Didactic Techniques Research Articles

Formative Research in the Digital Context and Academic Competence in their Academic Works of University Students

Traditional teaching methodologies, such as lectures, are not the most effective in improving students' academic competence. However, through learning through formative research and the use of educational technologies, university students can better develop their academic competencies. The objective of this article was to determine the relationship between formative research in the context of dynamic digital technology and the academic competence of students at the Universidad Nacional del Altiplano in Peru. The methodology used was quantitative, cross-sectional and correlational. A survey was applied in the three areas of professional training, such as: social sciences, biomedical and engineering, to a representative sample of 382 students of both sexes, out of a population of 17,000 students. The findings of the research revealed a moderate positive relationship (r = 0.469), with a significance level of (p value = 0.00 < 0.05). This indicates that formative research, using various dynamic didactic techniques, is directly related to the academic competence of students in the elaboration of their academic works.

Improving the learning-teaching process through adaptive learning strategy

Much has been written about Adaptive Learning, but does its implementation alone guarantee success? We have found that integrating an Adaptive Learning Strategy with diverse didactic techniques gives better results. The objectives of this exploratory study were to know the impact of the Adaptive Learning Strategy on students’ learning and achievement of disciplinary and transversal sub-competencies in courses supported by an Adaptive Platform in the School of Engineering and Sciences at Tecnologico de Monterrey. The assessment of the students’ and professors’ experience with an Adaptive Learning Strategy evaluated platform’s usability, teaching, learning, and engagement. The study employed a mixed methodological approach, sequential Quant- > Qual, and was quasi-experimental, with control and experimental groups. The courses that participated in the intervention were Computational Thinking, Physics I, Physics II, and Fundamental Mathematical Modeling. The findings indicated that implementing an innovation like Adaptive Learning positively impacts students’ learning and improvement when integrating elements of a flipped classroom, self-regulated learning, and micro-learning into an Adaptive Learning Strategy. The authors also propose an Implementation Model of the Adaptive Learning Strategy that has been designed by the university, implemented, and evaluated successfully.

The effect of outcome-based education on clinical performance and perception of pediatric care of the third-year nursing students in Mongolia.

Mongolian government has set improvement of clinical proficiency of nursing students as one of its priorities. Nursing professionals have the sentinel role in providing healthcare services in rural areas. Outcome-based education (OBE) offers a promising pedagogical approach to actively mentally engage students to strengthen their clinical proficiencies. We implemented a pilot project with the objective of comparing students' clinical performance under OBE with our traditional didactic techniques. The researchers implemented a non-equivalent two-armed quasi-experimental post-test-only' design approach study. The intervention arm (n = 34) received OBE pediatric training, while the control arm (n = 32) received the traditional pedagogical pediatric nursing training. Each arm of the study completed 16 hours of theory, 32 hours of clinical skills practice and 32 hours of seminars in pediatric nursing care. Data were collected using a five-section instrument, Demographic, Competency Inventory, Nursing Students' Satisfaction, Course Experience, and Objective Structured Clinical Examination. Performance and knowledge proficiencies were evaluated by applying the two-sided independent T-test. The distributions of categorical variables were assessed by Fisher's exact test or chi-squared test of significance. The intervention arm had higher mean score value in the competency inventory ([Formula: see text] = 238.70, SD = ± 23.07) compared to the control arm ([Formula: see text] = 222.11, SD = ± 39.94) (P = 0.04); similarly, the mean value for nursing students' satisfaction was higher for the intervention arm ([Formula: see text] = 117.87, SD = ± 15.94) compared to the control group ([Formula: see text] = 109.76, SD = ± 16.94) (P = 0.049). Additionally, the difference in the mean value for course experience questionnaire between the intervention arm ([Formula: see text] = 125.33, SD = ± 19.30) and the control arm ([Formula: see text] = 110.41, SD = ± 11.28) was statistically significant (P = 0.0001). Finally, the intervention arm had a higher mean value ([Formula: see text] = 85.40, SD = ± 6.11) for objective structural clinical examination compared to the control arm ([Formula: see text] = 81.56, SD = ± 7.01) (P = 0.023). OBE pedagogical approach offers promising benefits to improving nursing students' clinical competencies; additionally, the OBE approach seems to increase students' satisfactions with their clinical curriculum.

Audio podcast and procedural video use in anaesthesiology and intensive care: A nationwide survey of Swedish anaesthetists.

Digital modalities which enable asynchronous learning, such as audio podcasts and videos demonstrating procedures, may benefit acquisition and retention of knowledge and clinical skills. The main objective of this nationwide cross-sectional survey study was to evaluate key aspects and factors related to usage of audio podcasts and procedural videos in anaesthesiology and intensive care. A 20-item multiple-choice-question online survey was created through a consensus process including pilot testing among residents and consultants. Data were collected over a 3-month period, September-November 2023. The survey was completed by 466 anaesthetists. More than a third reported using procedural videos ≥1 time per week, whereas fewer than one in four participants used audio podcasts at least once per week. Multivariable logistic regression analysis showed that working at a university hospital, male sex, and younger age were independently associated with podcast use ≥1 time per week, with the highest odds ratio (OR) for younger age (<40 years vs. ≥40 years old; OR 5.86 (95% confidence interval 3.55-9.67), p < .001). Younger age was also significantly associated with higher frequency of video use (OR 1.71 (1.13-2.58), p = .011), while working predominantly in intensive care was associated with a lower frequency of video use. Podcasts were often used during commuting (42.3%), household work (30.7%), and exercise (24.9%), indicating a role in multi-tasking. Approximately half of respondents expressed that audio podcast-based learning has a moderate to very large positive impact on acquisition of theoretical knowledge, as well as practical skills. A vast majority, 85.2%, reported that procedural videos have a moderate to very large impact on development of clinical skills. Audio podcasts and procedural videos are appreciated tools with potential to supplement more traditional didactic techniques in anaesthesiology and intensive care. Procedural video use is common, with perceived large effects on development of clinical skills. Further data are needed to fully understand learning outcomes, quality of peer-review processes, and potential sex-differences.

Urban Natural Spaces as Laboratories for Learning and Social Awareness

Mediterranean areas contain a great diversity of flora and phytocenosis, due to the different substrates and the special Mediterranean climate, and it is in the Iberian Peninsula where the greatest diversity is concentrated. The need for didactic techniques that generate awareness and good learning results is considered of great relevance in order to obtain well-trained environmental managers. We proceed to the research on different phytosociological groups. The one with the largest number of associations or plant communities is the one located in nitrified environments near urban areas; the group of communities dominated by Poa bulbosa is of great interest for sheep farming, while, for equine and bovine farming, the communities rich in grasses and legumes that are located in rural environments rich in organic matter are of interest. The latter communities are also interesting because they act as a sink for CO2. Due to the serious alterations in Mediterranean grasslands, we propose cultural, socio-educational, and socio-economic strategies to increase family income, thus avoiding the south–north migratory flow, as well as combining exploitation and conservation, and promoting sustainable development.

THE ART-LANGUAGE TECHNIQUE. DESCRIPTION, PARTICULARITIES, FORMATIVE VALUES, APPLICATIONS

Given the increasing interest of students of all ages towards digital texts, but also the prevalence of the visual over other forms of language, the use of images in the teaching of any type of content should be a priority of the didactic act – or at least a common didactic practice. Most frequently, however, teaching staff limit this priority to the use in well-defined contexts of certain visual teaching tools, be they digital/ technological or in the form of graphic and figurative materials. Without questioning their effectiveness, we promote their combination with last generation didactic techniques, which could profit from the children' s interest in the visual or hybrid spectacular (Ilie 2020: 159), in ways that stimulate, and even prioritize, the development of their aesthetic and cultural sensibility. In this article, we propose to describe one of these techniques, the art-language technique, and then to exemplify various modalities of using it, especially in the primary education. By assuming the reasoned association of a theme or a message of a literary/non-literary text with an artwork chosen from a series made available by the teachers (Ilie, 2020: 160), the art-language technique can be used in a variety of curricular, but also extra-curricular contexts, that could facilitate children's access to a wide range of contents from the school curricula specific to primary education. The applications presented in this work will take into account the areas of Language and Communication, Man and Society, Arts and Technologies, as well as Personal Development. Of course, the formative valences adjacent to the use of this technique derive from the inter- and pluri-disciplinary character it implies, giving students the opportunity to creatively express emotions and thoughts in a variety of situations. With the help of the teaching staff, the visual art works could be transformed, on one hand, into anchors that can facilitate the adequate assimilation of aesthetic and cultural contents; on the other hand, they could become excellent vehicles of supplementary meanings, resulted from the subjective experience of the student, placed in the posture of a sensible, but also critical observer, who sees beyond color and form.

How do teachers in vocational and higher education nudge their students? A qualitative study

ABSTRACT Nudging is a strategy from behavioural economics that subtly influences behaviour by changing the environment. Despite its recent introduction in education, no overview exists of what behavioural interventions are already practiced in education, and how these fit within nudging frameworks. In this qualitative study, we investigated what nudges are used in vocational and higher education by interviewing 33 teachers and 15 students, and conducting 11 classroom observations. We provide an overview of currently used nudges to promote learning behaviour, and distinguish between intuitive, didactic, and planned nudges. Results also show that teachers use nudging intuitively and based on didactic techniques, but are generally unaware of doing so. This provides opportunity for introducing explicit knowledge of nudging to augment teachers’ toolboxes for designing learning environments. Future research can test nudges teachers already use in practice, and further integrate the behavioural and educational perspectives on nudging interventions in an educational context.

Mixed analysis of the satisfaction survey of the Primary Health Care course of the Institute of Health for Well-being

Describing the perception towards the online course on Primary Health Care (PHC) of the Institute of Health for Well-being (INSABI) will allow to establish improvement actions. Describe the factors that contribute to satisfaction with the PHC course offered online by INSABI. 620 records of the Health Education System for Well-being were studied. Satisfaction was determined using a Likert-type questionnaire with three dimensions: virtual environment, cognitive area, and measurement of learning. A deductive analysis of the open opinions was carried out. 70% of the health personnel approved the course in less than a week, with an initial score of 5.41 ±1.9 points and final score of 7.8 ± 1.2. More than 65% had scores above the average in the three dimensions. Satisfaction with the virtual environment was 15.57 ± 3.4 points, and 15.73 ± 3.3 with the cognitive dimension. Age and gender were associated with dissatisfaction with the virtual environment and in the cognitive dimension, age was associated with dissatisfaction; 27.7% expressed negative comments, 28.5% related to course extension; 15.5% about the didactic techniques, 10.9% about the speakers and 10.4% about the final exam. The course generates significant learning, 62.4% of the students have a positive or neutral opinion. However, 27.8% expressed dissatisfaction, the majority related to the extension of the course.

Proposal for a Participatory Methodology for the Creation of Serious Games

We are facing a new generation of students, who are not only looking for theoretical knowledge, but also want learning to be practical, interesting, and fun. They request didactic techniques that allow them to have a more prominent role in their learning, models that are not focused on teaching, but on learning. They are students with different characteristics because they were born in the digital age. Technology has changed the way they relate to the world. They are not comfortable with respect to traditional models and try to incorporate new technologies into all aspects of their lives. Within the educational field, new technologies are seen as a tool that facilitates learning and develops skills in students. From this perspective, the development of simulators and serious games are now used as a strategy to facilitate learning. The advantages of using a serious game seem evident, they help develop critical thinking, encourage creativity, increase problem-solving skills, increase retention, among other benefits. However, when games are not well designed, they lose both their appeal and their playful essence. One reason for these problems is the absence of the application of any design methodology, and that many of these problems come from the requirements definition phase. Specifically, most of the problems occur in the game design phase, where there is a deficiency in the writing of the requirements requested by the teachers. When the requirements are vague, or ambiguous, experts in the development area are unable to interpret the interaction design, the game mechanics, or the way in which users will interact with the software. This article aims to discuss the specifications and requirements that instructional designers and developers should address before migrating to project development, implementation, or evaluation. This article is important because it analyzes the need to establish clear requirements and objectives that will facilitate the creation of serious games in education.

ИСПОЛЬЗОВАНИЕ МУЛЬТИМЕДИЙНЫХ РЕСУРСОВ В ПРАКТИКЕ ПРЕПОДАВАНИЯ МАТЕМАТИКИ

The article is devoted to the study of the effectiveness of the process of implementing multimedia resources in the practice of teaching mathematics as an important pedagogical problem in the conditions of the modern information society. The information and educational space based on the active use of multimedia technologies is, on the one hand, a subsystem of the traditional educational process, on the other hand, an independent educational and cognitive structure that contributes to the formation of a creative personality, the activation of educational activities based on innovative software products, thanks to which classes become more visual and meaningful. An equally important direction in the modern information and educational environment is the provision of software for students to independently comprehend the theoretical material in mathematics and its application in solving practical problems. The article presents ideas for the use of didactic techniques, forms and methods for improving the educational activities of students, discusses the possibilities for developing the cognitive activity of schoolchildren based on information and communication technologies, their creative potential and fostering interest in the study of mathematical disciplines.

From Boring to Bravo! Using Learning Science to Create Memorable Presentations.

The practice of oncology continues to evolve over time. Educators find themselves in a position where they are no longer able to teach a topic in its entirety. Moreover, the rapid expansion of information available through research and discovery in the field of oncology makes it difficult for learners to process the constant barrage of new content. Lecturers continue to impart knowledge using didactic techniques, often trying to include as much material as possible in the time permitted. The question becomes: In the face of an impossibly large field, how can one assist learners in learning, and retaining, what is most important? The science of learning continues to develop, and we now recognize that there are ways to teach that optimally facilitate the retention and application of knowledge. By using these strategies, educators can make it easier for learners to absorb and retain key information. This article will touch upon several such techniques: cognitive load optimization, analogy, contrasting cases, elaboration, and just-in-time telling. By applying these methods to didactic presentations, educators can ensure that their lessons are heard, understood, and ultimately transformed into something unforgettable.

Educar en salud: aplicación de Programas Educativos en investigaciones de estudiantes de enfermería Universidad Nacional de Trujillo

Educating for health is to encourage people towards healthy lifestyles and social empowerment, Health Education (EpS) is a basic function in nursing care, it seeks in the student, during their training, to achieve the necessary skills to carry it out in his professional practice. In this research, the methodology of Systematic Review of 54 undergraduate theses of the Faculty of Nursing UNT 2010 -2020 on EpS, PE Effectiveness, was applied to identify Educational Models and methodological characteristics applied in Educational Programs (PE), the search was based on verifying the proposed objectives, theoretical foundation, applied educational strategies and techniques, structure and organization, learning assessment. It was identified that 79.6% of thesewere aimed at achieving knowledge, 20.4%, behavior change; the most widely applied strategies were talks (59.3%), and interactive workshops (40.7%), the priority didactic techniques were motivation, exhibition-dialogue and feedback (70%), 30% added Demonstration-Redemonstration, 9.3% considered psychosociological theoretical foundations. It was concluded that the preponderant Educational model in the reviewed investigations was the Prescriptive Informative, however, in the use of didactic techniques there is progress towards the Participatory model, the Reflexive Critical Model is not evident.

Gamifying Machine Teaching: Human-in-the-Loop Approach for Diphthong and Hiatus Identification in Spanish Language

Human-in-the-Loop Machine Learning (HITL-ML) is a set of techniques that attempt to actively involve experts into the learning loop of machine learning (ML) models. One of these techniques is Machine Teaching (MT) which tries to apply techniques that come from the world of didactics within machine learning (ML), such as sorting the dataset according to its difficulty and presenting the cases to the model in incremental levels of complexity. In this work we propose a new twist to MT: since its foundation is to bring didactic techniques to ML, why not use this technique as a didactic method itself? In this case we propose the creation of an ML model for the identification of diphthongs and hiatuses in the Spanish language. The first step is to develop a deep learning model to identify diphthongs and hiatuses using Curriculum Learning (CL) and a sorted dataset that identifies simple and complex cases. The accuracy of this model identifies the upper limit of efficiency that we can obtain by training the model. The next step is to reset the weights of the model but retain its architecture and offer the model to the students for its training. The idea is that students use MT techniques to make the model learn again, but the ultimate goal is that students learn by teaching in an informal and gamified learning environment. The results show how a HITL strategy can make a model learn iteratively to identify diphthongs and hiatuses and a workflow is proposed to include this technique in the classroom.

Creative Education in the Context of Educational Space Virtualization

The purpose of the research is to make a theoretical explication of the concept of “creative education” within the phenomenon of virtualization of educational space.&#x0D; The research methodology consists of such methods as reflection, evolutionary historicism, modelling, hypothesis, synergetic and systematic approaches, etc.&#x0D; The novelty of the study is the theoretical clarification of the improvement of the process of implementing the principles of creative education in the educational environment in the context of virtualization of the educational space.&#x0D; Conclusions. A set of organically synthesized methods, means, forms, and didactic techniques, implemented in the virtual educational space, forms a creative personality (within the relevant field), creatively oriented to research activities. The educational process within the virtual educational space, which has become a necessary pedagogical tool in the context of today’s challenges, will be the impetus for improving the tasks, criteria, principles and functionality of the creative environment as a factor of innovative development.

Neuropedagogy in Contemporary Formal and Non-Formal Education

The article reveals the concept of neuropedagogy, in relation to current forms of educational practices. In the conditions of significant advances in the field of neuroscience, the relevance and expediency of research is determined by the opportunities that open up before the use of research on brain activity and neural processes in educational activities. On the one hand, discoveries in the neuroscience can increase the effectiveness of educational activities, their formal and non-formal areas. On the other hand, there are a number of paradigmatic and practical limitations associated with the use of the neuroconcept in various forms of educational activities. Opportunities include: increasing attention, overcoming personal limitations, detection of specific neuro-consistent methodic and didactic techniques. The limitations include some paradigmatic conditionality of the neuroconcept, which to some extent limits the heuristic qualities of thinking due to the dominance of mental practices and various formalizations. Thus, the balanced and appropriate application of neuropedagogical approaches in both formal and non-formal education is of great importance. Neuropedagogical methods are becoming extremely important in the context of digitization of the space of interaction between people and the emergence of the so-called Z-generation. Critical evaluation and timely application of neuropedagogical practices, in our opinion, can significantly expand the potential for both formal and non-formal education.

Neurolinguistic and Semiotic Film Structure Modelling as the Linguistic Student Engagement Technique

The research paper aims to improve the methodology platform and engage language students. The study’s main aim is to optimize the effectiveness of the learning process. Therefore, the authors of the article focused on solving the following tasks: 1) to revise the theoretical linguistic semiotics and lingua didactic approaches to understanding the notion of film/cinema; 2) to design the model of the neurolinguistic semiotics structure of a film; 3) to formulate the practical recommendations for applying the criterion of ecological impact to select authentic teaching video materials; 4) to experimentally prove their expediency. We utilize both general scientific research tools and unique experimental methods. We use observation, description, analysis, synthesis, generalization, and systemization, applied neurolinguistic programming (NLP), and lingua didactic techniques. We use the first group of strategies to formulate the theoretical basis of the work, logical arrangement of scientific facts, expression of conclusions, and qualification of actual material. With the help of the second group of methods, we design a model of the neurolinguistic semiotic structure of the film and experimentally verify its effectiveness in the teaching process. The main results: 1) the range of impact varieties is in the following way: weak degree – persuasion, moderate – suggestion, moderate and considerate – manipulation; 2) symbols are oriented to suggestive impact, copies – to suggestive and persuasion impact, indices – to the ability to actualize all impact varieties, including manipulations; 3) the use of publicist documentaries with persuasive and suggestive elements helps to increase student activity in the classroom. The significance of the work is that its results can be helpful to language teachers in the selecting of educational video materials for students.

Applying Gestalt approach as a method for teaching computer science practice in the classroom: A case study in primary schools in Brazil.

The use of information technology in the academic environment has grown. Building different didactic techniques to help students learn and practice with Information Technology (IT) resources is common. However, applying these techniques does not necessarily mean that students may acquire knowledge. The differential idea of this work is to create an approach in which students are protagonists and not just absorbers of IT. Based on this perspective, we applied a Gestalt approach to assist students in practicing these technological resources. They produce new hardware and software tools during classes based on their personal needs and worldviews. We analyzed applications of this novel way of computer science teaching in three different schools. It was possible to observe greater motivation from the students to experience new knowledge from technological resources. The common aspect was that solutions were conceived and developed from students’ needs. The development followed a Gestalt approach, which combines the idea of form and imagination. Thus, with this approach, reactivity towards IT was reduced. It helped construct technological tools to acquire propaedeutic knowledge.

Functions of Foreign Language Classroom Code Switching in Teachers’ Speech

The purpose of the study is to identify under what circumstances FL teachers use code switching in speech and what communicative intentions are expressed in this phenomenon. The findings of the analysis showed that the functions of code switching in the FL teachers’ speech are caused by the need to both regulate the educational process and manage pedagogical activities, and maintain interpersonal skills. An analysis of the communicative functions of the FL classroom code switching can lead to awareness and revision of their own didactic techniques and contribute to the further discussion of the need for greater use of the foreign language in the classroom in various situations. For the successful practice of FL teaching, lecturers should take into consideration what and what age category they are teaching at the moment, as well as the students’ foreign language proficiency level.

USE OF ICT TOOLS IN TEACHING SYNTAX OF UKRAINIAN LANGUAGE TO PHILOLOGY STUDENTS

The paper highlights the psychological and pedagogical conditions for the use of ICT tools in teaching syntax and reveals the ways of introducing the experience of using them in the professional training of future language teachers within the course "Modern Ukrainian Literary Language: Syntax". The research literature on the didactic principles of ICT use in the educational process of future teachers, the application of ICT in the process of language training of students-philologists was reviewed. The study stresses the significant role of syntax in the linguistic hierarchy. Syntax helps students get aware of the laws of phrase and sentence structure, their expressive potential and means, and ways of their implementation in any discourse. It is important to follow the provisions developed by M. Zhaldak and S. Selian, N. Berger, Z. Dovedan. The paper outlines didactic principles, methods and techniques of ICT use in the professional training of future language teachers. The paper suggests some criteria for building a system of exercises and assignments with the help of ICT. It describes the ways of applying ICT tools in mixed and distance learning of students-philologists. A system of cognitive, training, research and creative exercises is presented. The study established that the use of digital narrative, mental maps, infographics, flashcards, electronic dictionaries in the training of future teachers of Ukrainian language and literature has a positive effect on students' mastering the educational material, it motivates and stimulates students; encourages students to apply self-cognition, self-learning, reflection, self-improvement; develops critical and creative thinking; offers them different strategies for memorizing information; enables interactive interaction between all participants in the educational process; provides the possibility of interval revision; makes the learning process active and interesting. The prospects of the research are determined in the study.

INCLUSION AND HEALTH: LEARNING SKILLS IN YOUNG WITH PHYSICAL DISABILITIES - BASIC TOPICS

&lt;p&gt;This paper describes good practices for learning skills and educational empowerment of children and persons with physical disabilities in an interdisciplinary framework of education, cooperation and health care. Also, the family has an important role to play in supporting the child to integrate equally into society. The purpose of this work is to highlight through a brief literature review pedagogical ways and didactic techniques of inclusive education for young with physical disabilities in school and in the community.&lt;/p&gt;&lt;p&gt; &lt;/p&gt;&lt;p&gt;&lt;strong&gt; Article visualizations:&lt;/strong&gt;&lt;/p&gt;&lt;p&gt;&lt;img src="/-counters-/edu_01/0939/a.php" alt="Hit counter" /&gt;&lt;/p&gt;