facilitated learning
Recently Published Documents


TOTAL DOCUMENTS

113
(FIVE YEARS 26)

H-INDEX

13
(FIVE YEARS 0)

2022 ◽  
pp. 249-273
Author(s):  
Maria Fernanda Chaparro ◽  
José Alberto Herrera ◽  
Miriam Lizzeth Turrubiates ◽  
Silvia Lizett Olivares Olivares

Clinical simulation is a teaching strategy that replicates medical situations in controlled environments. The COVID-19 pandemic created disruptions for healthcare simulation centers. As a response, the Universidad Anáhuac designed online clinical simulation practices and assessments. The pre-intervention survey showed skeptical medical students (59.15%) to continue this learning format. The intervention included neurology, cardiology, and gynecology topics supported by five faculty members and staff. Instruments were examination checklists to evaluate the clinical competence based on a 100 score and the Debriefing Assessment for Simulation in Healthcare (DASH) with a 1 (extremely ineffective) to 7 (extremely effective) score. Students received individual training by Zoom, including simulation practices, debriefing, and assessment. Even though it seemed impossible to address clinical skills by distance, simulation practices continued with online resources. Collaborative participation between faculty, students, and staff facilitated learning during the COVID-19 conditions.


2021 ◽  
Vol 23 (3) ◽  
pp. 1-6
Author(s):  
Aileen Park ◽  
Pablo Ramirez ◽  
Paul Sparks

The global pandemic has brought about fundamental changes in education. The abrupt closing of schools has disrupted the teaching and learning processes and presented challenges for schools worldwide. This Special Issue explores “digital inclusion” through the use of technology-facilitated learning platforms and modalities within the multicultural environment of schooling. It especially gives attention to cases that highlight the responses of parents, teachers, administrators, and students in countries that have the digital infrastructure and technological advancement and in those that do not in order to question the “digital divide” and the challenges and implications that this disparity brings to education.


2021 ◽  
Vol 1 (1) ◽  
pp. 142-154
Author(s):  
James Becvar ◽  
◽  
Geoffrey Saupe

We present and describe a Do-It-Yourself strategy to develop and utilize trained Peer Leaders in your PLTL program to fund that very program. We discuss how you can develop a self-funding PLTL program by employing existing talent, creativity, and need for customized PLTL learning materials to financially support a future or current PLTL intervention. A local non-profit publisher, organized specifically for the purpose, is essential in this endeavor. The non-profit organization handles finances and provides Conflict of Interest distancing for faculty and student PLTL practitioners. To date, the non-profit and DIY-PLTL strategy described here has donated a total of more than $700,000 to two university campus PLTL programs in support of peer-facilitated learning.


2021 ◽  
Vol 12 ◽  
Author(s):  
Tingming Lai ◽  
Jinkun Zhang

Do students learn better with texts that are slightly harder-to-read (i.e., disfluent)? Previous research has yielded conflicting findings. The present study identified the boundary condition that determines when disfluent texts benefit learning. We used eye-tracking to examine the joint influence of text legibility (fluent vs. disfluent) and signaling (signaling vs. non-signaling) on multimedia learning. The results revealed that both disfluent text and signaling led to better transfer test performance, and there was also an interaction between them. Specifically, the disfluent text led to better learning outcomes with or without signaling; however, in the fluent text condition, only signaling facilitated learning. Eye movement analyses indicated that signaling guided learners to pay more attention to important content in the learning materials. The current results suggest that signaling can enhance individuals’ perceived fluency or familiarity to the material and guide the attention during multimedia learning, and the positive impact of disfluency on multimedia learning seems to be more stable and ubiquitous. We discuss these under the framework of disfluency effect and attention-guiding effect.


Author(s):  
Csilla Dallos

AbstractRecent scholarship has sought to understand culture by studying attributes of social learning. While celebrating the role of pedagogy and other forms of facilitated learning in human cultural uniqueness, these studies have neglected instances of restricted and prolonged knowledge and skill acquisition. This article analyses illustrative cases of such learning in the ethnographic literature to assess their implications for cultural processes and products. Combined evidence from formal apprenticeship and the informal learning of hunter-gatherers indicates that though enhanced facilitation of learning is undeniable, an exclusive focus on it has resulted in a flawed concept of human culture and its social context. The cases cited suggest that mechanisms to extend learning constitute a vital source of cultural creativity and innovation that should be considered in social learning and culture discussions.


2021 ◽  
Vol 4 (2) ◽  
pp. 209-231
Author(s):  
Nicholas J. Kinar

Abstract. A classroom activity involving the construction, calibration, and testing of electronic circuits was introduced to an advanced hydrology class at the postsecondary level. Two circuits were constructed by students: (1) a water detection circuit and (2) a hybrid relative humidity (RH)/air temperature sensor and pyranometer. The circuits motivated concepts of systems science, modelling in hydrology, and model calibration. Students used the circuits to collect data useful for providing inputs to mathematical models of hydrological processes. Each student was given the opportunity to create a custom hydrological model within the context of the class. This is an example of constructivist teaching where students engage in the creation of meaningful knowledge, and the instructor serves as a facilitator to assist students in the achievement of a goal. Analysis of student-provided feedback showed that the circuit activity motivated, engaged, and facilitated learning. Students also found the activity to be a novel and enjoyable experience. The theory of circuit operation and calibration is provided along with a complete bill of materials (BOM) and design files for replication of this activity in other postsecondary classrooms. Student suggestions for improvement of the circuit activity are presented along with additional applications.


Author(s):  
María G. Leija ◽  
María E. Fránquiz

The impact of immigration on Latinx students and their families' lives continues to be important for understanding the need for better serving this population in schools. The qualitative case study reported in this chapter explored how a bilingual first-generation Mexican teacher, in the U.S.-Mexico borderlands, drew from first- and second-generation Latinx students' and their families' lived experiential knowledge in regards to immigration throughout a literacy project. The study sought to contribute to a nuanced understanding of how culturally relevant children's literature coupled with immigrant families' stated lived experiential knowledge facilitated learning about complicated social issues such as immigration. Findings of the study show ways a teacher effectively built bridges between school and immigrant homes.


Sign in / Sign up

Export Citation Format

Share Document