Implementation Of Teaching Strategies Research Articles

Usability of Standards for Scaffolding in a Health Sciences Programme: A feasibility Study

BackgroundStandards contribute to comprehensive and programmatic implementation of educational strategies, such as scaffolding. Although the development of educational standards follows a rigorous consensus approach, they are socially constructed and could result in varied interpretations by users. Reports of varied implementation of standards in health professions education underscore the need to test the developed standards for scaffolding in health sciences programmes. Usability entails determining whether a product like standards works as intended under the expected conditions and contexts. This study aimed to describe the usability of standards for scaffolding in a health sciences programme through a pilot study.MethodsA multi-method design employing user and expert-based usability evaluation techniques sought to describe the usability of the standards for scaffolding in a three-year pre-registration nursing programme. The user sample of nurse educators drawn from the programme, conducted a self-assessment on scaffolding practices in the programme using a developed standards checklist. For the expert sample, three-panel members with an understanding of the discipline and programme context were purposively sampled. These panelists studied the users’ self-assessment reports before completing an author-generated heuristics checklist to support or refute any of the standards. Descriptive statistics, comparative and content analysis were applied to analyse data from users’ interviews and expert’s completed heuristics checklist, determining the standards’ usability, and identifying the usability flaws or strengths.ResultsThe users had three or more years of teaching experience in the competency-based curriculum for nursing. The experts shared an average of 16 years of experience in teaching in higher education, and seven years of experience in quality assurance and programme accreditation. The four standards had a usability score of above average (68%). Seven usability strengths and four usability flaws were identified. Usability flaws related to misinterpretation of some criteria statements and terminologies, multiple meanings, and users’ challenges in generating evidence for some criteria.ConclusionsThe pilot study revealed the context-based ‘truth’ regarding the fidelity of a health sciences programme evaluation on scaffolding, as well as identifying the ideal contextual conditions in which the standards for scaffolding health sciences programmes would work best. The identified usability flaws highlighted the need for further revisions of the standards. Future research on the feasibility of the standards in other health sciences programmes and contexts is recommended.

The Application and Trends of Blended Teaching Models in Teaching Chinese as a Foreign Language

In the context of technological advancements, such as "Internet +," the integration of online and offline elements in the form of blended teaching has emerged as a focal point in the realm of teaching Chinese as a foreign language. This study employs a literature analysis approach to initially summarize the current application status of blended teaching in the teaching of Chinese as a foreign language and to analyze three primary issues currently prevalent in this context. Subsequently, recommendations for the implementation of blended teaching in the teaching of Chinese as a foreign language are proposed from the perspectives of instructional design models, implementation of teaching strategies, and evaluation of teaching effectiveness. Finally, the potential development prospects of blended teaching in the teaching of Chinese as a foreign language are discussed.

The Power of Education: How Individuals and Organizations Shape the Future

This article aims to explain and empirically prove that human resource management processes and practices influence individual and organizational performance, significantly contributing to the advancement of education in an organizational context. The reliability test was used to measure the level of internal consistency of the construct; Correlation analysis and OLS regression models were used to test the hypothesis. Questionnaires were distributed to 607 employees from 41 companies. The analysis shows that individual and organizational performance grew proportionally to the human resources selection process. There was a strong correlation between individual performance and education/training; a weak correlation between employee compensation and organizational performance; and a moderate correlation between individual performance and career development. Variables such as workforce competencies, motivation, and effective work structures had a strong effect on organizational performance. Based on the findings, we strongly recommend and encourage all companies in this study and beyond to develop a strategic plan to successfully guide their employees and implement processes and practices that improve individual and organizational performance, thus enhancing education in the business context. In the Balkan countries, especially in Kosovo, there is a lack of research on human resource management practices and processes. Therefore, this study will assist organizations in their efforts to improve HRM processes and practices, contributing to a better understanding and implementation of education strategies in organizational settings in this region.

ESTRATÉGIAS DE ENSINO ADAPTADAS PARA ALUNOS COM BAIXA VISÃO

This bibliographic review addressed the challenge of implementing teaching strategies adapted for students with low vision, aiming to promote an inclusive and effective education. The general objective was to explore and analyze pedagogical strategies, assistive technologies, and curricular adaptations that facilitate learning for these students. The methodology consisted of a literature review, involving the analysis of relevant documents and studies on the subject. The results highlighted the importance of specific teacher training, the implementation of assistive technologies such as augmented reality and Soroban, and the need for curricular adaptations to meet the individual needs of students. The analysis indicated that, although there are significant advances in inclusion policies and assistive technologies, challenges such as teacher training and accessibility of educational resources persist. The final considerations emphasized the need for continuous efforts to overcome these obstacles, promoting an inclusive and accessible educational environment.

Effectiveness of EBPEPU (evidence-based practice educational program in undergraduate nursing education): a before-after study

BackgroundThe incorporation of EBP into practice remains a challenge of the nursing profession. Several studies highlighted the limited engagement of nursing students in utilizing evidence-based practice (EBP) and their difficulty in perceiving the relevance of scientific evidence in daily practice. AimThis study aimed to measure the acquisition of EBP skills among nursing students following the implementation of an innovative educational intervention that connected academic settings with training environments. MethodsTo assess the effectiveness of the educational intervention, a before-after study was carried out. The EBP Competency Questionnaire scale (EBP-COQ) was used to assess student's EBP competencies before and after the educational intervention, as well as at the end of their clinical training. A repeated-measures ANOVA was performed to compare the three tests’ averages. ResultsAfter the educational intervention and upon completion of clinical training, students reported significant improvements in the subscales of competence, knowledge, and in the overall score. ConclusionOur results underline the importance of implementing teaching strategies to support students in acquiring EBP competences and empower them in decision-making.

Teaching strategy adaptations in undergraduate dental education during the COVID-19 pandemic.

During the COVID-19 pandemic, dental institutions were challenged to rapidly adapt to the inability of teaching in-person lectures and pre-clinical simulations. Strategies had to be quickly developed to guarantee the safety of faculty and students, while also adhering to national guidelines to ensure that educational standards were met and students' graduations and entrance into residency programs were notdelayed. This literature review assesses the novel strategies that dental schools created and implemented to teach in a distance-learning platform and evaluates the advantages and disadvantages of these strategies. In addition, this review talks about the lessons learned during the pandemic and the incorporation of successful strategies after the pandemic ended. This review evaluated the literature using PubMed and ScienceDirect with the following keywords: "teaching strategies," "dental education," and "COVID-19." The search strategy yielded 15 articles that assessed relevant teaching strategies that were implemented during the COVID-19 pandemic. The literature described the swift response of dental institutions in implementing teaching strategies in response to the inability of continuing in-person teaching. An overwhelming majority of institutions moved their didactic lectures to online platforms. Several institutions implemented online simulations with virtual reality models, videos and discussion boards, standardized patient actors, and case-based discussions. Many of the teaching strategies that were implemented as a result of the COVID-19 pandemic were highly effective. Dental schools were able to satisfy Commission on Dental Accreditation standards and meet students' requirements for graduation during the pandemic despite the rapid and unplanned shift away from in-person instruction and simulation secondary to the COVID-19 pandemic.

가치분석 수업의 이론적 기초와 교수전략

Purpose: The purpose of this study was to theoretically explore issues raised in the transition from
 traditional values education to values education based on Western liberal philosophy in the context
 of values analysis by focusing on theory and teaching strategies.
 Methods: Firstly, the researcher analyzed the research outcomes of values education as a direct target
 of curriculum education through investigating values issues. Three fundamental issues arising from
 the changing trends in values education were identified. Subsequently, to gain a detailed understanding
 of these issues the discussion focused on the theoretical foundation of values analysis and teaching
 strategies. The theoretical basis of this theory based on the good reasons approach in analytic ethics
 was then examined. Finally in relation to these three issues, teaching strategies of values analysis
 were explored.
 Results: The two safety devices applied in values analysis teaching strategies, practical judgment,
 and value judgment serve as educational prescriptions to minimize limitations that may arise in granting
 young students the freedom to choose values. Regarding the relativistic issue of value criteria inherent
 in values education based on liberal philosophy, the values analysis theory not only takes a critical
 perspective but also applies it as a target for overcoming and implementing teaching strategies. Lastly,
 concerning the compatibility issue between granting individuals the freedom to choose values and
 establishing the universality of value judgment the values analysis theory applies to teaching strategies
 the possibility that both aspects can be pursued and implemented simultaneously, rather than being
 mutually exclusive.
 Conclusion: It cannot be denied that in the classroom, the act of judging and deciding values is
 given to students. The crucial point is to consider how the results of individual judgments can be
 universally accepted and to understand values education in the discourse of practice beyond the
 discourse of explanation.

Strategies for Continuation Writing Teaching in High School English

In the context of the new curriculum reform, high school English teaching is evolving towards an ecological and flexible approach to promote students' comprehensive development. Continuation writing is a novel type introduced under the new curriculum reform, effectively integrating reading and writing, promoting reading through writing and writing through reading. Through a virtuous cycle, it enhances students' language expression and thinking abilities, providing a guarantee for improving students' English performance. However, the application of this new type also increases the difficulty of English teaching. Therefore, teachers need to clarify the significance of the continuation writing and optimize the teaching mode in line with the current requirements of the new curriculum standards to provide a guarantee for students' lifelong development. Based on this, this article takes continuation writing as an example, combined with relevant textbook content, to deeply analyze how to better implement teaching strategies for continuation writing, in order to improve classroom efficiency and promote students' comprehensive development.

Evaluation of Blended Learning in Terms of the Perceptions of Medical Students: A Mixed Method Study.

The ongoing 4.0 industrial evolution, characterized by the rise of digital technology, has had a massive impact on human lifestyles worldwide. Faculty members in medical school are expected to respond to this industrial revolution by implementing teaching strategies, one of which is Blended learning as a suitable solution to overcome the limitations of space and time in the teaching process. For effective utilization of blended learning, it is important to conduct extensive studies on its implementation. The aim of this study was to assess the effectiveness and efficiency of implementing blended learning in the faculty of medicine in Hasanuddin University from the students' perspective. This study used a sequential explanatory mixed method approach, combining quantitative and qualitative methods. The quantitative part involved 782 undergraduate medical students from the first, second, and third years. Data were collected through a questionnaire survey distributed among the students. The qualitative part of the research was conducted through focus group discussions involving 13 students based on the questionnaire scores, representing both high and low scores. The results of the quantitative and qualitative research were collected and integrated. Based on the results, the majority of students agreed that blended learning provided many advantages to their learning (Mean±SD: 3.79±0.78). Also, they reported e-learning platform significantly contributed to their learning process (Mean±SD: 3.88±0.67). The workload of blended learning method was still considered quite heavy by students, and good time management was highly needed (Mean±SD: 3.45±0.84). As for qualitative part, some positive results were obtained; they reported that it increased motivation for learning, enhanced the efficiency of learning and gaining adaptability, while the negative opinions were the network error in e-learning, erratic e-learning display, and video quality problem. Most of the students expressed positive opinions about the advantages of blended learning; according to them, learning was more efficient and effective, it enhanced learning motivation, and it provided comprehensive accessible learning materials.

Potentials of ChatGPT in Computer Programming: Insights from Programming Instructors

Potentials of ChatGPT in Computer Programming: Insights from Programming Instructors

Heartfelt Healers: Assessing Empathy Level of Medical Students toward Patient Management

Background: Empathy is a fundamental component in the medical field, essential for effective patient-centered care. It facilitates better patient outcomes, accurate diagnoses, and sound decision-making. Previous studies have indicated varying levels of empathy among medical students across different regions and cultures. Objective: This study aimed to assess the empathy levels among medical students towards patients, focusing on a specific student population in Karachi, Pakistan. It sought to compare these levels with existing data from various international contexts and to understand the implications for medical education. Methods: A cross-sectional study was conducted using the Jefferson Scale of Empathy-student version (JSE-S) among 150 undergraduate medical students from various medical institutes in Karachi, Pakistan. The JSE-S scale, comprising 20 items rated on a 7-point Likert scale, evaluates both positive and negatively worded items to determine empathy levels. Demographic data, including age, gender, cultural background, year of study, academic performance, and clinical exposure, were also collected. Data analysis was performed using SPSS version 25.0, focusing on calculating frequencies, percentages, and mean scores. Results: The overall mean empathy score was 98.7867, with positive items scoring a mean of 58.06 and negative items a mean of 40.77. These scores were slightly lower compared to studies from countries like China, Japan, Kuwait, Iran, and the United States but were similar to a regional study conducted in 2019 in Pakistan. Demographic analysis revealed a diverse cultural background with a balanced gender distribution and varied academic and clinical exposure. Conclusion: The study highlights a moderate level of empathy among medical students in Karachi, suggesting the need for enhanced empathy training in medical curricula. The findings advocate for the implementation of educational strategies, including workshops and courses on empathic behavior and ethics, to strengthen empathy in future medical practitioners.

화행중심 교수학습전략 사용이 영어 학습자의 화행 습득에 끼치는 영향

The purpose of this study is to investigate current and classical research on speech acts and indirect speech acts, determine how to teach them to English learners to improve their English proficiency and provide how to implement teaching strategies related to speech acts in the EFL classroom. Section II presents Austin’s (1962) definition and classification of speech acts. In Section III, Searle’s (1969) theory of speech acts is explored, and other relevant topics for the language classroom are reviewed. In Section IV, the differences between these and antitheses are presented, providing some reasons for the collapse of the antitheses. Finally, concluding remarks on the characteristics of speech and indirect speech acts are presented, providing teaching strategies for Korean EFL classrooms.

The Use of Artificial Intelligence in Teaching Foreign Languages

Abstract The introduction of Artificial Intelligence (AI) in educational institutions has the potential to optimize the teaching process and save teachers valuable time. Artificial Intelligence can be utilized in various areas of teaching preparation, ranging from creating teaching materials to implementing teaching strategies. This article presents six important areas where AI can be used in teaching foreign languages, highlighting the advantages and disadvantages as well as potential pitfalls.

대학생의 자기이해도 집단 유형에 관한 연구

Objectives The purpose of this study was to classify latent groups of self-understanding among college students who participated in a PBL class using latent profile analysis (LPA) and to explore the factors that affect this classification.
 Methods To achieve these objectives, we collected samples from the ‘5th year KEEP II: Korea Education & Employment Panel II’. The variables selected to investigate the factors influencing the classification were ‘PBL class satisfaction’, ‘major satisfaction’, ‘campus life satisfaction’, and ‘life satisfaction and freedom’.
 Results The results of this study are as follows: First, self-understanding types were classified into three categories: ‘low level’, ‘middle level’, and ‘high level’. Second, significant differences were found in ‘PBL class satisfaction’, ‘major satisfaction’, ‘campus life satisfaction’, and ‘life satisfaction and freedom’. The ‘high level’ group showed the highest levels in all factors. The ‘middle level’ group demonstrated overall levels above average but relatively lower levels of ‘goal execution’. Finally, the ‘low level’ group exhibited low levels in all measured variables, particularly in factors related to decision-making.
 Conclusions This study is significant in that it examines the characteristics of learners with high and low levels of self-understanding, specifically focusing on those who experienced a specific class type, PBL. Therefore, we suggest that instructors should identify and implement teaching strategies and learning activities that promote self-understanding and enhance the effectiveness of PBL.

Science education in early childhood education mediated by technologies: a systematic review

ABSTRACT: Introduction: The development of scientific competencies in early childhood education allows the understanding of the world that surrounds the infant, historically it has been done from the exploration of the environment, however, the use of technologies is a current need in the learning processes, continuous improvement and contextualization of pedagogical practice in early childhood education. Objective: to identify training trends in scientific competencies in early childhood education focusing on teaching strategies and didactic resources mediated by educational technology. Methodology: the review was based on a qualitative approach, a search was carried out in the SCOPUS database characterizing the title of the article, abstract and keywords with the following search criteria: early AND childhood AND science AND education AND educational AND technology, applying the filter Source type: Journal in the period between 2007 and 2022 for a subsequent hermeneutic analysis taking into account the categories of teaching strategies and didactic resources. Results: it was found that there is a strong tendency to use the Science, Technology, Engineering and Mathematics -STEM- models; in the case of didactic resources, the use of robots, online and interactive educational applications, websites, use of mobile devices and software for tactile use and computer equipment stand out in the literature reviewed. Conclusions: the present study allows highlighting that it is important to take into account technological, pedagogical and content limitations when implementing teaching strategies in early childhood education, since these limitations can affect the success of educational practices and the ability of teachers to teach scientific competencies effectively.

Impact of Teacher's teaching Strategies on the Academic Achievements of Middle School Students in Mathematics

The purpose of this study was to find out the impact of teachers’ teaching strategies on the academic achievements of middle-section students, particularly in Mathematics. To achieve this, an experiment was carried out under the umbrella of quantitative study. Pre and post-test were taken. The experimental group participants were taught by implementing teaching strategies and controlled group participants were taught by lecture-based methods. The data was gathered from 7th-grade students at private high schools. There were 25 participants in each group. Hypotheses were being tested against the research questions, The descriptive and inferential statistics showed beyond doubt that learning through innovative strategies had a greater impact on the academic achievements of middle school students than learning through lecture-based methods.

ICT TECHNIQUES IN HIGHER EDUCATION: AZERBAIJAN EXPERIENCE IN PANDEMIC

The purpose of the article is to study the use of ICT techniques in Azerbaijan higher education. The objectives of the study are: 1) to substantiate the role of ICT sector in the Azerbaijan national economy, 2) to study the use of ICT sector tools in higher education, in particular in Azerbaijan higher education, 3) to analyse the external factors affecting the implementation of ICT sector tools in Azerbaijan higher education, 4) to analyse internal factors influencing the educational process in Azerbaijan higher education in with the use of ICT techniques and 5) to provide expert assessment of the use of ICT techniques in Azerbaijan higher education. The research methods are the analysis of statistical data, their grouping and comparison, expert evaluation of external (PEST analysis) and internal factors (SWOT analysis) that affect the use of ICT technologies in Azerbaijan higher education. Here were used the statistical data of Azerbaijan State Statistics Committee, electronic pages and internal reports of the Azerbaijan State University of Economics – UNEC. To reveal the role of ICT sector in the national economy, here were used the data for 2015-2022, and data for 2000/01-2021/22 academic years to analyse the activities of Azerbaijan higher education. The main questions of the study were: 1) Is the ICT sector of Azerbaijan sufficiently developed for the application of electronic spheres in the field of banking services, trade, commerce, as well as in the field of medical services and education?; 2) Is the level of ICT techniques provided sufficient for their active application in the field of Azerbaijan higher education?; 3) How has the pandemic contributed to the accelerated use of electronic services – e-education, e-training, e-conference, DocuSign, e-banking etc.? PEST analysis of political, economic, social and technological factors has been conducted and demonstrated the positive and negative assessment of ICT techniques in higher education in Azerbaijan. It has been shown that in a pandemic situation there are both positive and negative aspects of online classes as regards in the fields of techniques, methodology and psychological features. The most significant conclusions concerning ICT implementation in higher education in Azerbaijan after the pandemic have been shown. They cover the following positions: in Azerbaijan, which has 2 artificial satellites, the speed and volume of ICT services should increase; state institutions should support the high level of ICT services in Azerbaijan; both educators and students must have excellent digital skills; control of the quality of education during online education, the use of different tools and technologies in training should take the main place; regular dialogue and feedback should be carried out remotely. SWOT-analysis has been used to examine the opportunities of the ICT sector in higher education in Azerbaijan. It has been established that in the current situation in the Azerbaijanian higher education system, more flexible and optimal content, as well as the implementation of teaching strategies, and the expansion of initiatives related to the promotion of innovations have come to the fore. In the field of higher education attention is paid to the application of distance education, solving and developing the issues of technological equipment and providing quality internet connection. Yet another important direction of the state strategy is improvement of the legislative framework related to the new digital forms of education, as well as development of digital skills of pedagogical staff and students of HEI. Thus, the new world’s situation significantly changes the legal, economic, organizational and managerial regime of HEI functioning. On the one hand, significant investments are needed in new distance learning technologies that ensure the transfer of the educational process into the format of indirect (remote) interaction between teachers and students. On the other hand, it is necessary to take a decision on organizing the remote functioning of educational organizations as objects of management, creation of fundamentally new content, and the retraining of teaching and administrative personnel to ensure their readiness to work with the use of ICT techniques.

Analysis of Knowledge, Attitudes and Behaviours of Health Care Workers towards Vaccine-Preventable Diseases and Recommended Vaccinations: An Observational Study in a Teaching Hospital.

Background: Recommended vaccinations are the cheapest and most effective measure to reduce the risk of transmission and related complications, especially in high-risk healthcare settings. This study aimed to evaluate the knowledge, attitudes and behaviours of HCWs in relation to national recommendations. Methods: A transversal study was conducted through administration of a questionnaire by personal interview. The following care units were involved: Paediatric, Neonatal, Cardiac Surgery and General Intensive Care Units and Infectious Diseases Unit. Results: The study sample comprised 308 HCWs. Half the sample were aware of the vaccination recommendations, with occupation and age found to be predictive factors (OR = 9.38, 95%CI: 2.07−42.41; OR = 0.36, 95%CI: 0.22−0.60). A higher percentage defined the diseases as a risk for their patients’ health, although this perception was lower in the over-40 age group. In several cases, there were statistically significant differences between the care units (p < 0.001). Around three-quarters of the sample agreed that vaccination should be mandatory; willingness to undergo a future booster vaccination was statistically correlated with the variables of age and care unit (p < 0.001, p = 0.03). Conclusion: The protection of health in the workplace can be achieved through some strategic actions, such as the implementation of educational strategies, and protocols for the monitoring of immunocompetence and the improvement of vaccination.

INVESTIGATING TEACHERS’ STRATEGIES IN TEACHING VOCABULARY

The purposes of the research are two folds: to find out the vocabulary teaching strategies used by the English teachers at SMP Negeri 6 Palu, and to identify the reasons of implementing the strategies in the classroom. This research used qualitative research design. The participants of this research were three English teachers. In collecting the data, the instruments used were observation and interview. The data were analyzed by using descriptive analysis. The findings showed that there were some teaching strategies used by the teachers in teaching vocabulary. The strategies used by the English teachers in teaching vocabulary were: (1) the use of game like guessing game and dictation (by relying on learning topic), (2) reading textbook, (3) translation (by looking up dictionary), and (4) asking question. The main reason of implementing teaching strategies was, they wanted to make the students active in the class. The basic consideration as an active facilitator in choosing the teaching strategies was to make classroom atmosphere that can make the students interact freely with each other in achieving learning goals

Using the Methodology Problem-Based Learning to Teaching Programming to Freshman Students

This work registers the initial results of a teaching strategy implemented with students entering the Algorithms discipline with a higher degree in Computing. This discipline offered to first-year students records cases of dropout and evasion. Thus, it is necessary to implement teaching strategies to provide engagement, interest, and motivation with the subjects worked on. The main objective is apply an active methodology problem-based learning in programming teaching. In this work participated 177 students in the years 2019-2 (47), 2020-1/2020-2 (83), and 2021-2 (47), enrolled in the first period of the course. The methodology adopted for the development of this study consisted of: use of questionnaires to measure prior knowledge about computing concepts; group discussion of the answers recorded in the questionnaire; development of an APP for smartphone; use of the PBL (Problem-based learning) methodology as a learning strategy. It is an activity related to the active teaching and learning methodology of problem-based learning that is being developed on the first day of class in groups of up to five students. The strategy consisted of two actions: 1) answering a questionnaire associating everyday computing elements; and 2) even though the programming concepts were not presented, the groups were challenged to develop a smartphone application. Each group received a questionnaire containing 19 questions divided into four blocks. What can be seen from the completion of this work was the enthusiasm, motivation, and engagement of the students, who, even though they were newcomers, organized themselves into groups and researched the necessary strategies to complete the challenge. When measuring the knowledge obtained through the application of a questionnaire relating to the content (with the participation of 62% of students), it was found that 81% of the participants obtained the necessary grade for approval of that content. Following the strategy of an active methodology of learning and teaching that favors the protagonism and autonomy of the student, we concluded that strategy was benefic for to the students, and the teacher acted as a guide in the teaching process, directing what should be researched to find the solution and serving as a tutor in the resolution of the problem presented. Preliminarily, part of this study was presented at the 2nd International Computer Programming Education Conference.