Teaching Methods In Education Research Articles

Determining the Effect of Psychological Resilience on Death, the Fear of Death, and Death Acceptance in Nursing Students in Turkey.

This study will investigate the effects of psychological resilience on death, fear of death and acceptance of death in nursing students. This study was descriptive and cross-sectional. The sample of the study consisted of 270 students who voluntarily participated. The data were collected using a descriptive characteristics questionnaire, the resilience scale for adults (RSA) and the multidimensional orientation to death and dying inventory MODDI-F. A positive and significant correlation was found between the Acceptance Subscale, RSA and MODDI-F subscale scores. Nursing students' attitudes towards death and dying are affected by their psychological resilience. Psychological resilience should be increased because nursing students are candida for future caregivers. For this reason, within the scope of the findings of the study, it is recommended that during the theoretical and practical nursing education process, students should be reinforced by conducting studies on the dying patient through educational teaching methods such as role play and case presentations. In addition, ıt is thought that an interview or focus group on nursing students' psychological resilience and attitudes towards death can provide a more comprehensive source of information on the subject.

Adapting to the Digital Age: An Evaluation of Online Learning Strategies in Public Health and Social Care Education

Introduction. The global shift towards digital education in the wake of the COVID-19 pandemic has reshaped the landscape of higher education. Public health and social care programmes have adapted to this transformation, embracing online learning strategies to engage students. This study focuses on the assessment of online learning experiences in public health and social care education, particularly during the post-COVID-19 period. Materials and Methods. This qualitative study employed semi-structured interviews and focus groups with 49 university students in England. These phases, conducted both in person and via video, were audio and video recorded and transcribed verbatim. A purposive sampling technique was employed to gather data, and framework analysis facilitated data management and interpretation. Results. The presentation highlights three main themes and 12 accompanying sub-themes that capture the clear preferences of students for both in-person and online learning methods. The findings elucidate the merits and demerits of online learning strategies in contrast to traditional face-to-face classes. Online classes offer distinct advantages in terms of flexibility, cost-effectiveness, time efficiency, and technological proficiency. However, they also bring to the fore concerns related to social isolation, mental health challenges, technical challenges, and distractions within the home environment. Conclusion. Considering the global transition to digital education, this study contributes to the dynamic discourse surrounding online learning in the post-COVID-19 era. The diverse preferences expressed by students highlight the importance of personalised and flexible teaching methods in online education, underlining the need for adaptability and inclusivity to meet the diverse needs of today’s learners.

Religious Education as a Platform for Pupils’ Social Development and Prevention of Internet Addiction: The Case of Slovakia

The authors present changes in the content and teaching methods of religious education (RE) in the third decade of the 21st century, as proposed by the current curricular reform of compulsory education in Slovakia. First, they analyse the reform documents in terms of social competence development as one of the RE content requirements. Second, they seek a teaching methodology that applies a balanced approach to the use of information and communication technologies (ICT) while protecting RE pupils and their building of healthy human relationships from the potential threat of digital addiction. The authors based their teaching ideas on the findings from their research. To explore the relationship between addictive Internet behaviour and social intelligence, they used a questionnaire including the Internet Addiction Test and the TSIS Scale. The Mann–Whitney U test was used for statistical analysis. Data on 386 adolescent respondents revealed a statistically significant difference between males and females in social awareness, with males performing significantly better. A weak positive relationship (ρ = 0.240) was identified between social awareness and addictive Internet behaviour. In the discussion, the authors suggest teaching methods for developing social competence via RE without resisting the opportunities provided by ICT, while also avoiding an increase in the risk of online social media addiction. They suggest that even denominational RE should prioritize cultivating healthy relationships not only with God but also relationships with other people, the outside world, and oneself.

Using case-based learning supported by role-playing situational teaching method in endocrine physiology education.

Embedding clinically relevant learning experience to basic science subjects is desired for the preclinical phase of the undergraduate medical education. The present study aims to modify case-based learning (CBL) with role-playing situational teaching method and assess the student feedback and learning effect. 176 sophomore students majoring in clinical medicine from Harbin Medical University were randomly divided into two groups: the control group (n=90) who received the traditional hybrid teaching, and the experimental group (n=86), who received the role-playing situational teaching. Students in the experimental group were given a one-week pre-class preparation to dramatize a hyperthyroidism scenario through online autonomous learning of thyroid physiology, and performed the patient's consultation process in class, followed by a student presentation about key points of lecture content and a question-driven discussion. A posttest and questionnaire survey were conducted after class. The test scores of the two groups had no statistical differences, whereas the rate of excellence (high scores) of the experimental group was significantly higher than that of the control group. Furthermore, the record of online self-directed learning engagements was significantly improved in the experimental group. In the questionnaire, more than 70% of the students showed positive attitudes towards the role-playing situational teaching method and were willing to participate in other chapters of the physiology course. Such results show that CBL supported by role-playing situational teaching method encourages active learning and improves the application of basic knowledge of physiology, which can be incorporated in the preclinical curriculums to bridge the gap between theory and practice.

Teaching for Enhancing Diverse Mixed Age Group Learning in West Bengal

Efficient teaching is dependent on some components, such as student and teacher attentiveness, communication and planning of teachers,’ utilised instructional methods, quality-oriented resources, quality of interactions allowed in the classrooms, and others. There are unified teaching methods in the system of education. As the required and diversified learner in this contemporary era, teachers have to utilise a variety of teaching methods for quality education. One of them is mixed-age group teaching, which consists of detailed instruction for developing the mindset of students. Researchers, through this article, wanted to explain a conceptual overview of the mixed age group teaching background, benefit, and how it is useful for diverse learners. This study has significant implications for students, teachers, teacher educators, academic instructors, researchers, curriculum designers, and others.

A Study on the Educational Performance Analysis of a Competency-Based Liberal Arts Classical Literature Class

This study aims to diagnose and analyze the effects of competency-based liberal arts British-American classical literature classes through learners’ competency achievement and its relationship to class satisfaction. This study also suggests a direction for integrated achievement of competency through classical education. To this end, pre- and post- competency diagnostic tests and a satisfaction questionnaire was collected from 78 students in this elective liberal arts classical literature class at H University. Independent samples t-tests, correlation analyses, and multiple linear regression analyses were conducted. As a result, first, the learners' communication skills, creativity, and problem-solving efficacy were improved. Second, learners were highly satisfied with developing interaction and collaboration skills among team members, and with improving their debate and discussion skills, suggesting that team-based instruction can be an effective teaching method in liberal arts education where learners are relatively less intimate. In addition, regarding the method of assessment, learners were most satisfied with an approach that put less pressure on paper-based exams, and perceived the increase in the amount of learning, the burden of preparation for performance activities, and the inability to check the visible evaluation results as the most difficult points. These results demonstrate the need for professional evaluation criteria and prior guidance regarding the class rubric. Finally, this study found that the improvement of the problem-solving efficacy of the participants did not affect class satisfaction, indicating that the instructor’s active role is needed, particularly when it comes to controlling the difficulty of competency performance activities, and when intervening on behalf of the student’s regarding their difficulties in learning. This study is meaningful in that it has confirmed that liberal arts classical literature education can play an important role in cultivating the competencies necessary for learners while maintaining the intrinsic value of the classics.

Development of a blended teaching quality evaluation scale (BTQES) for undergraduate nursing based on the Context, Input, Process and Product (CIPP) evaluation model: A cross-sectional survey

ObjectiveDeveloping a nursing undergraduate blended teaching quality evaluation tool based on the Context, Input, Process and Product model and evaluating its reliability and validity. BackgroundBlended teaching is a commonly used teaching method in medical education, but there are limited tools available to effectively measure the quality of blended teaching. DesignA Delphi study and cross-sectional study. MethodsUsing the Context, Input, Process and Product model as the theoretical framework, a questionnaire was developed through literature review, expert consultation and pre-survey. From April to July 2023, 448 students from a certain university were selected as the research subjects and the questionnaire was examined for reliability and validity through a survey method. ResultsThe blended teaching quality evaluation scale with 35 items includes four dimensions Context, Input, Process and Product. The content validity and reliability of the blended teaching quality evaluation scale are both good, with a content validity index of 0.934 for the total scale and a content validity index of 0.750–1.00 for each item. The SEM shows that χ2/df = 6.89, RMSEA = 0.115, CFI = 0.882, NFI=0.865, RFI= 0.855, IFI = 0.882, TLI = 0.873. The Cronbach’s α coefficient of the total scale is 0.991 and the Cronbach’s α coefficient for each dimension is 0.944–0.984. ConclusionThe scale is based on the characteristics of blended learning and quality evaluation covers all aspects of teaching. It can accurately evaluate the quality of teaching, evaluate the problems in the teaching process based on the teaching quality score and propose reasonable teaching improvement suggestions based on the weak links in the teaching process.

Analysis of Integrating Aesthetic Education into Short Video Course

With the rapid development of digital technology and new media, short videos have become a popular means of expression among young people today. However, most short video production courses often neglect the cultivation of aesthetics and art, lacking in creativity and aesthetic appreciation. Therefore, integrating aesthetic education into short video production courses to achieve the goal of cultivating marketable talents in short video production theory, practical skills, and aesthetic education in the new media environment is an inevitable requirement for the current innovative reform in short video production course teaching. Furthermore, the article proposes exploring a new approach to integrating traditional Chinese culture into professional course ideological and political education through the teaching philosophy and methods of aesthetic education. By promoting interaction between production, academia, and research through extracurricular clubs, actively exploring the integration of technical resources in marketing majors at universities with local characteristic industry resources, a new path is provided for the construction of a two-way interactive innovation model between schools and enterprises.

COMMUNICATION FOR DIGITAL LEADERSHIP: AN EXPLORATION TO THE FACTORS THAT CONTRIBUTE TO LOW INDEX

Digital leadership is important today because leadership development is a key element of sustainability education. To achieve the Sustainable Development Goals (SDGs), leaders should deploy resources, be visionary and ethical, and focus on long-term goals without neglecting values and principles. There are nine elements to assess the digital leadership of teachers. One of the crucial elements in digital leadership of teachers is communication. However, previous studies show that communication has a low index in digital leadership compared to the other elements. Therefore, this study aims to explore the factors that contribute to a low index of communication in digital leadership. In this paper, a qualitative approach using a semi-structured interview is adopted. The interview protocol consists of basic information about the participants, guidelines for the participants, interview questions, and appreciation for the participants. The interviews were conducted thoroughly, although there was only one interview question. The interviews were conducted online via the Zoom application. The interview participants were selected by using purposive sampling that involved four teachers from primary and secondary schools in Perak, Selangor and Sabah. The data was analysed using thematic analysis. The analysis revealed five factors: inefficient use of communication channels, inappropriate attitude of parents, lack of face-to-face communication, inappropriate teaching methods of teachers and limited internet access. The implications of this study point to the possibility of improving the use of communication channels in an efficient way, improving teaching methods so that students can understand what is being taught by teachers, and improving Internet access to increase the frequency of communication and diversify the methods of online communication between teachers and students. Stakeholders, administration and teachers should be more proactive in seeking solutions to overcome these challenges. It is suggested that a further study on communication in digital leadership be conducted, involving teachers from all states and using a quantitative approach and interviews among teachers in all types of Malaysian schools.

Student satisfaction in the context of hybrid learning through sentiment analysis

<span lang="EN-US">With the incursion of data science into the academic field and the massification of social networks, it is possible to extract information on student satisfaction that contributes to feedback on teacher teaching strategies and methods. This article aims to determine student satisfaction with teaching performance, through sentiment analysis. Methodologically, the research is of a non-experimental longitudinal design, with a quantitative approach. Data collection was carried out through the social network Twitter, and data analysis was carried out through the sentiment analysis technique. As a result, it was identified that in the first week of class, the highest level of satisfaction was obtained, reaching 96.3% of the total number of students. Meanwhile, in the evaluation weeks, the highest level of dissatisfaction was reaching 29.17%. It is concluded that when going from totally virtual learning to hybrid learning, students express a certain level of dissatisfaction typical of a process of progressive adaptation. Therefore, teachers should take advantage of these findings to redesign assessment rubrics in the context of hybrid teaching. Aspects such as collecting opinions through social networks and extracting a degree of satisfaction through them apply in a crossed way to other professional fields.</span>

Bridging the gaps in patient education through aesthetic-based education: A concept analysis study

BACKGROUND: Aesthetics is a branch of philosophy that has been entered into the philosophy of education for a long time. Reviewing the concept of aesthetics in education, we can see the components that can cover a number of challenges in the field of patient education. Focusing on the conceptual dimensions obtained from the analysis of this concept, the aim is matching the resulting conceptual categories with the gaps in the field of patient education. MATERIALS AND METHODS: Using a scoping review, we reviewed the literature dealt with different dimensions of aesthetic-based education. Walker and Avant’s concept analysis approach was used to inductively analyze the content obtained from the review of literature. The data were divided into three general groups of antecedents, attributes, and consequences of the aesthetic-based education concept, and the final conceptual model was defined. Interdisciplinary comparisons between educational and medical sciences were made to match the concept of aesthetic education with the field of patient education to cover its issues. During the scope review process of the texts, after screening the articles, 17 articles selected to enter the concept analysis stage. RESULT: Concept analysis phase showed that the main conceptual categories of antecedents of aesthetic-based education are aesthetic-based intrapersonal competencies and aesthetic capacities of educational setting. The attributes include aesthetic-based educational content and teaching methods including unity in diversity, combination with art and being based on empathy. The consequences include subliminal learning and constraint-free learning. These conceptual dimensions can cover four important issues in patient education including patient satisfaction, pedagogical competences of health educators, patient centeredness, and empathetic relationship. CONCLUSION: Applying aesthetic concept in the patient education process can bridge part of the gaps in this process. So, this study can be an introduction to future innovative models based on aesthetic paradigm in the field of patient education.

‘사회적 공감’ 교육 모형을 활용한 대학 글쓰기 수업 방안 연구

Objectives This study was applied to college writing classes using the social empathy education model. The purpose is to improve students' empathy ability. Accordingly, a teaching method for writing criticism and a class case are presented.
 Methods For 163 college students, three of the <Basic Writing> liberal arts classes conducted in the second semester of 2022 and the first semester of 2023 were presented. The theory of ‘social empathy’ argued by Elizabeth Segal was used as a research method. And the ‘social empathy’ educational model and teaching method for writing criticism were explained. We looked at the students' writings and looked at whether they recognized social problems in a social context dimension and sought solutions.
 Results To this end, writing criticism was conducted based on group activities. Students recognized the necessity and value of social empathy. And they showed personal empathy and social empathy ability to the subject of analysis. A solution was created by applying this to reality. Critical literacy improved and grew into a mature global citizen.
 Conclusions It proved that ‘social empathy’ education and critical writing classes are one of the alternatives that can solve indifference, discrimination, and disgust. In addition, it was confirmed that training critical thinking and reflection skills can develop empathy.

The impact of grouping in mathematics: Views from Kurdistan-Iraqi high school teachers

Mathematics is one of the primary disciplines in education that can be used to measure students' abilities in learning and understanding scientific equations. This research explores the effectiveness of grouping methods in teaching mathematics at the high school level and its impact on students' scientific literacy. Using data analysis and descriptive methods, this study gathered responses from 60 high school mathematics teachers in Kurdistan who completed questionnaires on using grouping methods in teaching. The results show that all teachers found the grouping method to be an effective way to teach mathematics, improve student understanding, and facilitate student cooperation and critical thinking. The implications of this study include providing beneficial teaching methods for teachers and new insights into the practical and theoretical literature on group learning in mathematics. This research contributes to developing more effective mathematics teaching strategies in high schools, focusing on group learning approaches.

Discovering the Child? Individualization Processes of Catholic Religious Education in the Horizon of Secularization since 1900

At the beginning of the 20th century, early processes of secularization – especially in working-class families living in large cities – and inadequate teaching methods led to a crisis of Catholic religious education. Teachers and professors highlighted that it was becoming more and more difficult for reli­gious education to reach students and to ensure that they become devoted members of the Church. In this situation, a catechetical movement was established, which was mainly situated in Munich and Vienna, where teachers, catechists, and academics discussed reforms of the commonly used teaching methods in religious education. Conferences and the foundation of journals followed. It is at least from this point that the process of modernization in the field of religious education in the German-speaking context begins. This modernization gained traction after the Second Vatican Council and was also pro­moted by the phenomenon of secularization and pluralization after the 1960s. Against this background, the essay will address the following questions: What led to the modernization of religious education that began around 1900? What role was played by the new openness of catechists and theologians for edu­cation science and the (religious) pluralization of society? To answer this question, the article will focus on developments between 1900 and the 1920s, during the 1970s, and the more or less topical discus­sion about the concept of ‘theology of children’ since the late 1990s. This study will also ask whether this development can be described as the discovery of the child in theology and religious education. Finally, this paper asks what consequences this development has for a denominational religious education in state schools today and in the future.

The Impact of Sports Games on the Psychological Health of Middle School Students

This study conducted a 16-week comparative experiment with 160 students from Jinan No. 5 Middle School in Shandong Province as the experimental subjects. During the implementation of the experiment, the subjects were divided into two groups: an experimental group and a control group. The experimental group was subjected to physical exercise interventions using sports game teaching methods during physical education class, while the control group followed traditional physical education teaching methods. The results showed that the psychological health status of the students in the experimental group was significantly better than that of the control group after the experiment. The application of sports games helps to improve the psychological health of middle school students in the course of physical education, promoting a positive and forward direction in student psychology and is an effective means to enhance the psychological health level of middle school students.

ỨNG DỤNG PHƯƠNG PHÁP DẠY HỌC TƯƠNG TÁC TRONG MÔN KỸ THUẬT LẬP TRÌNH CHO SINH VIÊN KHOA CÔNG NGHỆ THÔNG TIN, TRƯỜNG ĐẠI HỌC CÔNG NGHỆ THÔNG TIN VÀ TRUYỀN THÔNG, ĐẠI HỌC THÁI NGUYÊN

Interactive teaching methods have been receiving attention in application to innovate teaching methods in education and training, especially in training human resources in technical fields. With the participation of computers and supporting software, along with other means, the interaction process between teacher - learner - environment increasingly plays an important role in forming knowledge and skills for learners. For the University of Information and Communication Technology, Thai Nguyen University, Thai Nguyen University, interactive teaching methods are applied in training Information Technology students flexibly in each subject to improve education quality. Through survey methods and other research methods, the article analyses the actual conditions for applying interactive teaching methods in Programming Engineering course for students of the Faculty of Information Technology, University of Information and Communication Technology, Thai Nguyen University, from which the limitations will be evaluated. On that basis, the article offers some measures to improve the effectiveness of applying interactive teaching methods in Programming Engineering for students.

DISTANCE LEARNING METHODS FOR INTERNATIONAL MEDICAL STUDENTS

In response to contemporary challenges and the imperative to adapt medical education to a distance learning format, particularly for international students, there arises a pressing need to develop and implement effective teaching methodologies. This article is aimed at investigating and discussing modern approaches to distance learning tailored for medical students, especially those from abroad. The highlights recent literature sources exploring current teaching methods in distance education for international medical students and outlining the most promising strategies for ensuring high-quality medical education through online platforms. For this analysis, a variety of sources including scientific articles, pedagogical reports, and personal experiences in teaching medical disciplines such as general surgery, nursing practice in surgery, and patient care with a surgical focus in an online format were consulted. It is imperative to underscore that the success of distance education for medical professionals hinges not only on the utilization of technology but also on the cultivation of interactive medical communities. Collaborative problem-solving of clinical tasks and case discussions foster the development of professional identity. The analysis indicates that employing interactive virtual lectures, online simulation workshops, and virtual clinical cases enables medical students to acquire practical skills in real-time. Based on this analysis, it can be inferred that effective distance education for foreign medical practitioners demands a comprehensive approach. Interactive methodologies, teacher support, and the integration of virtual tools facilitate not only the assimilation of theoretical knowledge but also the development of practical skills essential for future medical professionals. The conclusions of this work can be used for the further development of distance medical education, ensuring the high quality of training of specialists in the field of medicine.

Advances in Peer Teaching Methods in the Skill and Physical Development

Background: Implementation of innovative teaching methods in physical education, such as peer instruction, can enhance health outcomes among students. While sports like basketball improve specific skills, the overarching goal is to promote overall health by reducing the risk of chronic conditions and enhancing mental well-being. Objective: This study evaluates the effectiveness of the peer teaching method in developing basketball skills, including dribbling and shooting, among second-stage students. It aims to contribute insights into effective teaching methodologies within physical education programs. Method: An experimental design was employed, comparing a control group using traditional teaching methods with an experimental group using the peer teaching method. Pre- and post-tests were conducted, and data were analyzed using statistical methods. Results: The implementation of the peer teaching method significantly contributed to students' acquisition of dribbling and shooting basketball skills. The experimental group, utilizing the peer method, demonstrated superior performance compared to the control group, which followed the conventional curriculum in the college. Notably, the experimental group excelled in high dribbling, low dribbling, free throw, and shooting from the jump. Conclusion: The study highlights the benefits of the peer teaching method in enhancing basketball skills and recommends its integration into physical education programs. The findings support the adoption of educational units structured around the peer method due to its demonstrable impact on skill acquisition. Moreover, it advocates for ongoing exploration of diverse teaching methods and activities to optimize educational outcomes.

Evaluation of the efficacy of a simulation model used in oral and maxillofacial surgery education

BackgroundThe traditional teaching methods of dental education are gradually being replaced with futuristic education methods based on the usage of educational tools such as mannequin-based simulation models and virtual reality. However, the effectiveness of mannequin-based simulation models as a learning method in the field of oral surgery remains unclear. This study aims to investigate the efficacy of training on a tooth extraction model (TEM) in view of undergraduate dental students’ experience and perception of their education.MethodsA quasi-experimental trial was implemented with two consecutive year classes, totaling 136 students at the Dentistry Faculty of Altinbas University, Turkiye. Two cohorts were created from dental students in the classes of 2023 and 2022 graduates. Cohort 1 (n = 71) received 14 h of theoretical education followed by 10 h of preclinical education on TEM. Cohort 2 (n = 65) received only 14 h of theoretical education. An anonymous questionnaire was prepared with four main sections including the preferences of learning style, participants’ perceptions of the preclinical training methods, the students’ competency and free text comments. Students’ opinions were quantified with both 7-point Likert scales and thematic analysis. Anxiety levels were measured with the interval scale of anxiety response (ISAR). Descriptive statistics, inferential statistical and thematic analyses were conducted according to survey responses. Student characteristics were summarized and compared for two cohorts using a t-test. For all statistical analyses, the significance level was set atP ≤ 0.05.ResultCohort 1 was more comfortable with sequential motions performed with the forceps (P = 0.033) and felt more ready for their first clinical tooth extraction experience (P = 0.028). Cohort 2 showed a significantly higher preference for textbooks among supplementary materials (P = 0.04); however, they tended to exhibit lower self-confidence and higher anxiety levels, though without any statistical significance (P > 0.05).ConclusionIt is clear that the students who have yet to start seeing patients benefit from increased practice with training models, which adequately reflect and represent real-life situations encountered in everyday practice.

Innovative Application of Teaching Methods in Higher Vocational Physical Education

With the continuous development of society, the education of Higher Vocational Colleges in China has been greatly reformed. Students in higher vocational colleges have greater learning pressure, which will have a great impact on students' learning. Therefore, in order to improve students' mental health, we also need to improve physical education curriculum in the development of higher vocational colleges to enrich students and to improve the mental health of students. The physical education teaching in Higher Vocational Colleges undertakes the students of preliminary education and sports theoretical knowledge, so the teaching structure has certain complexity. Under the premise of this complexity, there is no reasonable teaching system and method, which will lead to the physical education teaching in Higher Vocational Colleges unable to play a real role, making the existence of physical education courses in vain. In order to effectively improve this situation, it is necessary to We should innovate the teaching methods of physical education in Higher Vocational Colleges in a reasonable way. This article mainly analyzes and studies the innovative application of teaching methods in higher vocational physical education colleges.