scholarly journals THE IMPORTANCE OF INTRODUCING MEDICAL LEGISLATION IN THE UNIVERSITY TRAINING PROGRAM FOR STUDENTS

2021 ◽  
Vol 67 (2) ◽  
pp. 76-79
Author(s):  
George Nicola ◽  
◽  
Irina Maria Gheorghiu ◽  
Sanziana Scarlatescu ◽  
Paula Perlea ◽  
...  
Keyword(s):  
Teaching And Learning ◽  
Evidence Base ◽  
University Curriculum ◽  
Depth Analysis ◽  
Legal Competence ◽  
Medical Legislation ◽  
Teaching Learning ◽  
The University ◽  
University Training ◽  
The Impact

The place of medical legislation in the university curriculum remains somehow uncertain and should be identified more clearly. A more robust knowledge base on the law is needed to enable medical students to develop sufficient legal competence to manage the challenges of future practice. Further research is needed to identify the most effective methods of teaching, learning and assessing legal knowledge and skills, during and after the completion of initial medical education. An in-depth analysis of resources shows that there is no robust evidence base that evaluates the impact in different curricular structures of the efficient methods in developing the knowledge, skills, attitudes, and behaviors needed in medical practice of student. Moreover, only a limited number of studies refer to the results and effectiveness of teaching and learning the elements of medical legislation.

scholarly journals University Students' Perception on the Verbal Interaction through WhatsApp Chat Group

AL-TA LIM ◽  
2020 ◽  
Vol 27 (3) ◽  
pp. 250-257
Author(s):  
Sujarwo Sujarwo ◽  
Sukmawati Sukmawati ◽  
Asdar Asdar ◽  
Suharti Siradjuddin ◽  
Nina Ariani
Keyword(s):  
University Students ◽  
Language Learners ◽  
Teaching And Learning ◽  
Verbal Interaction ◽  
Learning Activity ◽  
Verbal Interactions ◽  
Foreign Language Learners ◽  
Qualitative Descriptive ◽  
Teaching Learning ◽  
The University

Verbal interactions will occur when both the teacher/lecturer and learners could completely understand what each other means. It happens verbally among the teacher and learners during the teaching learning activity (Mardiana et al., 2019). This study was mainly conducted to examine the University students’ perception on verbal interaction through WhatsApp chat group. This study used qualitative descriptive method was used to achieve the objective of this study. Observation and a questionnaire were adopted as tools for data collection. A total number of samples was 14 English as a Foreign Language learners in university students. The analysis of the data revealed that university students’ perception on verbal interaction gave the positive feedback towards WhatsApp chat group. This proves that ordinarily learners selected agree with utilizing WhatsApp chat group in doing verbal interaction. Hence, utilizing of WhatsApp chat group can be recommended as an efficient technique in verbal interaction for teaching and learning process.

scholarly journals INTERDISCIPLINARIDADE E OUTROS NÍVEIS DE CONHECIMENTO: DESAFIOS CONTEMPORÂNEOS ÀS PRÁTICAS EDUCATIVAS

polemica ◽  
2018 ◽  
Vol 18 (1) ◽  
pp. 68-83
Author(s):  
Antônio Roberto Xavier ◽  
José Gerardo Vasconcelos ◽  
Maria Jucilene Freire Lopes Marinho ◽  
Ana Paula Sthel Caiado
Keyword(s):  
Teaching And Learning ◽  
Qualitative Approach ◽  
Educational Practices ◽  
Formal Knowledge ◽  
Secondary Sources ◽  
Interdisciplinary Teaching ◽  
Cultural Framework ◽  
Depth Analysis ◽  
Epistemological Debate ◽  
Teaching Learning

Resumo: Este artigo objetiva, sobretudo, promover o debate teórico-epistemológico sobre os desafios e possibilidades do desenvolvimento de ensino-aprendizagem interdisciplinar em razão das matrizes curriculares adotadas. É fato que a discussão sobre interdisciplinaridade no trabalho docente, apesar de não ser tão nova, encontra-se em alta e mantém interfaces com outras categorias do gênero, principalmente quando se relaciona com a gestão e as práticas educativas em sala de aula. Nesse sentido, para a produção deste artigo, seguiram-se os caminhos metodológicos da pesquisa bibliográfica do tipo descritiva com base em revisão de literatura de fontes secundárias de livros, artigos, legislação e documentos oficiais. No tocante à abordagem, acolheu-se a qualitativa, visando análise mais aprofundada das categorias elencadas, a saber: interdisciplinaridade, etnociência, multidisciplinaridade, pluridisciplinaridade e transdisciplinaridade, destacadas nos respectivos tópicos deste artigo. Com relação à técnica interpretacional, recorreu-se à análise do discurso na perspectiva da relação indissociável do histórico com o social. Como conclusão sucinta, deixou-se posto que as práticas educativas de forma interdisciplinar são dinamizadoras e facilitadoras para uma compreensão mais ampla e diversa do ensino-aprendizagem. Desse modo, possibilitam a formulação de um saber crítico-reflexivo, promovendo a integração de conteúdos nas mais diversas áreas de conhecimento, incluindo, inclusive, o arcabouço cultural dos saberes populares e não formais aos formais e científicos.Palavras-chave: Interdisciplinaridade. Etnociência. Multidisciplinaridade.Abstract: This article aims, above all, to promote the theoretical-epistemological debate on the challenges and possibilities of the development of interdisciplinary teaching-learning due to the curricular matrices adopted. It is a fact that the discussion about interdisciplinarity in teaching work, although not so new, is up and maintains interfaces with other categories of the genre, especially when it is related to management and educational practices in the classroom. In this sense, for the production of this article, we followed the methodological paths of bibliographic research of the descriptive type based on literature review of secondary sources of books, articles, legislation and official documents. With regard to the approach, the qualitative approach was adopted, aiming at a more in-depth analysis of the categories listed, namely: interdisciplinarity, ethnoscience, multidisciplinarity, multidisciplinarity and transdisciplinarity, highlighted in the respective topics of this article. With regard to the interpretative technique, we used the analysis of discourse in the perspective of the inseparable relationship between historical and social. As a succinct conclusion, it is emphasized that interdisciplinary educational practices are dynamic and facilitating a broader and more diverse understanding of teaching and learning. In this way, its allows the formulation of a critical-reflexive knowledge, promoting the integration of contents in the most diverse areas of knowledge, including the cultural framework of popular and non-formal knowledge to formal and scientific knowledge.Keywords: Interdisciplinarity. Ethnoscience. Multidisciplinarity.

Multidisciplinary Group Case-Based Learning Environment

2018 ◽  
pp. 262-277
Author(s):  
Despo Ktoridou ◽  
Epaminondas Epaminonda ◽  
Achilleas Karayiannis
Keyword(s):  
Teaching And Learning ◽  
Core Element ◽  
Innovation And Technology ◽  
Case Based Learning ◽  
Market Opportunities ◽  
New Type ◽  
Multidisciplinary Group ◽  
The University ◽  
The Impact ◽  
Case Based

Technological, economic, and social developments represent dynamic changes for businesses across industries, creating opportunities for young entrepreneurs to build profitable companies. A key consideration relates to the need to recognize market opportunities and understand when and how to capitalize on them, whether starting a new type of business or growing on existing ideas; entrepreneurial thinking is a central attribute in cultivating an answer to this consideration. This chapter examines the impact of case-based learning introduced in a multidisciplinary undergraduate course, “Management of Innovation and Technology,” at the University of Nicosia. A core element in this process are the students' and lecturers' experiences, benefits, and challenges of cultivating entrepreneurial thinking. The findings can be useful for academics teaching entrepreneurship-related topics and seeking ways to incorporate innovative approaches in their teaching and learning processes in order to motivate students towards the development of entrepreneurial thinking in their professional engagements.

Adams’s Education

1992 ◽  
Author(s):  
Mark R. Schwehn
Keyword(s):  
Teaching And Learning ◽  
Ways Of Knowing ◽  
Higher Learning ◽  
Western History ◽  
Ethical Implications ◽  
Technical Mastery ◽  
Conception Of Teaching ◽  
Teaching Learning ◽  
The University ◽  
Parker Palmer

The argument of this book has been based upon one major assumption, namely that epistemologies have ethical implications, that ways of knowing are not morally neutral but morally directive. Accordingly, the major contrast developed thus far has been between the Weberian epistemology that connects knowledge fundamentally to power, to the prospect of technical mastery of the world, and communitarian epistemologies that connect knowledge fundamentally to understanding, to the pursuit of the truth of matters. This broadly articulated contrast has in turn informed two distinct conceptions of academic life and of the nature and purpose of the academic vocation. On one account, the soul of the university is Wissenschaft, on the other, edification. My discussion, in this epistemological and ethical context, of religious matters, especially the suggestion that certain spiritual virtues are indispensable to learning, has thus far been justified primarily on historical grounds. I have tried to show, first, that the Weberian conception of the academic calling derived in part from a transmutation of religious terms, and second, that for most of Western history religion and higher learning were interdependent in ways that have largely escaped the notice of many present-day analysts of the university. Then, in Chapter 3, I tried to demonstrate that, in spite of the triumph of Weberianism, practices that are central to the academy, such as teaching, learning, and scholarship, still depend for their success upon the exercise of spiritual virtues like charity. If these observations are correct, my analysis and criticism of the current understanding of the academic vocation are not yet complete. For the following questions arise: Why do so many contemporary academics believe that their sense of vocation ought to conform to the ideal type developed by Weber even as they at the same time resonate to the more spiritualized conception of teaching and learning articulated by Parker Palmer? Is there a peculiarly modern and secular spirituality that gives a deep measure of meaning to the academic vocation as Weber described it and at the same time blinds its practitioners to their own necessary reliance upon virtues that are distinctively religious?

Learning Analytics as a Tool for Planning, Evaluating, and Improving a SMOOC for Teacher Professional Development

2021 ◽  
pp. 170-189
Author(s):  
Cristine Martins Gomes de Gusmão ◽  
Josiane Lemos Machiavelli ◽  
Patricia Smith Cavalcante
Keyword(s):  
Teacher Professional Development ◽  
Learning Analytics ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Pedagogical Issues ◽  
Educational Culture ◽  
Learning Contexts ◽  
Teacher Professional ◽  
Teaching Learning ◽  
The University

This chapter describes how a public university has met the challenge of changing inside the educational culture and preparing its teachers to manage online teaching-learning processes using learning analytics to contribute to the design, evaluation, and improvement of SMOOC. From the results obtained with a survey answered by the teachers, a twenty-hour class SMOOC was developed that focuses on instrumental aspects of digital technological resources in the teaching and learning contexts, as well as in the pedagogical issues, which concern the appropriate use of digital technologies. The findings of this research demonstrate that the SMOOC has been able to meet the teacher training needs, which are changing the way they work since remote education has been the viable alternative to guarantee the functioning of the university in the coronavirus pandemic period. However, it is believed that the knowledge that teachers are acquiring will contribute to changes in professional practice even post-pandemic.

New Perspectives on Communication During the COVID-19 Pandemic

2022 ◽  
pp. 76-94
Author(s):  
Nicoleta Duță
Keyword(s):  
Higher Education ◽  
Communication Skills ◽  
Learning Process ◽  
Teaching And Learning ◽  
Research Data ◽  
Learning Activities ◽  
Practical Approach ◽  
Research Findings ◽  
Teaching Learning ◽  
The University

This chapter approaches the problematic of communication in teaching-learning activities in higher education during the crisis generated by the COVID-19 pandemic. The authors have proposed to present a theoretical and practical approach to the effective communication in teaching, with the objective of knowing which are the opinions of students on communication skills and motivation of them in the classroom. The study included a total of 261 students from different faculties at the University of Bucharest, who were a Likert-scale survey in the period May -July 2020. Results of the analysis of research data shows that students have seen their ability to concentrate and motivation to perform tasks affected, but they did not leave university. In this respect, most difficulties were in carrying out teamwork than individual. The adaptations made by the university during confinement have been positively appreciated. The research findings coming according to recent studies confirm that without communication the teaching and learning process will not take place.

Teaching a ‘Managing Innovation and Technology' Course

2016 ◽  
Vol 6 (1) ◽  
pp. 38-55 ◽  
Author(s):  
Despo Ktoridou ◽  
Epaminondas Epaminonda
Keyword(s):  
Teaching And Learning ◽  
Working Environment ◽  
Student Centered ◽  
Student Centered Learning ◽  
Entrepreneurial Skills ◽  
Management Of Innovation ◽  
Innovation And Technology ◽  
Inductive Methods ◽  
The University ◽  
The Impact

In the last few years an increasing emphasis on developing entrepreneurship has been evident in many universities in an effort to prepare students to integrate effectively into the competitive working environment of the 21st century. A key question is how to do this. This work examines the impact of Student Centered Learning (SCL) introduced in a multidisciplinary undergraduate course of Management of Innovation and Technology at the University of Nicosia. It examines students' and lecturer experiences, benefits and challenges of implementing SCL, and gives recommendations to lecturers for designing a SCL based curriculum, incorporating inductive methods. The findings may be useful for academics who teach entrepreneurship related topics and seek ways to incorporate innovative approaches in their teaching and learning processes in order to motivate students towards the development of entrepreneurial skills and thinking.

Assessing the impact of ISO: 9001 implementation on school teaching and learning processes

2019 ◽  
Vol 27 (3) ◽  
pp. 285-303 ◽  
Author(s):  
Francisco José Fernández-Cruz ◽  
Jesús Miguel Rodríguez-Mantilla ◽  
Ma José Fernández-Díaz
Keyword(s):  
Teaching And Learning ◽  
Learning Processes ◽  
Iso 9001 ◽  
Content Type ◽  
Educational Benefits ◽  
Average Impact ◽  
School Teaching ◽  
And Performance ◽  
Teaching Learning ◽  
The Impact

Purpose A growing number of schools are now implementing quality management systems (QMS). As a result, studies are being conducted to assess the educational benefits of these systems and their capacity to identify areas for improvement in school processes and performance. The purpose the present study is to assess the impact of ISO:9001 implementation on teaching-learning processes in the classroom, and in schools with at least three years’ experience of applying this standard. Design/methodology/approach To this end, a questionnaire was administered to a final sample of 2,185 subjects from 80 pre-school, primary and secondary education schools in the regions of Madrid, Castile and León, Andalusia and Valencia (Spain). Findings The results show that ISO:9001 implementation yielded a higher than average impact on teaching-learning processes. Specifically, improvements were observed in the subdomains of tutorials, evaluation and classroom teaching methodologies as a result of implementing this QMS. Originality/value This impact was higher in state-subsidized private schools in Valencia and Andalusia with over nine years’ experience of ISO:9001 in schools with internal funding plans and in those with fewer than 29 teachers on the staff.

scholarly journals SolarSPELL Assessment: Impact of a Solar-Powered Digital Library as a Teaching-Learning Resource on Climate Change

2020 ◽  
Vol 12 (16) ◽  
pp. 6636
Author(s):  
Laura Hosman ◽  
Marcela Georgina Gómez Zermeño ◽  
Lorena Alemán de la Garza
Keyword(s):  
Climate Change ◽  
Digital Library ◽  
Teaching And Learning ◽  
Pacific Islands ◽  
Educational Innovation ◽  
Sustainable Community Development ◽  
The Pacific ◽  
Solar Powered ◽  
Teaching Learning ◽  
The Impact

Inclusive and quality education can provide nations with the tools to solve global problems. However, some barriers prevent equal access to this education. These obstacles include the lack of basic resources such as electricity and internet availability, which prevents appropriate training in the skills necessary for sustainable community development. Therefore, we have responded with the Solar-Powered Educational Learning Library (SolarSPELL) initiative, which offers a solar-powered digital library and provides an internet-like experience through its offline WiFi network. This educational innovation has been implemented in rural schools across the Pacific Islands, including in some of the more remote islands of Fiji, an area strongly affected by climate change. The objective of the study was to understand the impact of SolarSPELL on teaching and learning about climate change in the schools where it was implemented. This research used a case study method in which quantitative tools were applied to understand the characteristics of the schools and the impact of this educational innovation. The results showed that the SolarSPELL library was an impactful pedagogical resource in the schools where it was implemented. It served as support for teachers and motivated the students, promoted the democratization of knowledge in vulnerable areas, and provided appropriate educational resources to generate knowledge about problem-solving actions that can respond to climate change. The importance of this educational innovation lies in presenting strategies and best practices that help improve the quality of education, making it more inclusive and eliminating barriers to the acquisition of knowledge.

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