35,744 research outputs found
Supporting Higher EducationâHospital Transition through Blended Learning
The purpose of this paper is to present two exploratory studies that have a potential for identifying research-based blended learning tools for CBME. The studies focus on the development of a group of medical studentsâ professional image (in Genova and Rome) during their hospital internship. The paper addresses three related questions:
1. How does their professional representation change in the transition from university to hospital?
2. Which competences emerge from the studentsâ reports?
3. Which competences are still under represented
Blended tutoring: an exploration of tutor emotional competences valued by learners in a higher education context
This paper reports on research into the emotional competences that mature higher education (HE) students, working in blended learning contexts and studying part-time (PT), vocationally relevant, degrees within a School of Education, value in their tutors. A mixed methods approach was adopted to conduct a detailed exploration of eight tutorsâ practice with data gathered from three principal sources. Interviews with tutors explored their approaches to delivery and considered factors that impacted on quality; studentsâ perceptions of their learning experiences were assessed using an attitude survey; and, an analysis of the content and communications in the virtual learning environment provided insight into tutorsâ online practice. Golemanâs (2001) âFramework of Emotional Competencesâ provided an initial structure but, after analysis, some competences were rejected and others were added. The paper suggests that a new group of competences are required that could support effective blended tutoring for mature learners as well as the recruitment and selection of tutors
Innovative teaching strategies: enhancing the soft-skilloriented approach through integrated onsite-online learning environments
ABSTRACT
The integration of ICT in Higher Education requires reflective design by
teachers. In particular, from recent international research on the subject, it
emerges that the perspective of the TPCK framework (Technological, Pedagogical,
Content Knowledge) can favour an effective design reasoning of
teachers. Teaching practice requires the implementation of innovative organizational
models for the creation of learning environments that offer continuity
between classroom and distance learning (Hybrid Instruction
Solution). The empirical mix-method research involved a group of volunteer
teachers of different teachings. The objective was to design and implement
innovative teaching solutions using ICT in onsite/online environments to enhance
specific soft skills in students. The results of a questionnaire (CAWI)
given to incoming and outgoing teachers from the experience of designing
and conducting the didactic action will be presented. the TPCK perspective
design of integrated learning environments and the reasoned choice of coherent
methodologies seem to make a soft-skilloriented didactics feasible
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Promoting learner autonomy through multiliteracy skills development in cross-institutional exchanges
This contribution presents findings from two empirical case studies, which followed a task-based telecollaborative learning format. Participants included student teacher trainees, tutors, and language learners from colleges/universities in Germany, Poland, the United Kingdom, and the United States. The projects aimed at promoting learner autonomy through awareness raising of modes and meaning-making online and multiliteracy skills development based on hands-on analysis of web resources and social networking tools.
It was hoped that this awareness would foster the teachers' own autonomy in virtual learning environments and enable them to design tasks whichâin turnâwould promote learner autonomy as understood by Palfreyman (2006): the informed use of a range of interacting resources in context. We argue that this awareness is reflected in enhanced multimodal communicative competence, i.e., âthe ability to understand the combined potential of various modes for making meaningâ (Royce, 2002, p. 92), and multiliteracy, with the latter allowing teachers and learners to realize the potential of blended and online only settings for language acquisition purposes. Ideally then, while becoming gradually more versed in multimodality and multiliteracy, learners can also take over more control and self-direct their own learning when working online (Benson, 2001) which are also characteristics of autonomy
MOOC adaptation and translation to improve equity in participation
There is an urgent need to improve elementary and secondary school classroom practices across India and the scale of this challenge is argued to demand new approaches to teacher professional learning. Massive Open Online Courses (MOOCs) represent one such approach and which, in the context of this study, is considered to provide a means by which to transcend traditional training processes and disrupt conventional pedagogic practices. This paper offers a critical review of a large-scale MOOC deployed in English, and then in Hindi, to support targeted sustainable capacity building within an education development initiative (TESS-India) across seven states in India. The study draws on multiple sources of participant data to identify and examine features which stimulated a buzz around the MOOCs, leading to over 40,000 registrations and a completion rate of approximately 50% for each of the two MOOCs
Teaching effective communication through e-Learning
To meet the needs of a globalized world, a university curriculum needs to address theoretical and practical skills which emphasise versatility, adaptability and flexibility for a more creative workforce, adaptive in knowledge and well-equipped with a range of skills to actively contribute to the new economy. These skills include people management, problem analysis, communication skills, as well as technical skills for presentation, aspects of delivery and modes of enquiry. The greatest challenge faced by SIM University (UniSIM), Singaporeâs only university for working adults, is how to respond innovatively to the demand for new and dynamic skills competencies,lifelong learning and e-technologies. In recognition of this demand, UniSIM employs an eclectic pedagogical approach in delivering its courses such as the university core module entitled Effective Communication which uses the âblended learningâ model, defined as "the effective combination of different modes of delivery, models of teaching and styles of learning" (Procter, 2003). This paper examines the development process of this course and its blended learning approach which combines modern
technology using interactive learning on e-platforms such as Blackboard with traditional methods using textbooks, face-to-face lectures and tutorials to enable working adults to optimize their learning experience at the tertiary level
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