Partnering to Develop Online Teaching Skills for Master of Science in Nursing Education Students

2019 ◽  
Vol 58 (4) ◽  
pp. 240-242
Author(s):  
Diane B. Monsivais ◽  
Cira Montoya Olson
Keyword(s):  
Nursing Education ◽  
Online Teaching ◽  
Teaching Skills ◽  
Education Students ◽  
Master Of Science

scholarly journals The Effect of Distance Learning With Learner Center Micro Teaching Model On Student’ Teaching Confidence and Teaching Skills

2020 ◽  
Vol 5 (3) ◽  
pp. 159
Author(s):  
Adrianus Nasar ◽  
Melkyanus Bili Umbu Kaleka
Keyword(s):  
Distance Learning ◽  
Student Teaching ◽  
Experimental Research ◽  
Physics Education ◽  
Teaching Skills ◽  
Teaching Model ◽  
Education Students ◽  
Group Design ◽  
Quasi Experimental ◽  
Normalized Gain

The purpose of this study is to find the effect of distance learning through learner center micro teaching model on students’ teaching confidence and teaching skills. The research design uses quasi-experimental research and pretest-posttest non controlled group design. The population is physics education students on sixth semester who was programming micro teaching courses. Purposes sampling technic used to get research sample and 31 students take part on this course. Data collected by using questionnaire on variables of teaching confidence and assessment rubric on variables of teaching skills. Teaching confidence and teaching skills are analyzed through normalized-gain and pair sample t-test. Data calculated use SPSS and the result is: 1) teaching confidence has normalized-gain <g> = 0,535 (moderate) and t = 12,336 (sig.=0,000); 2) teaching skills has normalized-gain <g> = 0,566 (moderate) dan t = 9,690 (sig.=0,000). The result shows the effect of distance learning through learner center micro teaching (LCMT) model can improve teaching confidence and teaching skills of physics education students on FKIP Universitas Flores.

scholarly journals Perceptions of English Education Program Students Towards The Profesionalism of English Education Lecturers in Online Learning at IAIN Parepare

2020 ◽  
Vol 2 (2) ◽  
pp. 70-76
Author(s):  
Mujahidah ◽  
Nur Afiah ◽  
Syaiful
Keyword(s):  
Online Learning ◽  
Data Analysis ◽  
Quantitative Study ◽  
Education Program ◽  
Online Teaching ◽  
English Education ◽  
Teaching Skills ◽  
High Level ◽  
Survey Approach

Perception can be interpreted as a process of giving meaning to a phenomenon, event or object. professionalism is interpreted as a professional trait. Those traits are mastering the Science in their field and have high skills in carrying out their duties. This Study aimed to describe the students' perceptions of professionalism lecturer English Education Program, State Islamic Institute of Parepare. To achieve this goal a questionnaire was distributed to 50 students (40% of the population). This Research is a descriptive quantitative study with a survey approach. The data processed using simple tabulation techniques and the data qualitatively interpreted. There are five aspects of the professionalism observed, namely: the ability to speak English, online teaching skills, insights, timeliness and using of online learning application. By the results of data analysis found that, the lecturers of English Education Program, State Islamic Institute of Parepare has a high level of professionalism.

scholarly journals Eyetracking a meeting of minds: teachers’ and students’ joint attention during synchronous online language tutorials

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Lijing Shi ◽  
Ursula Stickler
Keyword(s):  
Eye Movement ◽  
Joint Attention ◽  
Mixed Method ◽  
Online Teaching ◽  
Meaning Making ◽  
Language Teachers ◽  
Teaching Skills ◽  
Teaching Online ◽  
Complex Interactions ◽  
Teachers And Students

Abstract The COVID-19 pandemic forced many language teachers to move their teaching online without sufficient preparation. This unexpected change of practice engendered doubt and anxiety in teachers. They worried about their ability to attract and hold their learners’ attention, an element that is essential for successful online teaching. Our dual-point eyetracking study looks into how students and teachers establish joint attention during online language tutorials. It also examines various means teachers employ to guide students’ attention and scaffold their meaning making process. The data was collected from two online language tutorials where the eye movement of one teacher and one student was tracked simultaneously, as well as recordings of their stimulated reflection while watching their own eyetracking visualisation replay. By combining mixed-method data and dual perspectives, we were able to unveil the complex interactions in online language tutorials and offer practical suggestions to language practitioners who hope to improve their online teaching skills.

scholarly journals Introduction to the Online Nursing Education Best Practices Guide

2020 ◽  
Vol 6 ◽  
pp. 237796082093729
Author(s):  
Renae S. Authement ◽  
Sharon L. Dormire
Keyword(s):  
Nursing Education ◽  
Literature Review ◽  
Best Practices ◽  
Student Perceptions ◽  
Online Teaching ◽  
Best Practice ◽  
Well Being ◽  
Instructor Presence ◽  
Online Nursing Education ◽  
Online Instructor

Introduction As online nursing education programs continue to increase to meet the demands of the growing market, nursing faculty are challenged to develop and deliver courses based on best practice principles. The Online Nursing Education Best Practices Guide (ONE Guide) builds on and extends the nationally recognized Quality Matters® program and serves as a roadmap guiding course development and delivery. The fundamental principle for success in online teaching is instructor presence; the teacher as a facilitator of learning is illustrated throughout the guide. An Online Instructor Checklist facilitates systematic implementation of best practice principles. Methods This article is based on a focused literature review and concept analysis resulting in a comprehensive guide for delivery of effective, quality nursing education through best practices in the online learning environment. A broad search of databases focused on articles during 2014 to 2019 was completed. The literature review included articles that examined over 1200 student perceptions of instructor presence in the online setting. Conclusion Nurses carry a direct responsibility for the health and well-being of patients. Nursing quality education proves fundamental to the profession’s long-term outcomes. The ONE Guide and Online Instructor Checklist apply comprehensive, evidence-based teaching strategies to give a roadmap for success in the online teaching environment.

scholarly journals High Level of Emotional Intelligence is Related to High Level of Online Teaching Self-Efficacy among Academic Nurse Educators

2017 ◽  
Vol 6 (5) ◽  
pp. 122 ◽  
Author(s):  
Nagia Ali ◽  
Omar Ali ◽  
James Jones
Keyword(s):  
Emotional Intelligence ◽  
Nursing Education ◽  
Self Efficacy ◽  
Online Teaching ◽  
Nurse Educators ◽  
Age Groups ◽  
Coefficient Of Determination ◽  
Significant Difference ◽  
Academic Nurse Educators ◽  
High Level

This study examined the relationship between emotional intelligence (EI) and online teaching self-efficacy among 115 academic nurse educators who teach online (totally, blended, or both). The sample was randomly drawn from the list of nursing schools accredited by Commission on Collegiate Nursing Education (CCNE) with baccalaureate, master’s and/or doctoral programs. The hypothesis tested states “Academic nurse educators who teach online and who report higher levels of EI would also report greater online teaching self-efficacy.” Results showed a significant moderate relationship (r=0.446, p< .01) between EI and online teaching self-efficacy. The coefficient of determination R2 was 0.199, which indicates that about 20% of the variation in online teaching self-efficacy can be explained by EI contribution. The hypothesis was supported. Results also indicated that online teaching self-efficacy was positively related to duration of being an academic nurse educator (r = 0.212, p<0.05) and duration of teaching online (r = 0.203, p< 0.05). Further, there was no significant difference between the different age groups regarding EI and online teaching self-efficacy. Similarly, there was no significant difference among university degrees attained of participants regarding EI and online teaching self-efficacy. The Implications for enhancing EI and online teaching self-efficacy are discussed.

scholarly journals 514 F1-taught Orthopaedic Teaching for Students (FOTS)

2021 ◽  
Vol 108 (Supplement_6) ◽  
Author(s):  
Y Hashmi ◽  
P R Kumar ◽  
W Beedham
Keyword(s):  
Lumbar Spine ◽  
Online Teaching ◽  
Teaching Skills ◽  
Online Delivery ◽  
Teaching Programme ◽  
Clinical Orthopaedic ◽  
Before And After ◽  
Joint Examination ◽  
Time Away ◽  
Do So

Abstract Introduction F1 doctors, despite being expected to teach, have had reduced opportunity to do so during COVID-19. Medical students have also become increasingly concerned for upcoming exams due to time away from placements. A national orthopaedic teaching programme was designed to provide F1 doctors with opportunities to develop their teaching skills and synergistically improve students’ confidence in performing clinical orthopaedic examinations. Method A University Trauma & Orthopaedics society coordinated the teaching programme consisting of 6-weekly online sessions on each joint examination (shoulder, hip, knee, hand, ankle and lumbar spine). Each session was delivered by two F1 tutors. Pre- and post-session MCQs were provided to students to assess improvement in knowledge. Anonymous feedback forms were also disseminated. Results From the 341 students that attended, 87.1% provided feedback. 86.2% felt that they had de-skilled due to time off, with a mean 15 weeks off from placement. Based on a 5-point Likert scale, students displayed a mean improvement in confidence (1.9±1.1, p &lt; 0.001) and MCQ scores (1.4±1.3, p &lt; 0.001) before and after the sessions. 91.6% of students agreed that the use of online teaching increased attendance. Of the 10 tutors, all reported improvement in confidence to teach and teaching skills. Conclusions We demonstrate that online delivery of clinical orthopaedic examinations is effective and present our findings to encourage similar teaching programmes to be adopted at other locations and specialities.

scholarly journals Joining the DOTS: A collaborative approach to online teacher training

2010 ◽  
Vol 16 ◽  
pp. 5
Author(s):  
Ursula Stickler ◽  
Pauline Ernest ◽  
Martina Emke ◽  
Aline Germain-Rutherford ◽  
Regine Hampel ◽  
...  
Keyword(s):  
Online Learning ◽  
Teacher Training ◽  
Online Teaching ◽  
Teaching Skills ◽  
Collaborative Approach ◽  
Online Tools ◽  
Online Teacher ◽  
Collaborative Platform ◽  
Online Teacher Training ◽  
Selection Of

<p>Developing Online Teaching Skills (DOTS) is one of 20 “Empowering language professionals” projects currently funded by the Council of Europe's European Centre for Modern Languages (ECML). Its principal aim is to develop an online platform for delivering teacher training at a distance. Once completed, this collaborative platform will contain a range of modular activities for self-training via a selection of interactive CMC tools. This paper describes the participative process involved in developing this platform and in creating bite-size introductory activities to online tools for language teaching based on the input of online learning experts and users from 25 European countries.</p>

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