EscapeWine!

2022 ◽  
pp. 356-375
Author(s):  
Marta Ferreiro González ◽  
Cristina Cejudo Bastante ◽  
Ana Belén Díaz Sánchez ◽  
Gerardo Fernández Barbero ◽  
Ana Jiménez Cantizano ◽  
...  
Keyword(s):  
Learning Systems ◽  
Evaluation Tool ◽  
High Quality ◽  
Online Activity ◽  
Loss Of Face ◽  
Face To Face ◽  
Innovative Environment ◽  
Teaching Learning ◽  
Virtual Mode

In the last year, lectures have been forced to adapt teaching to a virtual mode. The loss of face-to-face teaching has generated a detriment in active collaborative learning and has worsened the sharing of concepts. Although gamification has been widely used to improve the quality of teaching and the interest of the students, there is still a need for more interactive alternatives in teaching-learning systems to motivate students in remote lessons. EscapeWine! is an online activity designed for students of the Enology Degree to help them contextualize concepts from different disciplines and to strengthen their transversal skills in a motivating environment while providing the lectures with an online evaluation tool. Students must solve different riddles presented as tasks in Moodle platform to make a high-quality wine and not “get fired.” The results showed that the activity has the potential to be implemented as an innovative environment in virtual lessons.

The Application of Flipped Classroom in Teaching University Students

2017 ◽  
Vol 6 (1) ◽  
pp. 40-52 ◽  
Author(s):  
Tran Van Hung ◽  
Mohan Yellishetty ◽  
Ngo Tu Thanh ◽  
Arun Patil ◽  
Le Thanh Huy
Keyword(s):  
Online Learning ◽  
Flipped Classroom ◽  
Learning Systems ◽  
Online Activity ◽  
Face To Face ◽  
Before And After ◽  
The Face ◽  
Flipped Classrooms ◽  
Face To Face Learning ◽  
Teaching Learning

Flipped classrooms have been extensively used by many educators all over the world and are being seen as an alternative to the traditional classroom-based teaching-learning practices. As for traditional classrooms, face-to-face learning has not brought the personalization of learning capacity, time, attitude, behavior and interests to learners and has not exposed them to experimental activities. The flipped classrooms, on the other hand, enable students to be flexible in their learning and offer more time to go through videos, lectures posted on the Internet, which helps students to acquire the lessons through online learning systems. Flipped classrooms help create environment for more interaction between learners and instructors/facilitators, especially by creating the face-to-face conversations more interactive. However, teaching using flipped classrooms requires adequate additional resources such as; the effective online learning systems, databases, appropriate learning contents and methods, plan, presentations (in various forms like PowerPoint, word, scrom, video, audio) and most importantly minimum technical knowledge for both learners and instructors to use varieties of tools. This paper presents the construction of an environment supporting students to take part in an online activity before and after face-to-face interaction and organization of experimental teaching with the process of learning in groups based on the model of flipped classrooms to facilitate active learning. The quantitative results at the end of the course showed that the flipped learning is highly preferred and useful pedagogical approach when compared to those traditional methods that fostered better learning attitude and behaviors.

scholarly journals Characteristics of Online Learning in Higher Education During the COVID-19 Pandemic

2021 ◽  
Vol 66 (1) ◽  
pp. 135-155
Author(s):  
Diana-Crina Marin ◽  
Mușata Bocoș
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Time Management ◽  
Teaching And Learning ◽  
Educational Opportunities ◽  
Face To Face ◽  
Quality Of Teaching ◽  
Teaching Learning ◽  
Students Success

"In the context in which the teaching, learning, and assessment processes take place in the online environment, the question arises whether the currently organized learning situations are as effective as the learning situations carried out in the classroom, before the beginning of the pandemic. One of the disadvantages of online learning is related to the teacher’s low control over students’ activity. Factors such as initiative, creativity, efficient time management, intrinsic motivation, responsibility, and intellectual curiosity play an important role in students’ success in learning activities. Attendance at courses should not be formal and superficial and should be a process that involves the active and interactive participation of the students in the learning process. Providing high-quality educational opportunities to all students is a goal that is increasingly difficult to achieve in the context of the absence of face-to-face interactions. Also, applying a curriculum focused on the needs of the learner is becoming hard to achieve. Through this research, we aim to investigate issues related to how online learning takes place and to establish ways in which we can increase the efficiency of current teaching and learning processes. The study revealed that in the opinion of most of the students, the current epidemiological context has influenced in a negative way the quality of teaching and the student-teacher educational relationship. Keywords: Interactive learning, eLearning, independence in learning, higher education, efficient strategies "

Medical visit time and predictors in health facilities: a mega systematic review and meta-analysis

2019 ◽  
Vol 12 (5) ◽  
pp. 373-402 ◽  
Author(s):  
Sakineh Hajebrahimi ◽  
Ali Janati ◽  
Morteza Arab-Zozani ◽  
Mobin Sokhanvar ◽  
Elaheh Haghgoshayie ◽  
...  
Keyword(s):  
Systematic Review ◽  
Meta Analysis ◽  
Visit Time ◽  
Medical Visit ◽  
High Quality ◽  
Content Type ◽  
Face To Face ◽  
Significant Difference ◽  
Meta Analyses

Purpose Visit time is a crucial aspect of patient–physician interaction; its inadequacy can negatively impact the efficiency of treatment and diagnosis. In addition, visit time is a fundamental demand of patients, and it is one of the rights of every patient. The purpose of this paper is to determine factors influencing the consultation length of physicians and to compare consultation length in different countries. Design/methodology/approach MEDLINE (PubMed), Web of Science, Cochrane, ProQuest, Scopus, and Google Scholar were searched. In addition, references of references were checked, and publication lists of individual scholars in the field were examined. We used data sources up to June 2018, without language restriction. We used a random-effects model for the meta-analyses. Meta-analyses were conducted using Comprehensive Meta-Analysis Version (CMA) 3.0. Findings Of 16,911 identified studies, 189 studies were assessed of which 125 cases (67 percent) have been conducted in the USA. A total of 189 studies, 164 (86.77 percent) involved face-to face-consultations. The effects of three variables, physician gender, patient gender, and type of consultation were analyzed. According to moderate and strong evidence studies, no significant difference was found in the consultation lengths of female and male doctors (Q=42.72, df=8, I2=81.27, p=0.891) and patients’ gender (Q=55.98, df=11, I2=80.35, p=0.314). In addition, no significant difference was found in the telemedicine or face-to-face visits (Q=41.25, df=5, I2=87.88, p=0.170). Originality/value In this systematic review and meta-analysis, all of physicians’ visits in 34 countries were surveyed. The evidence suggests that specified variables do not influence the length of consultations. Good relationship is essential to a safe and high-quality consultation and referral process. A high-quality consultation can improve decisions and quality of visits, treatment effectiveness, efficiency of service, quality of care, patient safety and physician and patient satisfaction.

Education and E-Learning Evaluation and Assessment

2009 ◽  
pp. 189-194
Author(s):  
Emilio Lastrucci ◽  
Debora Infante ◽  
Angela Pascale
Keyword(s):  
Learning Environments ◽  
Needs Analysis ◽  
Assessment And Evaluation ◽  
Face To Face ◽  
Learner Centered ◽  
E Learning ◽  
New Perspective ◽  
Definition Of ◽  
Teaching Learning

The assessment of e-learning shares most of the needs and requirements of face-to-face teaching, including clarity of the main objective, needs analysis, comprehensibility of objectives, definition of resources, and balance report (Calvani & Rotta, 2000). However, in e-learning environments the qualities of both monitoring and formative assessment have prominence, and can even determine the success of the course (Moore & Kearsley, 1996). In the learner-centered approach, typical in e-learning, the student is the protagonist of the teaching-learning process and thus, assessment is considered from a new perspective. It can be defined as the systematic process of correction, revision, collection, and use of information regarding both the students and the course in order to favor the progress and the learning of each student (Palomba & Banta, 1999). Assessment and evaluation are two different concepts even though they are interconnected: the former determines the student’s knowledge, skills and attitudes while the latter is necessary to express an opinion on learning results and on the quality of teaching.

Conducting Goals-of-Care Discussions Takes Less Time Than Imagined

2020 ◽  
Vol 16 (12) ◽  
pp. e1499-e1506
Author(s):  
Sofya Pintova ◽  
Ryan Leibrandt ◽  
Cardinale B. Smith ◽  
Kerin B. Adelson ◽  
Jason Gonsky ◽  
...  
Keyword(s):  
Cancer Progression ◽  
High Quality ◽  
Goals Of Care ◽  
Coaching Model ◽  
Face To Face ◽  
Significant Difference ◽  
Encounter Time ◽  
Face Time ◽  
To Receive

PURPOSE: To describe the length of encounter during visits where goals-of-care (GoC) discussions were expected to take place. METHODS: Oncologists from community, academic, municipal, and rural hospitals were randomly assigned to receive a coaching model of communication skills to facilitate GoC discussions with patients with newly diagnosed advanced solid-tumor cancer with a prognosis of < 2 years. Patients were surveyed after the first restaging visit regarding the quality of the GoC discussion on a scale of 0-10 (0 = worst; 10 = best), with ≥ 8 indicating a high-quality GoC discussion. Visits were audiotaped, and total encounter time was measured. RESULTS: The median face-to-face time oncologists spent during a GoC discussion was 15 minutes (range, 10-20 minutes). Among the different hospital types, there was no significant difference in encounter time. There was no difference in the length of the encounter whether a high-quality GoC discussion took place or not (15 v 14 minutes; P = .9). If there was imaging evidence of cancer progression, the median encounter time was 18 minutes compared with 13 minutes for no progression ( P = .03). In a multivariate model, oncologist productivity, patient age, and Medicare coverage affected duration of the encounter. CONCLUSION: Oncologists can complete high-quality GoC discussions in 15 minutes. These data refute the common misperception that discussing such matters with patients with advanced cancer requires significant time.

Teaching, Learning, and Assessment During the COVID-19 Pandemic

2021 ◽  
pp. 128-145
Author(s):  
Upasana Gitanjali Singh ◽  
Chenicheri Sid Nair
Keyword(s):  
Mixed Method Study ◽  
African Students ◽  
Face To Face ◽  
Online Tools ◽  
Quality Of Delivery ◽  
Digital Pedagogy ◽  
Technological Competency ◽  
Major Factors ◽  
Teaching Learning

The COVID pandemic raises several questions in terms of the adaptability of the higher education sector and its readiness to act , while providing the same quality of delivery as face-to-face classes. This mixed method study investigated academic perceptions of the forced change of delivery and the effects on the quality of teaching, learning, and assessment. This study identified that many African academics, though not having formal training in digital pedagogy, rated themselves as more than average in their ability to adopt technology for the online environment. The most effective online tools adopted during this crisis was Zoom and WhatsApp with the LMS tools mostly adopted for assessment purposes. The major factors that affected African students' ability to engage online included lack of access to connectivity and devices, technological competency, and emotional and social factors. The study reinforced the need to consider all the pillars proposed by the Khan framework.

Improving Data Quality in Face-to-Face Survey Research

2019 ◽  
Vol 53 (1) ◽  
pp. 46-50
Author(s):  
Carolyn Logan ◽  
Pablo Parás ◽  
Michael Robbins ◽  
Elizabeth J. Zechmeister
Keyword(s):  
Best Practices ◽  
Data Quality ◽  
Political Science ◽  
Survey Research ◽  
Survey Data ◽  
Political Behavior ◽  
High Quality ◽  
Face To Face ◽  
The World

ABSTRACTData quality in survey research remains a paramount concern for those studying mass political behavior. Because surveys are conducted in increasingly diverse contexts around the world, ensuring that best practices are followed becomes ever more important to the field of political science. Bringing together insights from surveys conducted in more than 80 countries worldwide, this article highlights common challenges faced in survey research and outlines steps that researchers can take to improve the quality of survey data. Importantly, the article demonstrates that with the investment of the necessary time and resources, it is possible to carry out high-quality survey research even in challenging environments in which survey research is not well established.

scholarly journals International Virtual Writing Camp: A Feasible Solution of Prospective Author Training

2021 ◽  
Author(s):  
Dedi Kuswandi ◽  
Nurul Murtadho ◽  
Syamsul Hadi ◽  
Aji Prasetya Wibawa ◽  
Roni Herdianto ◽  
...  
Keyword(s):  
Training Program ◽  
Feasible Solution ◽  
High Quality ◽  
Quality Work ◽  
Face To Face ◽  
Editorial Boards ◽  
High Quality Paper ◽  
Journal Editorial ◽  
Ultimate Objective

Every scholarly journal's ultimate objective and purpose is to publish high-quality work. This article discusses the adoption of a worldwide virtual writing camp as an alternate approach given by journal editorial boards to increase the quality of prospective authors during the current Sars-Cov-2 pandemic, when face-to-face meetings are impractical. A virtually entire training program was designed for those interested in submitting their manuscript to journals but lack the necessary understanding and expertise to write a so-called high-quality paper. This strategy consisted of nine phases and required around three months to complete. By the end of the camp, participants should have written one or more papers that were ready to send and submit.

scholarly journals Online-synchronized clinical simulation: an efficient teaching-learning option for the COVID-19 pandemic time and: beyond

2021 ◽  
Vol 6 (1) ◽  
Author(s):  
Diego Andrés Díaz-Guio ◽  
Elena Ríos-Barrientos ◽  
Pablo Andrés Santillán-Roldan ◽  
Santiago Mora-Martinez ◽  
Ana Sofía Díaz-Gómez ◽  
...  
Keyword(s):  
Virtual Environments ◽  
Latin American ◽  
Health Science ◽  
Face To Face ◽  
Clinical Simulation ◽  
Health Science Education ◽  
And Performance ◽  
Teaching Learning ◽  
Latin American Countries

AbstractFace-to-face clinical simulation has been a powerful methodology for teaching, learning, and research, and has positioned itself in health science education. However, due to the COVID-19 pandemic, social distancing has forced universities to abandon simulation centers and make use of alternatives that allow the continuation of educational programs safely for students and teachers through virtual environments such as distance simulation. In Latin America, before the pandemic, the use of non-presential simulation was very limited and anecdotal. This article has three main objectives: to establish the efficacy of online-synchronized clinical simulation in the learning and performance of medical students on the management of patients with COVID-19 in simulation centers of three Latin American countries, to determine the quality of the online debriefing from the students’ perspective, and to deepen the understanding of how learning is generated with this methodology.

The Application of Flipped Classroom in Teaching University Students

2019 ◽  
pp. 1473-1485
Author(s):  
Tran Van Hung ◽  
Mohan Yellishetty ◽  
Ngo Tu Thanh ◽  
Arun Patil ◽  
Le Thanh Huy
Keyword(s):  
Online Learning ◽  
Flipped Classroom ◽  
Learning Systems ◽  
Online Activity ◽  
Face To Face ◽  
Learning Capacity ◽  
Before And After ◽  
The Face ◽  
Flipped Classrooms ◽  
Face To Face Learning

Flipped classrooms have been extensively used by many educators all over the world and are being seen as an alternative to the traditional classroom-based teaching-learning practices. As for traditional classrooms, face-to-face learning has not brought the personalization of learning capacity, time, attitude, behavior and interests to learners and has not exposed them to experimental activities. The flipped classrooms, on the other hand, enable students to be flexible in their learning and offer more time to go through videos, lectures posted on the Internet, which helps students to acquire the lessons through online learning systems. Flipped classrooms help create environment for more interaction between learners and instructors/facilitators, especially by creating the face-to-face conversations more interactive. However, teaching using flipped classrooms requires adequate additional resources such as; the effective online learning systems, databases, appropriate learning contents and methods, plan, presentations (in various forms like PowerPoint, word, scrom, video, audio) and most importantly minimum technical knowledge for both learners and instructors to use varieties of tools. This paper presents the construction of an environment supporting students to take part in an online activity before and after face-to-face interaction and organization of experimental teaching with the process of learning in groups based on the model of flipped classrooms to facilitate active learning. The quantitative results at the end of the course showed that the flipped learning is highly preferred and useful pedagogical approach when compared to those traditional methods that fostered better learning attitude and behaviors.

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