Use Of Audio-visual Aids Research Articles

The pedagogical utility of audio-visual aids on extrovert and introvert Iranian intermediate EFL learners' speaking ability

This study explored the relationship between the use of audio-visual aids to improve the speaking ability of Iranian intermediate EFL learners and their personality type; namely, introversion/extroversion. To this end, The Comprehensive English Language Test (CELT) was given to 250 students to homogenize the sample. Out of this, 120 students whose scores fell one standard deviation above and below the mean were regarded as intermediate. Having found the homogeneous participants, the Eysenck Personality Inventory (EPI) was given to them, through which 60 introverts and 60 extroverts were selected as the main participants. The selected participants were interviewed and rated by three native like speaker raters and after the treatment the same raters evaluated the interviewees. The obtained results through a two-way ANOVA indicated that there was a statistically significant difference between extroverts and introverts in terms of audio-visual aids, but the difference was not that prominent and, therefore, it cannot be recommended as an operational pedagogical factor. It can also be concluded that the extroverts were generally better at speaking than introverts; however, there again the difference was not statistically noteworthy.

Thinking Differently About the Kids: An Innovative Approach to Improve Care Provided to Pediatric Patients Undergoing External Beam Radiation Therapy

AimThis article reports the changes made from 2009–2012 to the external beam radiation therapy (EBRT) preparation and treatment process provided to pediatric patients at the Tom Baker Cancer Center (TBCC) Calgary, Alberta, Canada. BackgroundThe number of pediatric patients referred for EBRT at the TBCC doubled between the years 2008 (15 patients) and 2011 (30 patients). This increase in patient numbers prompted the staff of radiation therapists to evaluate the department's EBRT preparation and treatment process for pediatric patients. Data SourcesA literature search was performed to obtain data and research findings that described pediatric care processes adopted by EBRT programs in Canada and other countries. A pediatric working group (PWG) was assembled at the TBCC, which identified two areas for internal review and evaluation. The PWG critically reviewed the process of determining the delivery of treatment under sedation versus nonsedation and reviewed and evaluated the current play therapy and educational tools used to reduce the anxiety of children and parents concerning EBRT. ConclusionsThe presence of a radiation therapist at each new patient pediatric consult resulted in positive effects in the management of the patient's journey through EBRT. The application of the Pediatric Care Pathway Assessment Tool at the time of consult helped to identify patients requiring sedation versus nonsedation for treatment. The implementation of play therapy sessions before the start of treatment in combination with the use of audiovisual aids during EBRT reduced the requirement of sedation for treatment. A time motion log was found to be an appropriate tool for measuring the amount of time a patient spends in the department and helped to validate the placement of the patient on the sedation or non-sedation pathway.

Perceptions of Medical Students Regarding Use of Audio-visual Aids in Lecture Delivery

Nowadays most lecture classes in various institutions conducted using advanced computer technologies, with the purpose to enhance students learning and sustain interest in the topic. Nevertheless, does that really help them? To assess the viewpoint of medical students of acceptance and preferences of methodology of teaching, in our institution the study was undertaken. The three methodologies were, lecture with chalkboard, overhead projector (OHP) with transparencies and PowerPoint (PPT) lecture on LCD. The medical students studying in different study phase were provided with questionnaire containing various attributes, pertaining to their perception for teaching methodology. Analysis of data showed chalkboard was most preferred method by the students. Students in primary phase preferred PPT lectures but students in terminal phase preferred chalkboard. The study also found gender difference to perception for A-V aids with male preponderance.

Role of audio-visual aids in physiology lecture

Background: Physiology is the link between the basic sciences and medicine. Students learn Human Physiology by attending theory as well as practical classes. For a large group teaching, lecturing is the one of the oldest and commonest forms of delivery of information to the students. Lectures are often supported by Audio-visual Aids to make it effective. Aims & Objective: To know the role of Audio-visual Aids in physiology lecture. Materials and Methods: Cross – Sectional and Descriptive study was undertaken in 105 medical students, appearing for exam in the month of June and July 2013 by questionnaire method, which were validated by pilot study. Results were entered in Microsoft Excel Sheet and Analysis was done. Results: For physiology lecture, students prefer lecturing of theory classes with mix of Audio-visual Aids (44.76%), with Microsoft power point (33.33%), with black board18.09% and with Overhead projector (3.80 %). Conclusion: Depending on the content and objective of the class, effective use of Audio-visual Aids during lecture classes, can make the students actively participate in learning process.

Face to Face Counseling is Associated with Higher Exclusive Breast Feeding Rates at Six Weeks Compared to Audio-Visual Aids: A Randomized Controlled Trial

Background: Exclusive breast feeding rates are low in many countries including India despite its innumerable benefits. Counseling of mothers and use of audio-visual aids are among the strategies to promote exclusive breast feeding. Objective: To study the efficacy of face-to-face counseling and using audio-visual aids on exclusive breast feeding rates at six weeks postnatal age. Design: Randomized controlled trial Setting: Tertiary care neonatal unit Study period: January 2009 to June 2010 Subjects and methods: We randomized mothers with singleton births at gestation ≥ 36 weeks into three groups: face-to-face counseling, video demonstration of a film on breast feeding and standard care. The infants were followed up at six weeks for evaluation of exclusive breast feeding. Results: There were 1411 mothers randomized of whom 629 (44.6%) followed up at six weeks. Face-to-face counseling was associated with a significant increase in exclusive breast feeding rates at six weeks, 271/326 (83.1%) versus 97/135 (71.8%); adjusted odds ratio 1.87 (95% CI 1.15-3.04; p=0.01). There was no effect of video demonstration 117/168 (69.6%) on the same, adjusted odds ratio 0.93 (95% CI 0.55-1.56; p=0.67). The infants in the face-to-face counseling group required less hospitalization during the first six weeks of life 16/326 (4.9%) than in the control group 15/135 (11.1%); odds ratio 0.41 (95% CI 0.20-0.86; p=0.02). There was no effect of video demonstration 10/168 (6.0%), odds ratio 0.71 (95% CI 0.47-1.08; p=0.11). Conclusions: Face-to-face counseling of mothers was associated with increased rates of exclusive breast feeding and decreased need for hospitalization of infants during the first six weeks of life. There is no effect of video demonstration of a film on breast feeding on the same.

Using Audio-Visual Aids and Computer-Assisted Language Instruction (CALI) to Overcome Learning Difficulties of Reading in Students of Special Needs

Background & aims: Reading is a receptive skill whose importance could involve abilities' variance from linguistic standard. Several evidences support the hypothesis stating that the more you read the better you write, with a different impact for speech language therapists (SLTs) who use audio-visual aids and computer-assisted language instruction (CALI) and those who do not. Methods: Here we made use of audio-visual aids and CALI for teaching reading skill to a group of 40 students of special needs of both sexes (range between 8 and 18 years old) at al-Malādh school for teaching students of special needs in Dhamar (Yemen) while another group of the same number is taught using ordinary teaching methods. Pre-and-posttests have been administered at the beginning and the end of the semester (Before and after teaching the reading course). The purpose was to understand the differences between the levels of the students of special needs to see to what extent audio-visual aids and CALI are useful for them. The two groups were taught by the same instructor under the same circumstances in the same school. Both quantitative and qualitative procedures were used to analyze the data. Results: The overall findings revealed that audio-visual aids and CALI are very useful for teaching reading to students of special needs and this can be seen in the scores of the treatment group’s subjects (25.77%, in post-test vs.70.92% in pre-test). In comparison to the scores of the second group’s subjects (where audio-visual aids and CALI were not used) (22% in both pre-and-posttests), the first group subjects have fully understood the material of reading and this can be observed in their performance in the posttest. In addition, compared with males, females’ performance was better (1371 scores vs. 1466 scores). Qualitative and statistical analyses showed that such comprehension is absolutely due to the use of audio-visual aids and CALI and nothing else. These outcomes confirm the evidence of the significance of using audio-visual aids and CALI as effective means for teaching receptive skills in general and reading skill in particular.

Using Audio-Visual Aids and Computer-Assisted Language Instruction (CALI) to Overcome Learning Difficulties of Listening in Students of Special Needs

Background & aims: Audio-visual aids and computer-aided language instruction (CALI) have been documented to improve receptive skills, namely listening skill in normal students. The increased listening has been attributed to the understanding of other interlocutors' speech, but recent experiments have suggested that audio-visual aids and CALI should be tested against the listening of students of special needs to see the effects of the former in the latter. This investigation described the effect of audio-visual aids and CALI in the performance of these students. Methods: Pre-and-posttests were administered to 40 students of special needs of both sexes at al-Malādh school for students of special needs aged between 8 and 18 years old. A comparison was held between this group of students and another similar group (control group). Whereas the former group underwent a listening course using audio-visual aids and CALI, the latter studied the same course with the same speech language therapist (SLT) with the classical method. Outcomes of the two tests for the two groups were qualitatively and quantitatively analyzed. Results: Significant improvement in the performance was found in the first group (treatment group) (posttest= 72.45% vs. pre-test= 25.55%) in comparison to the second (control) (posttest= 25.55% vs. pre-test= 23.72%). In comparison to the males’ scores, the scores of females are higher (1487 scores vs. 1411 scores). Suggested results support the necessity of the use of audio-visual aids and CALI in teaching listening at the schools of students of special needs.

Students’ views on audio visual aids used during didactic lectures in a medical college

Introduction: Medical teachers have conventionally been using different teaching methods to educate medical students previously dominated by blackboard and slide projectors. Now day’s audiovisual aids such as power point have been used. The optimum use of audiovisual aids is essential forderiving their benefits. This study was done to know the students’ preference regarding the various audiovisual aids, with an aim to improve their use in didactic lectures. Material &Methods: Two hundred and eighty six from first, second and third professional medical students were invited to participate in a questionnaire based study. Two hundred and thirteen (74.4%) students completed the questionnaire and their responses were analyzed. The first part of the questionnaire included demographic and educational details. The second part consisted of 12 statements regarding the preference of audiovisual aids for various aspects of learning. Results: In this study, 90.1% of the respondents (first, second & third professional) were stimulated for further reading if they attended a lecture which was augmented by the use of visual aids. The respondents preferred a combination of audiovisual aids during a didactic lecture. The perception of diagrams, flow charts and note taking was best accepted with a power point presentation by first and second professional students, whereas OHP preferred by third professional students . In understanding a particular topic, a combination of aids scored over the use of a particular visual aid alone. In listening and understanding a particular topic, power point presentation was the most preferred aid, with the blackboard being preferred by third professional students. About 62.4% of the respondents were interested in taking notes during class compare to handouts. Conclusion: Our study demonstrates that lectures delivered by using a combination of audio visual aids are more appreciated by the students. Furthermore, the lecture should be constructed in a fashion so as to enable the students to gather factual information easily and in a concise manner. Teachers should note that the students preferred a combination of visual aids and were interested in taking notes during lectures. DOI: http://dx.doi.org/10.3126/ajms.v4i2.8031 Asian Journal of Medical Sciences 4(2013) 36-40

The Use of Audio-Visual Materials in the Teaching and Learning Processes in Colleges of Education in Benue State-Nigeria

The work is the use of audio-visual resources in Colleges of Education in Benue State: with specific reference to the College of Education, Katsina-Ala. The study was based on achieving the following purposes: To evaluate how the library meets the needs of the teachers in supply of audio-visual materials; the types and quality of audio-visual materials available in the college, their frequencies of use and inhibitions and finally what steps the librarian has taken in promoting or creating an awareness of the available audio-visual resources in the library. Two sets of questionnaires were administered to lecturers and staff in order to elucidate the needed information. The researcher also went to the college to observe and also to administer the questionnaire. Through the questionnaire and observation made by the researcher, data were collected, organized and analysed using non-parametric statistical techniques like percentages and frequencies; mean was also used in research question three for easy analysis and discussion because of the number of the items involved. It was finally discovered that:The College collection of audio-visual materials is fairly adequate. The lecturers in the college rarely use audio-visual resources in teaching. The chalkboard is the only audio-visual material frequently used by the lecturers. Non-availability, lack of supporting infrastructures and human factors are hindrances to the use of audio-visual aids in the college. There are numerous benefits that students derive from the use of audio-visual aids. The awareness of available audio-visual resources created by the librarian is not impressive.

Educational Perspectives

This review provides the reader with a comprehensive strategy about how to prepare and deliver a slide presentation by using the most popular software presentation program, Microsoft PowerPoint. With extensive preparation, keen organization, precise formatting, appropriate use of audiovisual aids, and effective delivery, PowerPoint can be a successful tool for teaching. However, if used ineffectively, this technology can prove to be disadvantageous where listeners may succumb to passive learning without critical thinking. This paper will guide novice speakers to refine their presentation skills and will encourage experienced presenters to refresh their presentation approach.

Mastering Of Hypermedia Resources By Virtual Learning Communities: Possibilities And Constraints For Interaction, Communication And Construction Of Network Knowledge.

The purpose of this paper is to present the procedures and some of the results from the investigation on the use of hypermedia resources for the construction of network knowledge. These resources, available in a distance learning support environment, are used for the process of interaction and production of knowledge through a virtual learning community (VLC) under formation. This VLC aims at providing a collaborative environment equipped with multimedia resources focused on information, communication and continuing education for community health agents[1], as well as nurses, physicians, teachers and other people who work in public establishments which offer access to Information and Communication Technologies in the city of Pedreira in the countryside of São Paulo. In this context, collaborative learning situations are shaped where users/learners master procedures, strategies and multimedia resources available and make “products” using audiovisual aids. The “products” are presented, discussed and revised by the group to be later distributed to and shared with the relevant community. Based on such activities, it was possible to understand that the use of audiovisual aids in virtual learning environments (i.e., tools which enable different forms of expression and the establishment of the distance communication among people on the Web through the joint use of visual and sound components) are able to boost the learning process by overcoming the training constraints typically found in traditional models and thus expanding the range of possibilities for the construction of knowledge.[1] In Brazil, a community health agent is a lay health care worker who is not certified to practice medicine or nursing, but has the primary task of gathering information on the health status of a small community by means of a close relationship with it.[pt]Este artigo tem como objetivo apresentar e discutir ideias, métodos, procedimentos e resultados relacionados à investigação sobre a utilização de recursos hipermidiáticos para a construção de conhecimentos em rede. Estes recursos, disponíveis em um ambiente de suporte de educação a distância são utilizados para o processo de interação e produção de conhecimentos por uma comunidade virtual de aprendizagem (CVA) em formação. Esta CVA pretende ser um espaço colaborativo, com recursos multimídia, voltada para a informação, comunicação e formação continuada de agentes comunitários de saúde, enfermeiros, médicos, professores e demais pessoas vinculadas aos espaços públicos de acesso as tecnologias de informação e comunicação do município de Pedreira-SP.

Evaluating the quality of BEd programme: Students' views of their college experiences

Quality assurance of teacher training has become of a great concern nowadays. This paper addresses the quality of BEd programme of the University of Education (UE) Lahore. The main purpose of the study was to evaluate the quality of BEd programme with regard to the internal efficiency of Government Colleges for Elementary Teachers (GCETs), the affiliated institutions of UE. The study was conducted on a random sample of 600 BEd students drawn from 11 GCETs in Punjab province. Data was collected through a questionnaire which was validated through a pilot study in 2006. The reliability of the final questionnaire was established at 0.863 allowing the researcher to launch the study at large scale ( Gay, 2000). The findings revealed that BEd programme was effective in terms of updating student teachers' knowledge and skills. Student teachers favoured the quality of BEd curriculum, lesson planning and presentation by themselves and their teacher educators, and had some reservations about the proper use of audio-visual aids for effective classroom teaching learning processes. Female gender showed more satisfaction with the quality of BEd curriculum and teaching than their male counterparts. No significant difference was found in the opinion of the students of GCETs having low, medium, and high enrolment.

Teaching and Teacher Education for Health Professionals: Perspectives on Quality and Outlook of Health Professionals Education in Zambia

Purpos: To measure students’ perspectives on the teaching quality of the school of medicine at University of Zambia and concurrently measure health professionals educators perspectives on the need for teaching courses for health professionals educators (educational skills training). The results are discussed as indications for educational skills training for educators in health professionals’ education. Method: 250 medical students from the MB ChB programme were surveyed, in an evaluation exercise, to rate the teaching contribution of all the full-time and honorary lecturers (n=88). The students were requested to rate each lecturer out of 10 on eight scales: a) attendance, b) punctuality, c) clarity, d) interest in the subject, e) supportiveness to students, f) ability as a lecturer, g) appropriate use of audiovisual aids, and h) amount of workload done in the academic year. Additionally, a multi-site study surveyed 426 health professionals educators, defined as persons who considered themselves as continually participating in teaching students in a training institutions for health professions in the Country on the necessity for and their willingness to enroll into a teaching programme for health educators. Results: Two hundred students of the eligible 250 completed the evaluation giving a response rate of 80%. The scores for teaching quality ranged from 8/ 40 to 40/40. The mean score was 32.2. The results showed that about 27.2% (n=24) did not meet the merit standard which was set at 30/40 as the quality assurance benchmark by the School. This result suggests that a large proportion of teaching staff could benefit from teacher education. Four hundred and four questionnaires were completed and returned out of the 426 that had been distributed, yielding a response rate of 94.8 %. The Cronbach’s alpha for reliability test was 0.62 – 0.70 on the teaching skills sub-scale and 0.76 – 0.78 on the Educational skills sub-scale. The majority, over 85%, acknowledged they lacked expertise in educational skills and that they would enrol in a programme to improve their educational skills. There was overwhelming (>90%) agreement in topics to be covered. Limitations: Quality of teaching contributions only measured at school of medicine; Large proportion of educators’ survey were not full-time teaching staff. Implications: The belief that professional qualifications are sufficient for preparation for teaching health professionals is now being confronted. Formal systems of teacher education in the health professions have emerged worldwide and are now also available in Zambia.

PROCESS FOR OBTAINING INFORMED CONSENT: WOMEN’S OPINIONS

In Brazil, every study involving human beings is required to produce an informed consent form that must be signed by study participants: this is stated in Resolution 196/96.(1) Consent must be obtained through a specific structured process. To present the opinions of women regarding how the process of obtaining informed consent should be conducted when women are invited to participate in studies on contraceptive methods. Eight focus groups were conducted, involving a total of 51 women living in the metropolitan region of Campinas. The women involved in the study were either participating in a clinical trial in the area of women's health or had participated in such a trial in the previous 12 months. A thematic guide was used to conduct the focus group discussions; the discussions were recorded, transcribed and a thematic analysis performed. In general, the person who invites a woman to participate in a study should be a member of the research team but not the principal investigator. Information relating to the study should be given orally and in writing, both individually and in the group setting. Study volunteers should be informed about, among other things, the risks, possible side effects and discomforts, including long-term effects. The use of audiovisual aids to provide information was suggested. The process for obtaining informed consent was seen as a means of establishing a relationship between the volunteers and the investigator/research team. The information that the study participants expected to be given coincides with the requirements established under Resolution 196/96. The use of audiovisual aids would improve understanding of the information provided.

Enhancing Presentation Skills for the Advanced Practice Nurse

Professional speaking is a component of the professional practice role of the advanced practice nurse (APN). The skills to communicate effectively to one person or an audience of 100 provide the APN with the essential tools for implementing change, collaborating effectively, presenting information at professional meetings, or communicating the impact of clinical outcomes in the boardroom. Public speaking skills, a professional image, and improved communication can facilitate advancement along any career ladder. The greater your fear, the more self-confidence you will gain by stepping up to a challenge and conquering it. This article describes strategies for organizing and presenting your message in a clear and concise format. Techniques to manage the anxiety produced when attempting to articulate your thoughts is essential for effective communication. Skills for enhancing the delivery of your message through effective body language, professional image, voice modulation, and use of audiovisual aids are addressed. Creative techniques for fielding questions are key in promoting a dynamic closure and provide consistent reinforcement of the key message content.

Resident perception of academic skills training and impact on academic career choice.

1) To evaluate residents' perceptions of the quality of training in basic academic skills and the availability and quality of research resources during residency; 2) to evaluate the association between these attitudes and choice of an academic career; and 3) to assess residents' attitudes toward the importance of postgraduate fellowship training for success in an academic career. A 15-item survey was administered to all U.S. emergency medicine (EM) residents in conjunction with the February 1997 American Board of Emergency Medicine (ABEM) In-service Examination. The survey assessed resident interest in a career in academic EM, and resident perception of the general quality of training in academic (research and teaching) skills. Residents were also asked to rate the quality of their training in the following specific academic skills: medical and grant writing, bedside teaching, lecturing, the use of computers, study design, statistics, and the use of audiovisual aids. Resident perceptions of the availability of the following resources were also assessed: teaching and research role models, data collection and analysis support, laboratory facilities, financial support of research, research fundamentals lectures, and computers. The response rate was 93%. Forty-four percent of the respondents were interested in academic EM, 36.6% were undecided, and 19.6% were not interested in an academic career. On a scale of 1 (unprepared) to 5 (well prepared), the residents rated their overall preparedness for an academic career fairly high (3.97 [0.86]). In contrast, they perceived the quality of their training in the specific academic skill areas assessed and research resource availability to be only fair. Despite resident perception of relatively inadequate training in basic academic skills, only 24% of the respondents indicated that they believed fellowship training was important for success in an academic career. Logistic regression analyses demonstrated that participation in a research project in medical school, the length of the training program (4- vs 3-year), being a first-year resident, and a better perception of one's overall academic skill preparation were factors independently associated with having a greater interest in an academic career. A relatively high percentage of residents initially express an interest in an academic career, but this interest wanes as residency progresses. A minority of residents believe that their training provides them with the specific skills needed to succeed in academics, or with adequate exposure to research resources or mentors. Emergency medicine may be able to increase the number of qualified academic faculty by recruiting medical students with prior research experience, and providing residents with better research training and role models.

The Training Needs of the Practice Teaching Students at the College of Education of King Faisal University in the Production and Use of Audio-visual Aids

The Training Needs of the Practice Teaching Students at the College of Education of King Faisal University in the Production and Use of Audio-visual Aids

SKILL ORIENTED TRAINING NEEDS OF AGRICULTURAL OFFICERS UNDER TAMIL NADU AGRICULTURAL DEVELOPMENT PROJECT (TNADP)

Assessing the skill oriented training needs of trainces is very important for success of training programme. The Agricultural Officers wanted skill oriented training in the following areas like preparation and use of audio visual aids. extension teaching methods, processing of the products of commercial crops, post harvest technology. integrated farming system, seed production technologies for various crops and use of bio- pesticides.

The Use of Audio-visual Aids in the Language Laboratory to Teach Lip-Rounding

The Use of Audio-visual Aids in the Language Laboratory to Teach Lip-Rounding

Evaluation of a Prototype Psychology Course for Adult Education

This paper deals with the evaluation of a prototype introductory psychology course for The (Dutch) Open University. For this purpose a random sample of 400 students completed a questionnaire asking them to evaluate course content, arrangement of course material, level of difficulty, expectations for the course, opportunities to monitor one's own progress, self-instruction strategies, usefulness of the study guide, use of prior knowledge related to the course, and workload. The responses to most questions were positive. It appears, however, that students made only limited use of audiovisual aids and those who did were not positive about its effectiveness. The nominal workload was exceeded amply. Students preferred an integration of the textbook and the study guide.