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Abstract

Purpose

This paper aims to validate and adapt the Arabic version of Holden Communication Scale (HCS) for assessing communication skills among old people with dementia in care home.

Design/methodology/approach

A study involving 210 elderly residents from Jordanian care homes was conducted, where they completed the Arabic version of the HCS. Internal consistency and factor analysis techniques were precisely used to assess the scale's reliability. Additionally, cognitive function evaluation used the Arabic iteration of the Saint Louis University Mental Status (SLUMS) questionnaire, while communication skills were comprehensively appraised using the HCS.

Findings

The Arabic HCS has strong content validity, with a one-component structure accounting for 60% of the variation and a three-factor structure accounting for 77.2% of the variance. The original three-subgroup structure of the scale was recreated, and internal consistency varied from 0.85 to 0.87, indicating good reliability.

Originality/value

This study aimed to assess the reliability and validity of the Arabic version of the HCS among old people with dementia residing in care homes. The authors conducted examination of its psychometric properties within this unique population.

Details

Working with Older People, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 1366-3666

Keywords

Book part
Publication date: 20 November 2023

Lamia Saud Shesha

The chapter illustrates why blended learning should be the minimum threshold that teachers of higher education should meet to address the students' dynamic needs, demands, and…

Abstract

The chapter illustrates why blended learning should be the minimum threshold that teachers of higher education should meet to address the students' dynamic needs, demands, and preferences. It shows how COVID-19 disrupted the status quo of the global education system, warranting schools to transition to online education fully. The chapter starts by addressing the pre-COVID-19 learning strategies. Schools mainly adhered to traditional face-to-face teaching in classrooms. Nevertheless, the COVID-19-related restrictions (lockdowns) coerced them into introducing e-learning, which was a new experience for most teachers and students. This situation made educators realize they can successfully incorporate virtual learning into their pedagogy, allowing them to implement a blended system. Moreover, the section identifies the main blended learning models that teachers can use depending on their choices, students' preferences, and institutions' resources and capabilities. These frameworks are face-to-face driver, rotation, flex, online lab, and self-blend methods. They have different approaches as well as merits and limitations. The chapter contributes to active and transformative learning by introducing more attractive, relevant, and flexible teaching methods. Owing to the flexibility of the models, the number of students enrolling in diverse programs in the post-COVID-19 era has increased. The chapter highlights various strategies that educators can apply to ensure that learners achieve optimal outcomes from blended learning. Moreover, the segment highlights the prerequisites and compatibility of blended learning for economics classes. Before unveiling blended learning, professors should ensure that students can access digital devices and the internet and understand the operating software. Thus, educators should at least consider using this model in the post-COVID-19 era.

Details

Active and Transformative Learning in STEAM Disciplines
Type: Book
ISBN: 978-1-83753-619-1

Keywords

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