scholarly journals The Changing Nature of Work and a Need to Prepare Teachers for Involvement in Innovative Work During and After the Pandemic

2020 ◽  
Vol 8 ◽  
pp. 151-168
Author(s):  
Joanna Madalińska-Michalak ◽  
Milosh Raykov
Keyword(s):  
Online Survey ◽  
Self Directed Learning ◽  
Study Results ◽  
Teachers Experiences ◽  
Directed Learning ◽  
Innovative Work ◽  
Training And Support ◽  
Pre Service Teacher ◽  
Effective Reaction

The article presents a study which main objective was to expand knowledge on teachers’ experiences, readiness, and conditions for effective reaction to significantly changed social circumstances and conditions of their work. The study was performed amongst primary and secondary teachers in Poland, using a proprietary online survey. The study found that the majority of teachers have access to the required equipment and traditional educational resources. However, a significant number of teachers still need recourses required for the distance education. The study also found that the majority of teachers feel very well or adequately prepared for work in new conditions. Yet, a considerable number of teachers still indicate a need for additional training and support, although a vast majority of them are intensively involved in various forms of innovative work and self-directed learning. On a basis of the study results, the authors recommend a number of topics and directions for pre-service teacher education at universities and continuous professional development. These recommendations can contribute to the quality of education during the COVID-19 pandemic and in postpandemic conditions.

scholarly journals Designing MOOCs to Facilitate Participant Self-monitoring for Self-directed Learning

2019 ◽  
Vol 23 (4) ◽  
Author(s):  
Meina Zhu ◽  
Curtis J. Bonk
Keyword(s):  
Learning Strategies ◽  
Online Survey ◽  
Structured Interviews ◽  
Self Directed Learning ◽  
Self Monitoring ◽  
Internal Feedback ◽  
External Feedback ◽  
Learning Aids ◽  
Study Results ◽  
Directed Learning

This study investigates the design and delivery of MOOCs to facilitate student self-monitoring for self-directed learning (SDL) using mixed methods. The data sources of this study include an online survey with 198 complete respondents, semi-structured interviews with 22 MOOC instructors, and document analysis of 22 MOOCs. Study results indicated that MOOC instructors considered self-monitoring skills critical for SDL. To foster students’ self-monitoring, MOOC instructors reported that they facilitated students’ self-monitoring by helping students with internal feedback and providing external feedback. Students’ internal feedback includes cognitive and metacognitive processes. To facilitate cognitive processes, MOOC instructors provided quizzes, tutorials, learning strategies, learning aids, and progress bars. For metacognition, these instructors provided reflection questions and attempted to create learning communities. In addition, MOOC instructors, teaching assistants, and peers provided external feedback for students’ self-monitoring. Across these findings, technology played a central role in supporting student’s self-monitoring.

scholarly journals Video-Based Communication and its Association with Loneliness, Mental Health and Quality of Life among Older People during the COVID-19 Outbreak

2021 ◽  
Author(s):  
Tore Bonsaksen ◽  
Hilde Thygesen ◽  
Janni Leung ◽  
Mary C. Ruffolo ◽  
Mariyana Schoultz ◽  
...  
Keyword(s):  
Quality Of Life ◽  
Mental Health ◽  
Older People ◽  
Online Survey ◽  
Age Groups ◽  
Psychological Outcomes ◽  
Age Group ◽  
Communication Tools ◽  
Study Results

The aim of the study was to examine the use of video-based communication and its association with loneliness, mental health and quality of life in older adults (60-69 years versus 70+ years) during the COVID-19 pandemic. A cross-sectional online survey was conducted in Norway, UK, USA and Australia during April/May 2020, and 836 participants in the relevant age groups were included in the analysis. Multiple regression analyses were conducted to examine associations between use of video-based communication tools and loneliness, mental health and quality of life within age groups, while adjusting by sociodemographic variables. Video-based communication tools were found to be more often used among participants aged 60-69 years (60.1%), compared to participants aged 70 or above (51.8%, p < 0.05). Adjusting for all variables, use of video-based communication was associated with less loneliness (β = -0.12, p < 0.01) and higher quality of life (β = 0.14, p < 0.01) among participants aged 60-69 years, while no associations occurred for participants in the oldest age group. The use of video-based communication tools was therefore associated with favorable psychological outcomes among participants in their sixties, but not among participants in the oldest age group. The study results support the notion that age may influence the association between use of video-based communication tools and psychological outcomes amongst older people.

scholarly journals Development of ARCADIA: a tool for assessing the quality of peer-review reports in biomedical research

BMJ Open ◽  
2020 ◽  
Vol 10 (6) ◽  
pp. e035604
Author(s):  
Cecilia Superchi ◽  
Darko Hren ◽  
David Blanco ◽  
Roser Rius ◽  
Alessandro Recchioni ◽  
...  
Keyword(s):  
Peer Review ◽  
Biomedical Research ◽  
Online Survey ◽  
Peer Review Process ◽  
Final Version ◽  
Report Quality ◽  
Study Results ◽  
Review Reports ◽  
Definition Of

ObjectiveTo develop a tool to assess the quality of peer-review reports in biomedical research.MethodsWe conducted an online survey intended for biomedical editors and authors. The survey aimed to (1) determine if participants endorse the proposed definition of peer-review report quality; (2) identify the most important items to include in the final version of the tool and (3) identify any missing items. Participants rated on a 5-point scale whether an item should be included in the tool and they were also invited to comment on the importance and wording of each item. Principal component analysis was performed to examine items redundancy and a general inductive approach was used for qualitative data analysis.ResultsA total of 446 biomedical editors and authors participated in the survey. Participants were mainly male (65.9%), middle-aged (mean=50.3, SD=13) and with PhD degrees (56.4%). The majority of participants (84%) agreed on the definition of peer-review report quality we proposed. The 20 initial items included in the survey questionnaire were generally highly rated with a mean score ranging from 3.38 (SD=1.13) to 4.60 (SD=0.69) (scale 1–5). Participants suggested 13 items that were not included in the initial list of items. A steering committee composed of five members with different expertise discussed the selection of items to include in the final version of the tool. The final checklist includes 14 items encompassed in five domains (Importance of the study, Robustness of the study methods, Interpretation and discussion of the study results, Reporting and transparency of the manuscript, Characteristics of peer reviewer’s comments).ConclusionAssessment of Review reports with a Checklist Available to eDItors and Authors tool could be used regularly by editors to evaluate the reviewers’ work, and also as an outcome when evaluating interventions to improve the peer-review process.

scholarly journals Understanding Barriers to Student Success: What Students Have to Say

2017 ◽  
Author(s):  
Elizabeth Kuley ◽  
Sean Maw ◽  
Terry Fonstad
Keyword(s):  
Student Success ◽  
Student Perceptions ◽  
Undergraduate Students ◽  
Engineering Students ◽  
First Year ◽  
Self Directed Learning ◽  
Directed Learning ◽  
College Of Engineering ◽  
The University

This paper focuses on feedback received from a set of qualitative questions that were administered to undergraduate students in the College of Engineering at the University of Saskatchewan, as part of a larger mixed methods study. The larger study aims to identify what characteristics, if any, can predict or are related to student success; The “start-stop-continue” method was utilized to assess student perceptions about  their success in the college as a whole. The students were asked: Are there any specific things that you can think of that act/acted as barriers to your success in engineering (stop)? What could the college do/change to make first year more successful for engineering students (start)? Is there anything in your engineering degree so far that you feel is done well and helps students succeed (continue)? Students identified the quality of instruction early in their program as well as adjustment to college workloads and self-directed learning as the most significant barriers tostudent success.

scholarly journals Using online multiple choice questions with multiple attempts: A case for self-directed learning among tertiary students

2021 ◽  
Vol 10 (2) ◽  
pp. 553
Author(s):  
Ng Wen Lee ◽  
Wan Noor Farah Wan Shamsuddin ◽  
Lim Chia Wei ◽  
Muhammad Nur Adilin Mohd Anuardi ◽  
Chan Swee Heng ◽  
...  
Keyword(s):  
Online Survey ◽  
Multiple Choice ◽  
Independent Learning ◽  
Learning Performance ◽  
Learning Goals ◽  
Multiple Choice Questions ◽  
Self Directed Learning ◽  
Learning Skills ◽  
Taking Charge ◽  
Directed Learning

<span lang="EN-GB">Criticisms on multiple choice questions (MCQs) include the possibility of students answering MCQs correctly by guessing, and MCQs generally are said to fall short in cultivating independent learning skills, such as taking charge of their learning goals. Countering these common concerns, this research used online MCQ exercises with multiple attempts to investigate the experiences that drove students to become self-directed learners. In this research, 60 students completed two sets of online MCQ exercises with multiple attempts outside of classroom time for six weeks consecutively. Both focus group interviews and an online survey were conducted to investigate the experiences of using online MCQ exercise with multiple attempts in relation to the development of self-directed learning (SDL). The findings of the study showed that the criticisms may be unfounded. Data leads to the conclusion that the majority of the students do not just try to guess at the correct answers. Rather, many of them attempted the online MCQ exercises more than once to improve themselves indicating that they were interested in self-learning. Students also reported that they utilised search and inquiry skills that clearly showed motivated initiatives to plan how to overcome their weaknesses by independently looking for relevant resources, determine their own learning goals, and evaluate their own learning performance as a firm indicator of SDL development. Based on the findings, this study is able to refute the claim that MCQs are unable to cultivate independent learning skills.</span>

COOPERATIVE LEARNING STRATEGIES FOR PROMOTION OF STUDENT’S SELF-DIRECTION

2015 ◽  
pp. 61
Author(s):  
Gunārs Strods
Keyword(s):  
Teacher Training ◽  
Cooperative Learning ◽  
Learning Strategies ◽  
Average Level ◽  
Control Group ◽  
Self Directed Learning ◽  
Group Data ◽  
Study Results ◽  
Directed Learning ◽  
Learning Development

<p>This article presents results of promotion of students self-direction in cooperative learning in teacher training. The purpose of the study was to work out and implement an cooperative learning model for promotion of student self-directed learning skills in teacher training in university, and explore the relationships between the cooperative learning process and self-directed learning development. Empirical data were collected through self-directed learning-eadiness tests (SDLRS/LPA) and interviews at the beginning and the end of the semester. The data of experiment group were compared with control group data, and 170 students were involved in the study. Results indicate that self-directed learning readiness improves through cooperative learning processes for students of all levels, while in traditional process below average and average level students’ readiness improves, and above average level students’ readiness expressions are limited and readiness for self-direction decreases.</p>

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