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This study aimed to investigated the impact of Kahoot, ChatGPT, and traditional teaching methods on nursing students' sexual health knowledge and attitudes. This quasi-experimental study was conducted using an online survey of 93 nursing students. Data collection instruments were implemented in three stages: pre-test, post-test, and follow-up test, measuring students' levels of sexual health knowledge and attitudes. The training was conducted over a total of four hours, consisting of two hours per week for each group. Data were collected through tests prepared via Google Forms. After the training, it was observed that students in all three groups found the educational program beneficial and effective. In the follow-up test, students reported an increase in their confidence in managing sexual health-related issues. Statistical analyses indicated that the training delivered through Kahoot and ChatGPT was more effective in improving sexual health knowledge levels. At the same time, traditional education was more effective in improving sexual health attitudes by the end of the first month. The analyses also revealed that the change in students' sexual health knowledge levels did not significantly differ among different educational methods (Kahoot, ChatGPT, and traditional education). Kahoot and ChatGPT educational technologies were effective in improving nursing students' sexual health knowledge levels in repeated measurements. However, when considering the change between measurements, different educational methods had similar effects on sexual health knowledge levels and sexual health attitudes. [ABSTRACT FROM AUTHOR]

This study attempts to show the influences of traditional education, with an emphasis on social constraints targeted at formal education (1941–1991). Although the number of schools had gradually increased, it did not attract local people’s interest, especially during the imperial regime (1941–1974), because of its colonial setup that undermined indigenous values. Its attachment to the Orthodox Church, alien culture, and language made Muslims anxious not to subvert their youth’s faiths. Derg (1974–1991) somewhat improved access to education through persistent campaigns, though frequent interruptions and ideological challenges made the schooling system unstable. Therefore, traditional education, deeply rooted in local languages and cultures, could fill in the gaps. The study revealed that projects that reject indigenous values never benefit society; rather, they foster mistrust among ethnic groups. The study utilised primary and secondary sources but, due to a scarcity of literature, it relied heavily on oral and archival sources. [ABSTRACT FROM AUTHOR]

This research examines the civil liability of teachers for their students' actions, focusing on the scope of responsibility in both traditional and modern (distance) education contexts. Initially, the study delves into the traditional role of teachers, where they bear multiple obligations including teaching and supervising students within the school environment. The research explores teachers’ responsibilities in various legal frameworks, including Egyptian, Kuwaiti, and French laws, which hold teachers accountable for damages caused by students under their supervision. It highlights the cases where a teacher's liability extends to damages caused by students, whether from direct actions or items under the student's possession, emphasizing the role of legal presumptions in establishing this indirect responsibility. The study also addresses the impact of distance education on teacher liability, where challenges emerge in defining legal accountability due to the lack of direct supervision. This section highlights the implications of widespread technology and easy access to digital content, raising questions about the responsibility of educational institutions in cases where educational materials may have harmful intellectual or social effects on students. The research recommends enhancing legal frameworks to comprehensively address teacher responsibility in distance learning and ensuring accountability of educational institutions for digital content. It also calls for developing laws that protect teachers and provide effective oversight within educational institutions to guide and nurture students in line with modern technological advancements. [ABSTRACT FROM AUTHOR]

Background: Clinical education plays an essential role in shaping the nursing identity and is one of the central elements in the education of nursing students. Today, with the advancement of novel technologies, utilizing mobile phone-based technologies in the education of medical sciences is inevitable. Therefore, this study was conducted with the aim of investigating the impact of the urology educational application on nursing students' cognitive-functional criteria and satisfaction during the internship period. Methods: This experimental educational intervention study was conducted during nursing students' urology internship course at Shahid Beheshti School of Nursing and Midwifery in Rasht. The data collection tools included a demographic characteristics questionnaire, cognitive skills scale, functional skills scale, and satisfaction scale (Stokes, 2001). The data were analyzed using SPSS software version 16, and a significance level was set at 0.05. Results: Out of 48 studied students, 28 (58.3%) were males. The mean age of the students was 20.34 (SD = 1.51) years. In the application group, the mean of students' cognitive skills after the intervention significantly increased by 2.33 units (95% CI: 1.73 to 2.9) (t(23) = 7.97, P < 0.001, d = 1.626). By controlling the scores before the intervention, the adjusted mean score of cognitive skills in the application group was 0.56 units (95% CI: -0.16 to 1.28) higher than the traditional group; however, this difference was not statistically significant (F(1, 45) = 2.42, P = 0.127, η2p = 0.051). There was no statistically significant difference between the mean score of students' functional skills in traditional and application groups (t(46) = 0.63, P = 0.532, d = 0.184). The total mean score of satisfaction with education in the application group was 83.0 (SD: 10.7). According to the values ​​of the quartiles, 75% of the students scored higher than 75.9, 50% scored higher than 83.9, and 25% scored higher than 91.1. Conclusion: According to the results of this study, students' scores of functional and cognitive assessment and satisfaction with the application in urology clinical training were reported as favorable. Therefore, it is recommended that mobile phone-based technologies be used in students' clinical education and internships in combination with the traditional method. [ABSTRACT FROM AUTHOR]

The advent of online education has revolutionized traditional classroom settings, offering flexibility and accessibility to a wide range of learners. In line with this trend, this project proposes the development of an Online Classroom Management System using PHP. The system aims to provide a comprehensive platform for educators and students to engage in virtual learning environments. Key features of the system include user authentication, class management, assignment submission, discussion forums, and grading functionalities. Users will be able to register, log in, and access their respective classes. Teachers can create and manage classes, post announcements, assign tasks, and evaluate student submissions. Students can enroll in classes, participate in discussions, submit assignments, and track their progress. The system will be developed using PHP programming language, HTML, CSS, and JavaScript for front end development, and MySQL for database management. Security measures will be implemented to ensure data confidentiality and integrity,including password hashing, input validation, and protection against common web vulnerabilities. [ABSTRACT FROM AUTHOR]

Using a holistic, interpretive qualitative ethnographic approach, this study explored the pedagogical practices of traditional educational systems in Ethiopia and their implications for contemporary education practices. Qualitative data (ethnographic observations, informal interactions and semi structured interviews) were gathered over a 3-month period. Interview data from 17 participants and observations of classrooms were collected in three traditional Qene (poetry) church schools. Observations provided insight into the teaching and learning methods, assessment and evaluation practices, classroom organisation and management, teacher student interaction, school environment and daily life of students in Qene church schools. The data were analysed using thematic descriptive narration based on themes created by the basic questions of the study. Central findings indicated that Qene church schools have their own indigenous pedagogical practices such as Qene 'Qotera', 'Negera' and 'Zerefa' that involve various collaborative and independent learning strategies. The findings also indicated that the practices of cooperative learning, reflective learning, critical interpretation, argumentative oral defence, differentiated instruction, authentic formative oral assessment, and scaffolding are central to the Qene education system. We conclude that Qene schools' pedagogical practices provide valuable insights for the pedagogical practice. [ABSTRACT FROM AUTHOR]

Serious games (SGs) are part and parcel of the Fourth Industrial Revolution and Education 4.0 that we are living in right now. A SG is an alternative educational approach where a part of the curriculum, in this case, the practical side of Practical Theology – being one of the subjects presented to prospective theologians and pastors – is presented in the form of a game, familiarising the students with practical issues in a congregation. This article takes the educator through the main steps on how to create an SG together with an entire team of people. The underlying goal of the article is to get one educator interested in venturing on this innovative and 'disruptive' expedition. Intradisciplinary and/or interdisciplinary implications: This article involves all the disciplines of Theology, especially Practical Theology, as well as Psychology and Information Technology (IT) (especially the designer and developer). The content of this article can be applied to any person in any discipline (whichever discipline it is) who wants to create an SG for their students. [ABSTRACT FROM AUTHOR]

This theoretical reflection article germinates from the need to generate theoretical constructs on the application of Pedagogy by Projects (PPP) as a tool for the development of educational practices, with the aim of showing alternatives to break with traditional training methods, revealing new active teaching methodologies that contribute to the acquisition of significant academic skills. The article was based on the reflective qualitative methodology, where integrative relationships were established in a coherent way between the results of an investigation culminated and grounded in the theory based on microanalysis, open coding, axial coding and selective coding. In addition, the following parameters are taken into account for the preparation of the writing: coherence, rigor, comprehension, predictive capacity, conceptual precision, linguistics, semantics and originality. As a main revelation, it can be mentioned that the training processes in Public Institutions of Medellin based on the PPP methodology are distant from what is stated in the general education law and the main theories that support it, such as meaningful learning and constructivism, in part because lack of appropriation and qualification of teachers on the subject. Likewise, it is relevant to affirm that there are not enough economic resources for the provision and adaptation of training establishments, which has a negative impact on the achievement of the objective. To conclude, the theory was accentuated in revalidating positive, true and real aspects of the PPP, and recommendations for teachers and educational institutions that want to include this work methodology in their curriculum and educational practices. [ABSTRACT FROM AUTHOR]

What role does Indigenous knowledge play in the lives of contemporary Africans? To investigate this question, we visited three communities in Ghana—rural, peri-urban, and urban—where we interviewed community members involved in communal education. Contrary to the literature on the decline of Indigenous knowledge, we find that Indigenous knowledge, practices, and institutions are resilient across all contexts. Traditional leaders continue to play a significant role as stewards of Indigenous knowledge despite the impact of colonization, rural–urban migration, and globalization. However, Indigenous knowledge does not exist in a vacuum. It coexists and competes with many knowledge systems, inculcating in Africans multiple identities and consciousness. We discuss the implication of our findings and explain why there is a need for Africans to better integrate their multiple consciousnesses and different lived realities. [ABSTRACT FROM AUTHOR]

Contribution: This study compares the outcome-based education (OBE) system with the traditional teaching–learning methods. A detailed analysis regarding the effectiveness of these techniques at Riphah International University (RIU), Faisalabad Campus is presented. Background: Education is becoming more demanding in terms of students’ learning. In the same way, teaching methods are becoming more systematic and outcome-oriented. Pakistan has turned out to be a full signatory of the Washington Accord, and Pakistan Engineering Council (PEC) has directed all engineering institutions to implement the described OBE system. Intended Outcomes: The aim of this work is to investigate the advantages and drawbacks of both teaching methods. Also, it reveals the strengths of the OBE system to improve future students’ learning. Application Design: The analysis is performed by considering the student’s feedback, average learning scores, letter grades, and overall class impact as the main driving factors toward the comprehensive system’s evaluation. The data for two consecutive batches under OBE and non-OBE systems is collected and compared. Reliability and validity tests were also performed for the data validation. Findings: The overall transformation from non-OBE to OBE has proved the new educational system superlative in student learning, subject delivery, and teaching technique. [ABSTRACT FROM AUTHOR]

The paper presents the results of the research on the influence of the COVID-19 pandemic on the dissemination of innovative e-learning tools in higher education. Research was carried out in Poland in December 2021 on a sample of 621 students. The main issue that was the subject of the author's analysis was the influence of the COVID-19 pandemic on the change in the use of innovative e-learning tools in university education. After conducting the research and discussing this and related research about e-learning during the pandemic, it was concluded that the percentage of students familiar with the analyzed e-learning tools has increased significantly during the pandemic. There has been a visible rise, especially in the usage of the following tools: MS Teams, Zoom, and Google Classroom. The most frequently used e-learning tools during the COVID-19 pandemic have been mainly videoconferencing tools such as MS Teams and Zoom. However, students also have used e-learning platforms and e-mails. The author's research identified three hidden factors (categories) of the used e-learning tools. They include the following categories: popular services and applications adapted to e-learning; popular applications for synchronous meetings adapted to e-learning; and other synchronous and asynchronous e-learning methods. The familiarity with information technology, as well as an interest in innovative e-learning tools, have positive influence on the ease of acquiring content in e-learning. Having the proper resources also positively influences the absorption of e-learning content. On the basis of the achieved results, the authors prepared a model of relations between students' interest in innovative e-learning technology and the resources they possess to participate in e-learning classes. This model enables us to assess which method—e-learning, traditional or hybrid—should be used in the given situation. The developed model can be useful for universities. They can assess the students' interest in innovative e-learning technologies and their level of technical resources using questionnaires and on this basis divide students into groups to prepare the optimal learning way—e-learning, traditional or hybrid. [ABSTRACT FROM AUTHOR]

Introduction: Attitude, Ethics and Communication modules (AETCOM) for undergraduate medical students have been suggested by the Indian Medical Council (2015) in the new curriculum based on competencies. There is a need to assess the attitude of students towards communication skills training modules. Communication Skills Assessment Scale (CSAS) is an accepted tool for it. Aim: To assess the attitude of first year medical undergraduate students towards communication skills learning programme. Materials and Methods: The present cross-sectional study was conducted in Department of Physiology at Government Medical College, Aurangabad, Maharashtra, India, in the third week of November 2016. Total 60 students from first year undergraduate (MBBS) course were included in the study. The CSAS questionnaire has 26 items using five-point Likert scale with 13 positive and 13 negative statements about communication skills training labelled as Positive Assessment Scale (PAS) and Negative Assessment Scale (NAS). The scores were compared for gender groups and English medium and vernacular medium group by Independent two-tailed student's t-test. Results: Sixty students (34 females and 26 males) were present with mean age of 18.4±0.8 years. Overall, PAS was 53.5±7.8, and NAS was 32.2±6.1. Among 26 males, PAS was 52±10.7, and among 34 females it was 54.7±4.4 (p-value=0.18). NAS in males was 34.2±6.3, whereas, in females, it was 30.7±5.6 (p-value=0.026). Conclusion: The findings indicate the acceptability of communication skills training among first year MBBS students. There is a need to utilise these positive perception among students and train them to become competent doctors with the desired communication skills. [ABSTRACT FROM AUTHOR]

Background: Practical courses in oral pathology are currently taught in classrooms. However, traditional in-person learning does not meet current educational needs. On the other hand, electronic learning has its own drawbacks. Blended learning is a combination of traditional in-person and electronic learning. This study aimed to compare the effects of traditional and blended educational methods in a practical oral pathology course. Methods: The current study was a quasi-experimental study conducted at the Birjand University of Medical Sciences in 2021. The study participants consisted of students in their fourth year of a dentistry program. In all, 34 students who were selected randomly participated. A portion of the lessons of the practical oral pathology course two were uploaded to the Birjand University of Medical Sciences content management system, Navid, as digital images. Participants were assigned to one of two groups based on the average of all students rather than randomly. One group studied digital material from the Navid system before attending class (blended) and one group only attended class in person (traditional). Both groups attended the same classroom teaching sessions. After a period of time, students taking the blended and traditional methods were evaluated. Evaluation data were entered into statistical software, and the effect of traditional and web-based blended learning on students' learning was compared using a t-test. Results: A total of 34 students taking Practical Oral Pathology II in the first semester of 2020-2021 participated in the study. There were 23 female (67.6%) and 11 male (32.4%) students. The mean age of was 22.42 years. Of 34 participants, 17 students attended traditional classes (6 male and 11 female). In addition, 17 students attended blended traditional-virtual classes (5 male and 12 female). Learning was evaluated based on the students' evaluations scores in a range of 0 (lowest) to 6 (highest). The traditional and blended groups had mean scores of 3.6 and 4.3, respectively. The mean difference between the traditional and blended groups' final exam score was statistically significant (P = 0.015). Conclusion: Web-based education can be used as a complementary educational method alongside traditional education to have a greater impact on student learning. [ABSTRACT FROM AUTHOR]

The article highlights the formative function of historical memory in the traditional educational system in West Africa. Traditional education is a process aimed both at the harmonious growth of the new generations and at the active integration of the latter in their society. The events, gestures, symbols and words entrusted to young people are part of a set of fundamental aspects of human and social experience. Historical consciousness integrates the person into a precise continuity of life-giving bonds that define his or her cultural identity. The challenge of the current educational system in West Africa is to integrate the past, the present and the future through imagination, relationships, critical sense, operativeness and healthy realism. [ABSTRACT FROM AUTHOR]

Context: Synchronous distance education (SDE) has been widely used for health science students in recent years. This study examined the effectiveness and acceptance of SDE compared with traditional education for health science students and explored the potential moderators that could impact the pooled results. Methods: A systematic review and meta‐analysis was conducted of randomised controlled trials (RCTs) from January 2000 to March 2020 searched on nine electronic databases, including Web of Science, PubMed, Cochrane Library, Scopus, EMBASE, CINAHL, ERIC, PsycINFO, and ProQuest Dissertations and Theses. The outcomes measured were knowledge, skills with objective assessments and overall satisfaction with subjective evaluations. The pooled results were calculated using random‐model effects, and moderators were explored through meta‐regression. Results: A total of seven RCTs with 594 participants were included. At the post‐test level, the pooled effect size of knowledge acquisitions (SMD 0.12, 95% CI −0.07‐0.32) showed insignificant difference between the SDE and traditional education groups (P =.207), with low heterogeneity (I2 = 17.6%). Subgroup analyses observed no factors that significantly impacted the pooled results of knowledge acquisition at the post‐test levels (P for interaction > 0.05). Knowledge gains from pretest to post‐test in SDE groups also did not differ significantly between groups (SMD 0.15, 95% CI −0.22‐0.53; P =.428). The pooled effect size of skills (SMD 0.02, 95% CI −0.24‐0.28; P =.735) was similarly insignificant. The pooled effect size of overall satisfaction (SMD 0.60, 95% CI 0.38‐0.83; P <.001) significantly favoured SDE over traditional education. Incorporating two‐group studies without randomisations did not significantly change the overall results of knowledge acquisition at the post‐test level (SMD −0.002, 95% CI −0.11‐0.10; P =.994), with moderate heterogeneity (I2 = 61.9%). Conclusions: Synchronous distance education was not significantly different from traditional education in effectiveness and had higher satisfaction ratings. Our findings might provide indications for adoptions of online remote education in health science education centres. Synchronous distance education appears to be neither better nor worse than traditional education but is often preferred. The findings should facilitate consideration now of how education might continue to evolve post‐pandemic. [ABSTRACT FROM AUTHOR]

At the threshold of constitutionalism, the place of Iran entered a new phase of change in the political, social, and cultural structure, which was very different from the previous period. The education system is one of the areas that has undergone significant changes during this period and has been transformed from traditional to modern methods. In the city of Yazd, the modern education system of the Qajar period, especially after the Constitution, experienced a growing trend following the wave of modernity in the country. This article seeks to ask what factors provided the grounds for the establishment and growth of the new educational system in Yazd. The paper states that in addition to providing social conditions for constitutionalism, Yazd Zoroastrians should be considered an influential and pioneering group in the way of the development of schools and, as a result, the establishment of a new way of teaching in Yazd. Additionally, other factors should be considered: Yazd’s trade and cultural ties with other European and Asian countries, due to the arrival of Orientalists and missionaries in Yazd; occupational emigration of Zoroastrian to India, followed by financial expansion and the establishment of educational institutions in their hometown; attracting the attention of Indian Persians to the spread of Zoroastrian religious knowledge; efforts of the rich and merchants of Yazd and some of the clergies and non-Zoroastrian religious minorities; the advent of the printing industry, followed by the emergence of newspapers and the exchange of information. Besides, the first steps in education of girls of Yazd, both in Zoroastrian girls’ schools and in missionary schools, were no exception. [ABSTRACT FROM AUTHOR]

Objective: This report examined whether a change in the perceived communication behaviour (PeCoBe) of general practitioners (GPs) influenced the effect of the Promoting Active Aging (PRACTA) intervention on activation of older patients as perceived by GPs.Methods: Pre- and post-intervention questionnaires were filled out by 225 GPs, who were assigned to three groups, e-learning, pdf-article, and control. GPs self-reported their communication behaviour and their perceptions of the attitudes of older patients toward treatment and health.Results: Participation in the e-learning intervention showed an increase in the PeCoBe of GPs, while reading the pdf-article resulted in a decrease of such behaviours. An increase in the PeCoBe of GPs was positively related to an increase in their perception of an active attitude among older patients. The indirect effects observed for e-learning and pdf-article interventions had opposite directions.Conclusion: Both types of PRACTA intervention exerted an impact on GPs' perception of the attitudes of older patients, and change in PeCoBe of GPs could be considered as a mechanism driving this effect.Practical Implications: The methods based on a combination of knowledge delivery and modelling of communication skills are strongly recommended forms of teaching for GPs on how to communicate with and activate seniors. [ABSTRACT FROM AUTHOR]

We investigate household-level diversification of human capital investments in a rural developing country setting. Returns to schooling and to the alternative, which includes acquisition of traditional agrarian knowledge, are uncertain. The theoretical model combines a portfolio-choice model with a human capital investment model. Diversification implies a negative relationship between education of the younger and the older sibling. Diversification is more important in more risk-averse households, and we use the interaction between sibling dependency in education and risk preferences to empirically test for diversification. Moreover, diversification is less important in credit-constrained households. The empirical analysis employs data on school entry of boys and girls in the rural Amhara region of Ethiopia. The results suggest diversification across brothers in households that are less credit-constrained. [ABSTRACT FROM AUTHOR]

Waldorf School represents an alternative to the traditional teaching methods, regarding primarily state education. Its pedagogy relies on the pedagogical indications of Rudolf Steiner. Waldorf school is a European school; every individual that is concerned about the globally ongoing evolution of the pedagogical concepts, knows and acknowledges its success in all developed European countries. [ABSTRACT FROM AUTHOR]

Waldorf pedagogy is a form of alternative education that stands out for its philosophical vision and integrative methodology, expecting to entail some physical and psychological advantages. The purpose of this study was to explore the dissimilarities between graduates of Waldorf School, and those of traditional education, regarding impostor phenomenon and test anxiety, while also considering gender. The sample comprised 84 Romanian emerging adults who completed Clance Impostor Phenomenon Scale (Clance, 1985) and Westside Test Anxiety Scale (Driscoll, 2007). The Waldorf ex-students reported lower levels of impostor phenomenon and test anxiety. The males of traditional education had the highest scores. [ABSTRACT FROM AUTHOR]

Aims: Web-based education is one of active and new methods for promotion of educational quality. The aim of this study was to compare the effect of web-based and traditional teaching methods on midwifery students' knowledge about survey of fetus health. Methods: In this field-experimental study, 44 midwifery students were divided equally into two groups of web-based (22 students) and face-to-face (22 students). Pre–post test scores were done for both groups, before and after education, then compared within and between groups by Independent and paired T-test. Results: Based on the findings, there wasn't any significant differences between web-based and traditional education groups score, but both web-based and face-to-face teaching methods were effective on promotion of students' knowledge (P<0.02), pre-post test showed both education methods were effective. Conclusion: Web-based teaching seems to be effective as traditional teaching in education of medical students. With regard to advantages of web-based method, it is recommended to be used in university educational programs. [ABSTRACT FROM AUTHOR]

Blended learning is not a new concept; recently, there has been a renewed focus on this learning strategy, both in the education and corporate sectors. Although the definition of blended learning is somewhat inchoate, it is generally described as an environment that includes the use of different modes of teaching and learning. Blended learning holds particular promise for developing countries because it can make availability of resources, regional, and international educational institutions. The perspective we adopt in this paper, where we aim to take a realistic look at the potential of blended learning in developing countries, giving consideration to the various possibilities and most importantly, to the accessibility of technology both today and in the future. [ABSTRACT FROM AUTHOR]

In pursuit of innovative educational opportunities, district administration piloted competency-based education in their alternative program. This qualitative study used semi-structured interviews with school personnel to document perspectives of the programmatic shift. Analyses found local and national mandates, a catalyst, and a common moral purpose to be key factors for change. Challenges included: effective communication among all stakeholders; finding adequate time to develop and implement an alternative educational approach; and difficulties with alignment between two systems of accountability. Successes included increased teacher and student engagement and an increase in the academic rigor of the program. Evidence suggests successes far surpassed challenges. [ABSTRACT FROM AUTHOR]

Based on a survey of 264 human resources professionals from 10 Society for Human Resource Management chapters in Texas, the authors investigated how human resources professionals accept online degrees compared to degrees based on face-to-face coursework for hiring and promotion purposes. If respondents were satisfied with their own online course experiences, they were most likely to view their organization as treating an online bachelor's or master's degree as equivalent to a traditional degree for hiring or promotion purposes. Having had online courses in the past or having completed an online degree had no similar and significant association with perceptions of online program equivalency. [ABSTRACT FROM PUBLISHER]

Background: The present study compares the effects of reading instruction and traditional methods on grammar quotient of 4 to 10 years old children with down syndrome having IQ scores of 40 to 60. Materials and Methods: In this quasi-experimental and interventional study, 20 children with down syndrome, average mean age of 63 months, and 40 to 60 IQ scores were selected from 96 children with down syndrome from rehabilitation clinics within Tehran and Karaj, using convenience sampling. Then, they were assigned into two groups in the presence of their parents, using balanced randomized method. The first group was educated by whole-word reading method and the second group by traditional methods. Both groups had three 15-minute sessions per week for a period of 6 months. Pre-test and post-test grammar quotient of both groups was assessed using the Test of Persian language development. The obtained data were analyzed using the Kolmogorov-Smirnov test, t-test, and paired t-test. Results: Both groups were quite similar in age, IQ, and grammar quotient, prior to training. However, the first group showed significant development in grammar quotient, after training (p<0.001). Conclusion: In comparison with traditional methods of language therapy that emphasize on weakness of children with down syndrome by employing auditory modality, teaching reading through whole-word method based on their strength "visual memory" has more influence on grammar quotient of them. [ABSTRACT FROM AUTHOR]

This work aimed at comparing the quality of the traditional or classroom educative system with the non-traditional conformed by off campus education (EAD from now on) and virtual education in Colombia, due to the fact that each of them use different methodologies, learning strategies and other infrastructure requirements, the results obtained by undergraduate students in the SABER PRO 2010 test were used. The central idea was to determine the existence of statistically significant differences between the traditional and non-traditional education modalities (EAD and Virtual) in terms of quality, more specifically at academic performance level- [ABSTRACT FROM AUTHOR]

This paper aims to present the main aspects problematized in recent years about the dominant pedagogical discipline guideline in Musical Perception, that is the traditional school. Teachers and researchers have argued important issues relating to a new perspective on the field, opposing the fragmented musical education, strong direction to the dictates, the limited flexibility of the repertoire, among others. From the study of seven dissertations and theses between 1999 and 2011, and articles published by Association of Music Education - ABEM, 2001-2011, are exposed in this text five main topics that stand out during arguments and reflections on the discipline. These documents were treated from the perspective of Content Analysis and provide a meaningful dialogue about the relationship between teaching and learning, well as raising some interesting items for future research in higher education music. [ABSTRACT FROM AUTHOR]

Drawing on literature and empirical findings from field work, this paper examines the role scholasticism and traditional education play in Muslim societies and the lessons current higher educational structures could learn from this traditional model. Scholars have laid the foundational ground in studying the structures of higher learning. The value of some of these institutions with their methods of teaching and learning too are well recognised. However, very few studies have combined library research with empirical work to do justice to higher learning among Muslims and to see whether there are lessons to be learned from these structures of learning. Moreover, rarely does scholarship go beyond the exploration of the conventional educational establishments, especially the madrasahs, to consider intellectual pursuits that happened outside the boundaries of formal institutions of higher learning. In this paper I endeavour to provide new insights into the notion of Islamic scholasticism and explore the concept in relation to its understanding in a European context. Based on analysis of solid research as well as findings from my field work, this paper demonstrates that a narrow approach and understanding of scholasticism will diminish the rich and diverse traditions of higher learning practiced among Muslims. I will contend that neither the origin of scholasticism nor its methods were limited to certain institutions but were practiced widely among individual learners through private education, apprenticeship, and informal education. Secondly, the findings from this study illustrate that Islamic scholasticism, defined broadly, is still alive among Muslims to a large degree, thanks to diverse modes of knowledge transmission. Despite being marginalised in modern times, the traditional models of higher learning not only survived but have been in communication with modern models of higher education and, what is more, they have influenced the latter models substantially. I have typologised these influences in this paper. Finally, for modern models of higher education there are lessons to be learnt from the medieval institutions of higher learning, especially in terms of holistic development of a person, human relations, and teaching approaches. [ABSTRACT FROM AUTHOR]

The Ethiopian Orthodox Tawehedo Church is the only pre-colonial church of sub-Saharan Africa. It is formed from several cultural influences – Semitic, with influences from Judaism; Patristic, with a Christian tradition mediated mainly through Egypt and Syria; and indigenous African culture. Among its achievements is its traditional method of theological teaching, with origins in the early medieval period and a syllabus formulated in the seventeenth century. Teaching methods are oral and carried out in churches around the country. Its disciplines includeqene, which is an oral, improvised allegorical theological poetry. [ABSTRACT FROM PUBLISHER]

The paradigm shift from teaching to learning is rapidly gaining force and credibility, thus leaving prominent international institutions of higher education worldwide with no choice but to meet the challenge by integrating online learning within their curriculum. This strategic move towards e-learning has been largely facilitated by the rapid expansion of information technology namely, the power of the Web and the increasing access to the Internet. The implications of the online learning for students, faculty and institutions are profound and are affecting the fundamental educational values. Online learning is transforming the conceptual as well as the physical dimensions of the learning equation and creating new realities within the landscape of the teaching/learning milieu. This new learning environment requires new attitudes, new terminology, new methods of delivery, and new means of assessment supported by congruent and accommodating technological infrastructure that enables e-learning to fulfil its potential and make it possible for universities and institutions of higher education to assume their leading role in the post 'chalk and talk' era. In addition to an extensive review of relevant literature, this exploratory study draws on the personal experience of its author with e-learning while teaching at one of the pioneer universities in the field of distance learning. The paper argues that the time has come to embark on a major shift in focus aimed at developing and implementing a more practical and coherent e-learning environment in our universities and institutions of higher education. The need for such a shift in focus becomes more imperative in light of the new perception of e-learning as an instrument of reform intended to develop independent and resolute individuals capable of dealing with uncertainty, and using acquired knowledge in a constructive manner that goes beyond scoring high marks on quizzes and passing school examinations. [ABSTRACT FROM AUTHOR]

This article focuses on the discipline of history in the early grades, which is closely linked to the reality in which the student is, since the story is a construction of knowledge societies that have left us, to realize that the historical knowledge is not neutral and can be reinterpreted as the various societies, and thus multiplicity of interpretations. History as a discipline has always been seen as the basis of information that would be purchased with returns to past events, a perspective aimed at training events that aim to discipline as finished and restricted to facing the knowledge that has already occurred in a given time or place. Today, it is common to find classes that characterize the teaching and learning in the discipline of history are mere moments when you learn historical milestones, dates and characters as heroes. [ABSTRACT FROM AUTHOR]

Objective: The aim of this study was to compare the effects of telephone consultation and attendance education on the quality of life of patients with hepatitis B or C receiving interferon therapy. Subjects and Methods: Through a quasi-experimental study, 80 hepatitis patients were randomly assigned to one of the two educational methods. Patients completed the Quality of Life Questionnaire once upon entering the study and also 4 and 12 weeks after the treatment. Then, the results were compared. One group received education during monthly visits at the center, and another group got counseling over the telephone for 3 months. The data were analyzed using SPSS software (IBM, Armonk, NY). Results: The results showed that the overall quality of life in both groups 4 weeks and 12 weeks after the intervention had significant differences from the pre-intervention period; however, these differences were more significant in the telephone counseling group. Conclusions: By virtue of the fact that no significant difference was found between the results of traditional education and telephone consultation and considering the high volume of patients in centers, remote distance between patients and centers, and also limited staff time, telephone advice can take the place of traditional education methods. [ABSTRACT FROM AUTHOR]

The present article is a synthesis of a post doctorate research on education at Unisinos. It intends to analyze the education at Santo Antonio Quilombo, in the Brazilian Amazônia Legal, State of Rondônia. This research was theoretically based on the original sources of Latin American education (José Martí, Paulo Freire) and the data reveals an educational system in three spheres: traditional education, Ecovale-Quilombola Education and formal education. [ABSTRACT FROM AUTHOR]

In this work is approached the relationship between the school achievement and the curricular structure of the basic school level. That relationship is characterized in the traditional education from the postulates of the Historical-cultural conception of L. S. Vigotsky about the development, from which is conceived to the school achievement as a process that is part of the student's personal development. From this same posture they are also formulated, and they become explicit, some alternative ideas to that traditional structure of the basic school education. [ABSTRACT FROM AUTHOR]

Problem statement: Waldorf pedagogy is a form of alternative education that stands out for its philosophical vision and integrative methodology, expecting to entail some physical and psychological advantages to students. Despite the long tradition and worldwide popularity of Waldorf School, few empirical research has focused on measuring its benefits. The purpose of our study: Our research was based on the hypothesis that the graduates of Waldorf School could have milder symptoms of impostor phenomenon and test anxiety, than those of traditional education, and had the purpose of exploring these differences on a Romanian sample, while also taking into account the gender variable. Research methods: 40 graduates of Waldorf education (Mage = 20.20; SD = 1.47) and 44 ex-students of traditional education (Mage = 20.82; SD = 1.22) voluntarily agreed to complete an online form consisted of two self-report questionnaires with 5-point Likert type scale items: Clance Impostor Phenomenon Scale (CIPS; Clance, 1985) and Westside Test Anxiety Scale (Driscoll, 2007). The subgroups were well balanced depending on gender. Of the 84 participants, there were 44 females and 40 males. Findings: The comparisons between graduates of Waldorf and traditional education were calculated using nonparametric procedures. The results indicated that the Waldorf exstudents presented lower levels of impostor phenomenon (U = 120; z = -6.81; p = .000; r = .74) and test anxiety (U = 251; z = -5.64; p = .000; r = .61), compared to their counterparts. The stepwise step-down analysis revealed that the males and females graduates of Waldorf School were similar one to another with regard to both impostor phenomenon (adj. p = .11) and test anxiety (adj. p = .22). The females of traditional education reported higher levels of impostor phenomenon and test anxiety, than the females and males exstudents of Waldorf School. The males of traditional education showed the highest scores of them all. Conclusions: Our study sustained the hypothesis that Waldorf School could help students develop more adaptive psychological responses in the face of performance tasks, but further research is needed to test and reinforce this possibility with more scientific confidence. [ABSTRACT FROM AUTHOR]