Evaluering av et pedagogisk undervisningsopplegg i akademisk skriving

In-service education affects the quality of cancer care directly. Using classroom teaching to deliver in-service education is often ineffective due to participants' large workload and shift requirements. This study evaluated the learning effectiveness of different teaching methods in the dimensions of knowledge, attitude, and learning satisfaction. This study used a quasi-experimental study design. Participants were cancer ward nurses working at one medical center in northern Taiwan. Participants were divided into an experimental group and control group. The experimental group took an e-learning course and the control group took a standard classroom course using the same basic course material. Researchers evaluated the learning efficacy of each group using a questionnaire based on the quality of cancer nursing care learning effectiveness scale. All participants answered the questionnaire once before and once after completing the course. (1) Post-test "knowledge" scores for both groups were significantly higher than pre-test scores for both groups. Post-test "attitude" scores were significantly higher for the control group, while the experimental group reported no significant change. (2) after a covariance analysis of the pre-test scores for both groups, the post-test score for the experimental group was significantly lower than the control group in the knowledge dimension. Post-test scores did not differ significantly from pre-test scores for either group in the attitude dimension. (3) Post-test satisfaction scores between the two groups did not differ significantly with regard to teaching methods. The e-learning method, however, was demonstrated as more flexible than the classroom teaching method. Study results demonstrate the importance of employing a variety of teaching methods to instruct clinical nursing staff. We suggest that both classroom teaching and e-learning instruction methods be used to enhance the quality of cancer nursing care education programs. We also encourage that interactivity between student and instructor be incorporated into e-learning course designs to enhance effectiveness.

The blended teaching and learning method that combine traditional face-to-face teaching with modern computer network information technology have attracted more and more attention and favor. This study explored the effects of blended teaching and learning methods on the motor learning and learning motivation of college students in basketball learning. The results would provide the scientific basis and reference for the application and promotion of this new teaching and learning method in physical education and training. A teaching experimental research design was employed, the sample included 90 male college students, and they were divided into an experimental group (n = 45) and a control group (n = 45) by using the cluster sampling method. The experimental group received the blending teaching method, while the control group received the traditional teaching method for 8 weeks of training. General basketball skills assessment and the Behavioral Regulation in Physical Education Questionnaire (BRPEQ) were used to examine the effects of both teaching methods on basketball skills learning. The research results show that compared with the traditional teaching mode, the blended teaching mode has significant advantages in the mastery of college students’ basketball skills and the improvement of learning motivation.

E-learning courses has been adopted by universities as an alternative teaching method. By development of computer based devices and new methods of teaching, e-learning courses have emerged. However, the synergies, functional effectiveness and integration of knowledge management within an e-learning course have attracted little interest for serious research. In this paper, we discuss designing an e-learning course in C language on a knowledge management perspective. Constitutive elements of designing e-learning course in C language are analyzed. The course is supported by the virtual learning environment which integrates various tools, and it is easily operated and accessible through the internet web browser. Knowledge management can be used effectively in e-learning course in C language and it can provide a learning grid to enable the students to identify the right learning objects in C language which is based on the student's context and personal preferences.

The blended teaching and learning method that combine traditional face-to-face teaching with modern computer network information technology have attracted more and more attention and favor. This study explored the effects of blended teaching and learning methods on the learning effectiveness and learning motivation of middle school students in physical education. The results would provide the scientific basis and reference for the application and promotion of this new teaching and learning method in physical education and training. A teaching experimental research design was employed, the sample included 86 male middle school students, and they were divided into an experimental group (n = 32) and a control group (n = 54) by using the cluster sampling method. The experimental group received the blending teaching method, while the control group received the traditional teaching method for 8 weeks of training. The “Physical Education Learning Effectiveness Scale” and the “Middle School Students’ Physical Education Participation Motivation Questionnaire” were used to examine the effects of both teaching methods on middle school physical education learning. The results showed that compared to the traditional method, the blended teaching method had significant effects on the learning effectiveness and learning motivation of the middle school students’ physical training courses.

Many approaches to make mathematics relevant to first-year engineering students have been described. These include teaching practical engineering applications, or a close collaboration between engineering and mathematics teaching staff on unit design and teaching. In this paper, we report on a novel approach where we gave higher year engineering and multimedia students the task to ‘make maths relevant’ for first-year students. This approach is novel as we moved away from the traditional thinking that staff should produce these resources to students producing the same. These students have more recently undertaken first-year mathematical study themselves and can also provide a more mature student perspective to the task than first-year students. Two final-year engineering students and three final-year multimedia students worked on this project over the Australian summer term and produced two animated videos showing where concepts taught in first-year mathematics are applied by professional engineers. It is this student perspective on how to make mathematics relevant to first-year students that we investigate in this paper. We analyse interviews with higher year students as well as focus groups with first-year students who had been shown the videos in class, with a focus on answering the following three research questions: (1) How would students demonstrate the relevance of mathematics in engineering? (2) What are first-year students' views on the resources produced for them? (3) Who should produce resources to demonstrate the relevance of mathematics? There seemed to be some disagreement between first- and final-year students as to how the importance of mathematics should be demonstrated in a video. We therefore argue that it should ideally be a collaboration between higher year students and first-year students, with advice from lecturers, to produce such resources.

BackgroundThe COVID-19 pandemic has had significant effects on anatomy education. During the pandemic, students have had no access to cadavers, which has been the principal method of learning anatomy. We created and tested a customized congenital heart disease e-learning course for medical students that contained interactive 3D models of anonymized pediatric congenital heart defects.ObjectiveThe aim of this study is to assess whether a multimodal e-learning course contributed to learning outcomes in a cohort of first-year undergraduate medical students studying congenital heart diseases. The secondary aim is to assess student attitudes and experiences associated with multimodal e-learning.MethodsThe pre-post study design involved 290 first-year undergraduate medical students. Recruitment was conducted by course instructors. Data were collected before and after using the course. The primary outcome was knowledge acquisition (test scores). The secondary outcomes included attitudes and experiences, time to complete the modules, and browser metadata.ResultsA total of 141 students were included in the final analysis. Students’ knowledge significantly improved by an average of 44.6% (63/141) when using the course (SD 1.7%; Z=−10.287; P<.001). Most students (108/122, 88.3%) were highly motivated to learn with the course, and most (114/122, 93.5%) reported positive experiences with the course. There was a strong correlation between attitudes and experiences, which was statistically significant (rs=0.687; P<.001; n=122). No relationships were found between the change in test scores and attitudes (P=.70) or experiences (P=.47). Students most frequently completed the e-learning course with Chrome (109/141, 77.3%) and on Apple macOS (86/141, 61%) or Windows 10 (52/141, 36.9%). Most students (117/141, 83%) had devices with high-definition screens. Most students (83/141, 58.9%) completed the course in <3 hours.ConclusionsMultimodal e-learning could be a viable solution in improving learning outcomes and experiences for undergraduate medical students who do not have access to cadavers. Future research should focus on validating long-term learning outcomes.

Most people think of online courses when they talk about e-learning, but aspects of social media can also be considered e-learning. In 2011 the Knowledge for Health Project (K4Health) began work with local partners to implement an e-learning and professional development policy for Medical Laboratory Scientists based on the needs identified by United States Agency for International Development (USAID)/Nigeria. Six e-learning courses were developed and promoted through several channels including social media. A Facebook Group was created to share information about accessing and navigating the courses and attracted 8,500 members in 18 months. As the Group grew, the topics discussed evolved to include trade union news, employment opportunities and technical resources. Another Facebook Group provided insights that Facebook Groups could be used to facilitate interactions focused on continuing professional development. The findings show that Facebook Groups accommodate an informal learning style, allowing individuals to learn through peer support in flexible ways. It has also shown that the use of Facebook Groups is associated with high levels of engagement with e-learning courses.

Background: Ultrasound examination is an important application in obstetrics. Fetal motor assessment can help to discriminate severe diseases, such as those underlying abnormal fetal joint position. However, standardized training is lacking. It was investigated whether virtual traditional teaching (TT) initiated by the coronavirus 2019 (COVID-19) pandemic gave equal outcome, compared to the prior blended teaching (BT) course on fetal motility. Methods: In total 96 medical students were included, 51 underwent BT versus 45 TT. BT underwent live supervised interactive e-learning and TT plenary virtual lecture. Both groups made the same individual assignments. The first assignment evaluated course knowledge in four video fragments on single specific movement patterns (SMPs), the second assignment consisted of three fragments with various SMPs, students were asked to score differentiation and qualitative performance. Results: BT and TT showed equally high correct answers on four individual SMPs. The second assignment revealed that BT and TT scored similarly in differentiation of SMPs. Two fetuses with normal motility were equally well scored in half of the items, BT scored speed and amplitude better, TT scored better in speed (other fetus) and overall conclusion. The one fetus with abnormal movements was scored by BT and TT similarly, 75% of both groups scored the fetus as moving suspect or abnormal. Conclusions: Evaluation of medical students’ motor assessment skills after BT and TT revealed a nearly equally high yield of the courses in distinguishing SMPs and similar judgement of aspects and overall qualitative performance.

E-mail d.ouyang@aston.ac.uk Abstract Many first-year students arrive at college unprepared. To improve their professional awareness and give the big picture of whole M. Pharm. program to first-year pharmacy students, a professional development course was introduced to 150 students in 2012. Students’ responses between pre-test and post-test were compared to assess the influence of the professional development course. The results showed the professional development courses had a positive impact on first-year students. Thus, a new teaching method has successfully developed to improve first-year pharmacy students’ attitudes toward to the role of the pharmacists and learning motivation in M. Pharm. program. This inter-disciplinary course also provides a model to other pharmacy programs in the UK and the world.

The article deals with distance education, which as a teaching method had to be suddenly introduced in schools and higher education institutions as a result of the global pandemic situation. The paper captures the second wave of Poland’s pandemic situation in relation to global circumstances and the methods of conducting distance learning used across the globe. The purpose of this study was to investigate first-year students’ expectations about the education shift to distance learning. GETAMEL, which is the adapted General Extended Technology Acceptance Model for E-Learning, was used in the study. The study analyzed the influence of Experience, Subjective Norms, Enjoyment, Computer Anxiety, and Self-Efficacy on students’ expectations in the context of distance learning during the COVID-19 pandemic. To test the research model presented during the research, The Partial Least Squares method of Structural Equation Modeling was used. An online survey was created to conduct the research, which collected data from 670 Polish first-year undergraduate students. The acquired data were analyzed using the SmartPLS 3 software. The results of the research indicated that the most important factors that influence the feelings of students and can convince them to change from teaching in the classroom to teaching in the distance learning model are the feeling of pleasure in this form of education and a sense of self-efficacy. The results of this study may be of particular interest to education practitioners, including teachers, and a starting point for further research on e-learning models, including, in particular, the understanding of students’ expectations regarding distance learning.

Blended teaching, characterized as a combination of online instruction and face-to-face teaching is effective in maintaining high student retention, promoting learners’ motivation and saving costs in EFL teaching. However, as low learning efficiency can lead to a reduced performance related to students’ blended learning, it is necessary to study the effectiveness of blended teaching. This study aims to examine the effects of the “SPOC and Flipped classroom”-based blended teaching strategy on first-year English-major students’ achievements in five English language skills compared with those of the traditional face-to-face classroom teaching strategy. For this research, a quasi-experiment was conducted for one semester, employing an “SPOC and Flipped classroom”-based blended teaching strategy in two undergraduate classes for first-year English-major students. A total of 64 students majoring in English at a Chinese university in Shandong province participated in the quasi-experiment and were divided into the control class (N = 32, (intact group), with 6 men and 26 women) and the experimental class (N = 32, (intact group), with 4 men and 28 women). Intervention was performed in the experimental class, while a typical face-to-face classroom teaching strategy was employed in the control class. Findings of students’ overall achievements showed that the blended teaching strategy based on the SPOC and flipped-classroom approach was more effective in improving students’ achievements than face-to-face classroom teaching. Findings of students’ achievements in each of the five English language skills showed that the “SPOC and Flipped”-based blended teaching strategy was effective in enhancing students’ listening, reading, translating, and writing, but was not effective in speaking. Furthermore, students’ genders and regional backgrounds were considered as moderating variables of students’ achievements, and findings indicated that gender had no significantly positive effect on students’ achievements in the blended teaching intervention. However, a significant difference in achievements between the students from urban and rural areas was observed, which indicated that regional background had significantly positive effect on students’ achievements in blended teaching. The findings of the research implied that the implementation of well-designed blended learning that uses effective strategies could significantly improve students’ achievements in English language skills, but that there would be different results among students of different skill levels and regional backgrounds. Moreover, as the quality of EFL blended teaching improves, students’ academic performance will be enhanced.

Objectives The purpose of this study is to verify the effect of creative problem solving class using e-learning on creative self-efficacy, routine creativity, and problem-solving ability of college students. Methods The class content used in this study was composed based on previously published problem-solving skills textbooks and reference materials. The subjects of this study were 42 students, 22 students who took the e-learning creative problem-solving course opened as a liberal arts course and 20 students who took the general e-learning course at a 4-year university in Busan. As a survey tool, creative self-efficacy, routine creativity, and problem-solving ability scales were used. Results As a result of the study, the creative self-efficacy of college students who participated in the creative problem-solving class using e-learning improved statistically and significantly, but in comparison with the comparison group, there was a statistically significant difference only in creative thinking self-efficacy, which is a sub-factor of creative self-efficacy. In addition, in routine creativity and problem-solving ability, there was no statistically significant difference in comparison with the comparison group. Conclusions These results show that creative problem-solving class using e-learning for university students did not have the same effect as the existing face-to-face teaching methods (discussion-based learning, project(problem) based learning, etc.) However, it confirms the fact that it can be of some help in making college students have the belief that they can be creative or develop alternatives to problem-solving.

The aim of the study. In modern conditions of changing the global “educational landscape”, the leading trend in building a new educational process management system is the personalization of the educational process in the electronic environment. New pedagogical technologies and innovative forms of organizing personalized learning in the electronic environment are developing, one of which is adaptive learning. The development of the structure and content of adaptive e-learning courses, the design and implementation of an educational strategy, teaching methods, and approaches to assessing results is determined by the model of its subject domain - the model of learning content. The aim of the study is to develop an approach to constructing the learning content model of an adaptive e-learning course that provides a formalized presentation of the educational material of the discipline and the construction of a logically based strategy for its study. Materials and methods. Methodological basis of research methods make up the logical-epistemological analysis and graph theory, and comparative analysis of psychological and pedagogical, scientific and methodical works, analysis of regulatory documents on research issues, professional and federal educational standards of higher education. Results. A feature of the author's approach is structuring of the subject domain in the form of a sequence of terms (training objects) of the learning content, studied in a certain order and presented in several versions of the presentation. The presented model for constructing the learning content of the academic discipline differs from the wellknown ones by the presence of logical ordering of concepts based on the integration of logic methods of concept analysis, using logical and epistemological methods for correlating the volume and content of concepts with the methods of graph theory and hypergraphs. The definition of educational objects of a tree (hypergraphic tree) of terms is obtained on the basis of a concept tree of discipline with a further determination of the sequence of their study, as well as the inclusion of a phenomenological and structural model in the content of the educational object, which allows to identify and disclose the essence of each studied concept within the framework of the subject domain of discipline. Conclusion. The proposed approach has been tested in the educational process of the program 09.03.02 – “Information systems and technologies” at the Siberian Federal University. Analysis of observations and evaluating the effectiveness of adaptive e-learning course in the educational process was carried out using the Kruskal-Wallis test by ranks. As a result of the experiment, it was revealed that at the end of the experiment, the control and experimental groups were statistically significantly different, which allowed us to conclude that the adaptive e-learning course developed in the educational process was effective. Adaptive e-learning courses, which are based on the approach proposed by the authors, made it possible to present educational content in the form of logically integral micro portions, which allow the adaptation of the educational environment to the individual characteristics of students. In the future, the proposed approach can contribute to development of personalized adaptive learning university ecosystems under digitalization formation.

The outbreak of COVID-19 has made online teaching an important part of daily teaching. In the post-epidemic period, blended teaching will inevitably become a new teaching form in teaching activities, bringing a new classroom revolution and learning revolution to English grammar teaching in higher vocational colleges. Therefore, based on the characteristics analysis of EFL learners’ learning behavior, colleges and universities should transform the teaching methods with the combination of information technology and depth fusion of education teaching. It is important to make full use of the Massive Open Online Course (MOOC), Small Private Online Course (SPOC) and flip classroom teaching methods by the cohesion of course activities to improve the teaching paradigm online. Besides, with the help of intelligent platform to make out the learning behavior analysis data is also available which is benefits to content visualization, network class differentiation, entity classroom interaction and intelligent teaching management, realizing the "internet + intelligent" education, to build more high-quality courses. This paper is to adopt two classes students by different teaching methods, which are blended teaching method and traditional teaching method to explore the students’ learning behavior influential factors and activity design for blended teaching mode framework. Based on SPOC blended teaching course into the actual grammar teaching, this study discusses the English grammar blended teaching strategy for EFL learners. The aim is to improve the teaching efficiency of teachers and students' learning ability, and provide theoretical guidance for the design of the blended teaching mode of English grammar in higher vocational colleges.

Introduction: Students are constantly in search of additional and innovative ways to stimulate their attention in learning various subjects. Assessing medical students’ learning styles can help both teachers and students make informed decisions about teaching strategies. Adopting a suitable teaching style can improve teaching effectiveness. Fleming’s VARK Questionnaire version 8.02, which consists of V- Visual, A- Aural, R- Read/Write, and K- Kinaesthetic learning styles, was used in present study. Aim: To evaluate the learning styles of first-year MBBS students in a private medical college in Tamil Nadu India, identify the prevalence of unimodal and multimodal learners, and examine the correlation of learning styles between genders. Materials and Methods: A descriptive cross-sectional questionnaire survey was conducted among first-year MBBS students at Sri Venkateswaraa Medical College in Tamil Nadu, India from January 2024 to March 2024. A total of 125 students out of 150 provided their informed consent to participate in the research. Subsequently, a copy of the VARK questionnaire version 8.02, which contains 16 multiple-choice questions, was issued to the first-year MBBS students. To compare the learning styles of male and female students, Chi-square tests and paired sample t-tests were performed. Results: A total of 125 students participated in the present study. Participants’ age ranged from 18 to 22 years, with 37% being male and 63% female. Among the students, 38.4% were found to be unimodal, 46.4% were bimodal, 13.6% were trimodal, and 1.6% were quadrimodal learners. The individual scores in the unimodal category were V-3, A-14, R/W-5, and K-26, with kinaesthetic learning being the most preferred mode, followed by aural mode. There was no significant gender difference in the preferred learning style (p-value=0.35). The p-values for the association between learning styles and gender, determined through the Chi-square test in the unimodal category, were as follows: visual (p-value=0.93), aural (p-value=0.48), read/write (p-value=0.22), and kinaesthetic (p-value=0.18). Conclusion: Individual learning styles be identified at the entry level. Teachers can plan their lessons based on students’ learning preferences to improve the effectiveness and efficiency of their teaching and learning methods. To accommodate different learning styles, educators should combine various teaching methods.