introducing First-Year Pharmacy Students to Caring for Older People Using Telehealth

Pharmacists have an important role assisting older people with medication management as the complexity of medication regimens tends to increase with age. Effective communication with older people requires competency in oral communication and empathy skills. Development of these skills in Monash University pharmacy students includes a workshop with older people. In response to the COVID-19 pandemic, this workshop was adapted from face-to-face learning to an online telehealth version. This article describes the conversion of the workshop, and the challenges and positive aspects of the modification.

Download Full-text

Applying Blended Learning Approach to Teaching English to Master's Students

SHS Web of Conferences ◽

10.1051/shsconf/20196900061 ◽

2019 ◽

Vol 69 ◽

pp. 00061

Author(s):

Anna Kirillova ◽

Evgeniya Koss ◽

Inna Usatova

Keyword(s):

Blended Learning ◽

Oral Communication ◽

Learning Model ◽

Educational Process ◽

Learning Approach ◽

State University ◽

Teaching English ◽

Master's Students ◽

Face To Face ◽

Face To Face Learning

The article focuses on the teaching English to Master's students using blended learning approach. To meet the demand of professional standards teachers at Togliatti State University are to form foreign language communicative competence having just a few academic hours for oral communication. The suggested Project-Based Blended Learning Model is considered to be a solution to this problem. This Model consists of four basic elements: face-to-face learning, a Web 2.0 application LearningApps, MOOC Coursera and Reading Science. The way to implement the Model into educational process is shown. The paper is based on the own unique survey that yields some interesting results which prove the effectiveness of this Blended Learning Model. It gives the opportunity to create the environment for providing a learning pathway and the learning process control.

Download Full-text

Analysis of Fear Post COVID in First-Year Students after the Incorporation to the Classroom: Descriptive Study in University Students of Health Sciences

Healthcare ◽

10.3390/healthcare9121621 ◽

2021 ◽

Vol 9 (12) ◽

pp. 1621

Author(s):

Pablo A. Cantero-Garlito ◽

Marta Rodríguez-Hernández ◽

Esther Moraleda-Sepúlveda ◽

Begoña Polonio-López ◽

Félix Marcos-Tejedor

Keyword(s):

Ad Hoc ◽

University Teaching ◽

First Year ◽

First Year Students ◽

Face To Face ◽

School Year ◽

Social Restriction ◽

University Population ◽

Face To Face Learning ◽

Spanish Universities

Background: After the onset of the COVID-19 pandemic, social restriction measures were implemented, among them, the adaptation of university teaching to online modality until the end of the 2019–2020 school year in order to stop the spread of the SARS-CoV-2 virus. At the beginning of the 2020–2021 school year, the Spanish universities opted for face-to-face teaching. To that end, different special measures and adaptations were implemented in higher education facilities, aimed at minimizing the risk of infection and ensuring safe face-to-face learning. The objective was to explore and describe the level of fear of first-year students after the start of in-person classes in the context of the COVID-19 pandemic. Methods: The sample was 185 first-year students who were evaluated on the first day of class. For that purpose, an ad-hoc questionnaire was administered to collect demographic information and to find the level of fear and concern. The Fear of COVID-19 Scale was used to assess the severity of the participants’ fear of the pandemic situation. Results: The results indicate that participating university population does not report fear of the virus, but they describe various psychosomatic characteristics, such as increased pulse rate and heart palpitations (p = 0.008) and insomnia (p = 0.05) when they think about infection with coronavirus. Nevertheless, when data are disaggregated by gender, we observe differences specifically in women (83.2%), such as fear (p = 0.006) and sweaty hands when they think of the virus (p = 0.023). Conclusions: Incoming university freshmen do not express concern or fear of potential infection with COVID-19, but they are concerned about family transmission after beginning face-to-face classes.

Download Full-text

The Effect of Learning Model and Self Regulated Learning towards Students’ English Writing Skill

Studies in English Language Teaching ◽

10.22158/selt.v5n2p203 ◽

2017 ◽

Vol 5 (2) ◽

pp. 203

Author(s):

W. Syuhida ◽

Zainal Rafli ◽

Ninuk Lustyantie

Keyword(s):

Hybrid Learning ◽

Learning Model ◽

First Year ◽

First Year Students ◽

Face To Face ◽

English Writing ◽

Self Regulated Learning ◽

Writing Skill ◽

Regulated Learning ◽

Face To Face Learning

This research aimed to find out the effect of learning model and self-regulated learning toward English writing skill. It was an experimental study by using treatment by level 2 x 2 design. The population was the first year students with the sample was 32 students. The data were collected through the questionnaire of self-regulated learning and the test of English writing skill. The data were analyzed by two way ANOVA and Tukey test. The result of the data analysis showed that (1) the students’ English writing skill who were taught by using hybrid learning was higher than the writing skill students’ score who were taught by using face-to-face learning; (2) there was an interaction effect between hybrid learning model and self-regulated learning toward English writing skill; (3) the students’ English writing skill who were taught by using hybrid learning was higher than the writing skill students’ score who were taught by using face-to-face learning for group of students who have higher self-regulated learning; (4) the students’ English writing skill who were taught by using face-to-face learning was higher than the writing skill students’ score who were taught by using hybrid learning for group of students who have low self-regulated learning.

Download Full-text

An entrepreneurial activity implementation and assessment among pharmacy students amid the COVID-19 pandemic lockdown

Pharmacy Education ◽

10.46542/pe.2022.221.1622 ◽

2022 ◽

pp. 16-22

Author(s):

Elaine V. Nguyen ◽

So Hyun Kim ◽

Mohammed A. Islam ◽

Youngil Chang ◽

Judy Aoyagi ◽

...

Keyword(s):

Learning Experience ◽

Pharmacy Students ◽

Entrepreneurial Activity ◽

Learning Activity ◽

First Year ◽

Care Needs ◽

Tank Model ◽

Face To Face ◽

Gift Certificate ◽

Activity Survey

Objective: To implement and assess innovation and entrepreneurship (IE) learning experience in professional pharmacy students using presentations based on the Shark Tank model. Methods: First-year doctor of pharmacy students were invited to participate in an IE learning experience emphasising the importance of self-care needs of the society during the early phase of the COVID-19 pandemic crisis. Students’ proposals were assessed by Sharks (inquisitors) based on a grading rubric, and a post-activity survey captured students’ reflections of their experience. Results: Twelve students participated in the IE activity, and presented their proposals virtually in a Shark Tank style format. Students’ scores for the proposals ranged from 87.5% (capable entrepreneurs) to 56.8% (incapable entrepreneurs), with the winner receiving a gift certificate. Survey ratings given by students on a scale of one to five for the IE activity were overwhelmingly favourable, with both the activity (4.73 (1.09)) and presentation style (4.27 (0.37)) viewed to be timely and relevant. Conclusion: An IE learning activity was implemented and assessed in the pharmacy programme using Shark Tank style presentations. The authors believe such initiatives, conducted either virtually or face-to-face, could serve as prototypes for professional pharmacy schools interested in creating exciting ways to implement IE activities in their programmes.

Download Full-text

Using the Personal Response Systems to Enhance Student Learning

Audience Response Systems in Higher Education ◽

10.4018/978-1-59140-947-2.ch010 ◽

2006 ◽

pp. 140-154 ◽

Cited By ~ 11

Author(s):

Kevin Hinde ◽

Andrew Hunt

Keyword(s):

Learning Experience ◽

First Year ◽

Lecture Hall ◽

Face To Face ◽

Personal Response Systems ◽

Business Studies ◽

The Face ◽

Response Systems ◽

Face To Face Learning ◽

Introductory Economics

Recent increases in class size in higher education have focused more attention on the nature of the face-to-face learning experience. This chapter examines how a keypad technology facilitates active learning in the lecture hall using a number of pedagogically proven approaches. We survey 219 first-year business studies students tackling introductory economics, and find that the technology enhances learning in lectures because, among other things, it improves concentration, provides instantaneous and more effective student feedback, and allows students to make comparisons on how well they fare relative to their peers. Interestingly, we find less statistical support for the benefits of using the technology to allow students to respond anonymously, and explore some reasons for this result. Finally, we demonstrate our use of the tool to engage in teaching the Prisoner’s Dilemma game. This forms part of the emerging knowledge on how to teach classroom experiments using keypad technology.

Download Full-text

E-Learning vs. Face-To-Face Learning: Analyzing Students’ Preferences and Behaviors

Sustainability ◽

10.3390/su13084381 ◽

2021 ◽

Vol 13 (8) ◽

pp. 4381

Author(s):

Vasile Gherheș ◽

Claudia E. Stoian ◽

Marcela Alina Fărcașiu ◽

Miroslav Stanici

Keyword(s):

Educational Process ◽

Return To School ◽

First Year ◽

First Year Students ◽

Ripple Effects ◽

Face To Face ◽

Advantages And Disadvantages ◽

Teachers And Students ◽

E Learning ◽

Face To Face Learning

Educational life worldwide has been shaken by the closure of schools due to the outbreak of the coronavirus pandemic. The ripple effects have been felt in the way both teachers and students have adapted to the constraints imposed by the new online form of education. The present study focuses exclusively on the beneficiaries of the educational process and aims to find out their perceptions of face-to-face and e-learning and their desire to return, or not, to the traditional form of education. These perceptions are represented by 604 students of the Politehnica University of Timisoara, who were asked to respond anonymously to an 8-question questionnaire between December 2020 and February 2021. The results show the respondents’ levels of desire to return to school (especially of those who have only benefited from e-learning) and their degree of involvement during online classes. The results also specify the advantages and disadvantages of the two forms of education from a double perspective, namely that of first-year students (beneficiaries of e-learning exclusively), and of upper-year students (beneficiaries of both face-to-face and e-learning). The study points out key information about e-learning from the students’ perspectives, which should be considered to understand the ongoing changes of the educational process and to solve its specific problems, thus ensuring its sustainability.

Download Full-text

Transforming a First-year Accounting Course Using a Blended Learning Pathway

10.28945/4305 ◽

2019 ◽

Keyword(s):

Second Language ◽

Blended Learning ◽

Language Learners ◽

Second Language Learners ◽

Learning Experience ◽

Accounting Students ◽

First Year ◽

Learning Design ◽

Face To Face ◽

Face To Face Learning

[This Proceedings paper was revised and published in the 2019 issue of the journal Issues in Informing Science and Information Technology, Volume 16] Aim/Purpose: Blended learning can transform students experience and learning in higher education. Although the literature extensively explores benefits of blended learning, limited research exists to provide a detailed design principle for implementing instructional activities in blended courses and its usage as tool to influence learning outcomes for second language first year accounting learners. Background: The objective of this study is to find out how the learning experience of students was impacted and by designing and implementing blended learning and connectivity between online and face-to-face learning. This paper reviews the challenges and benefits of blended learning and highlights teachers’ and students’ perceptions on the impact of the connectivity of online and face-to-face activities on students’ learning. Methodology: Data was collected from students enrolled in the course using an open-ended questionnaire. There were 220 respondents, representing a response rate of 65%. Data was extracted from the online learning data and grade center. Teachers’ experiences and observations were also noted. The survey results were analyzed using content analysis. Contribution: Research focusing on blended learning design and implementation is limited, and there is no one size fits all when it comes to blended learning. Consequently, this paper contributes to the discussion by highlighting how second language, first-year accounting students benefit from blended learning and the connectivity between online and face-to-face activities. Increased flexibility for learners appears to be one of the most cited rationale for the combination of traditional with online instructional methods, however, this study evaluates blended learning as a tool for transforming the learning experience of second language, first year accounting students. Findings: Findings show that students benefit from blended learning, and connectivity between online and in-class activities allows students to exploit the advantages of both online and face-to-face learning. Students can see the relevance of what they are doing online and how that contributes to their in-class activities and, hence, are motivated to complete the activities. Recommendations for Practitioners: Educators should use a well-designed blended learning pathway to empower students to be in charge of their learning. Placing materials online creates more and better opportunities for engaging students in class. Institutional support is important when implementing blended learning. Recommendations for Researchers: There is a need for more studies on blended learning design and implementation. Future researchers may carry out more studies on how blended learning design affects student engagement and learning for second language learners in other courses. Impact on Society: A blended learning pathway would greatly benefit second language learners to learn better and empower them to be more independent as a self-directed learner who is able to utilize their time wisely. Community of practice is an excellent platform to encourage teaching teams to work together and create innovative teaching and assessment materials. Future Research: Future studies may carry out the study using other methods for example quantitative surveys and interviews to get a deeper understanding of both students and teachers’ perceptions and experiences.

Download Full-text

Online learning during the Covid-19 pandemic: the experiences and perceptions of undergraduate occupational therapy students at two Australian universities

International Journal of Health Professions ◽

10.2478/ijhp-2021-0006 ◽

2021 ◽

Vol 8 (1) ◽

pp. 60-71

Author(s):

Ted Brown ◽

Luke Robinson ◽

Kate Gledhill ◽

Annette Peart ◽

Mong-Lin Yu ◽

...

Keyword(s):

Online Learning ◽

Occupational Therapy ◽

Learning Environment ◽

Undergraduate Students ◽

First Year ◽

Face To Face ◽

Occupational Therapy Students ◽

Environment Scale ◽

Face To Face Learning ◽

Senior Students

Abstract Purpose To investigate if first-year occupational therapy students who have had no on-campus, face-to-face learning experiences differed from second-, third- and fourth-year students in their perceptions and experiences of online learning during the Covid-19 pandemic. Methods One hundred and fifty-one occupational therapy undergraduate students (80.8% female; 66.2% 20–24 old) completed the Student Engagement in the e-Learning Environment Scale (SELES) and the Distance Education Learning Environment Scale (DELES). Analysis of variance (ANOVA) with bootstrapping was completed to examine the differences between first-year and senior students’ perceptions and experiences of online learning. Results Significant differences were observed across several SELES and DELES scales: peer collaboration (SELES) (p = .001), interactions with instructors (SELES) (p = .026), student interaction and collaboration (DELES) (p = .003), authentic learning (DELES) (p = .026) and active learning (DELES) (p = .013). Conclusion The findings demonstrate significant differences in first-year and senior students’ perceptions and experiences of online learning during the Covid-19 pandemic. The outcomes highlight the importance of facilitating collaborative and active engagement for all students by implementing academic, technological and social support measures within occupational therapy curricula.

Download Full-text

Transforming a First-year Accounting Course Using a Blended Learning Pathway

Issues in Informing Science and Information Technology ◽

10.28945/4304 ◽

2019 ◽

Vol 16 ◽

pp. 319-342

Author(s):

Mathews Nkhoma ◽

Clara A. Nkhoma ◽

Susan Thomas ◽

Long Tu Tu ◽

Nha Quoc Le

Keyword(s):

Second Language ◽

Blended Learning ◽

Language Learners ◽

Second Language Learners ◽

Learning Experience ◽

Accounting Students ◽

First Year ◽

Learning Design ◽

Face To Face ◽

Face To Face Learning

Aim/Purpose: Blended learning can transform students experience and learning in higher education. Although the literature extensively explores benefits of blended learning, limited research exists to provide a detailed design principle for implementing instructional activities in blended courses and its usage as tool to influence learning outcomes for second language first year accounting learners. Background: The objective of this study is to find out how the learning experience of students was impacted and by designing and implementing blended learning and connectivity between online and face-to-face learning. This paper reviews the challenges and benefits of blended learning and highlights teachers’ and students’ perceptions on the impact of the connectivity of online and face-to-face activities on students’ learning. Methodology: Data was collected from students enrolled in the course using an open-ended questionnaire. There were 220 respondents, representing a response rate of 65%. Data was extracted from the online learning data and grade center. Teachers’ experiences and observations were also noted. The survey results were analyzed using content analysis. Contribution: Research focusing on blended learning design and implementation is limited, and there is no one size fits all when it comes to blended learning. Consequently, this paper contributes to the discussion by highlighting how second language, first-year accounting students benefit from blended learning and the connectivity between online and face-to-face activities. Increased flexibility for learners appears to be one of the most cited rationale for the combination of traditional with online instructional methods, however, this study evaluates blended learning as a tool for transforming the learning experience of second language, first year accounting students. Findings: Findings show that students benefit from blended learning, and connectivity between online and in-class activities allows students to exploit the advantages of both online and face-to-face learning. Students can see the relevance of what they are doing online and how that contributes to their in-class activities and, hence, are motivated to complete the activities. Recommendations for Practitioners: Educators should use a well-designed blended learning pathway to empower students to be in charge of their learning. Placing materials online creates more and better opportunities for engaging students in class. Institutional support is important when implementing blended learning. Recommendations for Researchers: There is a need for more studies on blended learning design and implementation. Future researchers may carry out more studies on how blended learning design affects student engagement and learning for second language learners in other courses. Impact on Society: A blended learning pathway would greatly benefit second language learners to learn better and empower them to be more independent as a self-directed learner who is able to utilize their time wisely. Community of practice is an excellent platform to encourage teaching teams to work together and create innovative teaching and assessment materials. Future Research: Future studies may carry out the study using other methods for example quantitative surveys and interviews to get a deeper understanding of both students and teachers’ perceptions and experiences.

Download Full-text

Designing Blended Learning to Foster Students’ Digital Information Literacy: Developing an In(ter)vention

Journal of Perspectives in Applied Academic Practice ◽

10.14297/jpaap.v5i1.247 ◽

2016 ◽

Vol 5 (1) ◽

Author(s):

Bettina Kathrin Schwenger

Keyword(s):

Blended Learning ◽

Information Literacy ◽

Development Process ◽

Academic Literacy ◽

First Year ◽

Digital Information ◽

Tertiary Institutions ◽

Face To Face ◽

Practice Opportunities ◽

Face To Face Learning

How to integrate online with face-to-face learning appropriately is an often-discussed question as New Zealand tertiary institutions increasingly offer blended learning. In this context, there is a need to develop students’ academic literacy, for example digital information literacy (DIL) as its significance for study (Feekery, 2013) and workplace (Bruce, 2004) success is well recognised. Embedding DIL in a blended learning course offers teachers options to create additional learning and practice opportunities for students. My research explores how blended learning design can support DIL, with a particular focus on the potential of online learning affordances. The article reports on the iterative process of creating an embedded digital information literacy (DIL) in(ter)vention aligned with the assessment in a first-year undergraduate course and focuses on the four online resources developed. The research is still in progress and this article therefore addresses the development process rather than the findings.

Download Full-text