Higher Education Classes Research Articles

Introduction to semiology: construction of clinical history. Reflections of a digital extension course

INTRODUCTION: The clinical interview is an essential procedure in the process of the clinical encounter, of care whenever the doctor behaves with a capacity for respect, interest, authenticity, coherence and empathic understanding. Anamnesis favors the recognition of others, their needs, fears and anxieties. Based on these reflections, we assessed the need to offer an extension course on the construction of anamnesis, in digital format, at the State University of Bahia (UNEB), which addresses issues and which equips students so that they have the necessary knowledge to face the consequences caused by the pandemic COVID-19, and the absence of face-to-face higher education classes in the State of Bahia. OBJECTIVES: To develop a set of knowledge that lead to the sedimentation of the construction of the clinical history (anamnesis) and exploration of the main signs and symptoms. METHODOLOGY: The course was executed entirely on the Google classroomÒ / MeetÒ platform in 09 meetings, from 18/08 to 14/10 2020, with 24 students enrolled and divided into 2 classes of 12 students. The methodology included synchronous activities (theoretical classes and discussions) and asynchronous activities (video lessons available on the platform, support material and activities for home). The theoretical evaluation was performed using the googleforms form, as well as the course evaluation research form. CONCLUSIONS: The evaluation made by the students brought feelings of thanks, enchantment and fulfillment for participating in a course focused on Medical Semiology, as it was the first contact with the Medical Course for some of the students. In view of the results, and the reflection of the teachers, there was a desire to repeat the extension course, especially for newly enrolled students, as they realized the importance of such an activity during this period of uncertainty.

Prospects for the use of shaping to preserve the health and physical development of students of higher education

This paper considers the prospects of using the training methodology of shaping in the context of developing a program of physical education for higher education institutions. Numerous scientific studies show that today the issues of preserving the health of the population of Ukraine, as well as the problem of quality physical training of the younger generation are becoming increasingly important. A significant number of Ukrainian youth are students of higher education institutions. This stage of life includes a number of factors that can negatively affect a person's physical and mental health. At the same time, it is well established that regular physical activity has a positive effect on the functional state of the body and mental state of the individual. Survey results show that a significant proportion of students do not have the opportunity to organize their own activities aimed at physical development and health promotion. At the same time, the tasks of developing and organizing such classes are within the competence of higher education institutions. This article defines that shaping, as a separate method of physical development, has a good potential for use in physical education classes in higher education. The key principles of shaping are briefly presented, which allows you to get acquainted with this system at once. There are reliable facts of the positive impact of training with the use of shaping technologies on human health and physical development, in particular on the cardiovascular and respiratory systems. Thus, based on shaping, it is promising to develop a number of physical education programs that can be successfully implemented in the educational process of higher education institutions. The availability of such courses makes it possible to effectively address the problem of maintaining and promoting the health and fitness of the younger generation.

PECULIARITIES OF PHYSICAL EDUCATION CLASSES IN DISTANCE LEARNING

The issue of organizing the educational process in the distance format is one of the most actual in the last two years in the education sphere. Accordingly, this is due to the fact that there are a number of disciplines, which in turn require the direct presence of students, one of which is physical education. Given the above, it should be noted that the purpose of this work is to analyze the basic tools and mechanisms for the implementation of physical education classes in higher education, in the context of distance learning. To achieve this goal, the article used a list of methodological tools for research. Thus, an important role was played by functional and systemic methodological approaches, as well as the method of analysis and synthesis, the method of comparison, the method of analysis of scientific literature. The main results that were obtained directly as a result of the study are both theoretical and practical principles of organizing physical education classes for students in distance learning. Accordingly, at the beginning of the work the essence of the basic theoretical concepts of the researched question, and also their signs and properties were established. If we talk about the practical component, then it analyzes the main approaches and tools used by Ukrainian free economic zones at the moment. The practical value of the work certainly lies in the fact that it can be used by both teachers and students in addressing organizational issues related to the implementation of physical education classes in the fight against the COVID-19 pandemic.

Izokrenuta učionica - novi pristup učenju za studente medicine

Introduction: The ongoing pandemic caused by Coronavirus has strongly initiated digital developments and closed in-person classes in higher education. In order to achieve remote high-quality online delivery, the learning method "flipped classroom" has been introduced to both students and teachers. The flipped classroom represents a type of blended learning aiming to increase students' engagement by preparing materials for learning at home and having faceto-face problem-solving during class time. Aim: To assess attitudes and perceptions of medical undergraduate students toward flipped classroom method of learning. Material and methods: This was a cross-sectional study conducted among undergraduate students attending Faculty of Medicine University of Belgrade during January 2022, using online questionnaire. The questionnaire used in this study consisted of 34 questions and was divided among six main sections: demographics, overall attitudes, communication, independence in learning, preparedness and motivation, and creative thinking and collaborative work. Results: A total of 60 medical students were included in the study. Two thirds of the students were female (75,0%), with the mean age of 23,48 ± 1,53 years. Most of the respondents were fifthand sixth-year students. The results of this study revealed that significant differences in perceptions of the students toward flipped classroom method of learning between gender and age group were found. Female and younger students had more positive attitudes toward flipped classroom than male and older students. Conclusion: Flipped classroom method of learning suits the demands of medical students at a university level, advancing their problem-solving skills and higher-order thinking. Bearing in mind that younger students had positive perceptions and attitudes toward flipped classroom method of learning, curriculum designers and educators should adjust the lessons and teaching methods strategies to students' preferences in order to help them to gain their full academic potential.

Navigating Academia as a Working-Class Academic

Despite an increasing focus on the impact of class in higher education, less has been said about the experiences of those working-class people who navigate from student to scholar. In the largest interview study to date, conducted in the United Kingdom, this paper draws upon extensive qualitative interview data with ninety working-class academics. This article highlights the hostile encounters faced by these academics but also illuminates the forms of capital and the assets they bring to academia. The article suggests how we can move forward before providing a reminder that the working class should not be viewed by their supposed deficits (real or imaginary).

No Campus Life for Us: Personal Reflections of First-Year Students at a Malaysian University

The purpose of this qualitative study was to look into the online learning experiences of first-year communication and media students. The study was conducted by gathering 45 written reflection papers from first-year undergraduate students covering their opinions, challenges, and feelings about online learning. NVivo 12 was used to analyse the contents of these reflection papers. The findings of this reflective narrative study offer valuable insights into how first-year communication and media students perceive online learning classes in higher education, the challenges of working with new virtual classmates, the adjustment and role as student and daughters at home, as well as their mental health and emotional feelings towards online learning. Students learned vital lessons about time management, environmental awareness and independence as a result of these experiences. Students experienced anxiety and were demotivated as a result of the lack of face-to-face interaction and effective self-introduction with new peers. Most importantly, they were dissatisfied because they had lost out on the experiences of living on campus during their first year of study. Furthermore, this research looked into another component of the qualitative technique, which is a reflective method to study the first-year students’ experiences with online learning in a Malaysian public university, an insight that can be useful for both lecturers and students.

Students’ Attitude Change: Virtual vs. In-Person Intergenerational, Arts-Based Courses

When higher education classes went virtual at the start of the COVID-19 pandemic, converting an in-person, arts-based, service-learning course into a meaningful, virtual experience seemed impossible. However, the Opening Minds through Art (OMA) program developed online courses where students met older adults weekly over Zoom to create and discuss art. Undergraduate and graduate students at Miami and Marian Universities (n=47) came from more than 20 different areas of study and had varying knowledge of gerontology and dementia. Pre- and post-assessments were administered at the start and end of the academic semester. Paired-samples t-tests were conducted to examine pre-post changes in students’ attitudes toward people living with dementia (PLWD) using the Dementia Attitude Scale (DAS) (O’Connor & McFadden, 2010) and the extent students actually like PLWD using the Allophilia scale (Pittinsky et al, 2011). Students in virtual OMA courses showed significant improvement in overall DAS and Allophilia scores and all subdomain scores (i.e., general knowledge about dementia, affection, social comfort level, kinship, and engagement and enthusiasm when interacting with PLWD), with moderate to high effect sizes (Cohen’s d range between 0.39 and 1.10). The magnitudes of these effect sizes for virtual OMA are comparable to previous studies examining students’ participation in face-to-face OMA sessions, where Cohen’s d on DAS and Allophilia scales ranged between 0.48 and 1.07 (Lokon et al, 2017, 2018). Overall, we found that it is possible to design virtual service-learning courses that improve students’ attitudes toward PLWD as effectively as face-to-face courses.

Multimedia Open Educational Resource Materials for Teaching-Online Diversity and Leadership: Aligning Bloom’s Taxonomy and Studio Habits of Mind

Objective: The purpose of this study was to explore, develop, test, and refine processes to incorporate meaningful and equitable use of open educational resources (OER) in online classrooms. Method: The intent of this qualitative study was to use an action research process of interactive discussions between higher education practitioners to shape collective understanding of how to teach in an online learning environment using OER. Results: The study resulted in the identification six exemplar learning opportunities which could be incorporated into the blended pedagogical model. Each exemplar OER included all four types of knowledge as defined by Bloom's taxonomy and required skills of observe and envision as defined in the Studio Habits of Mind (SHoM). A second criteria for our purposive selection was that each exemplar could be used to teach in multiple contexts for multiple purposes across a spectrum of higher education online courses. Conclusion: This study reminds us that educators need a new mindset to work with multimedia and visual resources. The blended pedagogical model provides scaffold teaching and learning opportunities that were not visible in either Bloom's taxonomy or SHoM alone. This blended pedagogical model scaffolds the “how” when using a visual approach to curriculum development that may enrich the learning experiences of students when presented in online higher education classrooms. Implication for Practice: Educators might replicate this study or transfer findings for purposes of comparing and testing further the use of OER in their online higher education classes to further engage student learning. Applying new understanding in a project that is shared with the larger learning group is essential as students understand and begin to own new skills and insights. The blended pedagogical model presented in this paper could be helpful to educators to maximize the benefits from the integration of technology and OERs to support online higher education.

SPEAKING CLASS IN HIGHER EDUCATION

In recent years the process of reform and innovation in higher education has been witnessed. Indonesia has also implemented the problem of based assessment almost throughout college in the fatherland, focusing on human resource development. Methods adopted to follow the qualitative study principle against ten students at one of the schools in Bogor. This research is limited to the students without even seeing the washback effect on the teachers. The objective of this report was to observe the washback effect during teaching activities in a spoken English class. The study proved that a student's point of view assessment affects the teaching process and the speaking skills in the classroom.

Peer Assessment for teaching quality of online writing classes in higher education: investigating learning styles’ impact

Peer Assessment for teaching quality of online writing classes in higher education: investigating learning styles’ impact

Revitalizing the communication classroom: A case of design thinking

ABSTRACT Originally developed in the field of design, design thinking is widely used as a pedagogical tool to help non-designer students cultivate creative thinking and problem-solving skills. Despite its positive effects on student learning via increased motivation, openness to new ideas, and creative thinking, the understanding of design thinking is limited in the field of communication. Using an exploratory case-study methodology, this study aims to examine the effects of using design thinking on students’ learning experience in the communication classroom. The thematic analysis of student self-reflection essays revealed that students had very positive experiences with the design-thinking framework. More specifically, design thinking provided students with a toolkit for creative problem solving, helped students create practical knowledge, and allowed them to engage in deeper learning and harness the benefits of collaborative creativity. The findings are discussed to advance pedagogical implications for integrating design thinking as a creative learning tool in the instruction of communication classes in higher education.

The use of mobile applications in higher education classes: a comparative pilot study of the students\u2019 perceptions and real usage

This paper was developed within the scope of a PhD thesis that intends to characterize the use of mobile applications by the students of the University of Aveiro during class time. The main purpose of this paper is to present the results of an initial pilot study that aimed to fine-tune data collection methods in order to gather data that reflected the practices of the use of mobile applications by students in a higher education institution during classes. In this paper we present the context of the pilot, its technological settings, the analysed cases and the discussion and conclusions carried out to gather mobile applications usage data logs from students of an undergraduate degree on Communication Technologies.Our study gathered data from 77 participants, taking theoretical classes in the Department of Communication and Arts at the University of Aveiro. The research was based on the Grounded Theory method approach aiming to analyse the logs from the access points of the University. With the collected data, a profile of the use of mobile devices during classes was drawn.The preliminary findings suggest that the use of apps during the theoretical classes of the Department of Communication and Art is quite high and that the most used apps are Social networks like Facebook and Instagram. During this pilot the accesses during theoretical classes corresponded to approximately 11,177 accesses per student. We also concluded that the students agree that accessing applications can distract them during these classes and that they have a misperception about their use of online applications during classes, as the usage time is, in fact, more intensive than what participants reported.

The Impact of the Peer-Tutoring Online Discussion (POD) Class Model during the COVID-19 Pandemic

The rapid spread of online classes in higher education during and after the COVID-19 pandemic has created a growing need for research that explores the issue of student disengagement in online courses. In this regard, the present study suggests a Peer-Tutoring Online Discussion (POD) class model to increase student engagement in online courses among undergraduate students with diverse sociocultural backgrounds and college majors. The study also examines the impact of the POD approach by exploring the experiences of undergraduate students who took online liberal arts courses that employed the POD model during the 2020 spring semester. Qualitative analysis of discussion data from students indicates that the POD class model includes characteristics that can be especially significant in the context of the COVID-19 pandemic, such as opportunities for relationship-building, self-directed learning based on establishing a rapport, and discussion management that considers time limits.

Why the covalent bond is such a complex concept: a conceptual profile proposal

ABSTRACT The learning process of scientific concepts has been investigated and discussed in several studies in recent decades. However, the understanding of this process may be different depending on the psycho-pedagogical approach adopted. From the perspective of the conceptual profile, the same concept can present more than one mode of thinking and way of speaking, which can then be organised into different zones. In this study, we report a conceptual profile of the covalent bond, which contemplates epistemological and ontological commitments. To this end, we conducted a narrative review of the historical development of the concept, as well as a systematic review of the misconceptions of chemical bond reported in the literature, and applied a questionnaire to a higher education class in Chemistry. The results were compiled in the form of a semantic matrix with nineteen meanings, which was then transformed into four zones: indiscriminate connectivity, stabilising attractiveness, localised remnant, and systematic delocalisation. The proposal contributes to the discussion of the approaches that explain the content under study, specifically in the teaching of chemistry, by considering its polysemy and evolution in the students’ learning. Additionally, it allows the future planning of teaching units and textual analyses.

Analysis of indoor temperature and relative humidity level in higher education classes: Balıkesir University Example

Sınıflarda, öğrencilerin bilgiyi algılamasına ve işlemesine yardımcı olmak için konfor koşullarının sağlanması önemli bir ihtiyaçtır. Bu nedenle yapı fiziği açısından doğru bina ve mekan tasarımları gerekmektedir. Aksi takdirde eğitim binalarında konforsuz iç mekanlar oluşabilir ve gereksiz enerji tüketimi gerçekleşebilir. Bu çalışma, Balıkesir üniversitesinin doğal olarak havalandırılan beş sınıfında iç ortam sıcaklık ve bağıl nem değerlerini kullanarak ısıl konforu değerlendirmeyi amaçlamaktadır. Kullanım içi ve dışı saatler dahil olmak üzere parametreler iki aylık süre boyunca 15 dakika aralıklarla kaydedilmiştir. Daha sonra bu veriler excel ve spss programları aracılığıyla istatiksel olarak analiz edilmiş ve uluslarası standartlar ile karşılaştırılmıştır. Elde edilen sonuçlara göre sıcaklık değerleri Şubat ayında ısıtma sistemi nedeniyle genellikle 22-25⁰C aralığında seyretmiştir. Mayıs ayında ise iç ortam sıcaklıkları çoğunlukla 25⁰C’nin üzerine çıkmıştır. Bağıl nem değerleri her iki ayda da ASHRAE Standardı 62.1–2007’da önerildiği gibi %65 sınır değerini önemli ölçüde aşmamaktadır. Ayrıca sınıflar arasında sıcaklık değişimin de anlamlı farkların olduğu bulunmuştur (p

University Students’ Perspective on Material and Activities in English Listening Class During Pandemic

The most obvious impact of Covid-19 in the education field is the shifting of face-to-face classroom meetings into online learning. Since fully online learning is new for most universities in Indonesia, teachers have to abruptly prepare effective learning material and activities to support student learning in distance. Several studies on listening classes in Indonesia have been carried out during the Covid-19 pandemic, but studies that focus on student’s perspectives on the material and activities in English listening class in higher education have not been conducted yet. This study fills this research gap because students’ perspectives are important to improve the quality of listening-focused courses. This study is conducted on January 2021 by involving nine English Education students enrolled in the Basic Listening class at the STKIP Media Nusantara Citra. Questionnaires and interviews are employed to collect qualitative data. Despite the abruptness of creating and adapting new materials with an unfamiliar learning style, results showed that students have a positive perspective toward the effect of the lecturers’ materials on their learning motivation, the usefulness of the material, the level of difficulty and quantity of the material and activities, the variety of material and activities, the usefulness of pre- and post-listening activities, the quality of audio and the suitability of worksheet.

Human Capital Growth Contra Birth Rate Growth

The necessity of a systemic reboot of the Russian policy of supporting families with children is substantiated, so that the orientation towards the growth of the population of Russia is replaced by the orientation towards increasing the human capital of future Russian workers. The new concept of family policy is based on the adaptation to Russian conditions of some of the basic principles of the policy of birth control in the PRC. The main idea is the need to differentiate fertility incentives for different social groups. They should be the highest for families of specialist workers (professionals), where the spouses have a high education and middle class income. To stimulate the birth and upbringing of children, it is proposed to use not only monetary incentives for the family, based on the scoring of the characteristics of parents, but also stimulation of free time by expanding womenʼs distance employment and pension benefits for «good» adult children. The proposed comprehensive concept is the result of the systematic use of many institutional theories – post-industrial society, modernization, human capital, Maslowʼs pyramid, etc.

The Use of iPad For Calculus Class in Higher Education: Notability Application

The Use of iPad For Calculus Class in Higher Education: Notability Application

Breaking language and cultural barriers: A case study in telecollaboration at an EFL class in higher education

This paper presents a case study of a telecollaboration program with students of an English Pedagogy Program at a private university in Chile. The aim is to analyze this experience through the opinions of the Chilean participants between the years 2016-2017. To do so, a post-course survey was applied to a group of 54 students. The analysis of the qualitative data shows that students reported two main benefits: a raise in intercultural awareness and an increase in their linguistic abilities in the target language. The virtual exchanges via ICTs provided students with authentic language input and authentic situations and this, in turn, increased their motivation to participate in conversations in L2. Despite certain limitations discussed in the paper, the telecollaboration experience was highly valued by students. KEYWORDS : Telecollaboration; virtual exchange; intercultural competence; higher education; EFL. Doi: 10.21703/rexe.20212042knipp23

A review of group-based methods for teaching statistics in higher education

AbstractThe teaching of statistics in higher education in the UK is still largely lecture based. This is despite recommendations such as those given by the American Statistical Association’s Guidelines for Assessment and Instruction in Statistics Education report that more emphasis should be placed on active learning strategies where students take more responsibility for their own learning. One possible model is that of collaborative learning, where students learn in groups through carefully crafted ‘problems’, which has long been suggested as a strategy for teaching statistics. In this article, we review two specific approaches that fall under the collaborative learning model: problem- and team-based learning. We consider the evidence for changing to this model of teaching in statistics, as well as give practical suggestions on how this could be implemented in typical statistics classes in higher education.