Interactivity Technologies to Improve the Learning in Classrooms Through the Cloud

2018 ◽  
Vol 13 (1) ◽  
pp. 17-36
Author(s):  
Habib M. Fardoun ◽  
Daniyal M. Alghazzawi ◽  
Antonio Paules
Keyword(s):  
Learning Process ◽  
Flipped Classroom ◽  
Assessment Tools ◽  
Cloud System ◽  
Teaching Methodology ◽  
Self Assessment ◽  
Clear Image

In this paper, the authors present a cloud system that incorporate tools developed in HTML5 and JQuery technologies, which are offered to professors and students in the development of a teaching methodology called flipped classroom, where the theoretical content is usually delivered by video files and self-assessment tools that students can display from home. This system aims to eliminate the technical limitations to facilitate communication and a real learning process by monitoring and evaluating the students and teachers. Highlighting main functions, the authors do find: the wizard of quality content, visual interactive wizard, the audio note as tool for audio records, and finally the graphical evaluator that provides a graphical and intuitive result, providing a clear image of the theoretical and practical difficulties that students experience.

scholarly journals Self-Assessment of English Reading Skills in Grade 6

2021 ◽  
Author(s):  
Evija Latkovska ◽  
◽  
Santa Aleksejeva ◽  
Keyword(s):  
Learning Outcomes ◽  
Learning Process ◽  
Reading Skills ◽  
Language Education ◽  
Assessment Tools ◽  
World Knowledge ◽  
European Language ◽  
Self Assessment ◽  
English Reading ◽  
Assessment Activities

One of topicalities in the field of education in the 21st century is a necessity to share responsibility. Namely, students should learn to be more responsible for how and what they learn, whereas teachers should learn to share the ownership of the learning process with students, letting them be more involved in it as decision-makers. One way how teachers can encourage students become more conscious of the learning process is to engage them in self-assessment of their learning and learning outcomes. One of self-assessment tools in language education is the European Language Portfolio (the ELP). Apart from different ELPs for adults, there is a portfolio for students in Latvia: My Language Portfolio – The European Language Portfolio for young learners (age 7–12) in the paperback and digital versions. In the present study, the researchers explore how self-assessment can be incorporated in the English language lessons by offering self-assessment activities and the ELP to Grade 6 students to work on their reading skills. Reading skills make the basis for every person’s literacy as reading does not only concern reading itself, it is also about being able to master general knowledge of any other school subject and the world knowledge in general. Thus, the aim of the research is to find out how self-assessment can be used to improve reading skills in English in Grade 6. A case study was carried out for one month in one primary school in Riga, the research sample being two separate groups of Grade 6 students, in total – 26. The researchers analysed and interpreted data collected from assessment and self-assessment of reading activities, questionnaires filled out by students. The main findings of the research show that self-assessment can successfully be incorporated in lessons of English of Grade 6 students as it increases students’ motivation to learn and their reading skills improve. That could be based on the fact that self-assessment allows students to take more ownership of their learning process and learning outcomes, that way making students become more responsible. However, overall progress is not immense and for students who are more competent in English, improvement of their reading skills can barely be traced. It has to be highlighted that students, whose confidence in their English reading skills is lower, benefit from self-assessment more. It could be explained by students’ conscious work on particular problems with reading in English they discover while completing self-assessment activities.

scholarly journals Blended Learning on Blood Pressure Measurement: Investigating Two In-Class Strategies in a Flipped Classroom-Like Setting to Teach Pharmacy Students Blood Pressure Measurement Skills

Healthcare ◽  
2021 ◽  
Vol 9 (7) ◽  
pp. 822
Author(s):  
Samieh Farahani ◽  
Imaneh Farahani ◽  
Maira Anna Deters ◽  
Holger Schwender ◽  
Bjoern Bengt Burckhardt ◽  
...  
Keyword(s):  
Blood Pressure ◽  
Blended Learning ◽  
Pressure Measurement ◽  
Flipped Classroom ◽  
Blood Pressure Measurement ◽  
Pharmacy Students ◽  
Learning Approach ◽  
Self Assessment ◽  
Class Session ◽  
Self Confidence

For reliable blood pressure measurement, various potential sources of inaccuracies need to be considered to avoid incorrect decision-making. Pharmacy students should be sensitized and taught the skill accordingly. One strategy to teach students’ blood pressure measurement skills might be through a blended learning approach in a flipped classroom-like setting. With a randomized two-arm study among pharmacy students in their eighth semester, the required extent of in-class session in the scope of a blended learning approach in a flipped classroom-like setting was evaluated. Participants’ self-confidence and self-perceived proficiency were evaluated through a survey, and participants’ blood pressure measurement performance was assessed by objective structured clinical examination (OSCE). Participants’ satisfaction with, and perception of, the flipped classroom were also surveyed. The extended in-class activities did not result in a significantly higher increase of participants’ OSCE score and self-assessment score when compared to the brief in-class session. Both in-class sessions yielded a significant increase in the OSCE scores as well as in the self-assessment scores. Moreover, the teaching approaches were predominantly well-received by the students. The use of both flipped classroom-like approaches improved pharmacy students’ blood pressure measurement performance, though the brief in-class session was sufficient. Students’ self-confidence/self-perceived proficiency in blood pressure measurement skills increased similarly in both settings.

scholarly journals Industry-Practice-Based Engineering Hydrology Education at USQ, Australia

2019 ◽  
Vol 9 (3) ◽  
pp. 213
Author(s):  
Rezaul Chowdhury
Keyword(s):  
Online Education ◽  
Student Satisfaction ◽  
Learning Outcomes ◽  
Professional Practice ◽  
Assessment Tools ◽  
Discussion Forums ◽  
Self Assessment ◽  
Industry Practice ◽  
The University ◽  
Engineering Hydrology

Engineering education must embrace several challenges, such as increased numbers of work-based students, increased demand for online education, mismatches in employability skills and industry requirements, and lack of student engagement. The hydrology course at the University of Southern Queensland attracts more than 100 students every year, where more than 70% of students are off-campus and most of them are work-based. This study explored how an online hydrology course can embrace industry practice and engage students in order to achieve learning outcomes. Industrial careers in hydrology involve extensive use of hydroclimatological data and modeling applications. The course modules, learning objectives and outcomes, and assessment tools have been designed to align with industry practices. Active participation of students was observed in self-assessment quizzes and discussion forums. The course was rated very well in achieving learning outcomes and in overall student satisfaction. Students appreciated the well-structured real-world and professional practice in the course.

scholarly journals EXPLORIA, a New Way to Teach Maths at University Level as Part of Everything

Mathematics ◽  
2021 ◽  
Vol 9 (10) ◽  
pp. 1082
Author(s):  
Pantaleón D. Romero ◽  
Nicolas Montes ◽  
Sara Barquero ◽  
Paula Aloy ◽  
Teresa Ferrer ◽  
...  
Keyword(s):  
Learning Outcomes ◽  
Learning Process ◽  
Positive Emotions ◽  
Ad Hoc ◽  
Teaching Methodology ◽  
Colour Space ◽  
Engineering Degree ◽  
Positive Attitudes ◽  
University Level ◽  
Academic Results

The main objective of this article has been to evaluate the effect that the implementation of the EXPLORIA project has had on the Engineering Degree in Industrial Design and Product Development. The EXPLORIA project aims to develop an integrated competence map of the learning process, where the subjects are no longer considered as isolated contents, by elaborating an integrated learning process where the competences and learning outcomes of the subjects are considered as a whole, global and comprehensive learning. The EXPLORIA project connects the competencies of the different STEAM subjects that make up the degree, designing a learning process as a logical, sequential and incremental itinerary. Through concepts on which the foundations of design are based—shape, volume, colour, space and structure—the competencies of the different subjects are defined in incremental learning levels: understanding, applying, experimenting and developing, all taken from Bloom’s taxonomy. Mathematics is linked to the rest of learning through active learning methodologies that make learning useful. This new methodology changes the student’s affective domain towards mathematics in which positive emotions are transformed into positive attitudes that will improve the learning result and therefore, the students’ academic results. To validate it, at the end of the paper, the academic results compared with previous years are shown, as well as an ad hoc survey of the students’ assessment of the new teaching methodology.

scholarly journals Building on Strategic eLearning Initiatives of Hybrid Graduate Education a Case Study Approach: MHEI-ME Erasmus+ Project

2021 ◽  
Vol 13 (14) ◽  
pp. 7675
Author(s):  
Radovan Madleňák ◽  
Stephen P. D’Alessandro ◽  
Agostino Marengo ◽  
Jenny Pange ◽  
György Iván Neszmélyi
Keyword(s):  
Collaborative Learning ◽  
Online Community ◽  
Flipped Classroom ◽  
Teaching Method ◽  
Teaching Methodology ◽  
Case Study Approach ◽  
Study Approach ◽  
Strategic Commitment ◽  
Self Learning

Online courses are gaining popularity because they provide extensive and varied course material, information, knowledge, and skills, whilst also creating an effective educational online community. This research adopts a case study approach to focus on the teaching method and the manner in which a strategic commitment to eLearning provides scope for the development and implementation of top quality educational online fully accredited programs. Entrepreneurship focuses on developing businesses that add value and create wealth and prosperity in our societies. Therefore, entrepreneurship is a key area of learning for graduate students seeking to set up and operate their own SME organizations. It can serve as a benchmark for the teaching of other graduate subjects that require a sound correlation for the correlation of concepts and theories to the challenging complexities of the real world. The program was developed on the basis of the implementation of a state-of-the-art eLearning platform that allowed for a combination of varied self-learning and collaborative learning elements and activities within a single platform. This enabled students to access the online content material efficiently and effectively. It allows for the development of a program based on the flipped classroom teaching methodology. The underlying concept of the flipped classroom methodology is that effective eLearning should comprise both synchronous and asynchronous learning activities. This combination of self-learning and collaborative learning calls for careful planning by the tutor to ensure that the learning objectives are clearly defined for each activity and that the relevant deliverables are monitored. The content material for each subject course module was designed, developed, produced, and presented by the different project partners in a holistic manner structured to motivate participants to learn. The results of our analysis have shown that students were able to learn, discuss their projects, and cooperate during an online course in an effective and participant-focused manner with their tutors. The feedback given highlights the importance of ongoing communications between students and the tutors who often need to act as mentors to retain student engagement.

Comparison of Self-reported to Observational Agitation Scales

2017 ◽  
Vol 41 (S1) ◽  
pp. S151-S151
Author(s):  
L. Zun ◽  
L. Downey
Keyword(s):  
Psychiatric Patients ◽  
Likert Scale ◽  
The Self ◽  
Assessment Tools ◽  
Self Assessment ◽  
Convenience Sample ◽  
Ed Visits ◽  
Competing Interest ◽  
A Prospective Study ◽  
Age Range

BackgroundIncreasingly, psychiatric patients are presenting to the emergency department (ED) with agitation. ED staff rarely, if ever, use scale to assess agitation or use any self-assessment tools to determine a patient's level of agitation.ObjectivesTo evaluate the relationship between a patient's self-reported level of agitation and other validated agitation assessment tools.MethodsThis is a prospective study using a convenience sample of patients presenting to the ED with a psychiatric complaint. This study was conducted in an urban, inner-city trauma level 1 center with 55,000 ED visits a year. After obtaining consent, a research fellow administered observational tools, PANSS-EC and ACES and BAM and Likert scale self assessment tools on arrival to the ED. SPSS version 24 was used. The study was IRB approved.ResultsA total of 139 patients were enrolled. The most common ED diagnoses were depression, schizophrenia, or bipolar. Majority of patients were African-American (59%), falling in the 25–44 year old age range (56%) 52% male. Self-reported agitation was rated as moderate to high in 72.4% of these patients on the Likert scale and 76.3% on the BAM. There was a significant correlation between the self-reported score versus the BAM (F = 11.2, P = 0.00). However, the self-reported scores were significantly different from the scores assessed by observational tools (P < 0.05).ConclusionsED providers should assess a patient's self-reported level of agitation because a patient could be feeling markedly agitated without expressing outward signs detected by observational tools.Disclosure of interestThe authors have not supplied their declaration of competing interest.

scholarly journals The relationship between apathy and impulsivity in large population samples

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Pierre Petitet ◽  
Jacqueline Scholl ◽  
Bahaaeddin Attaallah ◽  
Daniel Drew ◽  
Sanjay Manohar ◽  
...  
Keyword(s):  
Young Adults ◽  
Large Population ◽  
Assessment Tools ◽  
Self Assessment ◽  
Social And Emotional ◽  
Scale Scores ◽  
Recent Addition ◽  
The Relationship ◽  
Gathering Data ◽  
Neuropsychiatric Conditions

AbstractApathy and impulsivity are debilitating conditions associated with many neuropsychiatric conditions, and expressed to variable degrees in healthy people. While some theories suggest that they lie at different ends of a continuum, others suggest their possible co-existence. Surprisingly little is known, however, about their empirical association in the general population. Here, gathering data from six large studies ($$n = 3755$$ n = 3755 ), we investigated the relationship between measures of apathy and impulsivity in young adults. The questionnaires included commonly used self-assessment tools—Apathy Evaluation Scale, Barratt Impulsiveness Scale (BIS-11) and UPPS-P Scale—as well as a more recent addition, the Apathy Motivation Index (AMI). Remarkably, across datasets and assessment tools, global measures of apathy and impulsivity correlated positively. However, analysis of sub-scale scores revealed a more complex relationship. Although most dimensions correlated positively with one another, there were two important exceptions revealed using the AMI scale. Social apathy was mostly negatively correlated with impulsive behaviour, and emotional apathy was orthogonal to all other sub-domains. These results suggest that at a global level, apathy and impulsivity do not exist at distinct ends of a continuum. Instead, paradoxically, they most often co-exist in young adults. Processes underlying social and emotional apathy, however, appear to be different and dissociable from behavioural apathy and impulsivity.

Therapeutic Components of Digital Counseling for Chronic Heart Failure (CHF) (Preprint)

2021 ◽  
Author(s):  
Gabriel Camillo Fezza ◽  
Stephanie Sansone ◽  
Robert Nolan
Keyword(s):  
Heart Failure ◽  
Chronic Heart Failure ◽  
Kansas City ◽  
Task Force ◽  
Behavioral Therapy ◽  
Assessment Tools ◽  
Self Assessment ◽  
Counseling Interventions ◽  
Related Quality ◽  
Health Related

BACKGROUND Task force statements support the use of cognitive behavioral therapy (CBT) and motivational interviewing (MI) to promote self-care in patients with chronic heart failure (CHF). Digital counseling interventions have the potential to complement conventional programs. However, therapeutic components of digital programs that are associated with improved outcomes are not clearly established. OBJECTIVE Identify therapeutic components of the Canadian e-Platform to Promote Behavioral Self-Management in Chronic Heart Failure (CHF-CePPORT) protocol that were associated with improved health-related quality of life (HRQL). METHODS Ordinal logistic regression was used to identify the therapeutic components of the CHF-CePPORT protocol. The primary outcome was the 12-month Kansas City Cardiomyopathy Questionnaire: Overall Summary (KCCQ-OS) tertile. Logistic regressions determined the association between 12-month KCCQ-OS tertile, using logon hours for key segments of the protocol, modality of content delivery, and clinical themes. RESULTS Patients (n = 117) in this study were enrolled in the e-Counseling arm of the CHF-CePPORT trial. Median age was 60 years (IQR 52-69). Total logon hours in the initial 4-month segment of CHF-CePPORT (Sessions 1-16) was associated with increased 12-month KCCQ-OS tertile (Odds Ratio, OR = 1.31, 95% CI, 1.1-1.5, P = 0.001). Within sessions 1-16, improved KCCQ-OS was associated with logon hours for self-assessment tools/trackers (OR = 1.49, 95% CI, 1.1-2.0, P = 0.007), and videos (OR = 1.57, 95% CI, 1.03-2.4, P = 0.04), but not for CHF information pages. CONCLUSIONS This study highlights the importance of using evidence-based guidelines from CBT and MI as core components of digital counseling, delivered through videos and interactive tools/trackers, to improve HRQL with CHF. CLINICALTRIAL CHF-CePPORT Trial ClinicalTrials.gov NCT01864369

Actualization of reflexive and didactic potential of students’ independent learning activities in the learning process

2021 ◽  
pp. 14-20
Author(s):  
Marina A. Fedorova
Keyword(s):  
Learning Process ◽  
Personal Development ◽  
Learning Activities ◽  
Independent Learning ◽  
Self Assessment ◽  
Pedagogical Research ◽  
The University ◽  
Relationship Of ◽  
Educational Paradigms ◽  
The Relationship

The change in educational paradigms has led to the need to define new methodological regulations that allow to consider the objects of pedagogical reality from a different angle. This led to the need to study traditional issues of pedagogy in an innovative context. The issue of forming students’ independent learning activities is not new for pedagogy. However, we present it from the perspective of an integrative-reflexive approach, which allowed us to identify its internal potential for personal development. The theoretical methods of pedagogical research used in the study: analysis, synthesis, comparison, generalization, method of causal relationships research, etc., which allowed to mentally penetrate into the essence of the studied pedagogical phenomenon and rethink it in a new educational reality. It is established that the educational independent activity accumulates the reflexive and didactic potential for professional and personal formation and development in the process of studying at the university. The possibilities of reflexive discourse as a way of realizing the reflexive-didactic potential of educational independent activity in the learning process are determined. According to the structure of the process of reflection in educational independent activity we distinguish the stages of reflexive discourse: reflexive-indicative, reflexive-presentative and reflexive-realizational. We consider the relationship of these stages of the discourse with various types of reflection and features of self-assessment, self-analysis, self-design and self-realization as structural components of educational independent activity.

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