Methodology for Virtual Education of Clinical Engineering through the Implementation of Digital Tools for Simulated Scenarios and International Collaboration

The Covid-19 global pandemic has represented a challenge for education, which had to migrate to virtual environments. Universities adopted different teaching methods to keep contributing to the growth of the professionals in various fields. In this context, the Biomedical Engineering program of the Pontificia Universidad Catolica del Peru and the Universidad Peruana Cayetano Heredia had to change or adapt the methodology of the courses included in its curriculum in order to reach the learning objectives. This paper presents a methodology for an innovative approach of simulated scenarios using digital tools for the virtual teaching of Clinical Engineering. The learning results achieved in two semesters of implementation of the methodology, during 2020 and 2021, were measured by means of a survey applied to the students at the end of the course. Obtaining achievement results above 76 % and improvement opportunities that would be useful for the next version of this course and for the replication of the methodology in other universities. © 2023 IEEE.

The effects of an active learning mechanism on cognitive load and learning achievement: A new approach for pharmacology teaching to Taiwanese nursing students.

BACKGROUND: Nursing students require learning strategies when studying pharmacology. The COVID-19 pandemic has increased the prevalence of online self-study. The design of effective online learning materials has therefore become vital to nursing education. OBJECTIVES: The objective of this study was to describe the active learning mechanism that helped nursing students learn pharmacology through interactive learning materials and to demonstrate that no increased cognitive load in nursing students when studying pharmacology using interactive learning materials. METHOD: We designed an active learning mechanism to help nursing students study pharmacology by using interactive learning materials. An experimental pre- and post-test design was conducted. The participants were second-year nursing students (age 16-17) in a junior college of nursing. Students were randomly assigned to an experimental group (n = 98) and a control group (n = 90). RESULTS: We developed multi-media interactive learning materials and an active learning mechanism to enable nursing students to learn pharmacology. The proposed approach not only improved learning achievements but also reduced the cognitive load of nursing students. CONCLUSION: The major contribution of this study exhibits a new approach to practice wherein active learning is incorporated into interactive pharmacology materials for nursing students. This can be attributed to the design features of "explanation," "quiz and feedback," and "encouragement." Our results aid the development of effective interactive learning materials for pharmacology for Taiwanese nursing students.

EFL Students' Perception of Emergency Remote Learning: Associations with Teachers' Behavior, Teaching Content, Learning Process and Learning Achievements

The COVID-19 pandemic requires EFL teachers to take charge of emergency remote teaching shortly. Understanding students' perception of the online teaching and learning could help instructors optimize the virtual EFL lecture planning. This study aimed to probe how learners would reflect towards the EFL online teaching and learning in terms of teachers' behavior, teaching content, learning process, and learning outcomes. An online questionnaire was framed and issued to 1108 year 1 and year 2 non-English majors in a university located in the southern part of China. Data were collected and coded via thematic analysis. Conclusions indicated that a) a sense of belonging to the online learning community played a key role for the students to perform positively;b) virtual EFL learning and teaching could be even more successful when the differences between face-to-face interaction and e-classroom interaction were taken into consideration;c) curiosity-arousing learning activities were conducive to learners' further autonomous online learning;d) motivational teaching design could enhance study when students enjoy the online learning achievements. © 2022 ACM.

Methodological innovation for the teaching of TIC in Higher Education

The inclusion of technology in the different academic spaces of higher education education has allowed the educational process to take another course and for both teachers and students to adapt to these changes and even more so to those that have been experienced around the pandemic of COVID-19. This study shows the methodological approach for the micro-curricular organization of the Information and Communication Technologies subject, based on didactic methodological strategies that seek to achieve learning achievements based on digital tools according to Bloom’s taxonomy. This research has been carried out in a public university in Ecuador with 207 first-semester students divided into 6 groups. Through the methodological application of its four phases: analysis, planning, design and implementation, and evaluation;favorable results have been obtained in meaningful learning achieved with students. As future work it is intended to apply this methodological approach in related subjects in higher education, thus exposing this approach to a process of continuous improvement. © 2021, Associacao Iberica de Sistemas e Tecnologias de Informacao. All rights reserved.