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1 – 10 of over 2000
Article
Publication date: 8 July 2014

Halcyon St Hill and Hulya Julie Yazici

The purpose of this paper is to present an integrated model of didactic, practice and interdisciplinary service learning in healthcare education, and determine the students’…

Abstract

Purpose

The purpose of this paper is to present an integrated model of didactic, practice and interdisciplinary service learning in healthcare education, and determine the students’ perceptions on the benefits of this integration.

Design/methodology/approach

A pre and post survey design was utilized to examine health professions students’ perspectives with respect to learning outcomes relevant to professional benefits of a service learning capstone. The surveys consisted of 36 items for measuring the interdisciplinary course characteristics and perceived benefits of the integrated approach. The required interdisciplinary (used interchangeably with interprofessional) course was constructed as an integrated didactic, practice interdisciplinary service learning model. The sample consisted of undergraduate students (n=53) who completed the interdisciplinary senior seminar capstone course taught by one faculty member in one of three course sections. Structural equation modeling based on partial least squares was used to analyze the significance of constructs. Students’ reflections on interdisciplinary service learning were also collected and summarized.

Findings

The study demonstrated the significance of interdisciplinary course and team preparation on perceived professional benefits and positive community service learning experience.

Research limitations/implications

Further studies are needed and being pursued to address practitioners’ perceptions of interdisciplinary education. To fully complete the assessment of interdisciplinary education, longitudinal studies must be pursued with graduates and their employers. A larger sample size could be used to repeat this study.

Practical implications

The model employed in this study may be utilized as a component of practice education and clinical practice to address accreditation requirements, quality patient-centred care, and engaging students in valuing interprofessionalism and service.

Originality/value

This study presents an integrated model of didactic, practice and interdisciplinary service learning in health professions education, and demonstrates the benefits of the model with health profession students’ perceptions of interprofessional education (IPE). This study contributes to professional learning research as the impact of IPE has been questionable due to lack of rigorous evidence.

Details

Education + Training, vol. 56 no. 5
Type: Research Article
ISSN: 0040-0912

Keywords

Book part
Publication date: 2 January 2019

Haydeé Ramírez Lozada

With the purpose to contribute to the English language teaching-learning process of refugees, as part of a university linking project carried out at the Pontifical Catholic…

Abstract

With the purpose to contribute to the English language teaching-learning process of refugees, as part of a university linking project carried out at the Pontifical Catholic University of Ecuador, Esmeraldas Campus, to foster refugees’ sustainability and social integration, an educative investigation was carried out with the help of the Applied Linguistics School at the mentioned university, in collaboration with the United Nations Refugee Agency, from 2016 to 2017. The population was formed by 20 student refugees and 4 students from the Applied Linguistics School who worked as teachers. The refugees who attended the course needed English language literacy because they were going to be resettled in other countries, which were English-speaking ones. With the empirical-analytical and hermeneutic methods, and the techniques of observation and survey, a diagnosis of the teaching-learning process was made, which revealed the necessity to teach English to the referred refugees based on their communicative needs, according to their jobs. As a result, an occupation-based didactic model for English language teaching to refugees, with its components, principles, and laws, was designed, which permitted the proposal of a didactic methodology for fostering meaningful learning, motivation, and communicative competence in English in connection with refugees’ occupations.

Details

Language, Teaching, and Pedagogy for Refugee Education
Type: Book
ISBN: 978-1-78714-799-7

Keywords

Open Access
Article
Publication date: 3 June 2020

Helena Sjunnesson

This study examined participating teachers' expressions about teaching and learning when implementing lesson study (LS) about communication as a special didactic tool in…

1262

Abstract

Purpose

This study examined participating teachers' expressions about teaching and learning when implementing lesson study (LS) about communication as a special didactic tool in mathematics; it also investigated their experience with LS. The initializing phase was characterized by letting the teachers become familiar with LS as a model for their professional development (PD). It also provided an opportunity for the participants to acquire common understanding of their starting point.

Design/methodology/approach

An adapted version of LS was used as a model for teachers' PD. The methods for data collection were a semi-structured interview and discussions with the teachers. From a teaching team in school year 1, two class teachers participated. The data obtained were qualitative and subjected to a thematic analysis. The teachers participated together in the different discussions during the study. All the discussions were audio-recorded.

Findings

During the discussions, the teachers raised some critical points: how to gain students' attention during lesson reviews; how to make follow-ups of the students' understanding of lesson content; how to plan and factors that could have been changed in education that could assist in all students' progress.

Originality/value

Both the initializing phase and the concept of special didactics have not received full attention in research. This study highlights the importance of capturing the teachers' attained competence toward understanding what is needed for future competence concerning communication as a special didactic tool in mathematics.

Details

International Journal for Lesson & Learning Studies, vol. 9 no. 3
Type: Research Article
ISSN: 2046-8253

Keywords

Article
Publication date: 1 December 2005

Corey H. Brouse, Charles E. Basch and Michael Kubara

Over the past few decades, several theories and models have evolved to guide health education practice. Some of these models are participatory and democratic; nevertheless, much…

1010

Abstract

Purpose

Over the past few decades, several theories and models have evolved to guide health education practice. Some of these models are participatory and democratic; nevertheless, much health education practice is based on achieving goals established by “health authorities,” which are called here the didactic model. The purpose of this paper is to consider that model and contrast it with a Deweyan model, based on the pragmatist philosopher, John Dewey.

Design/methodology/approach

First provides a historical perspective on the didactic and Deweyan models stressing their implications for health education. The didactic approach is contrasted with a dialectical approach implied by the Deweyan model. Then briefly discusses pragmatism and cognition noting the importance of emotions in the learning process and consider the implications of various philosophical perspectives for understanding human behavior. The final two sections discuss the goals of health education and the role of the health educator based on the essentials of pragmatism—in which health education is value‐laden and lifestyle specific

Findings

Concludes by advocating for a greater emphasis on a Deweyan philosophy in public health education practice and research.

Originality/value

Over the past several decades, theoretical frameworks for health education have evolved and a wide variety of educational, social‐psychological and program planning frameworks have been proposed and utilized to guide practice, but none specifically follow the philosophy of John Dewey. This paper is original in that it outlines the Deweyan philosophy and relates it to health education. If that philosophy were to guide health education practice and research, it would improve our service to the community as well as our understanding about why people make the choices they do.

Details

Health Education, vol. 105 no. 6
Type: Research Article
ISSN: 0965-4283

Keywords

Article
Publication date: 20 February 2019

Francesca Bassi

The purpose of the paper is the analysis of the evolution of students’ satisfaction over time in a large Italian university and the effects on it because of some characteristics…

Abstract

Purpose

The purpose of the paper is the analysis of the evolution of students’ satisfaction over time in a large Italian university and the effects on it because of some characteristics of the teachers: didactic practices, beliefs and needs with regard to teaching and learning.

Design/methodology/approach

The first step of the analysis identifies a latent construct, measured with items composing the questionnaire, and proposes a reduced set of indicators to measure satisfaction and to model its evolution over time (information collected in three consecutive academic years is available). A second step clusters teachers in homogenous groups with reference to their opinions, beliefs and needs, collected with a new survey conducted at the University of Padova, with the aim of developing strategies to support academic teachers. Then, a mixture conditional latent growth model is estimated with covariates affecting the latent parameters and class membership.

Findings

Model estimation identifies a large group of university courses with a high level of satisfaction, which stays constant over time, and a small group of problematic courses with low satisfaction, moreover, that decreases over the three considered academic years. Interesting significant effects of covariates related to both the teacher and the didactic activity are estimated.

Originality/value

Statistical analyses show that the implementation of innovative didactic practices and commitment to quality of teaching are important factors to be encouraged by the university management. On the contrary, the traditionalist way of teaching and a low passion for teaching do not improve students’ satisfaction.

Details

Quality Assurance in Education, vol. 27 no. 1
Type: Research Article
ISSN: 0968-4883

Keywords

Book part
Publication date: 19 August 2020

Haydeé Ramírez Lozada

Focusing on the theory of a humanizing pedagogy implies the building of an academic freedom in class to seek for students’ critical thinking and development. To achieve this aim…

Abstract

Focusing on the theory of a humanizing pedagogy implies the building of an academic freedom in class to seek for students’ critical thinking and development. To achieve this aim, a qualitative investigation was carried out with 27 eighth-level Applied Linguistics School students who were undergoing their degree process at the Pontifical Catholic University of Ecuador in Esmeraldas, from 2018 to 2019. The teacher in charge of the subjects degree I and degree II taught the students with a humanistic approach, by means of which the students were encouraged to investigate the real problems on English language teaching (ELT) faced in their community, guiding the students to look for proposals to solve these problems. A humanistic theoretical approach was designed to lead the students’ research process taking into consideration three important dimensions: ELT contextualized assessment, ELT innovative intervention and ELT experiment projection. As a result of the process, 27 educative research projects, which mainly focused on free innovative didactic ELT methods, methodologies, strategies and didactic materials, were carried out with successful results for the ELT community in Esmeraldas, since teachers were provided with the necessary tools to get the students involved in the teaching–learning process to improve their English level.

Details

Integrating Community Service into Curriculum: International Perspectives on Humanizing Education
Type: Book
ISBN: 978-1-83909-434-7

Keywords

Book part
Publication date: 22 August 2015

Bianca Roters

Educational research and many aspects of the educational system in Germany are facing a challenge. With Germany’s participation in large-scale assessment studies such as PISA, the…

Abstract

Educational research and many aspects of the educational system in Germany are facing a challenge. With Germany’s participation in large-scale assessment studies such as PISA, the German educational discourse is increasingly incorporating international developments in terms of educational standards, accountability, and students’ performance testing. At the same time, the long-standing history of German Didaktik has influenced and shaped teacher education programs in Germany for decades. Research conducted at a German university shows how these two concurrent developments can be fused – without neglecting their distinct differences. A crucial aspect revealed in this work shows that preservice teachers are prepared for their future profession in a rather output- and standard-based educational system in inquiry-based classes. In these classes, their research-based reflective thinking, didactic expertise, and their leadership skills in the sense of didactic ownership are strengthened.

Details

International Teacher Education: Promising Pedagogies (Part B)
Type: Book
ISBN: 978-1-78441-669-0

Keywords

Article
Publication date: 27 October 2021

Helle Munkholm Davidsen and Christina Højlund

The purpose of this article is to describe the similarities between abductive reasoning and entrepreneurial learning processes in order to contribute to the conceptual…

Abstract

Purpose

The purpose of this article is to describe the similarities between abductive reasoning and entrepreneurial learning processes in order to contribute to the conceptual understanding of learning as an entrepreneurial process in itself.

Design/methodology/approach

The research is theoretically rooted in a conceptual development of the understanding of entrepreneurial learning processes as abductive reasoning inspired by the philosopher Charles Sanders Peirce. The theoretical explication of the connection between entrepreneurial learning processes and abductive reasoning is additionally illustrated by a hypotheses-based didactic model, developed by the authors to scaffold abducting reasoning into learning processes.

Findings

The authors found in the theoretical investigation of abductive reasoning a conceptualisation of entrepreneurial learning processes that connects entrepreneurial learning processes to basic cognitive human competences, and the authors found that key concepts in entrepreneurship, such as hunches and experiments, can be understood in a broader philosophical framework as basic cognitive competences.

Practical implications

The authors exemplify how abductive reasoning can be used in practice through a hypothesis-based didactic approach designed as a loop model.

Originality/value

The authors have discovered that abduction is closely related to entrepreneurship and can be a central conceptual link in understanding the relationship between entrepreneurship and learning. The athors also believe that Peirce's concept of abduction can contribute to the philosophical understanding of entrepreneurship as another name for a constant rethinking of the world.

Details

Education + Training, vol. 64 no. 7
Type: Research Article
ISSN: 0040-0912

Keywords

Article
Publication date: 9 October 2019

Joel S. Mtebe

This study aims to investigate the factors that influence user experience (UX) of eLearning systems implemented in two institutions in Tanzania.

Abstract

Purpose

This study aims to investigate the factors that influence user experience (UX) of eLearning systems implemented in two institutions in Tanzania.

Design/methodology/approach

The study adopted questionnaire consisting of Nielsen’s heuristics and didactic metrics as pragmatic metrics and hedonic metrics followed by focus group discussions with students.

Findings

The study found that the eLearning system of University of Dar es Salaam had 43 UX problems related to Nielsen’s heuristics and 54 UX problems related to didactic heuristics. The eLearning system of the Open University of Tanzania had 50 UX problems related to Nielsen’s heuristics and 59 UX problems related to didactic heuristics. Moreover, the two systems provided positive UX hedonic quality on identification and evocation dimensions while stimulation was perceived to be neutral.

Research limitations/implications

The study has used learners as evaluators rather than expert evaluators. Learners are not particularly experienced in the learning domain, and therefore, it is difficult for them to identify many didactic violations of the eLearning systems.

Originality/value

The study contributes toward finding the underlying factors for non-use or underuse of the installed eLearning systems in various universities in sub-Saharan Africa.

Details

Interactive Technology and Smart Education, vol. 17 no. 1
Type: Research Article
ISSN: 1741-5659

Keywords

Article
Publication date: 20 February 2024

Pilar Rodríguez-Arancón, María Bobadilla-Pérez and Alberto Fernández-Costales

This study aims to delve into the interplay between didactic audiovisual translation (DAT) and computer-assisted language learning (CALL), exploring their combined impact on the…

Abstract

Purpose

This study aims to delve into the interplay between didactic audiovisual translation (DAT) and computer-assisted language learning (CALL), exploring their combined impact on the development of intercultural competence (IC) among learners of English as a foreign language (EFL).

Design/methodology/approach

Using a quasi-experimental approach with a quantitative research design, the study analyses the outcomes of a questionnaire answered by 147 students across 15 language centres in Spanish Universities. These participants actively engaged in completing the lesson plans of the Traducción audiovisual como recurso didáctico en el aprendizaje de lenguas extranjeras project, a Spanish-Government funded research initiative aimed at assessing the effects of DAT on language learning.

Findings

The current study confirms the reliability of the instrument developed to measure students’ perceived improvement. Beyond validating the research tool, the findings of the current study confirm the significant improvement in intercultural learning achieved through DAT, effectively enhancing students’ motivation to engage in language learning.

Research limitations/implications

The current research solely examines students enrolled in higher education language centres. This paper closes with a CALL for additional research, including participants from other educational stages, such as primary or secondary education. In the broader context of CALL research, this study serves as a valuable contribution by exploring the potential of DAT in fostering IC in EFL settings.

Originality/value

This research confirms the potential of DAT and CALL to promote students’ learning process, as the combination of these approaches not only yields linguistic benefits but also intercultural learning.

Details

Journal for Multicultural Education, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2053-535X

Keywords

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