Needs Analysis of Nursing Students in English Online Learning

Needs analysis is a compulsory procedure in formulating the syllabus. Since the Covid-19 has forcefully changed traditional learning into online learning, it is necessary to reanalyse students’ needs in formulating an appropriate English online learning syllabus. This quantitative study employs descriptive analysis method. The participants are 85 sophomore students of nursing bachelor program at STIKes YPIB Majalengka. This study aims to describe the needs of students that are categorized into six aspects with the following results: 1) the students’ current situation, shows that the students need more support to facilitate internet networks and online learning devices (n=52,61%). 2) The skills and prior knowledge, this shows that numerous students tremendously need to develop their vocabulary, structures and the four basic skills (n=66,76%). 3) The learning difficulties, it describes that many students need assistance in finding their online learning styles (n=44,52%). 4) The motivation, many students need strong initiation to find their online learning motives (n=53,62%). 5) The perception, they need strong encouragements to increase their self-esteem in an online classroom setting (n=51,60%). The last, 6) the expectation, almost all students need online learning methods that more varied and interesting (n=83,98%)

A Comparative Analysis of Changes of Student’s Attitude Before and After an International Virtual Learning Class

The purpose of this study was to investigate the effects of international virtual learning classes. For the purpose, the class implemented using multipoint communication system which was constructed high quality video transfer systems on a cross-border infrastructure (gigabit bandwidth) between Japan to South Korea. In order to reveal the effects of the class, a questionnaire was composed of five categories; Consciousness to Foreign Countries, Nationality, Acquisition of View Point, Motivation, Recognition to the partner country. The results of 2x2 mixed two-way ANOVA showed differences of characteristics of two countries and changes of student’s attitude. The results revealed that an international virtual learning class has a possibility to develop and enhance student\u27s awareness of humanity and the world. Future implementation will depend on growth and sustenance of the international relationship for a prolonged period

The effects of computer assisted instruction and structured curriculum on struggling mathematics students.

The purpose of this study was to examine the effects of different instructional types used in a mathematics intervention setting. In recent years, school staff have implemented mathematics intervention programs to aid struggling students and improve student achievement. Advancements in technology have enticed many school staff to purchase computer-based instructional products that are used for mathematics intervention. Often computer-assisted instruction (CAI) is the only mathematics intervention students receive, however staff in the school of this study used a structured curriculum (SC) along with CAI Therefore, this study examined the effects of CAI compared to a SC delivered by a teacher. This study used a three-group pre/post-test design, which examined the effects of CAI, SC, and CAI with SC on mathematics achievement and students\u27 attitudes towards mathematics. The follow research questions guided data analyses: 1) Is there a significant instructional type effect on mathematics achievement? 2) Is there a significant instructional type effect on mathematics attitude? 3) What is the factor structure of mathematics attitude scores of struggling learners? Univariate and multivariate analyses revealed no statistically significant instructional type effects on mathematics achievement or attitude towards mathematics. However, factor analyses of pre-survey attitude scores revealed a factor structure different from the one found in current research. Meanwhile, factor analyses of post attitude survey scores resulted in a factor structure resembling that found in current literature, which suggested a shift in struggling students\u27 mathematics attitude structures after they participated in mathematics intervention. The results of this study provided information about how school leaders and administrators can design and implement mathematics intervention programs as well as the role of CAI in intervention programs. Additionally, lapses in fidelity of program implementation may have influenced results of the study and provide recommendations for teacher professional development and monitoring in order to maintain high levels of fidelity when implementing an intervention program. Finally, the results of this study suggested that struggling learners\u27 attitude structure might be different than that of students in the larger population. The researcher discussed implications these differences may have on the design of mathematics intervention programs

Student Performance and Perception of the Teaching Methodologies Implemented by COVID-19

The 2007 London Communiqué Towards the European Higher Education Area: responding to the challenges of a globalized world confirms that a major effect of this globalization process will be a transition to student-centered higher education. This methodological transition in teaching processes has been accompanied in all cases by technological innovation, but it is the health crisis caused by COVID-19 that drives and accelerates it. Given this, we ask ourselves how student performance has been affected as a result of the accelerated emergence of Information and Communication Technologies (ICTs) in teaching processes, for which the results of the continuous evaluation of students of a certain subject before and after the pandemic. The achievements show that both at a quantitative level and in the perception of the students, the changes have been positive and should have been carried out earlier, that progressivity in teaching innovations loses its meaning due to the volatile and uncertain environment in which we operate and that we learn and teachers are able to adapt quickly, even if this forces them to leave our comfort zone

The Relationship of Thai Kindergarten 1 Students’ Learning Behaviors and Parental Encouragement for Learning Chinese Oral Skills with their Chinese Oral Skills Achievement

This study investigated the relationship between learning behavior and parental encouragement for learning Chinese as a foreign language oral skills and Chinese as a foreign language academic achievement at An International school in Thailand during the 2020~2021 academic year. Two research instruments were used in this study. The first was the Preschool Learning Behavior Scale to measure the learning behaviors of 138 Kindergarten 1 students during the Chinese as a foreign language oral skills class. The second instrument was the Parental Encouragement Questionnaire which was adapted from Gardner’s (2004) International version of the Attitude/Motivation Test Battery (AMTB) and was given to the mother of each of 138 Kindergarten 1 students at the school. The research found that learning behaviors were sometimes applied by students and that parents had a moderately high level of parental encouragement for their child’s Chinese oral skills learning, and the level of Kindergarten 1 students academic achievement in learning Chinese was excellent. Correlation analysis showed that there was no significant relationship between the learning behavior and parental encouragement for learning Chinese as a foreign language oral skills with Chinese as a foreign language oral skills academic achievement in Kindergarten 1 students at An International School in Thailand. The researcher provides recommendations for parents, teachers, school administrators, and future researchers

Active Methodologies in Teaching Human Anatomy: An Integrative Review

Human anatomy is one of the fundamental disciplines for the training of health professionals, especially in the medical field. Its didactic origin is based on the European school where the body was dissected in amphitheaters and anatomical knowledge was transmitted from the teacher to his students. With the restructuring of medical curricula, and the use of active methodologies, seeking to make the student the center of the learning process, anatomy started to be taught in another way. This study carries out an integrative review in the Scielo, Science Direct and Google Scholar databases, from 2015 to 2020, about the active methodologies used in the teaching of human anatomy for the medical course. The PICo strategy was used to form the guiding question and the results were presented through the Prisma Flow diagram. It was found that there are a number of tools and strategies that can be used aiming at the active teaching of human anatomy, however, a common point observed in most works is the approach of joint use with cadavers and anatomical parts, thus seeking to stimulate the development of the skills and competences of medical students