Search

Recent emerging assessment technologies could be used to support educators in their profession and to make growing. Key challenges for the measurement and evaluation emerging from the scenarios relate to ethical considerations This paper concentrates on the essential attributes of online assessment systems have been determined by systematically analysing the systems that support them, the security mechanisms they offer, and the common features they have. In addition to Gamification is to evaluate learners' abilities, knowledge, or competences, in order to select and/or create an online evaluation method for use in online measurement and evaluation, users, outcome, researchers, and system developers are expected to use trends in the characteristics of online assessment systems as a reference. [ABSTRACT FROM AUTHOR]

Resumen: Introducción: las redes sociales son actualmente un medio habitual de acceso a la información sanitaria, aunque no siempre están avaladas científicamente. El estudio tiene como objetivos la construcción de una escala que permita medir la satisfacción tras implementar una estrategia docente basada en el uso de redes sociales para la difusión de contenidos sanitarios fiables y valorar dicha satisfacción en los estudiantes de enfermería que cursan la asignatura de Salud Pública. Material y métodos: estudio descriptivo y transversal con 221 alumnos de 2° curso de Enfermería, quienes grabaron y subieron a las redes sociales videos con contenido sanitario elaborado por ellos, contrastado y siguiendo directrices preestablecidas. Se determinó su satisfacción a través de una escala Likert de 19 ítems. Resultados: se determinan las propiedades psicométricas de la escala, fiabilidad de 0,933 y adecuación muestral (Kaiser-Meyer-Olkin: 0,897; Bartlett X2 = 1313,285; p < 0,001). El análisis factorial exploratorio proporciona una solución de 5 factores con fiabilidades de 0,842, 0,842, 0,882, 0,759 y 0,765. La satisfacción global con la estrategia es 69,04% y las medias para los 5 factores son: disfrute de la actividad 58,27%, interés por la asignatura 67,66%, desarrollo de capacidades 69,78%, trabajo en equipo 76,25% y utilidad de los videos 81,31%. Conclusión: la escala empleada es un instrumento adecuado que permite medir la satisfacción tras la actividad basada en el uso correcto de redes sociales en educación para la salud. El impacto de la actividad fue positivo entre los estudiantes, por lo que podría recomendarse como complemento en la docencia de la asignatura de Salud Pública. Abstract: Introduction: Social networks are currently a common means of accessing health information, but they are only sometimes scientifically supported. The study has its objectives the construction of a scale that allows measuring satisfaction after implementing a teaching strategy based on the use of social networks for the dissemination of reliable health content and to assess said satisfaction in nursing students studying the subject of public health. Material and methods: Descriptive and cross-sectional study with 221 2nd year Nursing students enrolled in the public health subject recorded and uploaded to social networks videos with health content prepared by them, contrasted, and following pre-established guidelines. Their satisfaction was determined through a 19-item Likert scale. Results: The psychometric properties of the scale were determined: reliability of 0.933 and sample adequacy (Kaiser-Meyer-Olkin:0.897; Bartlett X2 = 1313.285; p < 0.001). Exploratory factor analysis provides a 5-factor solution with reliabilities of 0.842, 0.842, 0.882, 0.759, and 0.765. Overall satisfaction with the strategy is 69.04%, and the averages for the five factors are enjoyment of the activity 58.27%, interest in the subject 67.66%, capacity development 69.78%, teamwork 76.25%, and usefulness of the videos 81.31%. Conclusion: The scale used is a good instrument for measuring satisfaction after the activity based on the correct use of social networks in health education. The impact of the activity was positive among students, so that it could be recommended as a complement to the teaching of public health.

Our research explores a senior, undergraduate pedagogy for teaching a course on financial markets, institutions, and instruments. The course of instruction is designed as part of a finance major and integrates the goal of technical career preparation. The pedagogy includes a 13-chapter online text titled Financial Markets, Institutions, and Instruments published through MyEducator. The text is designed to be clear and concise, in a nontechnical tone. Active learning activities include three Excel exercises and five data analytics exercises. Basic VBA and Python are taught in the context of markets, institutions, and instruments. Student survey results provide quantitative insights of student evaluations, and a series of open-ended questions allow us to identify four key factors of the proposed pedagogy. [ABSTRACT FROM AUTHOR]

As the landscape of higher education gets more complex, there is a need to increase engagement and student reflection on their academic experiences. This research explores whether a threshold concept framework (TCF) can be used in an interdisciplinary social science culminating course as a tool for students to consider the transformative nature of their education and articulate the meaning of their educational experiences. Student reflective work was analyzed to see whether students can (1) understand TCF, which is typically used to analyze student learning, rather than as a reflective tool for students and (2) successfully apply TCF to their educational experiences. The authors conclude that using written reflections, students could understand and apply TCF to articulate the transformational nature of their education and consider the impact of their experiences as an undergraduate. These results illuminate the potential of using TCF as a pedagogical tool within the classroom and curriculum development. [ABSTRACT FROM AUTHOR]

Researchers have long propagated self-directed, lifelong learning as a way forward in grooming human capital. Language learning must transcend beyond the traditional classroom, which uses chalk and talk methods with a heavy reliance on textbooks, towards more flexible, learner-centered methods. The challenge of a lack of suitable teaching materials that are accessible for students outside the classroom can be overcome by using authentic reading materials available online and offline. The COVID-19 pandemic has pushed the digital learning agenda and has changed the way educators think and execute their teaching and assessment. It has certainly changed the way they work, live and communicate in their professional and personal lives. This paper addresses the challenges faced by English as a second language educators teaching during the pandemic and how pedagogical transformations can be done. Using developmental action research, this paper presents The Reader’s Digest story by tracing the history of academic-industry collaborations to enable transformation in teaching and learning through innovations at the tertiary level. [ABSTRACT FROM AUTHOR]

Copyright of Florence (1801-464X) is the property of Care Comm s.r.o. 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.)

This paper reviews recent literature on massive open online courses (MOOCs) and their impact on Library and Information Science (LIS) education, describing the features and types of MOOCs, as well as their disruptive nature, pedagogical impact and use in traditional classroom settings. Concerns with high dropout rates and the lack of a business model for MOOCs are reflected in the literature by a shift in the research focus from the innovative features of MOOCs to their more practical elements. The paper provides a list of MOOCs in LIS and related topics, although most of these are not currently available for enrolment. As in other disciplines, a large and rapid increase in the number of MOOCs available during the early 2010s has since been followed by a decline in the number of MOOCs offered. The article also analyses the role of academic libraries in relation to MOOCs. [ABSTRACT FROM AUTHOR]

Background: The results of international studies have concluded the low level of science literacy in natural science subjects of Slovak students. These studies also showed that this state can be positively influenced by various innovations, which are implemented into the teaching process of above-mentioned subjects. Purpose: The aim of this study is to identify existing problems and try to search for possible reasons of scientific literacy declination. We focused our attention toward the learning process, its elements and teacher-student interaction in this process. In our opinion, it should be possible to find some approaches on how to improve the results of the learning process and thus science literacy in the next PISA evaluation. Sample: Our research included 62 high school teachers from Slovakia, who do teach Biology, Chemistry, and Physics. Design and methods: The research was documented in a non-standardized questionnaire where the teachers were asked closed questions using a Likert response scale. The responses were evaluated by descriptive statistics using tables and graphs. Results: The research presented in this paper has revealed certain issues problems in contemporary education, leading to lower science literacy of Slovak students. Research has also investigated whether teachers have sufficient knowledge and experiences with the implementation of Problem-based learning (PBL) elements in their own teaching. It was observed that students have a reasonably good content knowledge, but an insufficient procedural and epistemic knowledge therefore they are unable to utilize them in problem-solving activities. Conclusions: Teachers were recommended to focus their pedagogical attention on the method of obtaining knowledge and the understanding problem solving in the wider context (qualitative knowledge, science understanding, scientific explanation of phenomena with its proper interpretation). [ABSTRACT FROM AUTHOR]