scholarly journals Online course in conjunction with face-to-face workshops to improve writing skills leading towards more publications in peer reviewed journals

2021 ◽  
Vol 47 ◽  
Author(s):  
Amon P Shoko ◽  
Ismael A Kimirei ◽  
Baraka C Sekadende ◽  
Mary A Kishe ◽  
Innocent E Sailale
Keyword(s):  
Developing Countries ◽  
Writing Skills ◽  
Scientific Writing ◽  
Online Course ◽  
Learning Materials ◽  
Local Conditions ◽  
Face To Face ◽  
Proposal Writing ◽  
Course Material ◽  
The Impact

Background: Researchers in the developing countries often have inadequate scientific writing skills to publish their research in international peer reviewed journals. Objectives: To improve the research-and proposal-writing skills of researchers and to evaluate the impact of this intervention. Methods: An off-the-shelf online course (AuthorAID, developed by INASP) was embedded in the Tanzania Fisheries Research Institute’s (TAFIRI) website and offered to the institute researchers in Tanzania. The 8-week course was followed by a 2-day face- to-face workshop that used the course material contextualized to local conditions, and the combination was repeated one more time. Results: A total of 47 participants completed the course and attended the workshop: 21 (54%) completed the course in 2016 and 26 (67%) in 2017. The number of papers published annually by TAFIRI staff more than tripled between 2016 and 2019 after the AuthorAID intervention, most of them (114, or 91%) by researchers who had undergone the training. Conclusion: Embedding and contextualizing proven learning materials, such as the AuthorAID online course, can be an economical and effective approach to improving the writing skills of scientists in developing countries.

scholarly journals Visualizing Student Behavior and Performance in an Online Course

2021 ◽  
Author(s):  
Michael J Parker
Keyword(s):  
Online Learning ◽  
Student Behavior ◽  
Online Course ◽  
Course Structure ◽  
Course Material ◽  
Potential Benefits ◽  
And Performance ◽  
The Impact ◽  
The Relationship

Online learning has been an area of tremendous growth in recent years [1], further accelerated by necessity during the coronavirus pandemic [2]. Without the feedback provided by synchronous sessions, however, instructors may lack ongoing insight into students’ progress and performance in fully asynchronous online offerings. Providing greater visibility into students’ online learning behavior has several potential benefits: 1) teachers who seek to provide live sessions that depend on knowledge from asynchronous resources will have a better gauge of students’ preparation; 2) enhanced understanding of the relationship between student pacing and performance can help teachers and researchers characterize the impact of timely engagement with online course material; 3) providing a means of monitoring the effect of changes in course structure or incentives may guide course designers/planners in continuous improvement; and 4) visualizations that illustrate the relationship between students’ course progress and performance have the promise of allowing teachers to take steps early to positively affect students’ outcomes. In this visual case study, visualizations are provided for exploration of the relationship between student progress and performance in an online medicine-related course.

Genesis of an Online Course

2004 ◽  
Vol 19 (3) ◽  
pp. 321-343 ◽  
Author(s):  
Amy E. Dunbar
Keyword(s):  
Classroom Environment ◽  
Online Course ◽  
Chat Room ◽  
Student Surveys ◽  
Learning Methods ◽  
Face To Face ◽  
Educational Environments ◽  
Synchronous Learning ◽  
Course Material ◽  
The Creation

This paper presents a descriptive and evaluative analysis of the transformation of a face-to-face graduate tax accounting course to an online course. One hundred fifteen students completed the compressed six-week class in 2001 and 2002 using WebCT, classroom environment software that facilitates the creation of webbased educational environments. The paper provides a description of the required technology tools and the class conduct. The students used a combination of asynchronous and synchronous learning methods that allowed them to complete the coursework on a self-determined schedule, subject to semi-weekly quiz constraints. The course material was presented in content pages with links to Excel® problems, Flash examples, audio and video files, and self-tests. Students worked the quizzes and then met in their groups in a chat room to resolve differences in answers. Student surveys indicated satisfaction with the learning methods.

Doing peer review and receiving feedback: impact on scientific literacy and writing skills

2016 ◽  
Vol 40 (1) ◽  
pp. 38-46 ◽  
Author(s):  
Christina A. Geithner ◽  
Alexandria N. Pollastro
Keyword(s):  
Human Physiology ◽  
Peer Review ◽  
Scientific Literacy ◽  
Writing Skills ◽  
Scientific Writing ◽  
Learning Activities ◽  
Self Rating ◽  
The Impact ◽  
Literacy And Writing ◽  
Composite Self

Doing peer review has been effectively implemented to help students develop critical reading and writing skills; however, its application in Human Physiology programs is limited. The purpose of the present study was to determine the impact of peer review on Human Physiology majors' perceptions of their scientific literacy and writing skills. Students enrolled in the Scientific Writing course completed multiple writing assignments, including three revisions after receiving peer and instructor feedback. Students self-assessed their knowledge, skills, and attitudes related to science and writing in pre- and postcourse surveys ( n = 26 with complete data). Seven survey items related to scientific literacy and writing skills impacted by peer review were selected for analysis. Scores on these survey items were summed to form a composite self-rating score. Responses to two questions regarding the most useful learning activities were submitted to frequency analysis. Mean postcourse scores for individual survey items and composite self-rating scores were significantly higher than precourse means ( P < 0.05). Peer review was the most frequently noted among 21 learning activities for increasing scientific literacy and in the top 5 for improving writing skills. In conclusion, peer review is an effective teaching/learning approach for improving undergraduate Human Physiology majors' knowledge, skills, and attitudes regarding science and scientific writing.

scholarly journals Blended learning within an undergraduate exercise physiology laboratory

2016 ◽  
Vol 40 (1) ◽  
pp. 64-69 ◽  
Author(s):  
Steven J. Elmer ◽  
Kathryn R. Carter ◽  
Austin J. Armga ◽  
Jason R. Carter
Keyword(s):  
Blended Learning ◽  
Student Performance ◽  
Student Perceptions ◽  
Exercise Physiology ◽  
Learning Performance ◽  
Face To Face ◽  
Blinded Manner ◽  
Course Material ◽  
Physiology Laboratory ◽  
The Impact

In physiological education, blended course formats (integration of face-to-face and online instruction) can facilitate increased student learning, performance, and satisfaction in classroom settings. There is limited evidence on the effectiveness of using blending course formats in laboratory settings. We evaluated the impact of blended learning on student performance and perceptions in an undergraduate exercise physiology laboratory. Using a randomized, crossover design, four laboratory topics were delivered in either a blended or traditional format. For blended laboratories, content was offloaded to self-paced video demonstrations (∼15 min). Laboratory section 1 ( n = 16) completed blended laboratories for 1) neuromuscular power and 2) blood lactate, whereas section 2 ( n = 17) completed blended laboratories for 1) maximal O2 consumption and 2) muscle electromyography. Both sections completed the same assignments (scored in a blinded manner using a standardized rubric) and practicum exams (evaluated by two independent investigators). Pre- and postcourse surveys were used to assess student perceptions. Most students (∼79%) watched videos for both blended laboratories. Assignment scores did not differ between blended and traditional laboratories ( P = 0.62) or between sections ( P = 0.91). Practicum scores did not differ between sections (both P > 0.05). At the end of the course, students' perceived value of the blended format increased ( P < 0.01) and a greater percentage of students agreed that learning key foundational content through video demonstrations before class greatly enhanced their learning of course material compared with a preassigned reading (94% vs. 78%, P < 0.01). Blended exercise physiology laboratories provided an alternative method for delivering content that was favorably perceived by students and did not compromise student performance.

scholarly journals The Impact of Remittances on Food Security Status in the Global South

2018 ◽  
Vol 3 (2) ◽  
pp. 135-150 ◽  
Author(s):  
Narges Ebadi ◽  
Davod Ahmadi ◽  
Ibrahim Sirkeci ◽  
Hugo Melgar-Quiñonez
Keyword(s):  
Developing Countries ◽  
Food Security ◽  
Food Insecurity ◽  
Global South ◽  
Face To Face ◽  
Logistics Regression ◽  
International Remittances ◽  
Food Security Status ◽  
The Impact ◽  
Gallup World Poll

International remittances to developing countries attract increasing attention because of their rise in volume and their impact on the recipient countries. Receiving remittances from outside the country has become a household coping strategy that might reduce poverty, alleviate hunger, promote better diets and increase productive investments. The main purpose of this study is to investigate the link between receiving remittances and the food security status in the Global South countries. This is the first study that examines the association between food security and receiving remittances by using the Food Insecurity Experience Scale (FIES) for individuals in the Global South. Data were obtained from the 2017 Gallup World Poll (GWP), which interviewed face-to-face 68,463 individuals in more than 60 countries. We have found a significant association between receiving remittances and food security. In the unadjusted logistics regression, irrespective of geography, severe food insecurity was significantly related to not receiving remittances (OR=1.532; P= 0.000). Although receiving remittances seems to positively affect the food security status of individuals in the GS, the association might not apply to all countries in the analyzed sample.

scholarly journals The Persistence of Anxiety Experienced by New Generation in Online Learning

10.28945/4040 ◽  
2018 ◽  
Keyword(s):  
Online Learning ◽  
Survey Methodology ◽  
Online Courses ◽  
Online Course ◽  
Future Research ◽  
Face To Face ◽  
The World ◽  
Course Experience ◽  
New Generation ◽  
The Impact

Aim/Purpose: To investigate anxiety in online courses and its relationship with overall online courses satisfaction as it may vary with online courses experience. Background: Delivering online courses in higher education institutions continue to increase. Anxieties seem to be persistent. Although there are many technology and internet related anxieties studies, online courses anxieties are relatively scarce. The cause for this anxiety has not been resolved or addressed sufficiently. This study takes part in this quest. Methodology: A fully online course with not face to face interaction was used for the study. A survey methodology approach was used for the anxiety scale measurements. Over 1400 students participated in the survey. Contribution: Students taking online courses continue to be challenged with anxieties. Their experiences (number of courses taken) with online courses may influence their anxieties and satisfaction levels, but that has not been studies. We contribute to this body of literature. Findings: One third of students reported to continue to experience anxiety while taking their online courses. The effect of their anxieties on their satisfaction does not seem to be influenced by their online course experience. Recommendations for Practitioners: Focus on the various elements that may influence anxieties and satisfaction of students while taking courses. For IT designers, interface and point of interactions may be the aspect to pay attention to, while professors would need to consider course pedagogy and its interaction within the IT learning environment. Recommendation for Researchers: Anxiety in online learning should take front stage as it represents an underlying stream of influence on all research in the field. Further study of the effect of online course experience on satisfaction and anxiety is necessary. Impact on Society: Anxiety in learning has many detrimental effects that last a student’s career and personality over their entire life. The impact of reducing anxieties while online learning is significant and tangible especially that online learning is at its initial stages of an exponential growth and will change the world sooner than later. Future Research: Pedagogy for efficient and effective online courses to reduce anxieties and in-crease satisfaction.

Processed Foods as an Integral Part of Universal Salt Iodization Programs: A Review of Global Experience and Analyses of Bangladesh and Pakistan

2012 ◽  
Vol 33 (4_suppl3) ◽  
pp. S272-S280 ◽  
Author(s):  
Rebecca Spohrer ◽  
Greg S. Garrett ◽  
Arnold Timmer ◽  
Rajan Sankar ◽  
Basanta Kar ◽  
...  
Keyword(s):  
Developing Countries ◽  
Food Industry ◽  
Developed Countries ◽  
Iodized Salt ◽  
Processed Foods ◽  
Processed Food ◽  
Face To Face ◽  
Salt Iodization ◽  
Original Definition ◽  
The Impact

Background Despite the reference to salt for food processing in the original definition of universal salt iodization (USI), national USI programs often do not explicitly address food industry salt. This may affect program impact and sustainability, given the increasing consumption of processed foods in developing countries. Objective To review experience of the use of iodized salt in the food industry globally, and analyze the market context in Bangladesh and Pakistan to test whether this experience may be applicable to inform improved national USI programming in developing countries. Methods A review of relevant international experience was undertaken. In Bangladesh and Pakistan, local rural market surveys were carried out. In Bangladesh, structured face-to-face interviews with bakers and indepth interviews with processed food wholesalers and retailers were conducted. In Pakistan, face-to-face structured interviews were conducted with food retailers and food labels were checked. Results Experience from industrialized countries reveals impact resulting from the use of iodized salt in the food industry. In Bangladesh and Pakistan, bread, biscuits, and snacks containing salt are increasingly available in rural areas. In Bangladesh, the majority of bakers surveyed claimed to use iodized salt. In Pakistan, 6 of 362 unique product labels listed iodized salt. Conclusions Successful experience from developed countries needs to be adapted to the developing country context. The increasing availability of processed foods in rural Bangladesh and Pakistan provides an opportunity to increase iodine intake. However, the impact of this intervention remains to be quantified. To develop better national USI programs, further data are required on processed food consumption across population groups, iodine contents of food products, and the contribution of processed foods to iodine nutrition.

scholarly journals Reflecting on Exchanged Students' Learning: Bedside Demonstration, Case Reporting and Clinical Reasoning

2021 ◽  
Author(s):  
Dan Xu ◽  
Shaoting Feng ◽  
Suqing Yang ◽  
Shuqing Ding ◽  
Timothy Yap ◽  
...  
Keyword(s):  
Academic Performance ◽  
Case Report ◽  
Clinical Reasoning ◽  
Case Reports ◽  
Writing Skills ◽  
Scientific Writing ◽  
Report Writing ◽  
Reasoning Skills ◽  
The Impact ◽  
Clinical Reasoning Skills

Abstract Background: The increasing opportunities for medical students to participate in international, supervised and structured electives have been shown in our recent study, which enhanced students’ professionalism, cultural competence and clinical reasoning skills in preclinical years. However, evidence is scant in achieving the specific learning objectives and improving clinical reasoning during clinical years. This study aims to demonstrate how the short-term supervised elective can improve students’ clinical reasoning skills, skills of case report writing and satisfactory academic performance.Results: We recorded daily discussions on the demonstrated skills and cases collection with six Curtin Medical School students from Australia during a 19-day supervised elective at the First Affiliated hospital, Sun Yat-sen University, China. The daily clinical reasoning discussions, case collection and bedside demonstrations in different disciplines became the main content of the reflections discussed in this article. Their feedback was recorded post-elective to examine the impact of the exchange in their ongoing case report writing, clinical reasoning skills development and academic performance. The main themes of case-based clinical reasoning identified in the daily discussions and feedbacks were described by the students in two frameworks. Learning through clinical reasoning is well demonstrated during students-supervisors daily debrief. The students have used these clinical reasoning skills in their ensuing clinical placement with satisfactory academic performances. The students have completed two case reports individually with cases for publication in both Australian Doctor and BMJ case report. The supervisors obtained students’ feedbacks at the time of the elective, 6-month and 12-month post-elective, and feedback summary is highlighted in three aspects including improved clinical reasoning skills, scientific writing skills and satisfactory academic performance.Conclusions: These reflections provide insight into how this exchange elective may improve students’ clinical reasoning, enhance scientific writing skills and strengthen academic performance.

scholarly journals Translating Research as an Approach to Enhance Science Engagement

2018 ◽  
Vol 15 (8) ◽  
pp. 1749 ◽  
Author(s):  
Michelle Juarez ◽  
Chloe Kenet
Keyword(s):  
Journal Club ◽  
Learning Experience ◽  
Writing Skills ◽  
Research Literature ◽  
Scientific Writing ◽  
Primary Research ◽  
Passive Learning ◽  
Basic Language ◽  
Dissemination Of Research ◽  
The Impact

The impact of research depends on the effective communication of discoveries. Scientific writing is the primary tool for the dissemination of research, and is an important skill that biomedical trainees have to develop. Despite its importance, scientific writing is not part of the mainstream curriculum. One strategy used to teach scientific writing is holding a journal club style discussion of primary research literature that the students are asked to read. However, this activity can result in a passive learning experience and limit the development of trainees’ scientific writing skills. In order to improve trainees’ written communication skills, we tested an exercise that involved generating a revised article describing prior research, in essence “translating” the science into basic language. Following the guidelines set out by “Frontiers for Young Minds” and feedback received from “Young Reviewers”, we wrote a revised article with a simpler description of the research. In this article, we describe this scientific writing exercise, which may ultimately serve as a model for scientists to share their research more efficiently in order to promote better public health outcomes.

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