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Imagining SoTL最新文献

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Development and Assessment of Learners’ Experiences with a Virtual Reality Learning Platform: Constructivist and Experiential Learning Pedagogies in Master of Physical Therapy Curriculum 开发和评估学习者在虚拟现实学习平台中的体验:物理治疗硕士课程中的建构主义和体验式学习教学法
Pub Date : 2024-05-07 DOI: 10.29173/isotl682
Stacey Lovo, Don Leidl, Kendra Usunier, Teresa Paslawski, Mike Wesolowski, Arjun Puri, Valerie Caron, Soo Kim
Teaching competencies for psychomotor skill development for manual handling techniques in the cervical regions is necessary for safe practice in physiotherapy. However, grasping anatomy and palpation can be challenging for students, and practice in the lab can lead to discomfort for students. To facilitate teaching and learning of this complex skill, we worked in partnership with a virtual reality (VR) industry partner who developed a customized VR application focusing on transverse ligament stress testing for manual therapy skills for Master of Physical Therapy (MPT) students. In this scholarship of teaching and learning (SoTL) project, eight MPT students participated in the evaluation of an innovative VR learning experience for manual therapy in the cervical spine. Students’ learning experiences with the custom virtual reality learning application were assessed using an observational study design with semi-structured interviews. Interview questions aligned with constructs that are recommended to assess learners’ attitudes toward VR environments. Student participants appreciated the usefulness of the application for studying and practicing the transverse ligament stress test and provided recommendations for enhancing the learning experience.
为确保物理疗法实践的安全,有必要教授颈椎部位徒手操作技术的心理运动技能。然而,对学生来说,掌握解剖和触诊方法可能具有挑战性,而且在实验室中的练习可能会导致学生感到不适。为了促进这一复杂技能的教学和学习,我们与虚拟现实(VR)行业的合作伙伴合作,他们为物理治疗硕士(MPT)学生开发了一款定制的 VR 应用程序,重点是横向韧带应力测试,用于徒手治疗技能。在这个教学奖学金(SoTL)项目中,八名物理治疗硕士学生参与了颈椎徒手治疗创新 VR 学习体验的评估。通过半结构式访谈的观察研究设计,对学生在定制虚拟现实学习应用中的学习体验进行了评估。访谈问题与建议用于评估学习者对虚拟现实环境态度的结构相一致。学生们对该应用程序在学习和练习横向韧带应力测试方面的实用性表示赞赏,并就如何增强学习体验提出了建议。
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引用次数: 0
Learning About Trauma, Online: What Works and What Is? 在线了解创伤:哪些有效,哪些无效?
Pub Date : 2024-05-07 DOI: 10.29173/isotl694
Monica Pauls, Natalie Hoa, Francine Nelson
Trauma-informed care guides a growing approach to practice across the field of human services and, as such, increasing efforts have been made to integrate a trauma-informed orientation into post-secondary human service programs. While most approaches to teaching trauma-education are designed for in-person instruction, online training programs are increasingly being employed. However, there are questions about the effectiveness of teaching for this particular topic online. The purpose of this study was to gain a better understanding of the impact of learning about trauma-informed practice online. Specifically, by asking “what works?” and “what is?,” the authors assessed the effectiveness of an online training program, called Being Trauma Aware, to teach about trauma-informed care and prepare post-secondary students for their field of practice. Findings reveal that Being Trauma Aware provides foundational knowledge on trauma-informed practice and develops competence and confidence in future practitioners. The training also increases students’ preparedness for the field, shifting their approach when working with children and youth. Future research can further explore whether online learning facilitates the transfer of knowledge to the field, connecting theory to practice.
创伤知情护理是整个人类服务领域中一种不断发展的实践指导方法,因此,将创伤知情指导纳入中学后人类服务课程的努力也在不断增加。虽然大多数创伤教育的教学方法都是针对现场教学设计的,但在线培训项目也越来越多地被采用。然而,人们对这一特定主题的在线教学效果存在疑问。本研究旨在更好地了解在线学习创伤知情实践的影响。具体来说,通过询问 "什么有效?"和 "什么是有效的?",作者评估了一个名为 "意识到创伤 "的在线培训项目的有效性,该项目旨在教授有关创伤知情护理的知识,并帮助大专学生为其实践领域做好准备。研究结果表明,"意识到创伤 "提供了关于创伤知情护理实践的基础知识,培养了未来从业人员的能力和信心。培训还增强了学生的从业准备,改变了他们与儿童和青少年打交道的方法。未来的研究可以进一步探讨在线学习是否有助于将知识转移到实地,将理论与实践联系起来。
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引用次数: 0
Editorial 4(1) 编辑 4(1)
Pub Date : 2024-05-07 DOI: 10.29173/isotl788
Michelle Yeo
This sixth issue of Imagining SoTL consists of a final set of papers based on presentations at the 2022 Symposium for the Scholarship of Teaching and Learning, with a theme of “A Decade of Imagining SoTL: Looking Back, Looking Ahead.” This was our first in-person conference since the COVID-19 pandemic, and it was good to be together. This issue follows our December issue,  Volume 3(2). Here, we present the remaining responses to our call for contributors to develop their Scholarship of Teaching and Learning (SoTL) presentations from the conference.
第六期《想象中的 SoTL》是根据 2022 年教学与学习学术研讨会上的发言撰写的最后一组论文,主题为 "想象中的 SoTL 十年:回顾过去,展望未来"。这是自 COVID-19 大流行以来,我们第一次亲自参加会议,很高兴能聚在一起。本期是继 12 月刊第 3(2)卷之后的又一期。在此,我们将介绍会议期间征集投稿人撰写 "教学与学习学术"(SoTL)演讲稿的其余回复。
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引用次数: 0
The Differential Nature of Remote Learning Among University Students 大学生远程学习的差异性
Pub Date : 2024-05-07 DOI: 10.29173/isotl673
Khosro Salmani, Joel Conley, Chidera Uzoka
One of the many drastic effects of the COVID-19 pandemic in early 2020 was a sudden shift to remote learning for post-secondary students. This study aims to build a foundation for that understanding, with a particular focus on addressing the effects on students who were working concurrently with their studies through the pandemic. A survey was conducted, gathering 181 responses from undergraduate computing students attending Mount Royal University. The survey queries the students’ experience with work-school balance during the pandemic, their feelings about online classes, the perceived positive and negative aspects of learning online, and whether they would opt into online classes in the future in the absence of any pandemic-related concerns. The results show a clear perception of increased flexibility (88%) coupled with an increase in the students’ ability to manage their time (61%). Given that 74% of the respondents report that online classes are more convenient than in-person classes while only 22% report a negative impact on their performance, this study concludes that online learning opportunities may correlate with an easing of stress on post-secondary students without significantly impacting academic performance for certain personality types, while others report significantly negative experiences with respect to their mental health. 
2020 年初,COVID-19 大流行病造成了许多严重影响,其中之一就是大专学生突然转向远程学习。本研究旨在为这一认识奠定基础,尤其侧重于解决大流行病对同时学习和工作的学生的影响。我们进行了一项调查,收集了 181 份来自皇家山大学计算机本科生的回复。调查询问了学生在大流行期间工作与学习平衡方面的经验、他们对在线课程的感受、在线学习的积极和消极方面,以及在没有任何大流行相关担忧的情况下,他们将来是否会选择在线课程。结果表明,学生明显感觉到学习的灵活性增加了(88%),同时管理时间的能力也提高了(61%)。鉴于 74% 的受访者表示在线课堂比面对面课堂更方便,而只有 22% 的受访者表示在线课堂对他们的学习成绩有负面影响,本研究得出结论,在线学习机会可能会缓解大专学生的压力,而不会对某些性格类型的学生的学习成绩造成显著影响,而其他性格类型的学生则表示在线学习对他们的心理健康有显著的负面影响。
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引用次数: 0
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Imagining SoTL
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