scholarly journals Increasing attitudes and interest in caring for older adults in first year nursing students using innovative teaching and learning strategies

2015 ◽  
Vol 5 (9) ◽  
Author(s):  
Karen Parsons ◽  
Sandra MacDonald ◽  
Allyson Hajek ◽  
Judy Moody
Keyword(s):  
Older Adults ◽  
Nursing Students ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
First Year ◽  
Innovative Teaching ◽  
Teaching And Learning Strategies

Eight Years of Asking Questions

2006 ◽  
pp. 289-304 ◽  
Author(s):  
Jim Boyle
Keyword(s):  
Learning Strategies ◽  
Teaching And Learning ◽  
Radical Change ◽  
First Year ◽  
Feedback Systems ◽  
Teaching And Learning Strategies ◽  
Personal Response System ◽  
History Of ◽  
Asking Questions ◽  
Science Classes

Eight years ago, the Department decided to embark upon a radical change to its first-year teaching. A core feature of that change was the introduction of “classroom feedback systems” in large, engineering science classes, starting with ClassTalk and then moving on to the Personal Response System. This chapter gives a brief history of the reasons for this change, which involved other, complimentary, teaching, and learning strategies, our experiences, current developments, and a look to the future, in particular, the way we would like to see the technology developing.

scholarly journals Language Support for First Year Human Physiology and Biology

2011 ◽  
pp. 129-159
Author(s):  
Karen Elizabeth Mate ◽  
John Cameron Rodger ◽  
Brett Andrew Lidbury
Keyword(s):  
Human Physiology ◽  
University Students ◽  
Student Performance ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
First Year ◽  
Specific Context ◽  
Language Support ◽  
Teaching And Learning Strategies ◽  
The University

This chapter examines student performance in Human Physiology and Biology in response to a number of interactive language-focused and career-oriented interventions that were integrated into both lecture and tutorial formats. The study took place at the University of Newcastle, Australia and involved around 1000 students on two campuses. Although it was not possible to demonstrate a clear overall improvement in student performance as a result of these interventions, the activities were viewed positively by the majority of students. Arguably, the major impact of the language and other interventions was in the level of student motivation and engagement with the course topic. Contemporary university students are highly focused on the relevance of a course to their chosen career path, suggesting that language-based teaching and learning strategies would be most effective if placed within a vocation-specific context.

Strategies for Virtual Online Student Support in the First-Year Economics Unit During the Global COVID-19 Pandemic

2021 ◽  
pp. 28-47
Author(s):  
Anita Medhekar ◽  
Sreeparna Saha
Keyword(s):  
Learning Strategies ◽  
Teaching And Learning ◽  
Student Support ◽  
First Year ◽  
Online Support ◽  
Online Student ◽  
Global Pandemic ◽  
Teaching And Learning Strategies ◽  
The World ◽  
Healthcare Crisis

Online internet-based education and virtual teaching and learning have been forced upon the world due to coronavirus global pandemic healthcare crisis. Various internet and communication technology-assisted virtual delivery platforms are used, such as Zoom, Microsoft Teams, Google Hangouts, Skype, etc., to conduct lectures, tutorials, workshops, and provide online support to students. The main objective of this chapter is to reflect and compare the teaching and learning strategies in normal situation in contrast with the practice during COVID-19 environment. The chapter formalises an analysis of the challenges faced by lecturers in teaching and delivering first-year economics unit to the students, at the two institutions, and its impact on their learning of the economics core unit offered at the undergraduate Bachelor of Business program.

scholarly journals Nursing faculty and student transition to a context–based learning curriculum

2017 ◽  
Vol 7 (7) ◽  
pp. 54 ◽  
Author(s):  
Vivian Afrah Puplampu ◽  
Carolyn Ross
Keyword(s):  
Nursing Students ◽  
Learning Strategies ◽  
Nursing Faculty ◽  
Teaching And Learning ◽  
Learning Strategy ◽  
Nursing Theory ◽  
Student Centered ◽  
Student Transition ◽  
Undergraduate Nursing ◽  
Teaching And Learning Strategies

Background: Context-based learning (CBL) a student-centered teaching and learning approach (STL) is used at the study site to teach undergraduate nursing theory. While it is widely accepted that transition to STL can be difficult, little is known about the perception of nursing faculty and students transition to CBL. The purpose of this study was to describe nursing faculty and students’ perception about their transition to CBL.Methods: An exploratory-descriptive qualitative design was undertaken to understand and describe the perception of nursing faculty and students transition to CBL as a teaching and learning strategy for undergraduate nursing theory courses.Results: Five themes emerged from the students’ data: throwing someone into an ocean, sink or swim, turning point, just doing it, and valuing. Four themes emerged from the faculty data on transition to CBL: an adaptation, trusting the CBL process, a maturing process for students, and controversies about CBL. While the transition was uncomfortable for students and faculty, over time both understood the benefits of CBL.Conclusions: Nursing as a practice discipline will best be served using a variety of teaching and learning strategies in the undergraduate education of nursing students. Based on the findings of this study, recommendations have been made to smooth the transition for faculty members and students not previously exposed to the STL approach using CBL.

scholarly journals The impact of Teacher Fellows on teaching and assessment at tertiary level

2016 ◽  
pp. 77-78
Author(s):  
Tim G Harrison ◽  
Dudley E Shallcross
Keyword(s):  
Learning Strategies ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Secondary School Teachers ◽  
First Year ◽  
Tertiary Level ◽  
Teaching And Learning Strategies ◽  
The Subject ◽  
The Impact ◽  
Insight Into

It is perceived that Outreach activities are primarily conducted to raise the profile of the department and the subject with a view to recruitment. However, we highlight a range of benefits to teaching practice and assessment of practical teaching at tertiary level that can arise from such activities. In particular, engaging with secondary school teachers can provide invaluable insight into successful teaching and learning strategies in particular for first year undergraduates.

scholarly journals EDUCATING STUDENTS TO ENHANCE CULTURAL HERITAGE: “LITTLE ARCHAEOLOGISTS WITH A 3D PRINTER” A HERITAGE EDUCATION PROJECT

2017 ◽  
Vol 38 (2) ◽  
Author(s):  
Severo Cardone
Keyword(s):  
Cultural Heritage ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Learning By Doing ◽  
Local History ◽  
Democratic Citizenship ◽  
First Year ◽  
Heritage Education ◽  
Teaching And Learning Strategies ◽  
Citizenship Skills

This school project is about Cultural Heritage Education and involves students attending the first year of secondary school. It has the purpose of experimenting with an interdisciplinary education approach which aims at stimulating students’ interest in local history and cultural heritage, through the use of multimedia tools, 3D graphics and printing programs, and the experience of new teaching and learning strategies such as Problem-Based Learning (PBL), learning by doing and peer education. Enhancing the laboratory experience, teamwork and gamification, students can simultaneously negotiate contents/topics and co-build new disciplinary knowledge (closely related to the content and learning objectives indicated in the curriculum of each involved discipline). They will acquire technical skills (Information technology, multimedia and archaeology skills) and cross cultural competences (such as key competences, life skills and other soft skills) and they will develop an encouragement and protection kind of mentality related to cultural heritage, that is essential to feel engaged in a community life and acquire active and democratic citizenship skills.

Creative Teaching and Learning Strategies for Novice Users of Mobile Technologies

2013 ◽  
Vol 5 (3) ◽  
pp. 68-79 ◽  
Author(s):  
Jennifer Masters
Keyword(s):  
Learning Strategies ◽  
Information And Communication Technologies ◽  
Mobile Technology ◽  
Teaching And Learning ◽  
Participant Observation ◽  
Mobile Technologies ◽  
Learning Context ◽  
Creative Teaching ◽  
Innovative Teaching ◽  
Teaching And Learning Strategies

This paper addresses perspectives of creative teaching and learning strategies in the new learning context of mobile technology, particularly for novice learners. The discussion presented here is framed by two case studies and uses an ethnographical approach, informed by participant observation to consider the experiences of users of mobile devices who do not have prior experience with information and communication technologies. Although the lack of prior understanding of the novice user initially presented a hurdle for working with mobile technology tools, it was noted that an ‘innocence of perceiving and behaving’ (Maslow, 1971) could advantage these learners to work in new and creative ways that may not be considered by more experienced users. It was also identified that the creative learning could be facilitated by intentional support and both innovative teaching strategies and imaginative teaching scenarios are important components of this framework.

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