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The article discusses an approach in teaching students about paper towels and absorption that aids in the development of students' inquiry skills. The activity challenges the students to think critically in arriving with the correct answer. After doing the activity, the teacher will make a comprehensive discussion by making a table based on the data gathered by the students. This experiment of paper towels can lead to a discussion on the properties of paper. Moreover, it could result to the development of other science skills such as observation, predicting outcomes, communicating and making inferences. It somehow promotes an inquiry based-learning.

Clinical reasoning is an essential component of nursing. It has emerged as a concept that integrates the core competencies of quality and safety education for nurses. In cooperation with five European partners, Instituto Politécnico de Setúbal (IPS) realized the "Clinical Reasoning in Nursing and Midwifery Education and Practice" project as part of the Erasmus+ project. As a partner, our team designed a multiplier event—the student training course. The aim of this report is to describe the construction and development of this clinical reasoning training course for nursing students. We outline the pedagogical approach of an undergraduate training course on clinical reasoning in 2023, which we separated into four stages: (i) welcoming, (ii) knowledge exploration, (iii) pedagogical learning, and (iv) sharing experience. This paper presents the learning outcomes of the collaborative reflection on and integration of the clinical reasoning concept among nursing students. This educational experience fostered reflection and discussion within the teaching team of the nursing department regarding the concept, models, and teaching/learning methods for clinical reasoning, with the explicit inclusion of clinical reasoning content in the nursing curriculum. We highlight the importance of implementing long-term pedagogical strategies in nursing education. [ABSTRACT FROM AUTHOR]

This study explores the influence of external examination on teaching and learning of Mathematics at the secondary schools affiliated with provincial and private examination boards in Pakistan. By employing the explanatory sequential mixed-method approach, this study was conducted in two phases. In the first phase, the Mathematics examination papers of last five years from both provincial and private examination boards were reviewed and analyzed to understand (1) the cognitive complexities required from the learners to solve the questions, (2) the frequency and variety in which the questions were repeated and (3) the chapters of prescribed books from which the questions are selected in the examination of last five years. In the second phase, semi-structured interviews with teachers and students were conducted, along with participatory observation to understand how the examination patterns shape their teaching and learning. The findings revealed that the external examination directly influences teachers’ teaching, and indirectly students’ learning. Both the positive and negative effects of the external examination were found on the teaching and learning strategies of teachers and students, respectively. [ABSTRACT FROM AUTHOR]

Mixed methods research has become increasingly popular in multiple disciplines. Teaching mixed methods is critical to prepare students for using and evaluating the quality of published mixed methods research to inform practice. However, there is limited knowledge about instructional and pedagogical approaches to teaching mixed methods. The purpose of this paper is to outline strategies for educators on how to effectively teach mixed methods research. Teaching mixed methods requires educators to use multifaceted teaching and learning strategies targeting reflective, experiential, collaborative, and inquirybased learning domains. Including case studies, games, and critical appraisal exercises can result in a more engaging and riveting learning experience for students. A combination of activities targeting varied teaching and learning domains, along with hands-on and student-centered teaching assignments, can be valuable to facilitate student learning of interrelated concepts of mixed methods research. [ABSTRACT FROM AUTHOR]

In recent decades, epidemic and pandemic illnesses have grown prevalent and are a regular source of concern throughout the world. The extent to which the globe has been affected by the COVID-19 epidemic is well documented. Smart technology is now widely used in medical applications, with the automated detection of status and feelings becoming a significant study area. As a result, a variety of studies have begun to focus on the automated detection of symptoms in individuals infected with a pandemic or epidemic disease by studying their body language. The recognition and interpretation of arm and leg motions, facial recognition, and body postures is still a developing field, and there is a dearth of comprehensive studies that might aid in illness diagnosis utilizing artificial intelligence techniques and technologies. This literature review is a meta review of past papers that utilized AI for body language classification through full-body tracking or facial expressions detection for various tasks such as fall detection and COVID-19 detection, it looks at different methods proposed by each paper, their significance and their results. [ABSTRACT FROM AUTHOR]

Software process improvement programs are partly founded on software measurement. However, despite their importance, it has been pointed out in the literature that many students are leaving the academic world without the necessary skills to conduct this kind of process. This can be understood by people's attitudes to this process which is regarded as time-consuming and difficult to understand--factors that explain the lack of interest in it during a student's academic life. In light of this, the application of serious games or gamification can show useful alternative ways of meeting this need, because the strategies they involve are well accepted by students and have a motivational and engaging effect on them. The objective of this work is to discover different approaches to the teaching of software measurement and software process improvement through gamification projects and serious games. This involves carrying out a systematic review of the literature, which is aimed at characterizing the state-of-the-art on the use of methods related to gamification and serious games in the abovementioned subjects. We conducted a systematic review of the literature to identify primary studies that address the use, planning, or evaluation of gamification, serious games, their features, and game mechanics in software engineering. We located 137 primary studies, published between 2000 and 2019. Although the use of serious games and gamification in software engineering is not recent, there still remains a large area to be explored, especially in software process improvement and software measurement. The study expands and advances the research on how serious games and gamification proposals can be used for teaching software measurement in the context of software process improvement programs by conducting a systematic review of the literature., Author(s): Lennon Sales Furtado (corresponding author) [1,2]; Rafael Ferreira de Souza [1]; João Luís dos Reis Lima [1]; Sandro Ronaldo Bezerra Oliveira [1] 1. Introduction Software engineering is directly related [...]

Background: A growing body of research demonstrates that adapting the popular entertainment activity "escape rooms" for educational purposes as an innovative teaching method can improve the learning experience. Escape rooms promote teamwork, encourage analytical thinking, and improve problem solving. Despite the increasing development and use of escape rooms in health sciences programs and academic libraries, there is little literature on the use of this method in health sciences libraries with health professions students. Case Presentation: Staff at a health sciences library collaborated with faculty to incorporate escape rooms into library instruction in a variety of settings (in-person, hybrid, online) and formats (team, individual) with health professions students from various disciplines (optometry, pharmacy, medicine). The escape rooms described in this paper offered unique experiences for students through active learning. Discussion: Important considerations when planning escape rooms for health sciences library instruction include deciding on team-based or individual design, calculating potential costs in time and money, deciding on an in-person, hybrid, or online format, and determining whether grades should be assigned. Escape rooms can be an effective strategy for library instruction in the health sciences, working in multiple formats to bring game-based learning to a variety of health professions students. [ABSTRACT FROM AUTHOR]

The paper pursues three objectives: to try and define key features of the digital environment which shape modern educational strategies; to specify how they can promote emerging innovative up-to-date teaching/learning practices if combined with conventional teaching; and to analyse the search and research potential of digital engines for teaching/learning and for linguistic research. The methodology the author relied on in the research was to study the portrait of the modern learner and build the educational approach on it which was designed to combine conventional and digital methods. The digital paradigm shapes the educational platforms and introduces dramatic changes into conventional teaching/learning practices to offer a healthy combination. For instance, it makes teachers reconsider the concept of active learning and reshape projectbased learning, rendering project activities more practically oriented; or rely on few-shot learning, as this format takes into account the changing cognitive patterns of the millennials who have a shorter focus of concentration. The availability and accessibility of abundant Internet resources has a strong demotivating effect on youngsters' attitude towards hard learning, especially training their ability to memorise and to concentrate. The results of the study and applied approach revealed that students compensated for this by improving their creative potential and higher reactivity, which can be triggered by few-shot learning. Information resources can also contribute to research practices and add to the students' creative approach to research practices which is demonstrated by the sample template offered in the paper. [ABSTRACT FROM AUTHOR]

In this concluding paper to the special issue (SI) we seek to achieve three main goals. First, based on the papers it included in the SI, other recent publications as well as our own ideas, we point to the future directions of research into language learning strategies. Second, we comment upon the methodological issues that such research inevitably has to face, stressing in particular the need to combine a macro-and micro-perspective. Third, we emphasize the pedagogical orientation of such empirical investigations and make a plea for intensive efforts on the part of specialists to find ways in which the findings of LLS research can in fact inform classroom pedagogy. [ABSTRACT FROM AUTHOR]

The purpose of this paper is to explore the motivation and expectations of stakeholders (students, teachers, and employers) related to their participation in simulated work-integrated learning (WIL) taking place in a form of work-related projects in an academic environment. Analysis is based on data gathered from 49 students, four teachers and six employers who participated in WIL within four different units of study in Information and Communication Technologies (ICT) at the University of Zagreb, Faculty of Organization and Informatics (FOI), Croatia. The findings of this research revealed that student learning, student career development and increasing quality of learning and teaching are common motivational factors for stakeholders' participation in WIL. Additional factors pertinent to respective stakeholders' motivation and expectations are also detected. The results of this study can help higher education institutions (HEIs) in the organization of WIL practices to increase motivation and meet expectations of all stakeholders. [ABSTRACT FROM AUTHOR]

This study focuses on first-year Pre-service Engineering Graphics and Design teachers (PSEGDTs), as studies on the spatial-visual abilities of PSEGDTs is absent in mainstream spatial-visual literature. This paper reports on a teaching resource designed to support PSEDGTs' reading and interpreting AD. Data is presented in response to the following research questions, Does the comprehension of Assembly Drawing by PSEGDTs, alter after exposure to the teaching resource, if so how and, what contributed to the change? Twenty- one first-year PSEDGTs who participated in the authors' more extensive study were deliberately chosen to partake in this research. Individual interviews and focus group interviews were employed to develop data. Content analysis was embraced to elicit meaning from the data. The results highlight a significant improvement in most first-year PSEGDTs ability to read and interpret assembly drawings after the teaching resource. The research proposes an innovative strategy for teaching and learning of assembly drawing. [ABSTRACT FROM AUTHOR]

Academic librarians are encountering a growing number of English Language Learners (ELLs) every day, as our classrooms have become more linguistically diverse every year. In this dramatically changing environment, academic librarians are expected to meet the needs of increasingly diverse students speaking multiple languages. The purpose of this paper is to present widely used teaching strategies to support ELLs based on an exhaustive literature review. Study also suggests collaboration among ESL or classroom instructors and librarians to enhance semester-long learning experience. Keywords: information literacy, English language learners, teaching strategies, Introduction Academic librarians are encountering a growing number of English Language Learners (ELLs) every day. Classrooms become more linguistically diverse every year with many students with varied English language skill [...]

The article presents a list of some of themes for the 2004-2005 publishing year of the periodical "Science Scope." For the September 2004 issue, the periodical is looking for article about the following: strategies to hook students on science from the first day; ways to make students welcome and comfortable; pitfall strategies to be avoided at the start of the year; Areas to being science instruction. For future issues, the periodical is looking for articles with the following topics: history and nature of science; at-home laboratory activities and family science programs; science related issues and debates in society.

In 2019 a South African university adapted its program for initial teacher training to substitute school-based workintegrated learning in the first year with a non-placement campus-based program called Professional Orientation Program (POP). This paper deals with the rationale, aims and conceptualization of the program. It furthermore shares data collected from participating students regarding their expectations and experiences of the POP, their views on the contribution of the program to raising awareness of professional teacher identity, and suggestions to improve the POP. The findings in this article suggest that this non-placement WIL program positively influenced the development of students' personal and pre-professional identities and created an awareness of the challenges posed by the profession, laying a solid foundation for teacher training. The focus on reflective practice promoted personal growth and invited students to self-directed learning and critical thinking that can bridge the gap between theory and practice. [ABSTRACT FROM AUTHOR]

Copyright of Alteridad: Revista de Educación is the property of Universidad Politecnica Salesiana and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista de Educação Popular is the property of Revista de Educacao Popular and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Advance Teaching pedagogy is one of the innovative approaches to enhance teaching learning process. Due to the development of new technologies and development of many globalization, teaching learning process plays a vital role among students where the education has been expanded to macro level. Hybrid teaching includes e learning in addition to the face to face teaching. In this paper, various innovative learning strategies for modern technology are discussed in details. Use of smart gadgets for different tasks like teaching, designing question papers, assessment of student, feedback and research methodology are discussed. [ABSTRACT FROM AUTHOR]

Copyright of Enunciación is the property of Revista Enunciacion and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Competency-based medical education curriculum (CBME) has received traction worldwide. However, its adoption and implementation have significantly varied across the globe. The National Medical Commission, India (2019) has adopted CBME to improve the quality and content of training of medical students. However, the ongoing COVID-19 pandemic has spawned several challenges implementing the CBME. Therefore, there is a need to reflect on using novel teaching and assessment methods to enrich medical and psychiatric training. In this paper, we aimed to study global trends and characteristics of competency-based psychiatry training programs and how these experiences can be utilized to overcome challenges and facilitate the implementation of CBME in Psychiatry in the Indian context. A literature search was conducted using PubMed and Google Scholar databases. The findings are presented narratively. Psychiatry training for medical students greatly vary across the globe. High-income countries mainly have implemented CBME and have incorporated psychiatry training during the foundation/pre-clerkship period itself. There is more reliance on skill development and flexible and learning-based training vs. time-based training. Various enrichment activities have been incorporated into the medical curriculum to promote and strengthen psychiatry training for medical students, particularly in developed nations, which have yielded positive results. Although the COVID-19 pandemic has adversely affected the medical student's training, it has reiterated the significance of skill-based education and opened novel avenues for implementing the CBME. Medical educationists need to adapt themselves to provide CBME to the students. Making structural, curricular changes, orienting teachers, and students about the CBME, mentoring teachers, adopting novel training and assessment methods, utilizing enrichment activities, collaborating with educational institutions and technology providers, periodically evaluating the implementation of the CBME, and making appropriate course corrections are essential. In addition, there is a need to address structural barriers, such as lack of workforce, for better realization of the CBME objectives.eriodically evaluating the implementation of the CBME, and making appropriate course corrections are essential. Additionally, there is a need to address structural barriers, such as lack of workforce, for better realization of the CBME objectives. [ABSTRACT FROM AUTHOR]

Copyright of Praxis Pedagogica is the property of Corporacion Universitaria Minuto de Dios and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Objective: To identify the sources of learning gaps in biochemistry teaching and learning and explore new teaching and learning strategies, considering the students' perceptions and felt needs. Study Design: Exploratory qualitative study (Social-constructivist philosophical worldview). Place and Duration of Study: Public Sector Medical College, Pakistan, from Jul 2020 to Jul 2021. Methodology: Students from all five years of medical college were recruited voluntarily after their written consent. Ten focus group discussions were conducted, each consisting of approximately 8 to 12 participants. Each session was recorded and then later transcribed verbatim. Verbatim FGDs were reviewed, and codes were given as the concept became recognizable. A code structure was developed via an inductive approach, and then sub-themes and themes were generated. Results: Ten major themes were generated from the FGDs. These themes were teaching, students' motivation, clinical irrelevance, educational needs, transition difficulty, attitudes, student support, senior peers, curriculum coherence, and assessment. These themes were further elucidated to explain the causes of the learning gaps and provide suggestions. Conclusion: This study concludes that teaching, students' motivation, clinical irrelevance, educational needs, difficulty in transition, student attitude, student support, senior peers, curriculum coherence, and assessment are the potential sources of the learning gap to achieve intended learning outcomes of biochemistry for medical students. [ABSTRACT FROM AUTHOR]

Copyright of Avances en Enfermería is the property of Editorial Universidad Nacional de Colombia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Open-ended learning environments (OELEs) use the capabilities of technology to provide students with opportunities to engage in authentic problem solving; generate, test, and revise hypotheses; explore and manipulate concepts; and reflect on what they know. By design, such environments require sophisticated levels of cognitive functioning. The purpose of this paper is to critically analyze assumptions underlying learner-centered, technology-based environments in light of how well learners appear to meet the cognitive demands for engaging them. Implications for design include the following considerations: (a) direct learner attention to key variables and visual cues; (b) prompt and guide connections to prior knowledge; and (c) provide explicit scaffolding of metacognition and teaching-learning strategies. [ABSTRACT FROM AUTHOR]

The Malaysian government's ongoing movement control order (MCO) to prevent coronavirus disease 2019 (COVID-19) spread, has disrupted the teaching and learning (T&L) activities of higher education institutions in the country. This paper seeks to outline the steps taken by the Department of Family Medicine of the International Medical University (IMU), Malaysia, to adapt its online teaching and learning activities. The five tips are: i) understand how to use online T&L platforms; ii) teachers should create multiple communication channels; iii) ensure attendance is captured; iv) enhance the online T&L experience and v) conduct online formative assessments. [ABSTRACT FROM AUTHOR]

This paper intends to share my experience in handling a reading class in an inclusive education setting with an autistic learner in it. Inspired by Friend & Bursuck's INCLUDE analysis strategy for inclusive education (2014, 2015) that consists of Identify classroom demands, Note student learning strengths and needs, Check for potential paths to student success, Look for potential problem areas, Use information to brainstorm ways to adjust instruction, Decide which adjustments to make, and Evaluate student progress, three key teaching strategies were implemented in the writer's class. At the end, by applying the strategies-confirming and focusing on the autistic learner's strengths that are potential for his success, applying assessment differentiation, and empowering both the autistic learner as well as his classmates-it was found that the autistic learner benefited from this more 'humane' teaching strategy and suceeded. [ABSTRACT FROM AUTHOR]

Purpose -- The pursuit of knowledge should be the objective of managers in the workplace, both for the purpose of empowerment and to achieve financial objectives. It is important that retail managers have a need to solidify their transformational leadership knowledge, which ultimately could increase their capacity to excel. The paper aims to discuss these issues. Design/methodology/approach -- A structured management development programme (MDP), consisting of a comprehensive spectrum of retail management and leadership theory and practices, was designed to develop transformational leadership by using transformational teaching and learning strategies. The sample for this study consisted of seven retail managers from a group of 20 managers, employed by Retek, the largest independent retail pharmacy group in South Africa. A focus group interview identified the dominant themes and produced a landscape to understand the retail managers' environment, their preferred teaching methodology and benefits experienced from attending the MDP. Findings -- By transforming themselves, these managers have become more empathetic leaders, armed with self-awareness and a deeper awareness of team issues. The MDP created in a shift in their attitude towards attending training programmes and subsequently, has created a more accommodating philosophy towards workplace learning. The study added to the understanding of how transformational teaching and learning lead to more effective transformational leadership and the integration of theory into practice by retail managers. The conclusion was that by embracing and practising a transformational teaching and learning ideology, the managers would be better equipped with managerial and transformational leadership abilities. Originality/value -- This research provided a landscape for future management development training in terms of selection of managers to attend, relevant curriculum, teaching and learning methodology as well as benefits of this type of professional development. This initiative was the first project in which such a programme has been designed, developed and instructed in this particular organisation and encompassed a unique experience in terms of training, professional development and the change in the willingness to engage in training and acknowledgement of the value of learning. [ABSTRACT FROM AUTHOR]

There are revolutionary changes in the field of education to keep up with the benefits of globalization (Hase & Kenyon, 2014). The necessity of taking the learner to the center within the framework of Roger's (1951) humanistic psychology is also supported by educationalists (Hase & Kenyon, 2014; King, 1993; Novak & Gowin, 1984). If this educational change is applicable to all grades and disciplines then permanent solutions can be reached. Examining the researches, it is observed that heutagogy is a useful strategy to make the learners self-determined ones in their learning process especially in higher education. This paper presents the participants perceptions on heutagogical implementation and its practicality. It will contribute to the field for a number of reasons. Firstly the perceptions of the teachers who have also an administrational role such as directors or vice directors at their schools on this issue have not been studied before. Secondly, their views are of great importance, since high schools are the last steps before higher education. So the attitudes and views of teachers on this grade are important for students' readiness for the next step. Lastly it has some contributions for the heutaogy model in educational settings. [ABSTRACT FROM AUTHOR]

This study investigated the impact of work-integrated learning (WIL) experiences for Technical and Vocational Education and Training (TVET) lecturers on their industry expertize and teaching skills. WIL was introduced to address the inadequate work experience of TVET lecturers and improve their capacity to deliver quality teaching. The study used face-to-face semi-structured interviews with 18 TVET lecturers to explore their WIL experiences. Non-participant observation was also conducted to validate findings from interviews. Kolb's experiential learning theory, Shulman's Teaching framework and the soft skills theory by Ibrahim et al. underpinned the study. Data were analyzed using thematic analysis. The study showed that WIL enhanced lecturers' ability to integrate theory with practice and provide effective teaching. Lecturers acquired a deep understanding of pedagogical content knowledge, soft skills, and awareness of workplace culture. Future studies focusing on a variety of trades for lecturers are recommended. [ABSTRACT FROM AUTHOR]

Aim: This study aimed to assess nurses' satisfaction and perceptions of the impact of virtual learning. Design: A descriptive cross‐sectional survey. Method: 236 nurses attending an online conference from several parts of Nigeria participated in the study. Analysed data were summarized and presented in tables and graphs, while linear regression was used to measure the associations. Results: Most of the respondents perceived the programme as highly impactful. All three domains: learner‐content interaction (p = 0.020), learner–instructor interaction (p = 0.000) and learner–learner interaction (p = 0.000), were found to be statistically significantly associated with the perceived impact of the programme, and thus statistically significant predictors of the effects of online learning (p = 0.02), (F = 5.471). Conclusively, the Interaction of learners with learning content, lecturers and other learners was seen as determinants of an effective and impactful online education. It is recommended that nursing training institutions embrace online learning either as the leading platform or as an adjunct to a face‐to‐face method. [ABSTRACT FROM AUTHOR]

Copyright of Revista de Enfermagem Referência is the property of Escola Superior de Enfermagem de Coimbra and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Although summative testing is often maligned within educational communities, practice testing is one of the most well-established strategies for improving student learning. Despite the wealth of empirical evidence that testing can enhance learning, teachers and students underutilize practice testing as a learning strategy. Accordingly, a high-level goal of this paper is to advocate for increased use of practice testing as a means for improving student learning. To this end, we discuss prior research establishing the generality of test-enhanced learning as well as prior research that points to conditions under which practice testing is particularly effective. We then summarize some recent research that explores schedules of practice testing that will not only produce durable learning, but will do so most efficiently. To briefly foreshadow, a particularly effective schedule involves practicing retrieval until target information is correctly recalled once during initial learning and then relearned to one correct recall in three to four subsequent sessions. Finally, we argue that exploring both criteria-durability and efficiency-can be valuable for evaluating the utility of learning techniques, and we offer some basic prescriptive conclusions for students and educators as well as recommendations for future research. [ABSTRACT FROM AUTHOR]

Abstract: This paper reports on a study at a research intensive University in the North of the UK exploring academics'' perceptions of the potential of Web 2.0 for their teaching and any influences shaping those perceptions. It looks at the perceptions of academics ‘on the ground’ as well as those leading teaching and learning strategies at the University. The study identifies a range of perceptions among academics. These are influenced predominantly by academics'' beliefs of what constitutes good teaching in their contexts. The paper concludes with an exploration of ways in which the range of perceptions evidenced may inform discussion of Web 2.0, arguing that academics'' perceptions are crucial to context-based understandings of its potential. [Copyright &y& Elsevier]

Background: The competence of faculty in conducting e-learning is one of the preconditions for e-learning implementation in a university. This study aimed at investigating the readiness of the faculty members of Ardabil University of Medical Sciences (ARUMS) to have e-learning. Methods: To fulfil this purpose, a triangulation method has been used. In the quantitative section, based on the Technological Pedagogical Content Knowledge (TPACK) model, the faculty competence in conducting e-learning has been measured in four areas: pedagogical knowledge, technological knowledge, content knowledge, and finally the skill of combining pedagogical knowledge, technological knowledge, and content knowledge. Subsequently, with the qualitative data of the semi-structured interview, the findings of the research have been explained. Finally, the strategies for improving the readiness of ARUMS faculty have been identified in e-learning. Results: One-sample t test with a significant level (P = 0.5) showed that the faculty e-learning of ARUMS had the highest mean of pedagogical knowledge, content knowledge and contentpedagogical knowledge respectively. In other words, the faculty had a high level of pedagogical, content and content-pedagogical knowledge, but they need to improve their technological, technological-content, technological-pedagogical and ultimately, technological-pedagogicalcontent knowledge. Conclusion: That is why, in order to have effective e-learning at ARUMS, the faculty has to improve their technological, technological-content, technological-pedagogical and technological-pedagogical-content knowledge. In this regard, several solutions have been proposed in this paper. [ABSTRACT FROM AUTHOR]

The importance of language awareness has been highlighted in the most recent policy document of the European Commission, in response to the disappointing progress of European citizens towards the aim of proficiency in a first language and in two other languages. Language awareness has a long history and many meanings and is well placed to draw together a range of strategies aiming to improve language learning and teaching in European education. This paper argues that the broad scope of language awareness provides both opportunities and challenges for educators and policy makers. It examines the experience of language awareness in the UK and suggests lessons that might be learned from its achievements and from the challenges it encountered. In particular, targeted initiatives will be required to explore the barriers that remain to be overcome, new research will be required, along with the development of tools, strategies and collaborations to extend language awareness into areas where it can bring fresh benefits. [ABSTRACT FROM AUTHOR]

Technology education in Irish post-primary schools is undergoing significant change. In recent years the syllabi of all technology-related subjects have been revised. A new subject, Design and Communication Graphics, has replaced the traditional Technical Drawing subject. This new subject aims to develop students' spatial awareness and graphical communication skills in the context of design. Parametric CAD forms a significant element of the subject. This research paper reports on a study into the use of parametric CAD by teachers in Irish post-primary schools. The research found that teachers were enthusiastic and welcomed the inclusion of the software as part of their teaching. However, the novel teaching environment was challenging which had a significant affect on their pedagogical approaches. The findings highlight the need for affective teacher professional development that explores the declarative as well as the procedural knowledge required for mastery of the CAD software. [ABSTRACT FROM AUTHOR]

Copyright of Cuadernos de Trabajo Social is the property of Universidad Complutense de Madrid and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The article offers 14 examples of different kinds of writing assignments that will help the students in developing their writing skills in science. Writing in science classes is a very important thing that teachers must impart to the students. Writing could increase the students' understanding towards science, as well as allow the students to engage in activities that are useful in science assessment process. Accordingly, teachers should see to it that science writing assignments are well-designed and essential in the learning process. In this matter, teachers could use any of the 14 examples of writing assignments, including, writing hypothetical letters, identifying critical attributes, and news clip observations.

In this paper we seek to make the case for a teaching and learning strategy that integrates business ethics in the curriculum, whilst not precluding a disciplines based approach to this subject. We do this in the context of specific work experience modules at under-graduate level which are offered by Middlesex University Business School, part of a modern university based in North West London. We firstly outline our educative values and then the modules that form the basis of our research. We then identify and elaborate what we believe are the five dimensions which distinguish an integrated approach based on work experience from a disciplines-based approach, namely: process and content, internal and external, facilitation and teaching, covert and overt, and living wisdom and established wisdom. The last dimension draws on the practical relevance of the Aristotelian notion of phronesis inherent in our approach. We go on to provide two case examples of our practice to illustrate our perspective and in support of our conclusions. These are that reflection integrated into the Business Studies curriculum, using the ASKE typology of learning [Frame, 2001, Proceedings of the 9th Annual Teaching and Learning Conference (Nottingham: Nottingham Business School, Nottingham Trent University), p. 80], in respect of personal and group process in a work experience context, provides a useful heuristic for the development of moral sensibility and ethical practice. [ABSTRACT FROM AUTHOR]

Copyright of IFLA Journal is the property of Sage Publications, Ltd. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study aimed to investigate EFL (English as a foreign language) teachers’ and students' perceptions towards using CS (code-switching) in teaching and learning English at Saudi secondary schools. It also attempted to identify EFL teachers and students' reasons for using CS in teaching and learning English in Saudi high schools. The sample of the study consisted of 100 teachers and 122 students who were randomly selected from secondary schools in the city of Riyadh. The data of the study were collected via a five-point Likert scale questionnaire. Moreover, this instrument was validated by ten university EFL professors, and its reliability was achieved by calculating Cronbach Alpha formula. The findings of the study revealed that teachers and students believed that CS was an effective strategy in helping students to understand unfamiliar topics, facilitating students’ learning of new grammatical structures, increasing student-teacher interaction, and enlivening the atmosphere of the class. Finally, teachers and students agreed that the most important reasons behind using CS were increasing comprehension, avoiding misunderstanding, eliciting better responses from students, and filling gaps in a classroom conversation. [ABSTRACT FROM AUTHOR]

The article discusses a teaching learning strategy in which social problems are examined comparatively from common sense, journalism and sociology. This article is a project studies offered in a large introductory course as an optional assignment. Many students in large lecture classes complain about objective exams which stultify their intellectual interests and imagination. While the social awareness project is offered as a learning option for students in introductory sociology, it could be adapted for a variety of courses. This epistemological exercise can be extended to numerous teaching and learning strategies which systematically compare multiple perspectives of the social world. Living in a world of diverse perspectives is rarely dull. Helping students use sociology to understand some of these perspectives is both stimulating and rewarding.

Background: With today's complex needs of the population and high demands in quality of care, there will be a continuing need for expanding role of nurses to assume more responsibilities in healthcare. Newly graduated nurses, who possess the competence to function as Registered Nurses, will soon recognize that lecture-based, passive delivery of content is not sufficient to deal with the complex healthcare environment. Aim: This study aimed to compare the effects of a blended video watching and peer learning program and the usual lecture-based program on the levels of satisfaction and self-confidence in learning, perceptions of peer learning, and academic performance of students enrolled in a master's nursing program. Methods: A quasi-experimental study was conducted. The program was offered to Master of Science in Nursing students during Spring 2021 (intervention group, n = 46), while the usual face-to-face lectures and tutorial classes were provided to students enrolled during Fall 2020 (control group, n = 46). Results: There was a statistically significant increase in satisfaction, self-confidence in learning, and academic performance in the intervention group after learning in a blended video-watching and peer learning mode. Conclusion: This study fills a knowledge gap to meet the learning needs of time-conscious, part-time students working full time in hospitals. [ABSTRACT FROM AUTHOR]

People with disabilities have the same right to access education and, therefore, the space and opportunity to study the Quran as other groups. However, there are some issues regarding the teaching of the Quran to students with special learning needs, such as from the aspects of the level of readiness of teachers, the mastery of Islamic Education among teachers who teach Special Education, and the use of teaching aids to teach the Quran. Therefore, this study aimed to identify the challenges, the need to develop a model of teaching and learning the Quran, elements to be included in the development of Quranic teaching, and a learning model for children with learning disabilities. A qualitative methodology was adopted using a case study design. The sample consisted of eight informants who volunteered to be involved in this research. The results show that there are seven main challenges in the teaching and learning of children with learning disabilities, i.e., a lack of stimulus materials, a lack of knowledge, limited time, uncontrolled behavior, traditional teaching, disabilities, and a lack of parental commitment. Thereafter, three themes arose in terms of identifying why it is necessary to develop Quran teaching and learning models for children with learning disabilities, such as the lack of an up-to-date model and the right to education. In addition, there were four themes concerning the elements that need to be included in the development of teaching and learning models for the Quran for children with learning disabilities, i.e., digital teaching aids, visual, audio, and kinesthetic learning styles, activities graded by the level of ability, and sensory support. It is hoped that this study will provide guidance to teachers to further strengthen the teaching profession pertaining to educating children with learning disabilities. [ABSTRACT FROM AUTHOR]

Prospective teachers (PTs) experience the complexity of teaching when they start developing their teaching practice in their field experiences. PTs express to have challenges when enacting instructional strategies from teaching preparation and professional development programs because in most cases, PTs lack supports that can guide them in the process of enactment. This study contributes to the efforts done to bridge the disconnect between university-based teacher education and field-based experiences at schools. This study explores how the types of feedback provided on lesson plans (i.e., in the form of questions, direct, and positive reinforcement with explanations) and planning sessions (i.e., starting questions, two-option questions, and clarification questions) supported PTs in enacting and appropriating instructional strategies from a professional development program in their field experiences. Further, this study describes attributes that these types of feedback have for PTs to consider it (i.e., balanced, in the form of suggestions, positive, in the form of dialogue). [ABSTRACT FROM AUTHOR]

Teaching and learning environments of software process improvement are incorporating new strategies for helping to decrease current weaknesses related to basic-sciences formation, motivation, and communication. One of such strategies includes the usage of gamification principles for achieving student competencies related to teamwork, problem solving, leadership, and effective communication. For assessing the teaching and learning strategies, it is required to consider the following features: i) the student competencies; ii) the didactic proposals and techniques; and, iii) the satisfaction level of the students, regarding the teaching strategy. In this paper, an assessment proposal of teaching and learning strategies in software process improvement is presented, with a preliminary validation method based on gamification principles. Finally, a case study for validating a didactic proposal is presented as a pilot of the assessment proposal. [ABSTRACT FROM AUTHOR]

Introduction: Today modern teaching and learning approaches in medical education have received considerable attention. This paper aims to introduce WebQuest as a new method of inquiry-based learning through the use of Internet. Also its application in medical sciences education in general, and especially nursing education is explained. Methods: To find articles related to the WebQuest topic, the popular databases including PubMed, Google Scholar, Science Direct, Nursing Consult, CINAHL, Web of Knowledge were searched using WebQuest related keywords. Very few medical articles were found, and there was no research article published in Iran. Results: WebQuest is a new method of student-centered, inquiry-based learning which uses computer technology to engage and motivate students individually or collaboratively in exploring, analyzing, and synthesizing data to construct a new understanding or meaning. WebQuests, as a student-centered activity, enhance and facilitate higher order cognitive skills, including analysis, synthesis, evaluation and judgment, critical thinking. They also cultivate students' exploratory and problem solving mentality. Based on constructivist learning theory and inquiry learning, WebQuests involve learners in collaborative learning process and group projects. There is a strong link between WebQuests and multi-media techniques which provide significant opportunity for utilizing internet resources in teaching and learning experiences. Conclusion: It seems the concept of WebQuest is still less known both general and higher education, and particularly in medical education in Iran. Introducing this method in medical education which is based on new approaches of teaching and learning processes can provide a different view and encourage students to learn more effectively, deeply, and indelibly. [ABSTRACT FROM AUTHOR]

BACKGROUND: The Biomechanics Olympic Games (BOG) is a teaching method (see Carpes et al., Adv Physiol Educ. 2017;41(3):436-440) to facilitate biomechanics education. It has been conducted over the past 9 years and replicated in other universities, successfully reducing failing grades. AIM: Therefore, a recurrent question is whether the BOG reduces failing grades by raising the physical education and physiotherapy students' final scores or favors improving education. METHOD: To address this question, we considered retrospective data from two biomechanics courses for 9 years and analyzed their final grades considering or not including BOG scores in calculating final grades. RESULTS: The score attributed to BOG did not determine the success rate because most class grades were enough to approve, regardless of BOG scores. In this sense, the BOG played the role of facilitator in the teaching-learning processes in biomechanics. We found that enrollment with BOG activities increased the average scores in the classroom by ~7% and reduced variability by ~3% compared to final grades without considering the BOG participation. CONCLUSION: The BOG promotes biomechanics education, not by determining the classroom success rate but by promoting a more homogeneous learning development of the classroom. [ABSTRACT FROM AUTHOR]

This study examines initial teacher education (ITE) student's utilisation of intentional learning goals from critical reflection as they enter and participate in a work-integrated learning (WIL) placement at a regional Australian university. Fourteen ITE students were interviewed on two occasions during a three-week placement in a rural or remote area to elicit greater understanding of the use of critical reflection in practice. Thematic analysis of student responses led to findings on the usefulness of devising learning goals for practice and how the application of critical reflection can be encouraged. These findings emphasise how students grapple with connecting university assignments and activities as meaningful for practice. It also highlights the benefits to professional learning when learning goals are employed. The findings of this study suggest the need for a shared understanding of the importance of critical reflection by workplace educators, WIL supervisors and ITE students. [ABSTRACT FROM AUTHOR]