scholarly journals LEARNING OPHTHALMOLOGY DURING THE COVID-19 PANDEMICS: IS REMOTE LEARNING APPLICABLE?

2021 ◽  
Keyword(s):  
Learning Process ◽  
Teaching Method ◽  
Clinical Skills ◽  
Active Role ◽  
Pedagogical Approach ◽  
Face To Face ◽  
Teaching Learning ◽  
Two Stages ◽  
The University ◽  
Remote Learning

During the COVID-19 pandemic, there was a need to adopt a pedagogical approach that complies with distancing standards, without harming the student's teaching-learning process. In this context, the search for tools that were effective for this period began, one of which was Remote Learning (RE). This paper seeks to report the experience of using RE as a teaching method for Ophthalmology. The experience was carried out with students from the Liga da Visão (LIVISA) at the Universidade de Fortaleza, through two stages: asynchronous virtual activities, aimed at the development of clinical skills, and synchronous theoretical classes, in partnership with academic residents, from an Ophthalmology service. Under this proposal, LIVISA's mentor had the challenge of continuing the activities in the RE modality, following the methodology already applied at the University, problem-based learning (PBL). In view of this, the proposition of clinical cases was fundamental to instigate the student to acquire knowledge and stimulate clinical reasoning, based on ophthalmological situations, allowing a more active role for the student. The transposition of Ophthalmology teaching to LIVISA students, from face-to-face to remote, was essential to keep the group cohesive.

scholarly journals LESSONS LEARNED FROM REMOTE EDUCATION

ACC Journal ◽  
2021 ◽  
Vol 27 (3) ◽  
pp. 74-86
Author(s):  
Květoslava Šimková ◽  
Jitka Ramadanová
Keyword(s):  
Learning Process ◽  
Best Practice ◽  
Lessons Learned ◽  
Business English ◽  
Remote Education ◽  
Face To Face ◽  
Language Studies ◽  
West Bohemia ◽  
Teaching Learning ◽  
The University

This paper focuses on some aspects of remote education that can be implemented in face-to-face classes in order to improve and enhance the teaching/learning process. The authors present the results of the questionnaire survey conducted among the teachers of the Institute of Applied Language Studies of the University of West Bohemia in Pilsen (hereinafter referred to as ‘UWB’) and also among the students of the Faculty of Economics at the same university in the spring term of 2021, evaluating two semesters of remote education. Having analyzed the results of the questionnaires, the authors of the paper aim to share their experience and introduce the best practice that the Business English (hereinafter referred to as ‘BE’) teachers at the UWB have decided to apply to their future BE courses.

scholarly journals Implicaciones de la gamificación en Educación Superior: una revisión sistemática sobre la percepción del estudiante

2021 ◽  
Vol 39 (1) ◽  
pp. 169-188
Author(s):  
Mª del Carmen Pegalajar Palomino
Keyword(s):  
Learning Process ◽  
Web Of Science ◽  
Scientific Literature ◽  
Quality Criteria ◽  
Educación Superior ◽  
Educacion Superior ◽  
Final Sample ◽  
Revisión Sistemática ◽  
Teaching Learning ◽  
The University

Este trabajo realiza una revisión sistemática para identificar los principales hallazgos reportados en la literatura científica sobre la percepción del estudiante universitario hacia la práctica de estrategias de gamificación en su proceso de aprendizaje. La búsqueda documental se ha llevado a cabo a partir de la triangulación de las publicaciones incluidas en las bases de datos “Web of Science” y “Scopus” durante el período 2010-2019. Tras aplicar los criterios de selección y calidad, se han identificado un total de 20 estudios como muestra final. Los resultados demuestran el interés creciente de la comunidad científica por plantear trabajos sobre gamificación en Educación Superior. Además, se corrobora una predisposición favorable en el alumnado hacia el desarrollo de experiencias didácticas innovadoras basadas en la gamificación. Entre sus potencialidades, destaca el aumento de la motivación, el interés y la participación del alumnado en el proceso de enseñanza-aprendizaje, así como la mejora del rendimiento académico y el desarrollo de las habilidades y competencias necesarias para su desarrollo profesional. This work performs a systematic review to identify the main findings reported in the scientific literature on the perception of the university student towards the practice of gamification strategies in their learning process. The documentary search was carried out based on the triangulation of the publications included in the "Web of Science" and "Scopus" databases during the period 2010-2019. After applying the selection and quality criteria, a total of 20 studies have been identified as the final sample. The results demonstrate the growing interest of the scientific community to propose works on gamification in Higher Education. Furthermore, a favorable predisposition in the students towards the development of innovative didactic experiences based on gamification is corroborated. Among its potential, the increase in motivation, interest and participation of students in the teaching-learning process stands out, as well as improving academic performance and developing the skills and competences necessary for their professional development

scholarly journals Teaching-learning process of clinical skills using simulations - report of experience

MedEdPublish ◽  
2019 ◽  
Vol 8 (2) ◽  
Author(s):  
Maria Helena Favarato ◽  
Murilo Moura Sarno ◽  
Lena Vania Carneiro Peres ◽  
Fernando Teles Arruda
Keyword(s):  
Learning Process ◽  
Clinical Skills ◽  
Teaching Learning

scholarly journals Students’ Perspective on Remote On-Line Teaching and Learning at the University of Latvia in the First and Second COVID-19 Period

2021 ◽  
Vol 13 (21) ◽  
pp. 11890
Author(s):  
Sanita Baranova ◽  
Dita Nīmante ◽  
Daiga Kalniņa ◽  
Alise Oļesika
Keyword(s):  
Teaching And Learning ◽  
Face To Face ◽  
Short Period ◽  
Digital Skills ◽  
On Line ◽  
Study Process ◽  
Survey Responses ◽  
Almost All ◽  
The University ◽  
Remote Learning

In Spring 2020, due to the rapid spread of COVID-19, all educational institutions in Latvia, including the University of Latvia (UL), transitioned from face-to-face on-site learning to remote learning. After a short period of face-to-face on-site learning in autumn, UL returned to remote learning in November for the second time. This paper investigates the UL students’ perspectives on remote teaching and learning at the UL during the first and second COVID-19 periods. The research assesses several remote study organization aspects, including the lecturer’s and student’s digital skills, their access to information and support during the study process, planning and implementation of the study process, and students’ acquisition of the content. The study used an original questionnaire designed in the Spring 2020 semester. Seven questions from the first questionnaire were included in another follow-up questionnaire distributed in the Spring 2021 semester. A total of 2248 UL students from the Spring 2020 semester and 742 students from the Spring 2021 semester participated in the study, representing 13 faculties across all study levels. The survey responses were collected via a QuestionPro survey platform and then downloaded into an IBM SPSS 28 file for a reliability check. Next, descriptive statistical analyses were conducted for each reported survey item using Microsoft Excel 2016. The research presented here implies that, in general, students perceive positive improvements in almost all the investigated aspects of the organization of the remote study process when comparing the first and second COVID-19 periods, which could indicate a certain level of resilience in students and university lecturers when subject to COVID circumstances. However, the results reveal that students have, in one year, developed a more realistic approach in assessing their digital skills. The results lead us to believe that remote on-line learning is not just a short-term solution but could become a valuable element for providing qualitative education in the long term. It could indicate that the students and lecturers at university are ready for new and sustainable higher education study organization solutions in the future.

New Perspectives on Communication During the COVID-19 Pandemic

2022 ◽  
pp. 76-94
Author(s):  
Nicoleta Duță
Keyword(s):  
Higher Education ◽  
Communication Skills ◽  
Learning Process ◽  
Teaching And Learning ◽  
Research Data ◽  
Learning Activities ◽  
Practical Approach ◽  
Research Findings ◽  
Teaching Learning ◽  
The University

This chapter approaches the problematic of communication in teaching-learning activities in higher education during the crisis generated by the COVID-19 pandemic. The authors have proposed to present a theoretical and practical approach to the effective communication in teaching, with the objective of knowing which are the opinions of students on communication skills and motivation of them in the classroom. The study included a total of 261 students from different faculties at the University of Bucharest, who were a Likert-scale survey in the period May -July 2020. Results of the analysis of research data shows that students have seen their ability to concentrate and motivation to perform tasks affected, but they did not leave university. In this respect, most difficulties were in carrying out teamwork than individual. The adaptations made by the university during confinement have been positively appreciated. The research findings coming according to recent studies confirm that without communication the teaching and learning process will not take place.

scholarly journals Mobile in learning: Enhancement of information and communication technologies

2018 ◽  
Vol 7 (2.6) ◽  
pp. 98 ◽  
Author(s):  
Jossy P George ◽  
Vinay M
Keyword(s):  
Information And Communication Technologies ◽  
Learning Process ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Technological Advancement ◽  
Central System ◽  
Higher Education System ◽  
Digital Book ◽  
Teaching Learning ◽  
The University

The technological advancement in the world has changed the people’s life. The people view point towards the usage of technologies in different fields like business, tourism, communication, education etc. has changed. Mobile learning can give flexible learning environment for the user. It can also increase the participant number in the online teaching learning process. This paper discusses about the effectiveness of the current technologies used in higher education system. It profiles the advantages of using mobile in accessing the university central system for teaching and learning. It also discusses about mobile digital book with augmentation, which can be used to improve the teaching and learning process of the different departments in the university

METHODOLOGICAL STRATEGY FOR THE RIGHT USE OF THE INTERACTIVE WHITEBOARD IN THE TEACHING-LEARNING PROCESS OF THE ENGLISH LANGUAGE IN THE UNIVERSITY

2017 ◽  
Author(s):  
Miguel Macías Loor ◽  
Roberth Zambrano Santos ◽  
José Intriago Macías ◽  
Juan Carlos Carpio ◽  
Marianela San Lucas Marcillo
Keyword(s):  
Learning Process ◽  
English Language ◽  
Interactive Whiteboard ◽  
Teaching Learning ◽  
The Right ◽  
The University ◽  
Methodological Strategy

scholarly journals An Investigation of Distance Teaching: Perceptions, Practices and Perspectives

2021 ◽  
Vol 04 (08) ◽  
Author(s):  
Dr. Ziani Melouka ◽  
Keyword(s):  
Great Majority ◽  
Structured Interview ◽  
Distance Teaching ◽  
Face To Face ◽  
Perceptions And Attitudes ◽  
Teachers And Students ◽  
Teaching Learning ◽  
The University ◽  
Sanitary Conditions ◽  
Teaching Perceptions

The present study is an investiagtion of distance teaching as an alternative to in-person classes during a lockdown. The study aims at unveiling the teachers and students’ perceptions and attitudes towards e-teaching/learning during a pandemic crisis. As an alternative to face -to face interviews with the teachers and the students because of the sanitary conditions, the tools have been adapted to existing conditions. To obtain data, two tools have been used online, a semi- structured interview with (n 51) master students and a lickert scale questionnaire for (n 18) teachers in the department of English in the university Abdelhamid Ibn Badis in Algeria.Findings revealed the reluctance in the exclusive use of distance teaching by the majority of teachers and the students. The great majority of them also prefers in person classes.This is justified by technical difficulties, lack of comprehension, poor internet flow and a lack of training.

scholarly journals Reflexões sobre a cibercultura no ensino superior: um olhar sobre os cursos de licenciatura

2018 ◽  
Vol 9 (18) ◽  
pp. 32
Author(s):  
Elisabete Cerutti ◽  
Marcia Dalla Nora
Keyword(s):  
Higher Education ◽  
Data Analysis ◽  
Learning Process ◽  
Digital Natives ◽  
Educational Environment ◽  
Academic Field ◽  
Teaching Learning ◽  
The University

O presente ensaio apresenta reflexões acerca da pesquisa sobre a cibercultura e as tecnologias no âmbito acadêmico. Como objetivo, busca refletir sobre o processo de ensino-aprendizagem através de recursos tecnológicos nos cursos de licenciatura e como os discentes desse curso percebem sua preparação para a futura docência com o uso dos artefatos digitais. A metodologia utilizada foi a qualitativa, com revisão bibliográfica e análise de dados a partir do questionário aplicado com os discentes dos cinco cursos investigados. Tendo como principais teóricos os autores Cerutti e Giraffa (2015), Kesnki (2003), Pretto e Pinto (2006) e Prensky (2016), que elucidam sobre a utilização das tecnologias no ambiente educacional, o texto apresenta o referencial teórico e a análise de dados. Como conclusão, percebemos que a aprendizagem sobre as tecnologias precisam ser suas vivências na própria Universidade, uma vez que mesmo nativos digitais, os acadêmicos não se percebem fazendo uso das mesmas em seus futuros espaços de docência. Palavras-chave: Cibercultura. Ensino Superior. Educação e tecnologias. Reflections on cyberculture in higher education: a look at undergraduate coursesThis essay presents reflections about research on cyberculture and technologies in the academic field. The objective is to reflect on the teaching-learning process through technological resources in undergraduate courses and how the students of this course perceive their preparation for future teaching with the use of digital artifacts. The methodology used was qualitative with bibliographic review and data analysis from the questionnaire applied with the students of the five courses investigated. The main authors are Cerutti and Giraffa (2015), Kesnki (2003), Pretto and Pinto (2006) and Prensky (2001), who elucidate the use of technologies in the educational environment, the text presents the theoretical reference and analysis of data. As a conclusion, we realize that learning about technologies must be their experiences in the University itself, since even digital natives, academics do not perceive making use of them in their future spaces of teaching.Keywords: Cyberculture. Higher education. Education and Technologies.

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