scholarly journals Learning Environment and the Comprehensive Examination of Nursing Students

2014 ◽  
Vol 17 (1) ◽  
Author(s):  
Mervin Amba Osic
Keyword(s):  
Nursing Students ◽  
Learning Environment ◽  
Classroom Environment ◽  
Teaching And Learning ◽  
Specialty Area ◽  
Examination Result ◽  
Pertinent Data ◽  
Comprehensive Examination ◽  
Second Year ◽  
Correlation Design

The atmosphere of the classroom environment embodies an affective tone in which teaching and learning take place.  The aim of this study was to find out the relationship of the learning environment and comprehensive examination results of Tagum Doctors’ College Nursing students for school year 2009-2010. This study utilized a descriptive-correlation design of research. Pertinent data were collated through the use of the researcher-made questionnaires as the data-gathering tool and the level comprehensive examination results. The respondents of this study were the 35 first and 50 second-year students enrolled in Tagum Doctors’ College, Inc. A complete enumeration was used in identifying the respondents since the same students went through the mandatory exam given by the school, to assess their level of knowledge of both general, special education issues and their specialty area. Using pearson r product moment correlation, findings revealed that there is no significant relationship between the extent of learning environment and the level of comprehensive examination result of both first- year and second-year nursing students in Tagum Doctors’ College. This implies that the learning environment does not affect the level of comprehensive examination result of nursing students. This would mean that assessment is not a just a test but can be reflected in the learning process.            Keywords— Learning environment, comprehensive examination, descriptive-correlation design of research, Nursing students, Philippines

scholarly journals Teaching, Learning, and Assessment: Insights into Students’ Motivation to Learn

2017 ◽  
Author(s):  
Simon Walters ◽  
Pedro Silva ◽  
Jennifer Nikolai
Keyword(s):  
Learning Environment ◽  
Classroom Environment ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Motivation To Learn ◽  
Teaching And Learning Environment ◽  
Second Year ◽  
The Impact

This study draws upon the perspectives of sport and recreation undergraduate students in New Zealand who were involved in the design of their own assessments, and discusses the implication of the teaching and learning environment on this process. In a previous study, student criticism had emerged of current teaching strategies and assessment methods at their institution. The purpose of this current study was to directly address some of these concerns and for lecturers and students to work collaboratively to develop a more learner-centred teaching and learning environment. Students from a second-year sociology of sport paper were invited to design their own exam. A session was facilitated where learning outcomes and exam strategies were addressed. Students were then given the opportunity to create their own exam questions in a student-led classroom environment. Concurrently, students from a third-year sports coaching paper were invited to fully design their own assessments. Student experience was captured through focus group interviews. Self-determination theory (SDT) provided the theoretical lens used to examine the data, with a specific focus on how the basic psychological needs (autonomy, competence, and relatedness) of participants were either supported or thwarted. The findings suggest that the second-year students struggled with a perceived lack of teaching direction throughout the process. However, third-year students were extremely positive about the opportunity to have ownership of their learning experience, and analysis revealed an increase in intrinsic motivation to learn. This study highlights the importance of student voice, and encourages a process that allows students to contribute meaningfully toward the design and delivery of their own programmes of study. Additionally, it provides an opportunity for a co-leadership model of students’ learning experience to emerge. Furthermore, it allows for reflection from both staff and students regarding the impact of the learning environment on student motivation to learn.

Incivility experiences of nursing students in South Korea

2016 ◽  
Vol 25 (2) ◽  
pp. 186-198 ◽  
Author(s):  
Myung Sun Hyun ◽  
Jennie C De Gagne ◽  
Jeonghwa Park ◽  
Hee Sun Kang
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Learning Environment ◽  
South Korea ◽  
Technology Use ◽  
Teaching And Learning ◽  
Qualitative Methodology ◽  
Academic Motivation ◽  
Qualitative Content Analysis ◽  
Research Question

Background: Incivility behaviors are negative social behaviors that can create conflict and disrespect among the persons involved. In a learning environment, incivility negatively affects learning by reducing academic motivation, lowering satisfaction with the education program, and interrupting the learning process. In addition, incivility causes those involved to feel negative emotions, such as anger, depression, and anxiety. Research question: What are the incivility experiences of nursing students during their nursing education? In what context do nursing students experience incivility during their education? Research design: This study used an exploratory qualitative methodology. Participants and research context: Participants (n = 34) were nursing students at three universities in South Korea. Data were collected during focus group interviews of 34 participants between 20 March and 26 June 2015 and were examined using a qualitative content analysis. Ethical consideration: The institutional review board approved this study. Findings: The analysis revealed four learning contexts in which participants experienced incivility: (a) in the classroom, (b) outside the classroom, (c) clinical settings, and (d) related to technology use. Five themes were identified: student non-adherence to classroom standards, faculty non-adherence to classroom standards, lack of helping-trusting relationships with peers, lack of dedication to teaching and learning in a clinical setting, and inappropriate use of technology. Conclusion: Nursing students experience incivility in a variety of situations and settings and expect a safer, more positive learning environment. The incivility experienced by nursing students during their education affects their goal of becoming professional nurses.

scholarly journals ONLINE EDUCATION: LEARNING OUTCOME, SUCCESS & CHALLENGES

2021 ◽  
Vol 1 ◽  
pp. 524-536
Author(s):  
Michael Alexander Radin ◽  
Natalia Shlat
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Learning Environment ◽  
Learning Outcomes ◽  
Classroom Environment ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Learning Outcome ◽  
Digital Learning ◽  
Face To Face

This paper’s intents are to render the learning outcome, success and challenges that emerge in an online teaching and learning environment in comparison to the traditional face to face classroom environment. First of all, we will examine how the students acclimate to the new online digital learning atmosphere after the traditional face to face learning environment; what challenges and barriers the students encounter in a synchronous and in an asynchronous online learning environments? Second of all, we will focus on how professors adapt to the new digital online teaching styles and examine the new essential teaching innovations that arise in order to achieve and go beyond the expected learning outcomes; how to remit to the students’ challenges and retain the positive and engaging learning environment? In addition, our aims are to examine new pedagogical innovations that naturally emerge while responding to the students’ travails and to smoothly navigate them to achieve the expected learning outcomes.Furthermore, our paper’s intents are to portray how an online learning environment can attain more effective learning outcomes in comparison to the traditional face to face classroom environment; how to think beyond our horizons and to enhance the learning outcomes in a digital learning atmosphere while addressing the students’ challenges? Moreover, we will emphasize how the immediate graded feedback and students’ feedback serve as pertinent tools in achieving the learning outcome and inspires students to learn in an online atmosphere. 

scholarly journals Designing EthAKUL: a mobile just-in-time learning environment for bioethics in Pakistan

2019 ◽  
Vol 3 (1) ◽  
pp. 36
Author(s):  
Azra Naseem ◽  
Kulsoom Ghias ◽  
Sohail Bawani ◽  
Mohammad Ali Shahab ◽  
Sameer Nizamuddin ◽  
...  
Keyword(s):  
Nursing Students ◽  
Learning Environment ◽  
Mobile Devices ◽  
Participatory Design ◽  
Teaching And Learning ◽  
Mobile App ◽  
Acceptance Testing ◽  
Just In Time ◽  
Junior Doctors ◽  
Technical Specifications

In developing countries such as Pakistan, bioethics has not been included in mainstream thinking in medical education. The authors’ experiences suggest that current methods of teaching bioethics are problematic as students are unable to translate theory to practice. Alternative pedagogies, such as just-in-time learning (JiTL) using mobile devices, may be able to foster the development and implementation of ethical reasoning among nurses, doctors, and medical and nursing students. This research was conceived to determine the effectiveness of mobile JiTL – anytime, anyplace learning through mobile devices – for teaching bioethics. After obtaining ethical clearance, a participatory design (PD) approach was adopted to ensure input from all stakeholders for the design of ‘EthAKUL’, comprising a mobile app, five modules and just-in-time pedagogy. The name of the app is an acronym evoking ethics, learning and the university where the project originated. As a part of the design process, three PD workshops were held with junior doctors, nurses, nursing students, medical students and bioethics teaching faculty, and five meetings were held with faculty members, to discuss functional specifications and user-acceptance testing of the app. The feedback related to the nature of common ethical issues encountered in clinical settings, the existing process of teaching and learning bioethics, and the requested features of the app were recorded. These data sets were analyzed and synthesized into functional and technical specifications for the mobile app. The software programmers developed the app with the close involvement of the stakeholders. The development of teaching content continued alongside this process. While this enabled EthAKUL’s developers to incorporate needs of all stakeholders, challenges were encountered in the process relating to the pragmatic and conceptual aspects of JiTL, ML and PD. We discuss the implications of this research in bringing about transformative changes in higher education.   How to cite this article:  NASEEM, Azra; GHIAS, Kulsoom; BAWANI, Sohail; SHAHAB, Mohammad Ali; NIZAMUDDIN, Sameer; KASHIF, Waqar; KHAN, Kausar S; AHMAD, Tashfeen; KHAN, Murad. Designing EthAKUL: a mobile just-in-time learning environment for bioethics in Pakistan. Scholarship of Teaching and Learning in the South. v. 3, n. 1, p. 36-56, Apr. 2019. Available at:  https://sotl-south-journal.net/?journal=sotls&page=article&op=view&path%5B%5D=70&path%5B%5D=40   This work is licensed under the Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

Teaching Music Theory

2020 ◽  
Author(s):  
Jennifer Snodgrass
Keyword(s):  
Music Theory ◽  
Classroom Environment ◽  
Teaching And Learning ◽  
Undergraduate Research ◽  
Real Life ◽  
Aural Skills ◽  
New Faculty ◽  
Music Therapist ◽  
Starting Point ◽  
Teaching Music

Many innovative approaches to teaching are being used around the country, and there is an exciting energy about the scholarship of teaching and learning. But what is happening in the most effective music theory and aural skills classrooms? Based on 3 years of field study spanning 17 states, coupled with reflections from the author’s own teaching strategies, Teaching Music Theory: New Voices and Approaches highlights teaching approaches with substantial real-life examples from instructors across the country. The main premise of the text focuses on the question of “why.” Why do we assess in a particular way? Why are our curricula designed in a certain manner? Why should students master aural skills for their career as a performer, music educator, or music therapist? It is through the experiences shared in the text that many of these questions of “why” are answered. Along with answering some of the important questions of “why,” the book emphasizes topics such as classroom environment, undergraduate research and mentoring, assessment, and approaches to curriculum development. Teaching Music Theory: New Voices and Approaches is written in a conversational tone to provide a starting point of dialogue for students, new faculty members, and seasoned educators on any level. The pedagogical trends presented in this book provide a greater appreciation of outstanding teaching and thus an understanding of successful approaches in the classroom.

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