre-recorded using video-capture software. All learning activities, recordings and supporting resources are accessible to students on the University’s Virtual Learning Environment. This report reflects on the curriculum, pedagogy and content of P&E teaching, with particular emphasis on teaching related to professional identity formation and moral reasoning competencies development. Design, development and delivery of remote online teaching is considered in the context of P&E teaching. Strategies used to plan for adaptation and delivery of interactive online teaching sessions aligned with P&E teaching are described. Key findings support a scholarship of teaching approach when planning for adaptation to remote online teaching. Purposeful consideration of existing curricular, pedagogical and instructional design enables the teacher to identify critical P&E teaching activities potentially compromised by the move to the online environment. Informed integration of available instructional tools to teaching activities follows. The report concludes with recommendations for future research.

Engaging Students in Emergency Remote Teaching

2021 ◽  
pp. 74-91
Author(s):  
Boon-Yuen Ng
Keyword(s):  
Online Learning ◽  
Teaching Strategies ◽  
Online Teaching ◽  
Community Of Inquiry ◽  
Future Research ◽  
Research Directions ◽  
Instructor Interaction ◽  
Learner Interaction ◽  
Rapid Transition ◽  
Future Research Directions

The COVID-19 pandemic has resulted in emergency remote teaching taking place globally. Despite the abrupt and rapid transition as well as the temporary nature of emergency remote teaching, it is possible to implement quality online teaching. Instructors can benefit from a review of findings and strategies found in online learning literature. This chapter discusses the challenges of emergency remote teaching and recommends suitable teaching strategies that can be quickly implemented by instructors. The focus is on strategies that can help to engage students by promoting learner-content interaction, learner-instructor interaction, and learner-learner interaction. This chapter also discusses strategies that can build a community of inquiry during emergency remote teaching. Future research directions are proposed.

scholarly journals Active Learning Strategies and Instructor Presence in An Online Research Methods Course: Can we Decrease Anxiety and Enhance Knowledge?

2016 ◽  
Vol 17 (1) ◽  
pp. 1-14 ◽  
Author(s):  
Lisa Ann Rapp-McCall ◽  
Victoria Anyikwa
Keyword(s):  
Active Learning ◽  
Online Education ◽  
Research Methods ◽  
Learning Strategies ◽  
Teaching Strategies ◽  
Online Teaching ◽  
Methods Course ◽  
Personal Contact ◽  
Future Research ◽  
Active Learning Strategies

Research methods courses elicit more anxiety than usual for graduate social work students, and the online environment may pose an even greater challenge as the personal interaction between instructor and student is reduced or absent. It is therefore incumbent on research instructors to creatively engage students, reduce anxiety, and foster learning. There is a dearth of evidence, particularly regarding online education, explicating specific teaching strategies. This exploratory study sought to provide some answers. First-semester MSW students were invited to participate in a voluntary, anonymous, online survey at the end of a research methods course to determine which online teaching strategies were most effective in decreasing anxiety and increasing perception of knowledge. Strategies used in the class include asynchronous activities such as discussion questions, PowerPoint lectures, and email and telephone contact with instructors in addition to synchronous class sessions. Three tactics were rated by the 43 respondents as being most helpful for both decreasing anxiety and enhancing the perception of knowledge: personal contact with the instructor either via email, phone, and/or online meetings; the instructor’s synchronous class sessions; and active learning strategies employed during the synchronous class sessions. Implications for teaching and future research are discussed. 

scholarly journals Design and Implementation of a Virtual Laboratory for Physics Subjects in Moroccan Universities

2021 ◽  
Vol 13 (7) ◽  
pp. 3711
Author(s):  
Khadija El Kharki ◽  
Khalid Berrada ◽  
Daniel Burgos
Keyword(s):  
Computer Simulation ◽  
Learning Environment ◽  
Information And Communication Technologies ◽  
Online Teaching ◽  
Development Planning ◽  
Virtual Learning Environment ◽  
Virtual Laboratory ◽  
Design Development ◽  
Virtual Laboratories ◽  
Analysis Design

Laboratory experimentation has a vital role in science education. With the potential offered by information and communication technologies for the educational domain, virtual laboratories have emerged as a valuable alternative to face-to-face, hands-on laboratories. Moreover, the possibility of virtual laboratories opens new perspectives for higher education sustainability. They are a perfect approach for training learners to understand scientific principles in many fields of science by offering them the possibility to illustrate the scientific phenomena through automated and virtual practical activities that employ computer simulation. In this work, we present the use of computer simulation combined with the JavaScript programming language for the development of a low-cost virtual laboratory integrated into an interactive learning environment based on the Moodle platform. The methodology was based on the instructional design model ADDIE (Analysis, Design, Development, Implementation, and Evaluation), which structures the development planning of online teaching resources in different stages (analysis, design, development, implementation, and evaluation). The virtual laboratory was developed by Moroccan universities, with the help of European partners, and it was implemented in the 12 science faculties in Morocco. It presents a great choice for supporting laboratory activities for learners in the first year of their bachelor’s degree program. This virtual laboratory includes 12 virtual practical activities mapped to the physics curriculum, and they can be operated via the Internet on computers. The proposed virtual learning environment was evaluated by teachers and learners from the science faculties. The obtained results, together with similar findings from other studies, indicate the positive impact of the use of a virtual laboratory on learning outcomes, and support the adoption of the proposed learning environment in laboratory educational procedures as an alternative to physical laboratories.

scholarly journals Proof-of-PUF Enabled Blockchain: Concurrent Data and Device Security for Internet-of-Energy

Sensors ◽  
2020 ◽  
Vol 21 (1) ◽  
pp. 28
Author(s):  
Rameez Asif ◽  
Kinan Ghanem ◽  
James Irvine
Keyword(s):  
Hybrid Approach ◽  
Future Research ◽  
Data Provenance ◽  
Data Generation ◽  
Cyber Attack ◽  
Design Development ◽  
Seamless Integration ◽  
Device Identification ◽  
Physical Unclonable Functions ◽  
History Of

A detailed review on the technological aspects of Blockchain and Physical Unclonable Functions (PUFs) is presented in this article. It stipulates an emerging concept of Blockchain that integrates hardware security primitives via PUFs to solve bandwidth, integration, scalability, latency, and energy requirements for the Internet-of-Energy (IoE) systems. This hybrid approach, hereinafter termed as PUFChain, provides device and data provenance which records data origins, history of data generation and processing, and clone-proof device identification and authentication, thus possible to track the sources and reasons of any cyber attack. In addition to this, we review the key areas of design, development, and implementation, which will give us the insight on seamless integration with legacy IoE systems, reliability, cyber resilience, and future research challenges.

In Search of Presence: A Systematic Evaluation of Evolving VLEs

2003 ◽  
Vol 12 (5) ◽  
pp. 512-522 ◽  
Author(s):  
Melissa Markaridian Selverian ◽  
Ha Sung Hwang
Keyword(s):  
Social Presence ◽  
Teaching Strategies ◽  
Learning Experience ◽  
Virtual Learning Environment ◽  
Learning Objectives ◽  
Systematic Evaluation ◽  
Original Research ◽  
Spatial Presence ◽  
Analysis And Synthesis ◽  
High Level

In an attempt to understand better the unique characteristics of an increasing popular, prevalent form of sense-engaging and interactive multimedia learning experience often called the “virtual learning environment” (VLE), this study systematically evaluates and analyzes the findings of seventeen original research studies in terms of technologies, teaching strategies, presence, and learning. This evaluation identifies potentially significant relationships among these variables in VLEs with both low-and high-level learning objectives, from memorization and repetition to analysis and synthesis. The findings suggest, first, that, when technologies and teaching strategies are presented through a one-way immersion of the senses, learners most often respond with experiences of spatial presence; when technologies and teaching strategies are socially interactive in format, learners most often respond with experiences of social presence. This evaluation, importantly, suggests that levels of spatial presence may correlate with the achievement of lower-level learning objectives, that levels of social presence may correlate with the achievement of higher-level learning objectives, and that levels of spatial and social presence together may correlate most strongly with the achievement of higher-level learning objectives. The evaluation, finally, identifies a need and establishes a course for the consideration of presence in future VLE design and research.

scholarly journals Toolbox of teaching strategies

2018 ◽  
Vol 5 (4) ◽  
pp. 249-255
Author(s):  
Lei Pan ◽  
Hui-Qin Xi ◽  
Xiao-Wei Shen ◽  
Chen-Yu Zhang
Keyword(s):  
Learning Environments ◽  
Teaching Strategies ◽  
Online Teaching ◽  
Nurse Educators ◽  
Clinical Teaching ◽  
Teaching Strategy ◽  
Traditional Learning ◽  
Teaching Online ◽  
Face To Face ◽  
Traditional Learning Environments

AbstractA teaching strategy is a method, which can help students to gain knowledge, deliver information, and improve their learning. Different learning environments, such as clinical teaching, online teaching, and face-to-face traditional learning environments, require different teaching strategies for students. Choosing teaching strategies for a course is very important for nurse educators because various factors should be taken into account to make students meet the learning outcomes. The use of modern technologies in teaching strategies can improve students’ competencies and confidences. The purpose of this article is to create a toolbox integrating ten teaching strategies that can be used in different teaching environments.

scholarly journals Evaluation Methods in Teaching Translation by Saudi University Instructors under Coronavirus Pandemic

2020 ◽  
Vol 3 (12) ◽  
pp. 33-46
Author(s):  
Eman Mohammad Mahmoud AlOneen
Keyword(s):  
Online Teaching ◽  
Evaluation Methods ◽  
Educational Institutions ◽  
Future Research ◽  
Online Questionnaire ◽  
Simple Observation ◽  
Assessment Tasks ◽  
University Instructors ◽  
The World ◽  
The Individual

Coronavirus pandemic has posed challenges in evaluating students’ performance in educational institutions all over the world. Therefore, university instructors may encounter some problems in evaluating their students fairly through online teaching since it was not an easy task before this worldly crisis. The current study aims at investigating the perspectives of instructors who teach translation courses at some Saudi universities towards the followed evaluation methods in teaching translation courses during Coronavirus pandemic. Two methods were used to collect data: simple observation and online questionnaire. The participants were 21 instructors from 10 Saudi universities. The findings of this study show that using machine translation and CAT tools by students in doing assessment tasks does not guarantee fairness among students during Coronavirus pandemic regardless of the nature of translation courses. In addition, online exams and assignments are less fair to show the individual differences among students compared with written exams before Coronavirus pandemic. To evaluate students’ performance in translation courses fairly, the participants of this study suggested some solutions such as modifying questions' patterns of some translation exams and assignments to cope with online teaching, emphasizing the importance of live sessions and online participation as assessment tasks for students during Coronavirus pandemic, using other evaluation methods such as live oral assessment, editing texts, multiple choice editing questions, etc. The study concludes with some recommendations for future research.

scholarly journals A Critical Review of the Use of Wenger's Community of Practice (CoP) Theoretical Framework in Online and Blended Learning Research, 2000-2014

2017 ◽  
Vol 21 (1) ◽  
Author(s):  
Sedef Uzuner Smith ◽  
Suzanne Hayes ◽  
Peter Shea
Keyword(s):  
Communities Of Practice ◽  
Blended Learning ◽  
Community Of Practice ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Empirical Work ◽  
Theoretical Framework ◽  
Future Research ◽  
Online Teaching And Learning ◽  
Integrative Research

After presenting a brief overview of the key elements that underpin Etienne Wenger’s communities of practice (CoP) theoretical framework, one of the most widely cited and influential conceptions of social learning, this paper reviews extant empirical work grounded in this framework to investigate online/blended learning in higher education and in professional development. The review is based on integrative research approaches, using quantitative and qualitative analysis, and includes CoP oriented research articles published between 2000 and 2014. Findings are presented under three questions: Which research studies within the online/blended learning literature made central use of the CoP framework? Among those studies identified, which ones established strong linkages between the CoP framework and their findings? Within this last group of identified studies, what do the patterns in their use of the CoP framework suggest as opportunities for future research in online teaching and learning?

scholarly journals RUMAH GADANG : RUANG DAN BUDAYA MAKAN DALAM SIKLUS HIDUP MASYARAKAT MINANGKABAU

2021 ◽  
Vol 5 (1) ◽  
pp. 81-107
Author(s):  
Vania Dwi Amanda Surya ◽  
Gregorius Prasetyo Adhitama
Keyword(s):  
Life Cycle ◽  
Social Space ◽  
Space Syntax ◽  
Future Research ◽  
Design Development ◽  
Syntax Analysis ◽  
Kinship System ◽  
Physical Elements ◽  
Space Syntax Analysis ◽  
The Relationship

Padang restaurants with specialty food rendang represent the Minangkabau's eating culture. The effect of modernization and media social in the eating culture has indistinct the origin of Minangkabau's eating culture and leads to the uniformity of design, mostly its space and physical elements in the traditional building. Whereas in the roots, eating activities according to the Minangkabau custom still carried out, such as Makan Bajamba. It is essential to study the origin of Minangkabau space and eating culture before learning design development. The main problem is how the relationship between space and eating culture in the life cycle of Minangkabau society carried out at Rumah Gadang. By using a mix-method, a qualitative approach is a case study at Rumah Gadang Istana Rajo Alam Tuanku Disambah and quantitative approaches using space syntax analysis on the dimensions of connectivity and integrity. Data were from literature studies, interviews, and direct observations on how Rumah Gadang facilitated eating activities. The result shows that Rumah Gadang effectively assisted the eating culture in the life cycle of its people. The space configuration in the process of eating activities is following the roles of women and men based on a matrilineal kinship system. The seat position rules for Minangkabau men from  the matrilineal kinship system divided Ruang Lepas into smaller areas, marked by walls, columns, and seprah clothes. All space of eating activities is a social space where interactions took place as a reflection of Minangkabau customs. The space syntax analysis clarifies the relationship between space and eating activities based on the matrilineal kinship system and the social interactions that occur with the space used. For future research, the space syntax analysis is useful as a perspective to learn the relationship between space and culture.

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