Teaching Methods

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Rosa M. Pérez-cañaveras - One of the best experts on this subject based on the ideXlab platform.

  • Social Media Used and Teaching Methods Preferred by Generation Z Students in the Nursing Clinical Learning Environment: A Cross-Sectional Research Study.
    International journal of environmental research and public health, 2020
    Co-Authors: M. Flores Vizcaya-moreno, Rosa M. Pérez-cañaveras
    Abstract:

    Generation Z nursing students have a distinctive combination of attitudes, beliefs, social norms, and behaviors that will modify education and the nursing profession. This cross-sectional research study aimed to explore the social media use and characteristics of Generation Z in nursing students and to identify what were the most useful and preferred Teaching Methods during clinical training. Participants were Generation Z nursing degree students from a Spanish Higher Education Institution. A 41-item survey was developed and validated by an expert panel. The consecutive sample consisted of 120 students. Participants used social media for an average of 1.37 h (SD = 1.15) for clinical learning. They preferred, as Teaching Methods, linking mentorship learning to clinical experiences (x¯ = 3.51, SD = 0.88), online tutorials or videos (x¯ = 3.22, SD = 0.78), interactive gaming (x¯ = 3.09, SD = 1.14), and virtual learning environments (x¯ = 3, SD = 1.05). Regarding generational characteristics, the majority either strongly agreed or agreed with being high consumers of technology and cravers of the digital world (90.1%, n = 108 and 80%, n = 96). The authors consider it essential to expand our knowledge about the usefulness or possible use of Teaching Methods during clinical learning, which is essential at this moment because of the rapidly changing situation due to the Covid-19 pandemic.

Sung Gu Kang - One of the best experts on this subject based on the ideXlab platform.

Kenneth E. Sinclair - One of the best experts on this subject based on the ideXlab platform.

  • social constructivist Teaching Methods in australian universities reported uptake and perceived learning effects a survey of lecturers
    Higher Education Research & Development, 2008
    Co-Authors: James M. Hanson, Kenneth E. Sinclair
    Abstract:

    Pragmatic social constructivist Teaching Methods require students to construct knowledge by engaging collaboratively with realistic problems, cases or projects. It is hypothesised that they are more effective than traditional didactic Teaching Methods in developing undergraduate students’: (1) theoretical knowledge; (2) profession‐specific skills; and (3) knowledge creation capacity. Results of a survey show the second and third learning effects to be salient among Australian university lecturers, but not the first. Lecturers report that these Teaching Methods have been adopted more widely in human service‐related faculties and design‐related faculties than in business‐related faculties, possibly owing to the lesser emphasis placed by business lecturers on developing students’ profession‐specific skills and knowledge creation capacity. A corresponding survey of business practitioners revealed a surprising gap between the value that business practitioners place on new graduates’ knowledge creation capacity...

  • Social constructivist Teaching Methods in Australian universities – reported uptake and perceived learning effects: a survey of lecturers
    Higher Education Research & Development, 2008
    Co-Authors: James M. Hanson, Kenneth E. Sinclair
    Abstract:

    Pragmatic social constructivist Teaching Methods require students to construct knowledge by engaging collaboratively with realistic problems, cases or projects. It is hypothesised that they are more effective than traditional didactic Teaching Methods in developing undergraduate students’: (1) theoretical knowledge; (2) profession‐specific skills; and (3) knowledge creation capacity. Results of a survey show the second and third learning effects to be salient among Australian university lecturers, but not the first. Lecturers report that these Teaching Methods have been adopted more widely in human service‐related faculties and design‐related faculties than in business‐related faculties, possibly owing to the lesser emphasis placed by business lecturers on developing students’ profession‐specific skills and knowledge creation capacity. A corresponding survey of business practitioners revealed a surprising gap between the value that business practitioners place on new graduates’ knowledge creation capacity...

Faiz M. M. T. Marikar - One of the best experts on this subject based on the ideXlab platform.

  • Constructivist Teaching/Learning Theory and Participatory Teaching Methods.
    Journal of Curriculum and Teaching, 2017
    Co-Authors: Sithara Fernando, Faiz M. M. T. Marikar
    Abstract:

    Evidence for the Teaching involves transmission of knowledge, superiority of guided transmission is explained in the context of our knowledge, but it is also much more that. In this study we have examined General Sir John Kotelawala Defence University’s cadet and civilian students’ response to constructivist learning theory and participatory Teaching Methods, especially concepts and knowledge on the learning platform in the Defence University. Target population of this study represents 41 students. All students were given a questionnaire related to constructivist learning theory and participatory Teaching Methods. The claims of constructivist Teaching/learning theory that this paper has singled out are the following: 1) learning is an active experience; 2) the ideas students hold about the subject and topic being taught will form a part of their learning experience; and 3) learning is socially and culturally rooted. Recent developments in Constructivist Teaching/Learning Theory was explained and briefly described in this paper.

  • constructivist Teaching learning theory and participatory Teaching Methods
    Journal of Combinatorial Theory Series A, 2017
    Co-Authors: Sithara Fernando, Faiz M. M. T. Marikar
    Abstract:

    Evidence for the Teaching involves transmission of knowledge, superiority of guided transmission is explained in the context of our knowledge, but it is also much more that. In this study we have examined General Sir John Kotelawala Defence University’s cadet and civilian students’ response to constructivist learning theory and participatory Teaching Methods, especially concepts and knowledge on the learning platform in the Defence University. Target population of this study represents 41 students. All students were given a questionnaire related to constructivist learning theory and participatory Teaching Methods. The claims of constructivist Teaching/learning theory that this paper has singled out are the following: 1) learning is an active experience; 2) the ideas students hold about the subject and topic being taught will form a part of their learning experience; and 3) learning is socially and culturally rooted. Recent developments in Constructivist Teaching/Learning Theory was explained and briefly described in this paper.

M. Flores Vizcaya-moreno - One of the best experts on this subject based on the ideXlab platform.

  • Social Media Used and Teaching Methods Preferred by Generation Z Students in the Nursing Clinical Learning Environment: A Cross-Sectional Research Study.
    International journal of environmental research and public health, 2020
    Co-Authors: M. Flores Vizcaya-moreno, Rosa M. Pérez-cañaveras
    Abstract:

    Generation Z nursing students have a distinctive combination of attitudes, beliefs, social norms, and behaviors that will modify education and the nursing profession. This cross-sectional research study aimed to explore the social media use and characteristics of Generation Z in nursing students and to identify what were the most useful and preferred Teaching Methods during clinical training. Participants were Generation Z nursing degree students from a Spanish Higher Education Institution. A 41-item survey was developed and validated by an expert panel. The consecutive sample consisted of 120 students. Participants used social media for an average of 1.37 h (SD = 1.15) for clinical learning. They preferred, as Teaching Methods, linking mentorship learning to clinical experiences (x¯ = 3.51, SD = 0.88), online tutorials or videos (x¯ = 3.22, SD = 0.78), interactive gaming (x¯ = 3.09, SD = 1.14), and virtual learning environments (x¯ = 3, SD = 1.05). Regarding generational characteristics, the majority either strongly agreed or agreed with being high consumers of technology and cravers of the digital world (90.1%, n = 108 and 80%, n = 96). The authors consider it essential to expand our knowledge about the usefulness or possible use of Teaching Methods during clinical learning, which is essential at this moment because of the rapidly changing situation due to the Covid-19 pandemic.