ABSTRACT
In recent years, technology applied to education has advanced by leaps and bounds;Pressured by the Covid-19 pandemic, it has been necessary to move from face-to-face to virtual, which has required teachers to show the full potential of digital tools, such as visual organizers. The objective of the research was the interpretation of the utility of graphic organizers (GO) for the acquisition of learning in higher education students. The methodology used was qualitative, a type of basic research of hermeneutic design;Through interviews with teachers with expertise in GO, interviews were conducted with teachers with extensive experience in the use of GO, processing the information with AtlasTi. As a result, the relevance of using the GO in higher education teaching was obtained, while emerging categories were obtained that will allow the best interpretation of the study variable. It is concluded that the use of GO has a positive significance in the assimilation of new knowledge to achieve significant learning. © 2022, Associacao Iberica de Sistemas e Tecnologias de Informacao. All rights reserved.
ABSTRACT
The non-Transitory side effects derived from the spread of COVID-19, which have suddenly silenced and emptied schools and universities while activating new didactic forms , lead us to a reflection on the value of the e-learning teaching project in design schools and its possible repositioning towards the discipline. Taking inspiration from the recent modalities of distance learning, which were experimented during the compulsory lockdown and isolation caused by the spread of the virus, this contribution means to reflect on those online teaching procedures that have been used in the domain of design. These refer to some pedagogic experiences for the diffusion of knowledge developed in Italy since the 60s, on media of communication such as the radio and the television. They could become an operational procedure with the ability to influence the new way of conceiving both the teaching and the idea itself of the design project soon. © HEAd 2022. All Rights Reserved.
ABSTRACT
The COVID-19 pandemic related measures had augmented the rise of online education. While online teaching had mitigated the negative impacts from educational institutional closures, it was unable to displace hands-on biomedical laboratory practical lessons effectively. Without practical sessions, there was concern over the imparting of laboratory skills even with video demonstrations. To investigate the effectiveness of different delivery modes in imparting laboratory skills, theoretical and practical student assessments were analyzed alongside an anonymous survey on their motivation and prior experience. The undergraduate students were exposed to (1) instructor-live demonstration; (2) video demonstration or (3) no demonstration prior to the practical test which was a plasmid extraction. Significantly higher mini-prep yields and purity were found for both instructor-live and video demonstrations compared to no demonstration. Comparison with pre-pandemic theoretical assessment performance showed no significant differences despite longer contact hours during pre-pandemic times. Prior lab experience and motivation for selecting the course did not significantly affect student mini-prep yields. In conclusion, our findings suggest that video demonstrations were as effective as instructor-live demonstrations during the pandemic without noticeably compromising the teaching and learning of biomedical laboratory skills.
Subject(s)
COVID-19 , Education, Distance , COVID-19/epidemiology , Educational Measurement , Humans , Learning , Pandemics , TeachingABSTRACT
The Malaysian Education System have recently implemented the home-based teaching and learning or Pengajaran dan Pembelajaran di Rumah (PdPR) classes due to the outbreak of the pandemic COVID19. Since students were not able to go to schools during the lockdown period, teachers and parents have resorted to creating various methods to engage students in their learning process. Multi-touch technology on tablet appears as a promising tool in visual learning especially during this pandemic out-break. This paper presents a preliminary study conducted on a research project in developing a Visual Learning Application for Mathematics using Holographic Display for the topic on Shape and Space based on Multi-Touch Technology called MEL-VIS. A preliminary study was conducted on fifteen (15) primary school teachers. The results of the preliminary study showed that the topic on Shape and Space is a topic that most students had major problems when learning Mathematics at three (3) primary schools. Students were found to have difficulty in understanding the concepts being taught due to factors such as: ive phenomena and concepts;as well as possessing low imagination. © 2021, Springer Nature Switzerland AG.