Undergraduate Education Course Research Articles

Deaf and Hard of Hearing Students’ Perceptions of the Flipped Classroom Strategy in an Undergraduate Education Course

<p style="text-align:justify">This study aims to evaluate the academic outcomes of the flipped classroom approach in the teaching of students who are deaf or hard of hearing (DHH). Furthermore, it aims to activate the role of the teacher through encouraging both teachers and students to engage in active learning styles, while acknowledging individual differences. Participants consisted of 12 female undergraduates with hearing disabilities in a 251 CI course (applications of ICT in teaching and learning) at the College of Education, King Saud University. The study was applied throughout a semester on the contents of the course. The content material and pre-class assigned work (e.g. instructional videos and tasks) were delivered through Blackboard (learning management system), while active learning activities were carried out in class. Using mixed methods, students’ perceptions of their new learning environment were explored through a post-term questionnaire distributed at the end of the semester, in addition to writing a reflective report. Furthermore, participants were requested to write a reflective journal at the end of each lecture. Results indicated the effectiveness of the flipped classroom strategy for students. Moreover, the data indicate a positive impact on students' content learning and improved skills (e.g. collaboration and interaction). The content material which was developed for the specific course (251 CI) could be utilized for the remaining students enrolled in this course. The researcher recommends using the flipped classroom teaching strategy for courses in higher education, as the methodology can be extended and implemented through following a similar framework applied in this study.</p>

Budget and strategy: beyond budgeting as a tool for planning and budgetary control in a graduation course

Objetivo: Este artigo tecnológico tem como objetivo analisar o posicionamento estratégico de um curso de graduação de ensino a distância e verificar a sua operacionalização por meio do orçamento. Método: Realizou-se pesquisa documental e entrevista. Foram analisados documentos da universidade, bem como o planejamento específico elaborado para o curso elaborado pelo coordenador do curso. Originalidade/Relevância: Apesar de existir evidências sobre a relação planejamento e controle orçamentário, há uma coluna a ser preenchida no que tange a gestão de instituições de ensino superior. Portanto esta pesquisa aplicou um método orçamentário recente (Beyond Budgeting) como forma de evidenciar a relação planejamento e controle. Resultados: Identificou-se o posicionamento estratégico de diferenciação do curso, segundo Porter (2004) e optou-se pelo Beyond Budgeting como ferramenta de auxílio ao planejamento organizacional. A operacionalização da estratégia por meio do Beyond Budgeting foi utilizada para evidenciar a relação existente entre o posicionamento estratégico do curso, o planejamento da universidade e a peça orçamentária elaborada nesta pesquisa. Contribuições teóricas/metodológicas: A operacionalização da estratégia por meio do Beyond Budgeting foi utilizada para evidenciar a relação existente entre o posicionamento estratégico do curso, o planejamento da universidade e a peça orçamentária elaborada nesta pesquisa. Palavras-chave: Planejamento; Orçamento; Beyond Budgeting

Impactos do PIBID sobre atuação de professores egressos do curso de Licenciatura em Educação Especial

Scholarship for Teaching Initiation Institutional Program (PIBID) outstands for giving opportunity of teaching experience to undergraduate students. In this sense, the purpose of this research was to identify the impacts that UFSCar PIBID subproject of Special Education undergraduate course has or had over the teaching practice, according to the perception of special educators in their first years of career. 19 egresses majored in Special Education at Federal University of Sao Carlos (UFSCar) participated of this research. They were divided in two groups: G1, composed by 10 people who were members of PIBID and G2, composed by 9 people who were not members of PIBID. The study was characterized as descriptive and the tool used for data collection consisted of a questionnaire with open questions. The collection procedure was done through contact with the coordinators of Special Education undergraduate course and coordinators of UFSCar PIBID subproject. The data analysis was performed through content analysis. The results indicated that both groups demonstrated positive aspects in many projects and programs. However, in G1 it is possible to notice that the teachers highlighted that the experiences held through the access to PIBID are important in their current practice, as well as the collaborative teaching, which was not present in G2. About G2, it was possible to notice the internship experience as relevant to their practice, as well as daily learning during classes

Phase behavior and morphology of multicomponent liquid mixtures.

Multicomponent systems are ubiquitous in nature and industry. While the physics of few-component liquid mixtures (i.e., binary and ternary ones) is well-understood and routinely taught in undergraduate courses, the thermodynamic and kinetic properties of N-component mixtures with N > 3 have remained relatively unexplored. An example of such a mixture is provided by the intracellular fluid, in which protein-rich droplets phase separate into distinct membraneless organelles. In this work, we investigate equilibrium phase behavior and morphology of N-component liquid mixtures within the Flory-Huggins theory of regular solutions. In order to determine the number of coexisting phases and their compositions, we developed a new algorithm for constructing complete phase diagrams, based on numerical convexification of the discretized free energy landscape. Together with a Cahn-Hilliard approach for kinetics, we employ this method to study mixtures with N = 4 and 5 components. We report on both the coarsening behavior of such systems, as well as the resulting morphologies in three spatial dimensions. We discuss how the number of coexisting phases and their compositions can be extracted with Principal Component Analysis (PCA) and K-means clustering algorithms. Finally, we discuss how one can reverse engineer the interaction parameters and volume fractions of components in order to achieve a range of desired packing structures, such as nested "Russian dolls" and encapsulated Janus droplets.

When elephants fight: South African washing powder wars

Learning outcomes An understanding of the competitive landscape and consumer dynamics of an emerging market, especially how a small local company learns to take on and deal with global players. Similarly, embeddedness within a market leads to increasing the competitiveness of local brands as they understand local consumers better than international ones. Local brands are also more likely to use home-based and innovative marketing strategies. Case overview/synopsis Bliss Chemicals, through their flagship brand, MAQ washing powder, captured market share from global multinationals during a price war. Nevertheless, their competitive landscape and their customer base are dynamic; the company cannot afford to rest on its laurels for long. The case provides insight into the marketing activities of both large and medium enterprises in an emerging market. It also demonstrates the type of marketing activation that engenders strong consumers’ response. Complexity academic level The case can be used in undergraduate, MBA and executive education courses on marketing, consumer behaviour, bottom of the pyramid or international marketing courses. It could also be used in business strategy courses on market entry, dealing with stronger competitors, price wars and doing business in Africa. Supplementary materials Teaching Notes are available for educators only. Please contact your library to gain login details or email support@emeraldinsight.com to request teaching notes. Subject code CSS 8: Marketing

VR creation experience in cultural heritage education: A preliminary exploration

ABSTRACTDespite an increasing adoption of virtual reality (VR) in education, few studies have explored VR creation in cultural heritage education. This study aims to investigate students' experience of creating VR content featuring cultural heritage in an undergraduate general education course repurposed from a digital collection course. A survey was conducted with 87 students, collecting both close‐ended and open‐ended responses. A coding framework was designed to analyze students' open‐ended responses. Preliminary findings show that students were largely satisfied with the experience, which helped learners from diverse academic backgrounds toward acquiring technological skills that are essential for the 21st century workforce. The VR creation experience also motivated the students to learn more about cultural heritage. Technical issues regarding spherical photo‐taking and the online VR creation tool were identified, which may call for new alternative tools and devices. Findings offer empirical evidence on the value of integrating VR creation into cultural heritage education, as well as implications for pedagogical design and educational applications of VR creation.

Tecnologias Digitais da Informação e Comunicação em cursos de licenciatura em Física de uma universidade pública federal: “usos” estabelecidos por professores universitários no processo de formação inicial

Neste artigo relatamos um estudo que tem como objetivo analisar os usos que professores de cursos de licenciatura em física de uma universidade pública federal fazem das Tecnologias Digitais da Informação e Comunicação (TDICs) durante o processo de formação inicial. A pesquisa é de caráter exploratório, e a produção de dados pautada no uso de documentos e entrevista semiestruturada. Por meio da Análise Textual Discursiva, quatro categorias emergentes foram identificadas neste estudo: (i) O lugar das disciplinas de TDIC nos cursos de licenciatura em Física; (ii) Usos das técnicas; (iii) Usos da tecnologia na formação – relação com os processos de formação do professor formado; (iv) Que rede há nessa formação? Os resultados apontam que os usos das TDICs nos cursos investigados envolvem inventividades que se perfazem por meio de uma dinâmica baseada nas técnicas que necessariamente não se constituem como técnica pura, mas são entrelaçadas a aspectos teórico-metodológicos de ensino e aprendizagem, ao processo formativo desenhado para o desenvolvimento da disciplina, ao diálogo estabelecido entre os possíveis contextos educativos para o uso das tecnologias. Além disso, tencionamos a perspectiva de universalização da rede de interconexão, visto que o uso da internet (na dimensão da construção coletiva de conhecimentos) é limitado tanto na universidade quanto no contexto da educação básica.

WIL-Power: Towards a Signature Pedagogy in Journalism

Capstone courses in undergraduate education, especially in professional schools such as journalism, usually try to teach students to think and perform like the future practitioners they intend to become. Internships, practice-based subjects, work experience courses—they all aim to bridge the students’ knowledge from the largely theoretical to the urgently practical; knowledge that will be essential in the workplace, whether it’s a doctor in a hospital, a lawyer in a courtroom or a teacher in a classroom. Shulman’s ground-breaking insight was to articulate these as Signature Pedagogies and to define them clearly in three dimensions—to think, to perform, and to act with integrity—just as experienced practitioners in the field are doing. This article contends that overseas Work Integrated Learning (WIL) courses such as those examined here, conducted by the researcher for the University of Queensland (UQ), are a Signature Pedagogy because the student participants are required to behave, think and perform ethically, just as foreign correspondents must do.

Reexamining the Call of Duty: Teaching Boundaries in Medical School.

Although healthy physician-patient boundaries are essential to medical practice, published research on how to teach this important topic to medical students is lacking. Physician-patient boundaries, the interpersonal limits placed on behavior within a clinical relationship, protect providers and patients alike, and they represent a key component of professionalism. However, these boundaries may be difficult to teach and frequently are not presented as part of the formal curriculum, except in communication-focused specialties such as psychiatry and palliative care. Medical students may be particularly susceptible to boundary concerns due to the inherent ambiguities of their role within the medical team. In this Perspective, the authors present the adapted, anonymized case of a medical student who encountered a boundary issue during a clinical rotation. Following a brief review of the limited published literature regarding the teaching of boundaries during medical school, the authors define key concepts, including the clinical frame, boundary crossings and violations, fiduciary duty, and dual relationships. Next, they provide examples of common boundary challenges that arise during the course of undergraduate medical education and later during clinical practice. The authors present factors that may contribute to boundary concerns, including characteristics of providers and patients, and they describe some of the potential consequences of boundary violations. They propose a curriculum for teaching medical students about boundaries, providing concrete suggestions for how to do so at both the preclinical and clinical levels. Before closing, they apply insights from the Perspective to the example case.

Can the social and emotional skills that underpin effective teamwork be taught to undergraduate midwifery students?

To determine the actual incidence of prostate cancer (PC) in the healthcare areas of Castilla–Leon in 2014.A multicentre study was conducted with the participation of 7 of the 9 healthcare areas of Castilla–Leon. We collected retrospective data that included 87.8% of the target population (men diagnosed with PC with histopathological confirmation in 2014). We calculated the raw and age-adjusted incidence rates based on the direct method and consulted the community and national epidemiological data in the Spanish National Institute of Statistics.A total of 1198 new cases of PC were diagnosed, with a raw incidence rate in the community of 109.54 cases per 100,000 men. The adjusted rates for the Spanish and European populations were 115.41 and 110.07, respectively. The age group with the highest diagnostic concentration was the 60–70-year group, with 41.97% of the diagnoses. The group with the highest incidence was the 70–80-year group, with 438.87 cases per 100,000 inhabitants. There were differences in the raw and age-adjusted incidence rates and in the age at diagnosis among the various included healthcare areas.The community raw incidence rate was higher than most existing data. We observed significant differences among the various geographical areas, which could be explained mainly by the age distribution and the opportunistic screening policies for each area.Conocer la incidencia real de cáncer de próstata (CP) en las áreas sanitarias de Castilla y León en el año 2014.Estudio multicéntrico en el que participan 7 de las 9 áreas sanitarias de Castilla y León. Se recogen datos con carácter retrospectivo que incluyen el 87,8% de la población diana (varones diagnosticados de CP con confirmación histopatológica en el año 2014). Se calculan incidencias brutas e incidencias ajustadas por edad según el método directo. Los datos epidemiológicos comunitarios y nacionales son consultados en el Instituto Nacional de Estadística.Se diagnosticaron 1.198 nuevos casos de CP. La tasa de incidencia bruta comunitaria es 109,54 casos por 100.000 varones. Las tasas ajustadas a población española y europea resultan en 115,41 y 110,07, respectivamente. El grupo etario de mayor concentración diagnóstica fue el de 60-70 años, con el 41,97% de los diagnósticos, y el que mostró mayor incidencia fue el comprendido entre 70 y 80 años, con 438,87 casos por 100.000 habitantes. Se objetivan diferencias en las incidencias brutas y ajustadas por grupo de edad, así como en el factor edad al diagnóstico entre las diferentes áreas sanitarias incluidas.La tasa de incidencia bruta comunitaria resultó ser mayor que la mayoría de datos existentes previamente. Se aprecian importantes diferencias entre las distintas áreas geográficas que pueden ser explicadas principalmente por la distribución del factor edad y las políticas de cribado oportunista en cada una de ellas.

Quality of life of the work of physical therapy course teachers in Goiânia in the State of Goiás, Brazil

The scope of this article is to analyze the quality of work life of the physical therapy course teachers in the city of Goiânia in the state of Goiás. It involved a cross-sectional study of 65 physical therapy teachers in Goiânia. The participants who had worked for less than six months in the profession and those who failed to fill out the questionnaire in full were excluded from the research. A socio-demographic and the Total Quality of Work Life (TQWL-42) questionnaire were used to assess the quality of work life. It was established that the teachers who taught in graduate courses and who held management positions presented significantly better averages than those who only taught in undergraduate courses. Satisfaction with income and with the teaching activity also showed significant results influencing the quality of work life of the participants. Work in positions and locations that allow greater autonomy, status and remuneration, as well as subjective evaluation of satisfaction with income and teaching work, influenced the quality of work life of physical therapy teachers.

The conception and development of textbooks for distance learning courses: a case study of a teacher education course

The aim is to contribute to the research on the conception and development of mathematics textbooks for undergraduate distance education courses (EAD). In particular, we acknowledge the EAD undergraduate courses in Brazil as an important governmental initiative for teacher education. Amongst other specificities of the Brazilian model of distance education, one aspect consists of writing proper material and textbooks, raising a need to investigate the results of their conception and development. We report on a case study in which a chapter in a written textbook developed by a group of professors is analysed according to hermeneutics, describing the tessiture of the text and context of the implemented task. Aware that the task demanded processes different from those used when writing textbooks for face-to-face lecture courses, though at the same time not coinciding with the wordings of the interactions of a classroom lecture, the group of authors agreed on a notion of lessons on paper. Our analysis faces the challenge of problematising qualitative differences regarding the semiotic means of the mathematics embedded in face-to-face versus distance learning activities, raising questions on the nature of their results and the development of induced thinking in both contexts. Investigating the kind of mathematical knowledge produced for the lessons on paper texts, we drew on whether the written lesson for distance education is closer to the pedagogical-content knowledge than to the classical academic knowledge.

Robert Bosch Engineering, India – prospecting a smart future

Subject area International business and strategy, strategies in emerging markets. Study level/applicability This case can be used in undergraduate, graduate and executive education courses in international business, strategy management and strategies in emerging markets. Further, the case may also be useful to teach sub-topics such as fit between external opportunities and internal strengths (resources and capabilities) and new business model challenges. Case overview Robert Bosch Engineering and Business Solutions (hereafter referred as RBEI) had been chosen by the Management of Bosch in India to engage in the Government of India (GoI) Smart City Business Opportunity. Dhiraj Wali, Vice President RBEI and the present head of RBEI Smart City Projects (RBEI/SCP) over the past few years had been prospecting the non-Bosch clients especially the GoI clients for RBEI. He understood the implications of this big-ticket business opportunity for RBEI. At the same time, he was worried about the complications involved in such large projects, how should RBEI position itself to make the most of this significant business opportunity? Expected learning outcomes The dynamics and internal challenges of an established captive division of a multinational (i.e. Bosch) venturing into business transactions with non-captive (i.e. non-Bosch) especially government sector clients. The new business opportunities facing a multinational in emerging markets such as India. Understanding the GoI Smart City Mission and its big-ticket business opportunity. To show how the captive units of MNC evolve over the years of operation leveraging, the competencies gained to succeed in the marketplace. The reasons for this range from internal needs to increase the gains from the past investments to exploiting the external business prospects available resulting in both new opportunities for specialization and customers. Supplementary materials Teaching Notes are available for educators only. Please contact your library to gain login details or email support@emeraldinsight.com to request teaching notes. Subject code CSS 5: International Business.

The Use of Music Technologies in Field Education Courses and Daily Lives of Music Education Department Students (Sample of Atatürk University)

Technology-oriented tools/devices have long been an indispensable part of music as well as music education for many years. It is of great importance in music education for students and teachers and the future of music to follow closely and use the technological developments in the present age in which technology directs the future. The aim of this research is to determine the use of technology and music technologies in music training students' field education courses in general and to determine the contribution of technology in both learning and application fields both individually and in general terms. The survey model was used in the study. Data were obtained through questionnaires. Three open-ended questions were asked to first-, second-, third- and fourth-year undergraduate students about using technology in their field courses during their fall semester and in their daily lives. The obtained data were analyzed using descriptive analysis technique, frequency-percentage and arithmetic mean. As a result, it has been found that technological materials are not used adequately in the process of the theoretical and applied courses in undergraduate education even though students benefit from music technologies in their individual work and daily life, and software Technologies are used much more than hardware Technologies.

ATITUDES DOS PROFESSORES UNIVERSITÁRIOS DOS CURSOS DE EDUCAÇÃO FÍSICA FACE À INCLUSÃO: UM ESTUDO EXPLORATÓRIO DE VALIDAÇÃO DA VERSÃO BRASILEIRA DO PEATID-III

Abstract The study aims to adapt and validate a Portuguese from Brazilian version for the Physical Educators' Attitudes Toward Teaching Individuals with Disabilities-III (PEATID-III) and assess its psychometric properties. Seventy six teachers from Physical Education undergraduate courses from six Higher Education institutions from Alagoas State, Brazil, were used. The psychometric properties were analyzed based on the r product moment Pearson´s (test-retest), the Cronbach's Alpha coefficients and the exploratory factor analysis values (with Varimax rotation). The results revealed an overall structure with two factors that explain 55.28% of the total variance. It was concluded that the version of validation can be used in university teachers of physical education courses in Brazil. Keywords: Attitudes. Physical Education. Higher Education. Inclusion.

REFLEXÕES SOBRE O USO DE DIÁRIOS DOS ALUNOS EM UMA PESQUISA DOCENTE

Este artigo traz reflexões sobre o uso de diários dos alunos como material de pesquisa, para tanto, parte da descrição dos modos como essa modalidade de escrita foi constituída em uma disciplina de graduação em Educação Física, que propõe vivenciar conceitos e experiências com práticas corporais no contexto da formação acadêmica e do autoconhecimento. Demarcamos as singularidades, os referenciais que deram respaldo para a composição deste material e as decisões ético-metodológicas assumidas para considerá-los em uma pesquisa docente interessada em verificar os efeitos da disciplina em questão, na invenção das subjetividades dos alunos. Observamos que a invenção aparece nos diários, no entanto, a pluralidade de expressões que suporta demanda por reflexões dialógicas, do contrário, sua dimensão díspar escapa à pesquisa, mas: como compor pensamentos na disparidade? Este artigo busca respostas para essa questão, amparando-se na pesquisa realizada e na Filosofia da Diferença.

Empowering students through peer assessment: interrogating complexities and challenges

This paper describes a self-study of the author’s implementation of peer assessment (PA) in an undergraduate education course. The goal was to improve alignment of assessment practice and theory of practice, by introducing PA to empower students and draw on their funds of knowledge. The PA design is described, and student perception data are analysed alongside lecturer reflections. The focus is on elaboration of personal learning points for the author. Findings suggest the success of PA related to students’ ideas about its value, highlighting the importance of motivation to engage as peer assessors. Other findings revealed the author’s blindspots, because there were ways that her values and beliefs constrained goal attainment, and illuminated next steps.

<b>Inclusão de pessoas com deficiência visual na educação a distância

Diante dos desafios educacionais, das mudanças sociais e legais voltadas à inclusão social, este artigo tem por objetivo apresentar os resultados obtidos na pesquisa de mestrado em Educação, que analisou o processo de inclusão educacional de pessoas com deficiência visual nos cursos de educação superior a distância no Brasil, por meio do uso das TDIC e da tecnologia assistiva. A pesquisa propôs-se a analisar 12 artigos a partir de cinco categorias de análises pré-definidas: contribuições da EaD para os estudantes com deficiência visual; mediação por meio das tecnologias digitais de informação e comunicação e tecnologia assistiva; fragilidade da relação educação a distância e estudante com deficiência visual; desafios da prática pedagógica e do processo de aprendizagem; efetivação da inclusão educacional. Os resultados mostraram que os estudos sobre o assunto ainda são recentes, mas as pesquisas existentes afirmam que a educação a distância contribui com a inclusão educacional desses estudantes, uma vez que proporciona o acesso a uma educação de qualidade e garante aos estudantes os direitos previstos em lei. Os principais desafios são a mediação do professor, sua formação, a acessibilidade dos ambientes virtuais de aprendizagem e o domínio do uso das tecnologias por parte de professores e estudantes.

Integrating Virtues as Value Added Elements in Wellness Courses to Change Unhealthy Behavior

What are unexpected benefits of integrating virtues as new elements for students to consider when identifying unhealthy behaviors in wellness courses? How does this innovative approach enhance positive impacts on student learning and promote teaching excellence? This presentation explores the positive impact of the integration of selected virtues on student learning in the University of Oklahoma (OU) wellness course which serves as an undergraduate General Education course and as a required course for Health and Exercise Science-related majors. Students can achieve academic success and simultaneously develop OU virtues, based on the nine virtues introduced by Institute for the Study of Human Flourishing (ISHF) at OU, through the acquisition of content knowledge and skills as a result of course redesign. Upon course completion, students will: Identify specific virtues based on definitions provided by ISHF and Articulate definitions of virtues and how those specific virtues address unhealthy behavior(s) students intend to change/address by course end. Both direct (final writing assignment with grading rubric) and indirect (survey questions) measures were implemented. Over 98% of 47 students in the course applied OU virtues to address unhealthy behaviors. Furthermore, 90% of those students would recommend that their peers learn more about OU virtues as related to Personal Health. As for this presentation, following this session, participants should be able to: Describe strategies for adopting virtues as a value-added element to existing courses in their disciplines and elaborate ways this innovative approach can potentially create an impact on the student learning process and teaching excellence.

A technological pedagogical content knowledge based instructional design model: a third version implementation study in a technology integration course

This paper presents the third version of a technological pedagogical content knowledge (TPACK) based instructional design model that incorporates the distinctive, transformative, and integrative views of TPACK into a comprehensive actionable framework. Strategies of relating TPACK domains to real-life learning experiences, role-playing, and teachers as designers were developed based on the three views and integrated into the third version of the model. The model was then applied in a teacher education undergraduate course on technology integration. A case study approach was used. Data were collected from the participants’ discussion worksheets, lesson designs, and the researchers’ field observation notes. Data analysis results suggest that the strategies integrated into the model helped the participants deepen their understanding of student-centered technology applications and practice TPACK. Findings, implications, and future research possibilities are discussed.