Public health seeks to protect and improve the health of communities through the promotion of healthy lifestyles, research for disease and injury prevention, and detection and control of infectious diseases. It is a population-focused science that works primarily with prevention strategies, policies implementation, service administration, and research. While this field seemingly contrasts with the field of clinical medicine—in which patients are treated on an individual level after becoming sick or injured—public health concepts regarding prevention are critical knowledge areas for any health professional. In recent years, public health courses have been incorporated into degree requirements for a variety of health-related professions; however, several studies have indicated that health professions students have negative attitudes toward these courses for a variety of reasons. Given the importance of public health as a crucial component of health profession education, it is important to understand how students’ perceptions of public health education are shaped to ensure effective integration.
{"title":"Perceptions of Public Health: The Challenges of Public Health Education Integration","authors":"K. Mehling, Sumi Jeong","doi":"10.20849/jed.v2i2.433","DOIUrl":"https://doi.org/10.20849/jed.v2i2.433","url":null,"abstract":"Public health seeks to protect and improve the health of communities through the promotion of healthy lifestyles, research for disease and injury prevention, and detection and control of infectious diseases. It is a population-focused science that works primarily with prevention strategies, policies implementation, service administration, and research. While this field seemingly contrasts with the field of clinical medicine—in which patients are treated on an individual level after becoming sick or injured—public health concepts regarding prevention are critical knowledge areas for any health professional. In recent years, public health courses have been incorporated into degree requirements for a variety of health-related professions; however, several studies have indicated that health professions students have negative attitudes toward these courses for a variety of reasons. Given the importance of public health as a crucial component of health profession education, it is important to understand how students’ perceptions of public health education are shaped to ensure effective integration.","PeriodicalId":29977,"journal":{"name":"International Journal of Education and Development using Information and Communication Technology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76903548","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The paper discusses the development and conventions for use of a classroom observation tool designed to support secondary school teachers in Aotearoa New Zealand to develop respectful learning relationships and culturally responsive pedagogy in their classrooms. This tool was created within a programme of teacher professional development to support the improvement of indigenous Māori students’ achievement and engagement in learning. The Ministry of Education recognised the need for an extensive change in practices across the entire education sector that required a shift in thinking and behaviour. The observation tool was therefore designed to support formative assessment, focused on change, through deliberate and democratic professionalism. Initial data, whilst not conclusive, suggest this tool has the potential to support more effective cultural relationships and responsive pedagogy in classrooms thus improving learning and engagement among Māori students through increased self-efficacy, pride and a sense of themselves as culturally located.
{"title":"Development of an Observation Tool Designed to Increase Cultural Relationships and Responsive Pedagogy to Raise the Achievement of MĀOri Students in Secondary Classrooms in Aotearoa New Zealand","authors":"M. Berryman, J. Wearmouth","doi":"10.20849/JED.V2I2.428","DOIUrl":"https://doi.org/10.20849/JED.V2I2.428","url":null,"abstract":"The paper discusses the development and conventions for use of a classroom observation tool designed to support secondary school teachers in Aotearoa New Zealand to develop respectful learning relationships and culturally responsive pedagogy in their classrooms. This tool was created within a programme of teacher professional development to support the improvement of indigenous Māori students’ achievement and engagement in learning. The Ministry of Education recognised the need for an extensive change in practices across the entire education sector that required a shift in thinking and behaviour. The observation tool was therefore designed to support formative assessment, focused on change, through deliberate and democratic professionalism. Initial data, whilst not conclusive, suggest this tool has the potential to support more effective cultural relationships and responsive pedagogy in classrooms thus improving learning and engagement among Māori students through increased self-efficacy, pride and a sense of themselves as culturally located.","PeriodicalId":29977,"journal":{"name":"International Journal of Education and Development using Information and Communication Technology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72553486","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Gary Blau, S. Jarrell, Anthony Seeton, Tim Young, Kelly Grace, Michael Hughes
Online education continues to increase. With increased online offerings, it is important to evaluate the integrity or equivalence of online/hybrid courses relative to face-to-face (F2F) courses. This study used three separate samples of business undergraduates taking both online/hybrid and F2F courses in the same semester (i.e., mixed course delivery format), across summer, fall and spring semesters. Eight items were used to assess students’ perceived favorability of online courses (PFoOC) compared to F2F courses. Across all three samples, two related but distinct sources for course comparison consistently emerged, instructor-related and peer related. An eight-item measure represents a necessary improvement over a previously developed four-item PFoOC measure, because it allows for additional relevant item comparisons between online/hybrid versus F2F courses. It is hoped that this measure can be used to further research evaluating online education.
{"title":"Proposing an Expanded Measure for Comparing Online/Hybrid to Face-to-face Courses","authors":"Gary Blau, S. Jarrell, Anthony Seeton, Tim Young, Kelly Grace, Michael Hughes","doi":"10.20849/JED.V2I2.400","DOIUrl":"https://doi.org/10.20849/JED.V2I2.400","url":null,"abstract":"Online education continues to increase. With increased online offerings, it is important to evaluate the integrity or equivalence of online/hybrid courses relative to face-to-face (F2F) courses. This study used three separate samples of business undergraduates taking both online/hybrid and F2F courses in the same semester (i.e., mixed course delivery format), across summer, fall and spring semesters. Eight items were used to assess students’ perceived favorability of online courses (PFoOC) compared to F2F courses. Across all three samples, two related but distinct sources for course comparison consistently emerged, instructor-related and peer related. An eight-item measure represents a necessary improvement over a previously developed four-item PFoOC measure, because it allows for additional relevant item comparisons between online/hybrid versus F2F courses. It is hoped that this measure can be used to further research evaluating online education. ","PeriodicalId":29977,"journal":{"name":"International Journal of Education and Development using Information and Communication Technology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82488749","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study investigated the dynamic processes involved in problem solving in a web-based cooperative learning environment implemented for a university accounting course. 54 students were recruited in a 4-year hospitality management program. The messages of participants in group discussions were counted and categorized to investigate the dynamic processes of problem-solving employed by students. These dialogues and follow-up interviews revealed a number of interesting findings: (1) students felt that the web-based cooperative learning environment was similar to a social network; (2) peer-interaction in web-based cooperative learning is highly beneficial; (3) the course of study may influence the nature of problem-solving messages; (4) the teaching method could alter the cognitive level of problem-solving; (5) a co-working style was the most common approach employed in the web-based cooperative learning environment; (6) cooperative learning is becoming increasingly popular in education; (7) technological developments can be expected to boost the adoption of web-based cooperative learning.
{"title":"Dynamic Problem-Solving Processes in a Web-Based Cooperative Learning Environment for an Accounting Course","authors":"K. Cheng","doi":"10.20849/JED.V2I2.415","DOIUrl":"https://doi.org/10.20849/JED.V2I2.415","url":null,"abstract":"This study investigated the dynamic processes involved in problem solving in a web-based cooperative learning environment implemented for a university accounting course. 54 students were recruited in a 4-year hospitality management program. The messages of participants in group discussions were counted and categorized to investigate the dynamic processes of problem-solving employed by students. These dialogues and follow-up interviews revealed a number of interesting findings: (1) students felt that the web-based cooperative learning environment was similar to a social network; (2) peer-interaction in web-based cooperative learning is highly beneficial; (3) the course of study may influence the nature of problem-solving messages; (4) the teaching method could alter the cognitive level of problem-solving; (5) a co-working style was the most common approach employed in the web-based cooperative learning environment; (6) cooperative learning is becoming increasingly popular in education; (7) technological developments can be expected to boost the adoption of web-based cooperative learning.","PeriodicalId":29977,"journal":{"name":"International Journal of Education and Development using Information and Communication Technology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86374329","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
J. Zamir, Khaled Al-Sayed, Ibrahim Elbadour, S. A. Jaber
This article presents a discussion of the evaluation of an educational intervention introduced by the Ministry ofEducation in response to social and political pressure. The social protest that started in Israel during the summerof 2011 addressed a variety of social issues, lasted through 2016 and led to the Ministry of Education decision toopen a new training programme for teachers. One of the aims of the intervention was to provide an additionaladult in classrooms of more than 32 pupils. To meet this goal, the Ministry required third-year student teachers towork at schools co-teaching with the classroom teacher three days a week. Twenty-five institutions of higherlearning representing 81 cities and communities responded “yes” to the call for a pilot programme. Using mixedmethods, the evaluation of the pilot was attentive to the voices of all participants and revealed the complexity ofthe programme. The conclusions and suggestions of the evaluation were supposed to feed into a policy decision,but unfortunately did not. Through a presentation of the evaluation of the programme and the issues it raised, thearticle contributes a significant example of how political constraints prevent institutions from dealing withevaluation conclusions and unintended outcomes of programs.
{"title":"When Politics Drive Program Innovation","authors":"J. Zamir, Khaled Al-Sayed, Ibrahim Elbadour, S. A. Jaber","doi":"10.20849/jed.v2i2.412","DOIUrl":"https://doi.org/10.20849/jed.v2i2.412","url":null,"abstract":"This article presents a discussion of the evaluation of an educational intervention introduced by the Ministry ofEducation in response to social and political pressure. The social protest that started in Israel during the summerof 2011 addressed a variety of social issues, lasted through 2016 and led to the Ministry of Education decision toopen a new training programme for teachers. One of the aims of the intervention was to provide an additionaladult in classrooms of more than 32 pupils. To meet this goal, the Ministry required third-year student teachers towork at schools co-teaching with the classroom teacher three days a week. Twenty-five institutions of higherlearning representing 81 cities and communities responded “yes” to the call for a pilot programme. Using mixedmethods, the evaluation of the pilot was attentive to the voices of all participants and revealed the complexity ofthe programme. The conclusions and suggestions of the evaluation were supposed to feed into a policy decision,but unfortunately did not. Through a presentation of the evaluation of the programme and the issues it raised, thearticle contributes a significant example of how political constraints prevent institutions from dealing withevaluation conclusions and unintended outcomes of programs.","PeriodicalId":29977,"journal":{"name":"International Journal of Education and Development using Information and Communication Technology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83031840","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Curtis Jr (2018) presents a motivation and qualitative sample structure of higher education design. Curtis Jr (2018) describes the technical administrative processes of higher education completion using qualitative information concerning the methods of transfer, including transfer to the Education Foundation, IGRI, and JECJEF University.
{"title":"A Graduate Program, with Competitive Degree Candidates and Economics Education","authors":"James E. Curtis Jr.","doi":"10.20849/jed.v2i2.458","DOIUrl":"https://doi.org/10.20849/jed.v2i2.458","url":null,"abstract":"Curtis Jr (2018) presents a motivation and qualitative sample structure of higher education design. Curtis Jr (2018) describes the technical administrative processes of higher education completion using qualitative information concerning the methods of transfer, including transfer to the Education Foundation, IGRI, and JECJEF University.","PeriodicalId":29977,"journal":{"name":"International Journal of Education and Development using Information and Communication Technology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78973306","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study aims to explore how to reduce printing at elementary schools through strengthening both the effective use of ICT and pro-environmental values. Literature review is presented in themes – ICT barriers (fears, knowledge, skills and time), demographic, printing behavior and sustainable values (egoistic, hedonic, prosocial & biospheric). A quantitative method is applied in this study, data is obtained from 108 teachers from seven elementary schools at three different regions in Northwest Friesland, The Netherlands by using a questionnaire. The value scale by De Groot and Steg (2008) is applied for sustainable values while for ICT barriers and printing behavior, questions are developed by the author and validated by Cronbach. The main findings illustrate that lower ICT fears and higher biospheric values have a positive effect on the pro-environmental printing behavior. To minimize teachers' ICT fears and printing, directors of the schools should train teachers in the use of ICT and enhance their biospheric values. This study is one of the first to explore ICT barriers with the combination of pro-environmental values orientation contributing pragmatic evidence to reducing financial and environmental costs.
{"title":"Promoting Pro-Environmental Printing Behavior: The Role of ICT Barriers and Sustainable Values.","authors":"Javed Suleri, E. Cavagnaro","doi":"10.20897/LECTITO.201638","DOIUrl":"https://doi.org/10.20897/LECTITO.201638","url":null,"abstract":"This study aims to explore how to reduce printing at elementary schools through strengthening both the effective use of ICT and pro-environmental values. Literature review is presented in themes – ICT barriers (fears, knowledge, skills and time), demographic, printing behavior and sustainable values (egoistic, hedonic, prosocial & biospheric). A quantitative method is applied in this study, data is obtained from 108 teachers from seven elementary schools at three different regions in Northwest Friesland, The Netherlands by using a questionnaire. The value scale by De Groot and Steg (2008) is applied for sustainable values while for ICT barriers and printing behavior, questions are developed by the author and validated by Cronbach. The main findings illustrate that lower ICT fears and higher biospheric values have a positive effect on the pro-environmental printing behavior. To minimize teachers' ICT fears and printing, directors of the schools should train teachers in the use of ICT and enhance their biospheric values. This study is one of the first to explore ICT barriers with the combination of pro-environmental values orientation contributing pragmatic evidence to reducing financial and environmental costs.","PeriodicalId":29977,"journal":{"name":"International Journal of Education and Development using Information and Communication Technology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2016-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67609199","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
ABSTRACTAs an emerging mobile terminal, the tablet computer has begun to enter into the educational system. With the aim of having a better understanding of the application and people's perspectives on the new technology in K-12 schools in China, a survey was conducted to investigate the tablet computer's application, user's perspectives and requirements among K-12 students, teachers and educational administrators in developed areas in China. The findings of the study showed that K-12 students, teachers, and educational administrators, still need deeper understanding of the new technology's application in K-12 education. In addition, this study indicated that in order to introduce tablet computers into K-12 education in China and other developing areas, more attention should be paid to the comprehensive design of the whole educational system, including the design of the learning support system and instructional strategies, as well as the design and development of educational software and resources.Keywords: tablet computer; mobile learning; K-12 school; survey; educational eco-systemINTRODUCTIONWith the developing technology, the modes of learning have evolved from learning solely in the classroom to distance learning and the virtual classroom, and from being exclusive for the elite to being accessible to everyone (Nordin, Embi & Yunus 2010). Mobile learning has been defined as "learning that happens without being limited at a fixed location" and "learning that takes advantage of mobile technologies"(Sharples 2000, p. 183), such as PDAs, cellular phones, tablet computers, iPods or ultra notebook computers, which make learning more flexible so that students can learn from anywhere and at anytime. With mobile technology, the educational environment is becoming more ubiquitous and better in instant connectivity, personalization, and forming self-directed learning-communities (Kwon & Lee 2010).For the advantages of flexibility and triggering learners' learning motivations, mobile learning has developed rapidly all over the world. According to a report from Ambient Insight (Adkins 2011), the worldwide mobile learning market reached $3.2 billion in 2010, and will reach $9.1 billion by 2015. The five-year compound annual growth rate (CAGR) is a robust 21.9%.The concept of mobile learning was introduced in China in 2000 via Desmond Keegan's presentation Distance Education, Digital Education, Mobile Learning at the 40th anniversary of Shanghai Radio and Television University (Ye, Xu & Xu 2004). Since then, the offering of mobile learning services appears to be a new marketing strategy for mobile manufacturers to attract customers and to generate new revenue (Ye, Xu & Xu 2004; Sun 2008). Since 2010, China has become one of the countries with the highest mobile learning growth rate (over 60%) (Adkins 2011). Ambient Insight (Adkins 2011) also predicted that by 2015, China would be the second largest buying country of mobile learning products after the US.As
{"title":"A Study of the Tablet Computer's Application in K-12 Schools in China.","authors":"T. Long, Wenxin Liang, Shengquan Yu","doi":"10.1049/cp.2011.1449","DOIUrl":"https://doi.org/10.1049/cp.2011.1449","url":null,"abstract":"ABSTRACTAs an emerging mobile terminal, the tablet computer has begun to enter into the educational system. With the aim of having a better understanding of the application and people's perspectives on the new technology in K-12 schools in China, a survey was conducted to investigate the tablet computer's application, user's perspectives and requirements among K-12 students, teachers and educational administrators in developed areas in China. The findings of the study showed that K-12 students, teachers, and educational administrators, still need deeper understanding of the new technology's application in K-12 education. In addition, this study indicated that in order to introduce tablet computers into K-12 education in China and other developing areas, more attention should be paid to the comprehensive design of the whole educational system, including the design of the learning support system and instructional strategies, as well as the design and development of educational software and resources.Keywords: tablet computer; mobile learning; K-12 school; survey; educational eco-systemINTRODUCTIONWith the developing technology, the modes of learning have evolved from learning solely in the classroom to distance learning and the virtual classroom, and from being exclusive for the elite to being accessible to everyone (Nordin, Embi & Yunus 2010). Mobile learning has been defined as \"learning that happens without being limited at a fixed location\" and \"learning that takes advantage of mobile technologies\"(Sharples 2000, p. 183), such as PDAs, cellular phones, tablet computers, iPods or ultra notebook computers, which make learning more flexible so that students can learn from anywhere and at anytime. With mobile technology, the educational environment is becoming more ubiquitous and better in instant connectivity, personalization, and forming self-directed learning-communities (Kwon & Lee 2010).For the advantages of flexibility and triggering learners' learning motivations, mobile learning has developed rapidly all over the world. According to a report from Ambient Insight (Adkins 2011), the worldwide mobile learning market reached $3.2 billion in 2010, and will reach $9.1 billion by 2015. The five-year compound annual growth rate (CAGR) is a robust 21.9%.The concept of mobile learning was introduced in China in 2000 via Desmond Keegan's presentation Distance Education, Digital Education, Mobile Learning at the 40th anniversary of Shanghai Radio and Television University (Ye, Xu & Xu 2004). Since then, the offering of mobile learning services appears to be a new marketing strategy for mobile manufacturers to attract customers and to generate new revenue (Ye, Xu & Xu 2004; Sun 2008). Since 2010, China has become one of the countries with the highest mobile learning growth rate (over 60%) (Adkins 2011). Ambient Insight (Adkins 2011) also predicted that by 2015, China would be the second largest buying country of mobile learning products after the US.As ","PeriodicalId":29977,"journal":{"name":"International Journal of Education and Development using Information and Communication Technology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2012-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1049/cp.2011.1449","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57699014","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2010-01-01DOI: 10.4018/jicte.2010091101
Li-Wei Chao, Jeff Gow, Olagoke Akintola, Mark V Pauly
The purpose of this study was to compare two different methods to teach educators about HIV/AIDS. Sixty educators were selected from eight schools in KwaZulu-Natal Province, South Africa, to undergo HIV/AIDS training using an interactive CD-ROM intervention. Another sixty educators from other schools were selected to undergo a two-day Care & Support Training Programme provided by the Department of Education. The outcomes both before and after the interventions were measured by surveying the educators' knowledge and attitudes related to HIV/AIDS, as well as their self-efficacy with respect to dealing with HIV/AIDS in the classroom setting. Both interventions resulted in significant changes in knowledge and attitudes as well as in the self-efficacy with respect to ability to teach about HIV/AIDS and to deal with classroom situations involving HIV and blood. The Care & Support Training Programme proved superior in enhancing basic knowledge about HIV, and the CD-ROM was superior in teaching about HIV transmission risks.
{"title":"A COMPARATIVE EVALUATION OF TWO INTERVENTIONS FOR EDUCATOR TRAINING IN HIV/AIDS IN SOUTH AFRICA.","authors":"Li-Wei Chao, Jeff Gow, Olagoke Akintola, Mark V Pauly","doi":"10.4018/jicte.2010091101","DOIUrl":"https://doi.org/10.4018/jicte.2010091101","url":null,"abstract":"<p><p>The purpose of this study was to compare two different methods to teach educators about HIV/AIDS. Sixty educators were selected from eight schools in KwaZulu-Natal Province, South Africa, to undergo HIV/AIDS training using an interactive CD-ROM intervention. Another sixty educators from other schools were selected to undergo a two-day Care & Support Training Programme provided by the Department of Education. The outcomes both before and after the interventions were measured by surveying the educators' knowledge and attitudes related to HIV/AIDS, as well as their self-efficacy with respect to dealing with HIV/AIDS in the classroom setting. Both interventions resulted in significant changes in knowledge and attitudes as well as in the self-efficacy with respect to ability to teach about HIV/AIDS and to deal with classroom situations involving HIV and blood. The Care & Support Training Programme proved superior in enhancing basic knowledge about HIV, and the CD-ROM was superior in teaching about HIV transmission risks.</p>","PeriodicalId":29977,"journal":{"name":"International Journal of Education and Development using Information and Communication Technology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2010-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.4018/jicte.2010091101","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"40080067","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
ABSTRACT The following discussion will compare four contemporary methods of online teaching and learning: 1) student-centered, 2) subject-centered, 3) teacher-centered, and 4) teaching-centered. This paper argues that the most effective methods are those that engage six dimensions of human existence: physical, social, emotional, psychological, intellectual, and spiritual. However there is no golden rule or single instructional model that will guarantee effective teaching or learning in every situation. Guidelines should be chosen based on how well they meet the needs of the discipline being studied, the students involved, and the ability of the instructor. What engages one class may disengage the next. Learning, whether online or not, is a personal process. With an understanding of the personal nature of the learning interaction, the most effective teaching methods are those that engage individuals in an intimate way. The objective of this paper is to present and define four contemporary teaching models, their expressed or applied engagement of the dimensions listed above in the online environment and provide foundational concepts which may serve as starting points in the evaluation of one's own methods, philosophy, and practice. Keywords: online teaching and learning, student-centered, subject-centered, teacher-centered, teaching-centered, Maslow's hierarchy of needs. ELEMENTAL ANALYSIS OF THE ONLINE LEARNING EXPERIENCE Education can be defined as an activity undertaken or initiated to effect changes in knowledge, skill, and attitudes of individuals, groups or communities. Learning, in contrast, emphasizes the individual where the change occurs (Knowles, Holton and Swanson, 1998). Based on this definition, the goal of the educator is to facilitate change in an individual that may be a member of a larger group or community. The degree and direction of this change is determined by the purpose of the educational activity itself. In the workplace this is usually defined in terms of corporate objectives and expectations, while academic institutions usually define objectives as discipline related competencies. Regardless of its origin and purpose, learning must occur within the individual; education occurs from the outside, learning occurs from within. Further distinction is warranted between processes and experiences as they relate to education and learning. A process implies a prescribed set of procedures leading to the attainment of a predetermined objective. There are clearly defined boundaries in a process that are exclusive to its function and design. Both objects and people can participate in processes. Experiences, however, are totally inclusive of all aspects of an activity and are people centered. Generally, only people have experiences as they are described in terms of their physical, social, spiritual, emotional, intellectual, or psychological impact. Thus, the education/process, learning/experience relation is illustrated; education is a
{"title":"Elemental analysis of the online learning experience","authors":"K. Carmody, Z. Berge","doi":"10.13016/M2O4HI-UELX","DOIUrl":"https://doi.org/10.13016/M2O4HI-UELX","url":null,"abstract":"ABSTRACT The following discussion will compare four contemporary methods of online teaching and learning: 1) student-centered, 2) subject-centered, 3) teacher-centered, and 4) teaching-centered. This paper argues that the most effective methods are those that engage six dimensions of human existence: physical, social, emotional, psychological, intellectual, and spiritual. However there is no golden rule or single instructional model that will guarantee effective teaching or learning in every situation. Guidelines should be chosen based on how well they meet the needs of the discipline being studied, the students involved, and the ability of the instructor. What engages one class may disengage the next. Learning, whether online or not, is a personal process. With an understanding of the personal nature of the learning interaction, the most effective teaching methods are those that engage individuals in an intimate way. The objective of this paper is to present and define four contemporary teaching models, their expressed or applied engagement of the dimensions listed above in the online environment and provide foundational concepts which may serve as starting points in the evaluation of one's own methods, philosophy, and practice. Keywords: online teaching and learning, student-centered, subject-centered, teacher-centered, teaching-centered, Maslow's hierarchy of needs. ELEMENTAL ANALYSIS OF THE ONLINE LEARNING EXPERIENCE Education can be defined as an activity undertaken or initiated to effect changes in knowledge, skill, and attitudes of individuals, groups or communities. Learning, in contrast, emphasizes the individual where the change occurs (Knowles, Holton and Swanson, 1998). Based on this definition, the goal of the educator is to facilitate change in an individual that may be a member of a larger group or community. The degree and direction of this change is determined by the purpose of the educational activity itself. In the workplace this is usually defined in terms of corporate objectives and expectations, while academic institutions usually define objectives as discipline related competencies. Regardless of its origin and purpose, learning must occur within the individual; education occurs from the outside, learning occurs from within. Further distinction is warranted between processes and experiences as they relate to education and learning. A process implies a prescribed set of procedures leading to the attainment of a predetermined objective. There are clearly defined boundaries in a process that are exclusive to its function and design. Both objects and people can participate in processes. Experiences, however, are totally inclusive of all aspects of an activity and are people centered. Generally, only people have experiences as they are described in terms of their physical, social, spiritual, emotional, intellectual, or psychological impact. Thus, the education/process, learning/experience relation is illustrated; education is a ","PeriodicalId":29977,"journal":{"name":"International Journal of Education and Development using Information and Communication Technology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2005-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66548022","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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