scholarly journals Evaluation of an undergraduate psychiatric clinical rotation: Exploring student perceptions

2021 ◽  
Vol 27 ◽  
Author(s):  
Inge M. Smit ◽  
Mariette Volschenk ◽  
Liezl Koen
Keyword(s):  
Student Perceptions ◽  
Teaching And Learning ◽  
Medical Training ◽  
Learning Experience ◽  
Future Research ◽  
Clinical Rotation ◽  
Clinical Teachers ◽  
Teachers Perceptions ◽  
Good Learning ◽  
Potential Improvement

Background: Globally, the appropriate transformation of medical training is critical to ensure the graduation of competent physicians who can address the growing health needs.Aim: To explore medical students’ perceptions of their learning experience during the undergraduate psychiatry late clinical rotation (PLCR) at Stellenbosch University (SU) and to use the findings to make possible recommendations regarding curriculum renewal.Setting: In recognition of this, the Department of Psychiatry at the Faculty of Medicine and Health Sciences of SU is reviewing its current teaching and learning practices.Methods: Data were collected from two focus groups.Results: Three main themes emerged: ‘learning in the clinical context’, ‘gaining knowledge’ and ‘generational needs’. Whilst several suggestions were made for potential improvement, the participants still endorsed that the PLCR does provide them with a good learning experience in psychiatry.Conclusions: Considering that these perceptions are from a group of millennials, the insights arising from the ‘generational needs’ theme were especially valuable. To bridge the generational gap and develop a curriculum that will not only meet the standards expected by educators but also achieve acceptance from learners, future research with a specific focus on clinical teachers’ perceptions is needed.

scholarly journals The Effectiveness of Augmented Reality for English (AR4E) in Vocabulary Learning among Primary 2 Pupils

2021 ◽  
Vol 13 (3) ◽  
pp. 13
Author(s):  
Amalina Binti Hasbi ◽  
Melor Md. Yunus
Keyword(s):  
Action Research ◽  
Augmented Reality ◽  
Language Learning ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Vocabulary Learning ◽  
Future Research ◽  
Learning Collaborative ◽  
Post Test ◽  
The Impact

This paper presents and discusses a part of an action research conducted to evaluate the effectiveness of Augmented Reality for English (AR4E) in vocabulary learning among Primary 2 pupils as indicated in the results of the pre-test, post-test and observation checklist. An action research was employed. However, this paper reports on the pre-test, post-test and observation checklist conducted in the observation, evaluation and reflection stages only. Purposive sampling was employed as the participants were of the same proficiency level in which it was carried out with 14 below average Primary 2 pupils in SKTEN. Two data collection instruments which were pre-test, post-test and observation checklist were analysed statistically and thematically. The pre-test and post-test were analysed using SPSS Version 25 and it showed a higher mean score in the post-test and this is supported by the findings obtained through the given themes of observation. The results reflected that the implementation of AR4E has shown a significant improvement in learner’s vocabulary learning. In addition, the findings have also raised the concern regarding the impact of AR4E in encouraging fun learning, collaborative learning and providing the learners with new language learning experience. Accordingly, the use of AR4E is recommended in vocabulary teaching and learning for English. Finally, the researcher suggests future research can be carried out taking into account differentiated learning tasks in AR4E, larger target users and different language skills to be integrated in AR4E.

scholarly journals Student Perspectives of Online Teaching and Learning During the COVID-19 Pandemic

2021 ◽  
Vol 25 (4) ◽  
Author(s):  
Burhan Ozfidan ◽  
Hala Ismail ◽  
Orchida Fayez
Keyword(s):  
Student Satisfaction ◽  
Student Perceptions ◽  
Online Instruction ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Online Survey ◽  
Learning Experience ◽  
Online Teaching And Learning ◽  
Course Structure ◽  
Wide Range

This exploratory study explores an array of student perceptions regarding their online learning experience. In the present circumstances where the COVID-19 pandemic has affected all fields of life, most educational institutions have resorted to online instruction and virtual meetings. The present study explored the variables contributing to student satisfaction with online teaching and learning effectiveness. Data were collected through an online survey. Python with Scikit-Learn was used for data analysis to implement regression functions and classify the data. The results of the study defined effective online teaching during the COVID-19 pandemic. In combination, eight criteria contributed to the definition: motivating students to accomplish, communicating effectively, meeting students' needs, providing access to a wide range of content, providing a well-organized course structure, providing numerous sources, providing explanatory feedback, and facilitating meaningful discussions. The results of the study are beneficial to understand what kind of factors contribute to student satisfaction concerning online transition during the COVID-19 pandemic. They will also help them develop a future support plan to help youth cope with virtual classes and online instruction.

scholarly journals Students’ and teachers’ perceptions and experiences of course scheduling in undergraduate sports sciences program: An Ethiopian case study

2021 ◽  
Author(s):  
beshir edo kulluche
Keyword(s):  
Teaching And Learning ◽  
Future Research ◽  
Full Time ◽  
Grade Point ◽  
Teachers Perceptions ◽  
Block Scheduled ◽  
Course Scheduling ◽  
Key Factor ◽  
Institutional Strategies ◽  
Sports Sciences

AbstractFlexibility in course scheduling is an integral part of institutional strategies used to increase studentengagement and success, yet little research exists that examines scheduling as a key factor that determinesstudents’ experiences and educational outcomes. This study explored the undergraduate sport sciencestudents and their teachers at Jimma University, Ethiopia, regarding their experiences in semester-based andblock scheduling formats as well as their reflections and perspectives on the effectiveness of these schedulingformats for teaching and learning. For this, the study used an exploratory mixed-methods design consisting ofindividual interviews with six teachers and focus group interviews with undergraduate sports sciences studentsample (n = 40), and institutional archives of the sampled students’ cumulative grade point averages (GPAs).The study findings indicate divergent views regarding their perceptions and mixed experiences with thesemester-based and block scheduled courses. Irrespective of these, the majority of participants reported thatteachers’ missing scheduled classes, tending not to teach the full time of the class session, continual lecturing,and scarcity of instructional resources are the major challenges surrounding the implementation of bothsemester-based and block teaching. We discuss the implications of these findings for future research,implementation, and intervention design.

Using Blended Learning and Emerging Technologies to Transform the Adult Learning Experience

2018 ◽  
pp. 2140-2165
Author(s):  
Leslie Cordie ◽  
Maria Martinez Witte ◽  
James E. Witte
Keyword(s):  
Online Learning ◽  
Adult Learning ◽  
Blended Learning ◽  
Teaching And Learning ◽  
Emerging Technologies ◽  
Learning Experience ◽  
Future Research ◽  
Online Learners ◽  
Face To Face ◽  
Definition Of

Faculty are increasing the use of emerging technologies in their classrooms and are recognizing the value of blending face-to-face and online learning to meet educational needs. Blended learning is defined as combining face-to-face and online learning formats. This chapter discusses the definition of blended learning and how it is affecting adult learning experiences and classroom settings. This chapter also addresses faculty and instructional design practices that can be used for blended learning and to continue promoting a positive teaching and learning environment for both face-to-face and online learners. Future research efforts can be focused on faculty development and academic support to continue fostering blended learning and meeting the needs of today's learners.

Going 1:1 with Laptop Computers in an Independent, Co-Educational Middle and High School

2016 ◽  
pp. 895-913
Author(s):  
Natalie B. Milman ◽  
Marilyn Hillarious ◽  
Vince O'Neill ◽  
Bryce L. Walker
Keyword(s):  
High School ◽  
Classroom Management ◽  
Teaching And Learning ◽  
Learning Experience ◽  
The United States ◽  
Future Research ◽  
First Year ◽  
Laptop Initiative ◽  
Task Behavior ◽  
Technology Initiatives

This chapter describes some of the findings from a QUAL + QUAN concurrent mixed method study that examined the first-year implementation of a one-to-one (1:1) laptop initiative in a suburban, independent, co-educational middle and high school in the United States. Overall, the 1:1 laptop implementation was viewed as a positive learning experience for students, teachers, staff, and the school administration. Nevertheless, several problems developed over the course of implementation. These were: technical problems, issues with student distraction and off-task behavior, inappropriate uses of technology, as well as challenges to pedagogical and classroom management, and inclusion of teachers' voices in implementation decisions. They are introduced in addition to several possible solutions. The chapter closes with suggestions for future research, such as the need to research 2:1 and 3:1 mobile technology initiatives, which are sure to become a part of the 21st century teaching and learning landscape.

Undergraduate perceptions of the knowledge, skills and competencies required of today’s practicing marketer

2017 ◽  
Vol 7 (3) ◽  
pp. 240-260 ◽  
Author(s):  
Stephen Carter ◽  
Amy Chu-May Yeo
Keyword(s):  
Student Perceptions ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Geographic Location ◽  
Education Institution ◽  
Total Sample ◽  
Cross Sectional Study ◽  
Undergraduate Teaching ◽  
Cross Sectional ◽  
Content Type

Purpose The purpose of this paper is to investigate how students in a Malaysian context, as a result of their experience of a Higher Education Institution (HEI) undergraduate teaching and learning experience in the subject of Marketing, perceive the knowledge, skills and competencies required of a practicing marketer and, conversely, what curriculum developers need to do if there is a “shortfall”. Design/methodology/approach Based on a total sample of a UG student population from an Accountancy, Finance and Business Faculty, the primarily descriptive, positivist, cross-sectional study used inferential statistics to measure the relationship between the four components of marketing knowledge, skills and competencies (the marketing mix, performance, social and emotional competencies, and responsible decision making). Findings Quantitative results revealed that all student perceptions of the requirements to be a “fit for purpose” marketer were highly correlated with requirements from the literature, subject benchmarks and practice with few exemptions. Research limitations/implications The findings are based on one institution. Moreover, knowledge, skills and competency requirements by students’ level of study and practitioner experience may vary by type of HEI, organisation and geographic location. Practical implications Recommendations are made for curriculum development to address both employability and career development, particularly in terms of interdisciplinary co-operation and the teaching and learning of concepts. Originality/value Using the student perceptions of the requirements for being a practicing marketer, HEIs can adjust/add to their curriculum by comparing these to documented sources from academia and practice and by making any necessary adjustments by course of study.

scholarly journals EVALUATING THE MADRASATI PLATFORM FOR THE VIRTUAL CLASSROOM IN SAUDI ARABIAN EDUCATION DURING THE TIME OF COVID-19 PANDEMIC

2021 ◽  
Vol 6 (1) ◽  
Author(s):  
Badi Aldossry
Keyword(s):  
Saudi Arabia ◽  
Teaching And Learning ◽  
Saudi Arabian ◽  
Virtual Classroom ◽  
Future Research ◽  
Distance Teaching ◽  
Teachers Perceptions ◽  
Advantages And Disadvantages ◽  
Learning Platform ◽  
Education Levels

The platforms are the pinnacle of technology and digital development in the 21st century. However, until the global COVID-19 pandemic, most schools did not employ these platforms as new teaching and learning methods. The Ministry of Education in Saudi Arabia established the Madrasati Platform as the new gateway to distance-teaching and learning for all Saudi' education levels from 1st to 12th grade in the new academic year 2020-2021. This platform is one of the most essential programmes in Saudi Arabia, and is related to many supplemental educational tools. The data involved in this study was collected from three teachers. This paper presents the results of an evaluation of the Madrasati Platform in relation to Saudi teachers' perceptions of its use as the primary distance learning platform, and its advantages and disadvantages. The main findings are firstly that teachers should possess technical knowledge about how to use this platform, which highlighted the need for intense training courses for both teachers and students in order to create and foster a successful educational environment. The Madrasati Platform is an integrated platform designed to meet the needs of all of the parties involved. However, students typically neglect to attend the asynchronous virtual classroom on the platform (iEN channels and other uploaded videos) and focus only on the synchronously virtual (live) classroom on Teams. Therefore, this paper presents some recommendations to the Saudi Arabian education stakeholders for improved platform development, and also proposes paths for future research. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0777/a.php" alt="Hit counter" /></p>

scholarly journals Professional Midwifery Education

2012 ◽  
pp. 87-99
Author(s):  
Diane Phillips
Keyword(s):  
Teaching And Learning ◽  
Learning Experience ◽  
Evaluation Process ◽  
Future Research ◽  
Learning Approaches ◽  
Two Phase ◽  
High Expectations ◽  
Post Evaluation ◽  
Midwifery Education ◽  
Future Research Directions

Blended teaching and learning approaches are used in the postgraduate course of Graduate Diploma of Midwifery for students who are predominately women with family responsibilities residing in metropolitan, regional, or rural Victoria, a major state in Australia. The Virtual Maternity Clinic (VMC), a virtual learning experience (VLE) research project, was implemented during trimester 2, 2009. The purpose of the project was to expand the blend of teaching and learning activities to support students in their preparation for professional practice. The VMC includes four characters in early pregnancy and care provided by their midwife. All students enrolled in midwifery courses (postgraduate and undergraduate) at Deakin University were recruited to participate in a two-phase, pre- and post-use evaluation process related to the VMC. Findings from the pre-evaluation included that students’ had high expectations of the VMC in supporting their learning. The results from the post-evaluation of the VMC indicated that students’ were very satisfied that the VMC supported their learning. Future research directions include further development of the VMC.

scholarly journals How to Program a Chatbot – An Introductory Project and Student Perceptions

10.28945/4282 ◽  
2019 ◽  
Vol 16 ◽  
pp. 001-031 ◽  
Author(s):  
Ju Long ◽  
Juntao Yuan ◽  
Hsun-Ming Lee
Keyword(s):  
Student Perceptions ◽  
User Interfaces ◽  
Technological Development ◽  
Learning Experience ◽  
Future Research ◽  
Teaching Resources ◽  
Technology Learning ◽  
Prior Experiences ◽  
Future Work ◽  
Near Future

Aim/Purpose: One of the most fascinating developments in computer user interfaces in recent years is the rise of “chatbots”. Yet extent information system (IS) curriculum lacks teaching resources on chatbots programming.. Background: To better prepare students for this new technological development and to enhance the IS curriculum, we introduce a project that teaches students how to program simple chatbots, including a transactional chatbot and a conversational chatbot. Methodology: We demonstrated a project that teaches students how to program two types of simple chatbots: a transactional chatbot and a conversational chatbot. We also conducted a survey to examine students’ perceptions on their learning experience. Findings: Our survey on students’ perception of the project finds that learning chatbots is deemed very useful because chatbot programming projects have enabled the students to understand the subject better. We also found that social influence has positively motivated the students to learn chatbot programming. Though most of the students have no prior experiences programming chatbots, their self-efficacy towards chatbot programming remained high after working through the programming project. Despite the difficult tasks, over 71% of respondents agree to various degrees that chatbot programming is fun. Though most students agree that chatbot programming is not easy to learn, more than 70% of respondents indicated that they will use or learn chatbots in the near future. The overwhelmingly positive responses are impressive given that this is the first time for the students to program and learn chatbots. Recommendations for Practitioners: In this article, we introduced a step by step project on teaching chatbot programming in an information systems class. Following the project instructions, students can get their first intelligent chatbots up and running in a few hours using Slack. This article describes the project in detail as well as students’ perceptions. Recommendations for Researchers: We used UTAUT model to measure students’ perception of the projects. This study could be of value to researchers studying students’ technology learning and adoption behaviors. Impact on Society: To our best knowledge, pedagogical resources that teach IS students how to program chatbots, especially the introductory level materials, are limited. We hope this teaching case could be of value for IS educators when introducing IS students to the wonderful field of chatbot programming. Future Research: For future work, we plan to expand the teaching resources to cover more advanced chatbot programming projects, such as on how to make chatbot more human-like.

scholarly journals Student perceptions of quality in higher education: effect of year of study, gender and ethnicity.

2017 ◽  
Author(s):  
Rachel Dicker ◽  
Mikey Garcia ◽  
Alison Kelly ◽  
Parisa Modabber ◽  
Alex O'Farrell ◽  
...  
Keyword(s):  
Higher Education ◽  
Student Perceptions ◽  
Undergraduate Students ◽  
Support Services ◽  
Teaching And Learning ◽  
Academic Staff ◽  
Learning Experience ◽  
High Quality Education ◽  
Quality Perceptions ◽  
Quality In Higher Education

Student expectations with regard to what comprises quality in higher education can impact upon their learning, engagement and overall satisfaction. Perceptions of quality are not always clearly articulated and may vary by gender, ethnicity and year of study. In this study, undergraduate students completed a questionnaire indicating whether they agreed, disagreed or were unsure about 15 statements related to quality in higher education. A total of 340 students across four year groups participated (Levels 3-6), with more female than male participants and a range of ethnicities represented. There was broad unanimity in the recognition of the importance of both teaching and learning and relationships with academic staff in defining quality. Overall, there were low levels of satisfaction with the amount of contact with academic staff and uncertainty about whether students thought they were getting a high quality education. Some differences in relation to support services were seen in different ethnic groups, and more males than females were satisfied with support services although this varied by year group, and student numbers were small. These results suggest the importance of clearly articulating what is available in terms of support (academic, pastoral, study and health) to all students. The teaching and learning experience, and relationships with academic staff are clearly important and given the uncertainty about overall perceptions of quality, these aspects need to be highlighted to students so that they understand the value of what they are receiving.Keywords: quality, perceptions, relationships, feedback, teaching & learning

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