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Enhancing course design and pedagogy to encourage engagement and creativity is fundamental in doctoral education. Using poetry is an innovative way to enrich nursing education through aesthetic knowing. The authors in this paper aim to describe an educational exercise utilizing the Cut-Up Method to create haiku poems. PhD nursing students used the Cut-Up Method to produce haiku poems describing the meaning of nursing science. Themes from the haiku poems include relationship building, caring and caring relationships, and the evolution of nursing. Learning activities promote aesthetic knowing to facilitate engagement, creativity, and collaboration. The Cut-Up Method and haikus are creative ways of developing aesthetic knowing. [ABSTRACT FROM AUTHOR]

Background: The present study analyses the design of programming literacy in the sixth grade of Primary Education, starting from the use of simple activities with visual block‐based programming, through Scratch, and progressively linking difficulty to the use of the Unity engine, and the C# language, with simple activities identical to those created in Scratch. Objectives: This research aims to evaluate future teachers' abilities and attitudes regarding programming and its educational possibilities. We intend to evaluate the viability of a teaching proposal that combines a visual block‐based programming environment and a more advanced one, based on C#. Method: In the settings of two public Spanish universities, we analyse the possibilities in the training of future teachers who are studying for a degree in Primary Education Teaching and a degree in Pedagogy. Based on a test and three scales, descriptive data and statistical inference are detailed through a quasi‐experimental design with a Student's t‐test in the first dimension, and a Wilcoxon test in the second dimension. Results: The participants improved their performance and attitudes towards programming with the intervention of the study in the use of coding. Conclusions: It can be concluded that coding is essential in teacher training, and that a greater presence of programming training in higher education is essential. The benefits are visible in the pedagogical approach of coding related to creativity, innovation, motivation, an active approach and interest, highlighting the fact that the implementation of visual block‐based programming by blocks and engines is feasible in Elementary Education. The training proposal—provided by appropriate progression, selection, and sequencing of content—fosters basic and practical teacher training, and this can be defined as an apt training solution. Lay Description: What is already known about this topic: Visual Programming Language (Scratch) provides benefits in educational contextsEducational Technology in classroom provides motivation and encouragement.Active methods and interactions are interesting and beneficial to elementary school students What this paper adds: Visual programming and game engine are feasible in Elementary Education, detailing significant improvements regarding academic outcomesWe found benefits in this pedagogical approach related to creativity, innovation, motivation, active approach and interest. Implications for practice and/or policy: Due to the benefits and positive results obtained in this research it is recommended to implement Visual Programming LanguageWe recommend the introduction to engine in educational settings in 6th grade in primary education though a cross‐curricular implementation.We recommend to apply an active approach, innovation, and learning computational concepts. [ABSTRACT FROM AUTHOR]

The operative and non-technical skills exposure of urology trainees has reduced due to a number of factors, including the European Working Time Directive, and the COVID-19 pandemic. Simulation-based education (SBE) is an innovative addition to clinical experience which can begin to address the skills-based learning deficiency in order to help trainees meet their curriculum requirements and optimise the exposure required for a trainee to become a competent general urology consultant. Surgical simulation is an effective training tool but has a complex implementation process, requiring considerable planning tailored to specific educational targets, to ensure it is sustainable and reproducible. Methodology from the field of implementation science offers an invaluable approach to design an effective simulation-based training adjunct, as exemplified by the example of the UK Urology Simulation Boot Camp (USBC), a comprehensive training course which incorporates core technical and non-technical skills based on the current Joint Committee on Surgical Training (JCST) urological training curriculum to equip newly appointed urology trainees to work as competent junior registrars. Delivered annually in Leeds since 2015, the course has had excellent feedback and results in improving the urological knowledge of trainees, as well as increases in trainees' confidence. This paper will provide a summary of how the course was designed, delivered, reproduced, sustained and evaluated. Its success is demonstrated by its incorporation into the UK urology training programme, and since 2018, it is now recommended to all new urology residents in the UK. The course implementation model would be applicable to other surgical specialties. [ABSTRACT FROM AUTHOR]

Copyright of Brazilian Journal of Occupational Therapy / Cadernos Brasileiros de Terapia Ocupacional is the property of Cadernos de Terapia Ocupacional da UFSCar 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 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]

Aim To synthesize evidence on the use of social media in nursing and midwifery education. Background Social media is one type of online platform that is being explored to determine if there is value in using interactive, digital communication tools to support how nurses and midwives learn in a variety of settings. Design A sequential explanatory synthesis approach will be used for this mixed study review. Method Five bibliographic databases; PubMed, MEDLINE, CINAHL, Scopus, and ERIC will be searched using a combination of keywords relevant to social networking and social media, nursing and midwifery, and education. The search will not be limited by year of publication. Titles, abstracts, and full papers will be screened by two independent reviewers against inclusion and exclusion criteria, with any disagreements resolved via a third reviewer. Selected studies will undergo quality assessment and data extraction. Data synthesis will occur in three sequential phases, with quantitative and qualitative data analysed separately and then integrated where possible to provide a conceptual framework illustrating learning via social media. Funding for this review was confirmed in May 2016 by Sigma Theta Tau International and the National League for Nursing. Discussion The mixed study systematic review will produce the first rigorous synthesis on the use of social media in nursing and midwifery education and will have important implications for educators as well as students. It will also highlight knowledge gaps and make recommendations on the use of this novel technology in higher and continuing education. [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]

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]

Design is an inherently complex activity. Design thinking is cognitively complex and design practice is contextually complex. This has implications for university-level design education which has traditionally displayed clear distinctions between the full-time and part-time 4undergraduate sectors, particularly in their teaching and learning strategies. However, a number of pressures and trends are evident which suggest that these two sectors are moving closer together. One of the drivers in this phenomenon is the need for students to be exposed to realistic levels of design complexity. This paper examines complexity in design and draws some significant parallels between modern design practice in general and the production of a new undergraduate course at the Open University. Both are used to illuminate design complexity. The paper suggests that some of the tools, techniques and approaches of part-time, undergraduate, distance design education might usefully be exploited in more traditional, full-time course models. [ABSTRACT FROM AUTHOR]

The various political and technological drivers that are currently prevalent within many educational institutions increasingly encourage educationalists to experiment with tools that promote e-learning. Many then engage in this activity in the belief that this will help in the development of more autonomous, responsible learners. Strategies for the integration of technology are, however, often less well researched. This paper, therefore, explores the relationship between pedagogy, ethics and technology, as three important constructs for the development of an e-learning strategy. It then proposes a framework that will allow future research to define more clearly how each of these concepts overlap, and to identify the impact that they have on each other. As a consequence, the framework provides insight into the mutual dependencies of pedagogy, ethics and technology, with the aim of avoiding ethical risks in developing e-teaching and e-learning. [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]

Reflection has become an accepted component of teacher education programs. Yet the concept has been much criticized, in particular its role in improving professional practice. This paper provides an overview of persistent and emerging criticisms of reflection, as well as a discussion of approaches taken to reflection in the literature since 2005. Two issues, context and identity, are revealed as predominant in the recent discussions of reflection. Recommendations stemming from the literature for better understanding reflection and for enhancing its role in teacher education are outlined, and a commentary on the possible impacts of adopting these recommendations in teacher education is included. [ABSTRACT FROM PUBLISHER]

This paper reports the findings of a study where student teachers’ practical reasoning and the development of professional knowledge were investigated during teaching practice in pre-service class teacher education. The model of student teachers’ supervision applying the philosophy and principles of the practical argument approach was used in the study and data collection. In this model practical argument premises can be situational, empirical, stipulative or they can be based on value assessments. The videos of student teachers’ lessons, stimulated recall interviews and critical incidents, were used in order to grasp the situationality and contextuality of the classroom reality. Results show that student teachers mainly expressed situational and empirical premises in their practical argumentation. Stipulative and value premises were also present, but to a lesser degree. During the process, the student teachers developed their arguments from situational and empirical premises towards new value premises and reflections on the stipulative premises guiding their work. [ABSTRACT FROM PUBLISHER]

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]

Ongoing rapid development in the delivery of health care, new and complex disease patterns, increasing complexity of patient situations, changes in treatment and work structures, increasing need for collaboration and complex problem solving are some of the factors requiring nurses to develop their professional expertise. Ideas of what constitutes nursing competence and how such competence is taught and learned are evolving. Consequently, nurse teachers' competencies to provide high-quality, up-to-date nursing education are developing accordingly. This development is influenced by the increased emphasis on academization. This paper reviews existing research on the role of academic competence in nurse teachers' professional practice. A rigorous search, retrieval, and appraisal process identified 26 studies for inclusion in the review. A thematic synthesis was applied. The results pointed to three main dimensions of the role of nurse teachers' academic competencies in their professional practice. The first dimension was related to developing and sustaining research collaborations with the health care sector. The second dimension included research that informs teaching/using research on instruction, enables productive decisions about educational activities, and provides opportunities for student learning. The third dimension pointed to research-based teaching in the sense that this is most often understood as using one's own research. These dimensions appeared to be influenced by structural changes in nursing education that follows from fusions between small education campuses into universities. We particularly find that the relational and spatial dimensions with these structural changes influence nurse teachers experience of their work. We argue that it is important to address issues of how nurse teachers' academic competence influences different aspects of their work. Unless, the quality enhancement in nursing education and nurse teachers' professional practice remain fragmented and elusive. [ABSTRACT FROM AUTHOR]

To what extent do active learning strategies assist students in learning complex concepts? The current paper explores this inquiry utilizing data concerning three role-playing simulations in an introductory comparative politics course to reinforce such concepts as cohabitation, coalition government, and federalism. The hypothesis that students gain greater knowledge of such abstract concepts is subsequently tested utilizing pre- and post-simulation surveys, debriefing responses, and inclass exams. The results indicate that simulations play an important role in enhancing student subjective knowledge, but not necessarily their objective knowledge. [ABSTRACT FROM AUTHOR]

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.

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.)

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]

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]

An integrated, multi-level software system simulator has been developed to support teaching and learning of undergraduate computer architecture and operating systems modules. In this paper the rationale for the development of the simulator and its main features are described; the teaching and learning strategy is briefly explained; the simulator evaluation methodology is defined and the preliminary results of the evaluation are presented. [ABSTRACT FROM AUTHOR]

This paper evaluates an attempt to address the challenges posed by the key skills agenda and the need to respond to the requirement for personal development planning within a leisure studies programme. In an environment of widening participation and student diversity, the response was to adopt a flexible teaching and learning strategy that was derived from the particular needs of students in a bespoke manner. The benefits and drawbacks of the strategy are assessed from the perspectives of both students and tutors with the general conclusion that ‘just-in-time’ teaching may be an appropriate response to a challenging set of educational circumstances. [ABSTRACT FROM AUTHOR]

This paper examines the learning strategies of first-year non-major chemistry students who commonly have limited chemical and mathematical backgrounds that influence their attitude, motivation and approach to learning chemistry. Nearly all students identified multiple learning strategies. Most commonly reported were traditional strategies such as practicing problems, studying worked solutions, highlighting notes, re-writing notes, memorizing notes and working with other students. By probing students' opinions about the learning strategies th! use and the factors that influence their choice, the data indicated that teaching and assessment strategies direct students' choice of learning strategies. The study provided evidence that `many students are interested in their own learning and have a high level of metacognitive awareness that could be further utilised. An awareness of this appreciation could be used to more effectively teach this particular group of undergraduate chemistry learners. [ABSTRACT FROM AUTHOR]

Teachers and students have established social roles, norms and conventions when they encounter Computer-Supported Collaborative Learning (CSCL) systems in the classroom. Authority, a major force in the classroom, gives certain people, objects, representations or ideas the power to affect thought and behavior and influences communication and interaction. Effective computer-supported collaborative learning requires students and teachers to change how they understand and assign authority. This paper describes two studies in which students'' ideas about authority led them to converge on what they viewed as authoritative representations and styles of representation too early, and the early convergence then hindered their learning. It also describes a third study that illustrates how changes to the CSCL system CAROUSEL (Collaborative Algorithm Representations Of Undergraduates for Self-Enhanced Learning) improved this situation, encouraging students to create representations that were unique, had different styles and emphasized different aspects of algorithms. Based on this research, methods to help students avoid premature convergence during collaborative learning are suggested. [Copyright &y& Elsevier]

This paper reports two studies into the efficacy of sentence openers to foster online peer-to-peer interaction. Sentence openers are pre-defined ways to start an utterance that are implemented in communication facilities as menu''s or buttons. In the first study, typical opening phrases were derived from naturally occurring online dialogues. The resulting set of sentence openers was implemented in a semi-structured chat tool that allowed students to compose messages in a free-text area or via sentence openers. In the second study, this tool was used to explore the students'' appreciation and unprompted use of sentence openers. Results indicate that students hardly used sentence openers and were skeptical of their usefulness. Because both measures were negatively correlated with students'' prior chat experience, optional use of sentence openers may not be the best way to support students'' online interaction. Based on these findings, alternative ways of using sentence openers are discussed and topics for further research are advanced. [Copyright &y& Elsevier]

Presents a study which reviewed the importance of communication skills and the concept of collaborative learning/teaching in civil engineering education. Discussion on collaborative learning; Four areas of communication used in the assessment of communication skills; Details on collaborative teaching.

With a burgeoning U.S. population of emergent bilingual learners and others who use nondominant language forms, the need for language knowledge among teachers is acute. Beginning from the inside out by examining one's own complex language uses may be a first step toward envisioning and later developing classroom cultures that support diverse language forms for diverse purposes. In all, 262 undergraduate education students used self-reflexive inquiry, documenting ways they and others use language, through language inventories, surveys, and essays. Participants were majority students of color, half bilingual. Students reported awareness of rich diversity and nuances of language uses, purposes, and fluidity across contexts. Although students often used a formal/informal contrast to describe language uses, this distinction was complicated. Understandings of language surfaced in writing as students engaged with linguistically diverse peers and situated their linguistic repertoires in sociopolitical context. Drawing on results and students' reflections on the writings as tools, we offer implications for teacher education. Keywords bilingual/English language learners, multicultural education, multicultural teacher education, diversity, An assumption persists in schools that one academic English variety is acceptable and prerequisite for learning (Franquiz & de la luz Reyes, 1998; Godley, Sweetland, Wheeler, Minnici, & Carpenter, 2006). [...]

In teacher education, it is imperative that course design, method of instruction, and classroom procedures align with the content. One way to achieve this may be to 'flip' the classroom. While flipped classrooms have received considerable attention in recent years, much remains unknown about their effect on basic psychological needs or learning outcomes of preservice teachers. The purpose of the present study was to address this gap by utilizing a quasi-experimental design to examine differences in motivation and objective learning outcomes after controlling for socioeconomic status (SES) and grade point average (GPA) between traditional and flipped sections of a foundational educational course (N = 263). Results revealed that preservice teachers in the traditional section had significantly higher scores on two of the motivation outcomes (e.g., intrinsic and identified regulation), but that preservice teachers in the flipped sections had significantly higher scores on several indices of objective learning outcomes. Implications for teacher education are discussed. Keywords teacher education preparation, preservice teacher education, motivation, achievement, In teacher education, it is imperative that course design, method of instruction, and classroom policies and procedures align with the content. This is particularly important for courses covering topics such [...]

The growth of the Scholarship of Teaching and Learning among historians is closely tied to the evolving state of assessment in history classrooms. Just a few years ago James Grossman, [...]

Aim and Objectives: The primary aim of this study was to examine the effectiveness of the blended learning pedagogy in a clinical skill‐based module using the Community of Inquiry (CoI) framework. The secondary objectives were to assess the effectiveness of blended learning in improving the nursing knowledge, and students' satisfaction with this approach. Background: Blended learning is increasingly adopted in education as more online resources are made available for tutors to use for the benefit of their students. That implied a reduction in the face‐to‐face contact time in replacement for online teaching, which therefore warrants a need to examine the effectiveness of blended learning approach. The application of CoI framework could evaluate the blended learning approach to assist teaching faculty with evidence‐based practices on online teaching. Design: This study used the quasi‐experimental, pretest–posttest design, and results were presented according to the Transparent Reporting of Evaluations with Nonrandomised Designs (TREND) guidelines. Methods: This study was conducted in a university and recruited 219 Year 1 nursing students who completed a clinical‐based module. Results: The results of the CoI survey found that teaching presence scored the highest mean, followed by cognitive and social presence. The design of the blended learning was effective in enhancing students' knowledge but they only expressed a moderate level of satisfaction. Conclusions: Blended learning is a feasible pedagogical strategy for a clinical skill‐based module. However, further investigation is required to explore the factors and strategies which could improve students' satisfaction. Relevance to clinical practice: Blended learning has become one of the contemporary trends in education. Refining teaching strategies may meet the learning needs of today's generation and improve students' learning outcomes. [ABSTRACT FROM AUTHOR]

BACKGROUND: E-learning is increasingly used during the COVID-19 pandemic, however the impact of this change on students is not known. This study aimed to evaluate perception and satisfaction of health sciences students towards E-learning during the COVID-19 lockdown. METHODS: A structured questionnaire was distributed to 2000 health care students either through email or social media platforms. The questionnaire was divided into two sections: the first section addressed demographic information such as age, education level, course of study, number of lectures attended and country. The second section gathered information on perception and satisfaction of students using 13 close-ended questions. Frequencies and percentages were assessed for demographic data, perception and satisfaction level of students. The paired sample t-test, independent t test and Spearman correlation were applied to evaluate statistical significance between different variables of the study. A p-value of <0.05 was considered significant. RESULTS: Data from 1255 participants were included at a response rate of 66.4%. More than one third (37%) of the students took 25 or more online E-learning sessions and 47% preferred Zoom as an online platform. Participants belonged to 11 countries from developed and developing nations. 41% reported interference of E-learning due to network problems. 60% considered that clinical and practical skills are best learned in clinics and laboratories. More than one third of the students preferred classroom teaching and 34% of the students did not feel confident enough to take exit exams after E-learning sessions. CONCLUSION: E-learning satisfaction levels were better among developed countries (7.34) compared to developing countries (5.82). The majority of participants agreed that E-learning was satisfactory in acquiring knowledge, however not effective in acquiring clinical and technical skills. As the COVID-19 lockdown eases, there is a need for improvement in the methods employed in E-learning and more blended learning among healthcare students is recommended. [ABSTRACT FROM AUTHOR]

Students' engagement in academic-related learning activities is one of the important determinants of students' success. Identifying the best teaching strategies to sustain and promote nursing students' engagement in academic and clinical settings has always been a challenge for nurse educators. Hence, it is essential to provide a set of strategies for maintaining and enhancing the academic engagement of nursing students. The purpose of this review was to explore and summarize the strategies that nurse educators use to sustain and promote nursing students' engagement in academic and clinical settings. A narrative literature review was conducted. CINAHL (nursing content), ProQuest, Medline, the Cochrane, Google Scholar, and Scopus were searched. Of 1,185 retrieved articles, 32 teaching strategies were identified and extracted from the nursing literature. We used thematic analysis approach to organize these strategies into five main categories as follows: technology-based strategies (15 articles), collaborative strategies (10 articles), simulation-based strategies (two articles), research-based strategies (two articles), and miscellanea learning strategies (three articles). As a general comment, these strategies have the potential to promote nursing students' engagement. Among the strategies discussed in this review, the use of technology, particularly the response system and online learning, was more common among nursing educators, which is in line with today's advances in smart technologies. The collection presented in this review can be used as a starting point for future research to evaluate the effectiveness of an educational intervention on the academic engagement of nursing students. Nevertheless, due to the lack of experimental studies, the optimal strategies remain to be elucidated through future high-quality experimental study. [ABSTRACT FROM AUTHOR]

Teaching has become very much learner oriented in the past few decades, and educators use a number of teaching learning strategies to engage and motivate the learner. The study aimed to assess the feasibility and experience of SGL in undergraduate nursing students. SGL was implemented for final year undergraduate nursing students (n=92) to teach obstetric skills and immediate management of sick newborn using standard treatment protocols (STPs) in a nursing institution with total students' strength of 450, attached to a 3000 bedded tertiary level teaching hospital in India. Students were assessed using objective structured clinical examination (OSCE) after the teaching. A self developed structured feedback on their experience of SGL was taken from the students, along with open ended questions for additional comments if any. Majority of the students scored above 75% in the OSCE stations. Students also gave positive feedback about the teaching-learning experience. This study suggests that SGL is a highly acceptable method of teaching among nursing students. Educators need to use methods of teaching like SGL that will result in meaningful learning. [ABSTRACT FROM AUTHOR]

This research used a tutoring scenario to examine the spontaneous use of knowledge for teaching, which was measured from four perspectives: assessment, explanation, comprehension checking, and strategy instruction. The objective was: (1) to investigate whether student teachers could spontaneously utilise adequate knowledge for teaching, and (2) to compare the responses described by student teachers in a mathematical educational course to those in other educational courses to examine the influence of subject proficiency on the spontaneous use of knowledge for teaching. In two studies, participants described how they would respond to a hypothetical teaching situation in which a young pupil incorrectly solved a fraction problem. In their descriptions, nearly half of the participants failed to mention effective assessment or explanation techniques; a large majority did not mention checking pupil comprehension or providing instruction on learning strategies. No differences were found between participants who majored in mathematical education and those who did not. The study revealed the weaknesses of student teachers from a new perspective: a lack of spontaneity in using knowledge for teaching, which was seen even in students enrolled in a mathematical education course. [ABSTRACT FROM AUTHOR]

The complexities of being an academic mean that there is often no time or space to reflect on teaching, and on academic life in general. In this study, four academics set up a private blog to share reflections on teaching. While initial commitment to the reflective blogging process was good, over time this declined. After 9 months of intermittent communication, we decided to wrap up the project and examine the experience. A qualitative analysis of the group's reflective posts and related emails revealed themes related to emotions, space and time in academic experience. We discuss why the blog space did not work as anticipated, and how such 'troublesome' spaces may, paradoxically, be viewed as transformative. [ABSTRACT FROM AUTHOR]

This study aims to evaluate the impact on the implementation of multiple strategies to improve medical student's pathology learning experience. In two consecutive years, medical students after a whole year of enrolling in pathology teaching, were invited to complete questionnaires rating and commenting on the personal learning experience of multiple teaching resources delivered in pathology. In both years, the overall score was high (mean score=4.57±0.63 /5) for the newly introduced sessions, namely histology lectures, clinical integrations and virtual microscopy pre-practical sessions. However, this was only marginally different from that of traditional practical (mean =4.37±0.68/5) and pathology lecture sessions (mean =4.42±0.61 /5). In addition, 53% positive correlation was noted for the overall responses between virtual microscopy guided pathology modules and practical sessions indicating the benefit of virtual microscopy in better preparing students for these sessions (P<0.001). Qualitative comments suggested that the virtual microscopy sessions along with clinical scenario based learning were extremely useful for students’ learning in pathology. To conclude, a multidisciplinary approach by clinical integration and flexibility in the mode of delivery by the use of virtual microscopy has the potential to better engage students to the learning of pathology. [ABSTRACT FROM AUTHOR]

Reflective practice has been criticised for having become a standardised method in teacher education and on-the-job training, oftentimes following routines that more likely turn out to be self-affirming than to actually foster change. Also, reflective practice is still widely understood as an individual process. Both aspects are considered problematic and are addressed by employing an activity-theoretical approach that is suggested to be essentially compatible with an existentialist perspective on reflective practice as offered by Thompson and Pascal. Utilising the theory of expansive learning, formative interventionist methodology is proposed to provide a robust framework for developing collaborative and critical reflective practice, which in turn reveals the transformative potential of teachers’ agency, as illustrated by a study accompanying and supporting the development of an Austrian secondary school. [ABSTRACT FROM AUTHOR]

This research highlights the pedagogical significance of dialogic spaces in supporting critical reflection and transformative learning among prospective teachers in the United States. It finds that, with elucidation of the multiple voices and texts from prospective teachers’ field experience, teacher educators can stimulate deep reflection to springboard transformative learning. It also finds that ePortfolios have strong potential to support a dialogic approach to reflection. However, it is also clear that, absent systematic observation and careful follow-up dialogue, the potential to move from reflection to transformative learning is limited. The findings will help teacher educators rethink the design and practice of supervision with ePortfolios, reinforcing that critical dialogue between the supervisor and the prospective teachers is key to supporting prospective teachers’ critical reflection and transformative learning, and to improving their teaching practice. [ABSTRACT FROM PUBLISHER]

Objective: The provision of healthcare education in developing countries is a complex problem that simulation has the potential to help. This study aimed to evaluate the effectiveness of a low-cost ear surgery simulator, the Ear Trainer. Methods: The Ear Trainer was assessed in two low-resource environments in Cambodia and Uganda. Participants were video-recorded performing four specific middle-ear procedures, and blindly scored using a validated measurement tool. Face validity, construct validity and objective learning were assessed. Results: The Ear Trainer provides a realistic representation of the ear. Construct validity assessment confirmed that experts performed better than novices. Participants displayed improvement in all tasks except foreign body removal, likely because of a ceiling effect. Conclusion: This study validates the Ear Trainer as a useful training tool for otological microsurgical skills in developing world settings. [ABSTRACT FROM AUTHOR]

Practitioners and researchers worldwide have enthusiastically undertaken research on language learning strategies (LLS) since the early 1970s. They have since established solid evidence on LLS as an influential factor in determining success in second/foreign language learning. However, in the context of Vietnam, there is a dearth of evidence regarding LLS and successful second/foreign language learning. The purpose of this study was to examine the frequency and pattern of LLS use among Vietnamese students undertaking English as a foreign language (EFL) at the tertiary (university) level. Secondly, it sought to investigate the relationship between LLS use and self-rated English proficiency. Quantitative data were collected from 564 students through a researcher-generated questionnaire, the English Language Learning Strategy Questionnaire (ELLSQ), which had been pretested to ensure validity and reliability. Findings revealed that the students were moderate users of learning strategies, and frequency of strategy use was positively correlated with self-reported English proficiency. [ABSTRACT FROM AUTHOR]

Current educational needs call for learners who are self-directed and able to engage in problem solving and higher order thinking. However, most students are not getting explicit and systematic instruction to promote development of learning strategies that can advance these goals. Educators need to cultivate strategy instruction techniques that facilitate students’ acquisition of learning strategies and consider how structured opportunities for teacher scaffolding, peer collaboration, and parental involvement can further this effort. [ABSTRACT FROM PUBLISHER]

In this article, we illustrate the challenges and possibilities of Buddhist stories, including Zen stories and Jataka Tales, in the service of compassionate teaching. Through the tropes of these stories, we address manifestations and extensions of compassion in our teaching, including interdependence, impermanence, and equanimity. Using Buddhist stories and parables in the service of Western education can illustrate such deeper concepts and work to awaken and/or reinforce compassion, reflection, and mindfulness in teachers, pre-service teachers, and students themselves. The incorporation of Buddhist stories and parables in pre-service teacher education can focus the lenses of attention, encourage self-examination, and inspire students for further learning. [ABSTRACT FROM PUBLISHER]

Due to increasing globalization and immigration, there has been an increase in the culturally and linguistically diverse student population in the public school system. Educating teacher candidates to become culturally aware, sensitive and competent in order to meet the needs of this diverse population has been a concern of teacher education programs. The purpose of this study was to explore the potential usefulness of cultural narratives in teacher education classrooms and determine how they could be used as an instructional strategy to positively influence the pre- and in-service teachers’ growing knowledge and application of teaching culturally and linguistically diverse students with the views of the three TESOL (Teaching English to Speakers of Other Languages) teacher educators. Using the collaborative narrative inquiry, three TESOL educators, who are from linguistically, racially and culturally different backgrounds, academic settings and locations, analyzed the personal cultural narratives of one TESOL educator. We believe that cultural narratives have great potential as an instructional strategy in educating teacher candidates on issues related to language, culture, identity and diversity. [ABSTRACT FROM PUBLISHER]

An essay is presented which explores the contradictions of trying to do feminisms within the neoliberal academia, focusing on critical questioning and disability and queer theory she found at the university. It discusses the term "queerying" used by Gibson-Graham to describe questioning to seek out change and possibility. She mentions the importance of transforming silence into language and action.

The present study aims at finding out students' intelligence and describing teacher's strategy in English teaching. The sample of this study is taken from two Islamic secondary schools and one public junior secondary school in Makassar, Indonesia. The total sample of this research is 120 students. Interview and inventory were employed to obtain the data. The result of the study showed that three students of the secondary schools have different dominant intelligence The students of Islamic junior secondary school (Pesantren IMMIM) have linguistic intelligence (56%), the students of public junior secondary school (SMP Neg.I) have interpersonal intelligence (25%), and the students of Islamic junior secondary school (SMP Wahdah) have interpersonal intelligence (20%). The teachers' present teaching strategies which were used by teachers of Islamic junior secondary school (Pesantren IMMIM Putra) was explanation, dialogue, simulation, reading and writing, English teacher of public junior secondary school (SMP Negeri I) applied explanation, reading, writing, mind mapping. English teacher of Islamic junior secondary school (SMP Wahdah) applied explanation, presentation, identification strategy. [ABSTRACT FROM AUTHOR]