2014, Vol. 4. núm. 1
Internationalization: Changes and challenges chasing internationalization targeting
http://hdl.handle.net/2099/14945
2024-03-29T08:38:42Z
2024-03-29T08:38:42Z
Internationalization: changes and challenges chasing internationalization targeting
Amante García, Beatriz
Martínez Martínez, María
http://hdl.handle.net/2099/16287
2020-07-22T22:01:25Z
2015-04-08T11:28:48Z
Internationalization: changes and challenges chasing internationalization targeting
Amante García, Beatriz; Martínez Martínez, María
In 2014 JOTSE is facing several changes and challenges so as to improve the quality of our scientific Journal. In the first place, we have incorporated new members in our Editorial board and we hope to implement thanks to them new fields of knowledge, explore other areas and, hence, increase our internationalisation. In this sense, one of the main objectives when we set up JOTSE was to reach scholars worldwide. In fact, we have been working on attracting international authors for four years and taking teaching experiences wherever they are needed.
2015-04-08T11:28:48Z
Amante García, Beatriz
Martínez Martínez, María
In 2014 JOTSE is facing several changes and challenges so as to improve the quality of our scientific Journal. In the first place, we have incorporated new members in our Editorial board and we hope to implement thanks to them new fields of knowledge, explore other areas and, hence, increase our internationalisation. In this sense, one of the main objectives when we set up JOTSE was to reach scholars worldwide. In fact, we have been working on attracting international authors for four years and taking teaching experiences wherever they are needed.
Experiences with a simulated learning environment - the SimuScape©: virtual environments in medical education
Thies, Anna-Lena
Weissenstein, Anne
Haulsen, Ivo
Marschall, Bernhard
Friederichs, Hendrik
http://hdl.handle.net/2099/16074
2020-07-22T22:01:26Z
2015-02-19T10:23:15Z
Experiences with a simulated learning environment - the SimuScape©: virtual environments in medical education
Thies, Anna-Lena; Weissenstein, Anne; Haulsen, Ivo; Marschall, Bernhard; Friederichs, Hendrik
Simulation as a tool for medical education has gained considerable importance in the past years. Various studies have shown that the mastering of basic skills happens best if taught in a realistic and workplace-based context. It is necessary that simulation itself takes place in the realistic background of a genuine clinical or in an accordingly simulated learning environment. A panoramic projection system that allows the simulation of different scenarios has been created at the medical school of the Westphalian Wilhelms-University Muenster/Germany. The SimuScape© is a circular training room of six meters in diameter and has the capacity to generate pictures or moving images as well as the corresponding background noises for medical students, who are then able to interact with simulated patients inside a realistic environment. About 1,000 students have been instructed using the SimuScape© in the courses of emergency medicine, family medicine and anesthesia. The SimuScape©, with its 270°-panoramic projection, gives the students the impression “of being right in the center of action”. It is a flexible learning environment that can be easily integrated into curricular teaching and which is in full operation for 10 days per semester. The SimuScape© allows the establishment of new medical areas outside the hospital and surgery for simulation and it is an extremely adaptable and cost-effective utilization of a lecture room. In this simulated environment it is possible to teach objectives like self-protection and patient care during disturbing environmental influences in practice
2015-02-19T10:23:15Z
Thies, Anna-Lena
Weissenstein, Anne
Haulsen, Ivo
Marschall, Bernhard
Friederichs, Hendrik
Simulation as a tool for medical education has gained considerable importance in the past years. Various studies have shown that the mastering of basic skills happens best if taught in a realistic and workplace-based context. It is necessary that simulation itself takes place in the realistic background of a genuine clinical or in an accordingly simulated learning environment. A panoramic projection system that allows the simulation of different scenarios has been created at the medical school of the Westphalian Wilhelms-University Muenster/Germany. The SimuScape© is a circular training room of six meters in diameter and has the capacity to generate pictures or moving images as well as the corresponding background noises for medical students, who are then able to interact with simulated patients inside a realistic environment. About 1,000 students have been instructed using the SimuScape© in the courses of emergency medicine, family medicine and anesthesia. The SimuScape©, with its 270°-panoramic projection, gives the students the impression “of being right in the center of action”. It is a flexible learning environment that can be easily integrated into curricular teaching and which is in full operation for 10 days per semester. The SimuScape© allows the establishment of new medical areas outside the hospital and surgery for simulation and it is an extremely adaptable and cost-effective utilization of a lecture room. In this simulated environment it is possible to teach objectives like self-protection and patient care during disturbing environmental influences in practice
Academic performance of students admitted with different entry certificates to the nigerian certificate in education programme at the Federal College of Education (Technical), Omoku
Amasuomo, Japo Oweikeye Morto
http://hdl.handle.net/2099/16066
2020-07-22T22:01:25Z
2015-02-17T13:17:58Z
Academic performance of students admitted with different entry certificates to the nigerian certificate in education programme at the Federal College of Education (Technical), Omoku
Amasuomo, Japo Oweikeye Morto
This study attempted to determine the levels of academic performance of two groups of students admitted with different entry certificates to the Nigeria certificate in Education (NCE) Technical Programme and to find out whether either group differed significantly in terms of performance. Seventy (70) first year Technical students at the Federal College of Education (Technical), Omoku, were monitored during the 2011/2012 academic year for the purposes of this study. The data consisted of raw scores obtained by these students in five (5) courses. The data were analysed according to their arithmetic means and a t-test. The reliability of t-test results were ascertained by the use of an f-test of group variances. The study established that the secondary school certificate students performed significantly better than their City and Guilds certificate counterparts, and both groups differed significantly in other aspects of academic performance
2015-02-17T13:17:58Z
Amasuomo, Japo Oweikeye Morto
This study attempted to determine the levels of academic performance of two groups of students admitted with different entry certificates to the Nigeria certificate in Education (NCE) Technical Programme and to find out whether either group differed significantly in terms of performance. Seventy (70) first year Technical students at the Federal College of Education (Technical), Omoku, were monitored during the 2011/2012 academic year for the purposes of this study. The data consisted of raw scores obtained by these students in five (5) courses. The data were analysed according to their arithmetic means and a t-test. The reliability of t-test results were ascertained by the use of an f-test of group variances. The study established that the secondary school certificate students performed significantly better than their City and Guilds certificate counterparts, and both groups differed significantly in other aspects of academic performance
Online discussion forums with embedded streamed videos on distance courses
Fernández Alarcón, Vicenç
Simó Guzmán, Pep
Castillo Merino, David
Sallán Leyes, José María
http://hdl.handle.net/2099/16059
2020-07-22T22:01:26Z
2015-02-12T12:46:53Z
Online discussion forums with embedded streamed videos on distance courses
Fernández Alarcón, Vicenç; Simó Guzmán, Pep; Castillo Merino, David; Sallán Leyes, José María
Existing literature on education and technology has frequently highlighted the usefulness of online discussion forums for distance courses; however, the majority of such investigations have focused their attention only on text-based forums. The objective of this paper is to determine if the embedding of streamed videos in online discussion forums generates educational dialogue and consequently the feedback that students need in a Management Accounting Course. The findings suggest some interesting issues, such as: students prefer text answers except in complex questions, and videos never replace text commentaries and explanations, but rather complement them
2015-02-12T12:46:53Z
Fernández Alarcón, Vicenç
Simó Guzmán, Pep
Castillo Merino, David
Sallán Leyes, José María
Existing literature on education and technology has frequently highlighted the usefulness of online discussion forums for distance courses; however, the majority of such investigations have focused their attention only on text-based forums. The objective of this paper is to determine if the embedding of streamed videos in online discussion forums generates educational dialogue and consequently the feedback that students need in a Management Accounting Course. The findings suggest some interesting issues, such as: students prefer text answers except in complex questions, and videos never replace text commentaries and explanations, but rather complement them
Some limits in peer assessment
Domingo Peña, Joan
Martínez García, Herminio
Gomáriz Castro, Spartacus
Gámiz Caro, Juan
http://hdl.handle.net/2099/16031
2022-10-16T03:34:58Z
2015-01-30T11:14:24Z
Some limits in peer assessment
Domingo Peña, Joan; Martínez García, Herminio; Gomáriz Castro, Spartacus; Gámiz Caro, Juan
Nowadays, the educational methodology known as “peer assessment” constitutes one of the pillars of formative assessment at the different levels of the educational system, particularly at the University level. In fact, in recent years, it has been increasingly used to enhance students' meaningful learning, as it is considered to be an element of social learning, in which students benefit from the lessons learned by other classmates, and draw upon the ability to assess the quality of the learning, contrasting it with the level of knowledge that each has about the subject/course being evaluated, and using common evaluation criteria. In this regard, this paper represents the experience of two groups of students. It allows us to determine how many peer assessments should be required of students in a particular course in order to constitute a serious, reliable activity. On the other hand, from the point of view of the student, the assessments are evaluated to the extent that they are seen as a required and mandatory exercise that must be carried out by students simply to pass the course. In the latter case, the activity can become extremely trivial and banal. Statistical analysis of the results indicates that three peer assessments per student appraised represents an adequate number. On the other hand, more than thirty peer assessments fail to contribute to learning, nor do they represent serious activities
2015-01-30T11:14:24Z
Domingo Peña, Joan
Martínez García, Herminio
Gomáriz Castro, Spartacus
Gámiz Caro, Juan
Nowadays, the educational methodology known as “peer assessment” constitutes one of the pillars of formative assessment at the different levels of the educational system, particularly at the University level. In fact, in recent years, it has been increasingly used to enhance students' meaningful learning, as it is considered to be an element of social learning, in which students benefit from the lessons learned by other classmates, and draw upon the ability to assess the quality of the learning, contrasting it with the level of knowledge that each has about the subject/course being evaluated, and using common evaluation criteria. In this regard, this paper represents the experience of two groups of students. It allows us to determine how many peer assessments should be required of students in a particular course in order to constitute a serious, reliable activity. On the other hand, from the point of view of the student, the assessments are evaluated to the extent that they are seen as a required and mandatory exercise that must be carried out by students simply to pass the course. In the latter case, the activity can become extremely trivial and banal. Statistical analysis of the results indicates that three peer assessments per student appraised represents an adequate number. On the other hand, more than thirty peer assessments fail to contribute to learning, nor do they represent serious activities
A handful of bacteria: a simple activity that engages students to think and write like a scientist
Song, Pengfei
http://hdl.handle.net/2099/16030
2020-07-22T22:01:27Z
2015-01-30T10:33:03Z
A handful of bacteria: a simple activity that engages students to think and write like a scientist
Song, Pengfei
Non-major students taking science courses to fulfill degree requirements may show low interest in traditional lecture-based classrooms. While professors may try to incorporate hands-on activities to the classroom to foster enthusiasm, the development of a low-cost, low-hazard scientific activity that engages students can be challenging. Moreover, teaching and evaluating critical thinking, scientific literacy, quantitative analysis and writing skills utilizing such activities require asking carefully designed questions. Here, I introduce a tested efective, inexpensive, 20-minute in-classroom microbiology deep-learning activity, and explain how it can be adapted to other disciplines of science. From one simple exercise, students conducted literature research, performed statistical analysis and made quantitative/causative conclusions. Students also learned to write, appreciate and critically analyze a scientific paper
2015-01-30T10:33:03Z
Song, Pengfei
Non-major students taking science courses to fulfill degree requirements may show low interest in traditional lecture-based classrooms. While professors may try to incorporate hands-on activities to the classroom to foster enthusiasm, the development of a low-cost, low-hazard scientific activity that engages students can be challenging. Moreover, teaching and evaluating critical thinking, scientific literacy, quantitative analysis and writing skills utilizing such activities require asking carefully designed questions. Here, I introduce a tested efective, inexpensive, 20-minute in-classroom microbiology deep-learning activity, and explain how it can be adapted to other disciplines of science. From one simple exercise, students conducted literature research, performed statistical analysis and made quantitative/causative conclusions. Students also learned to write, appreciate and critically analyze a scientific paper