effects of teaching strategies supported by information and communication technologies on...
TRANSCRIPT
Effects of Teaching Strategies supported by Information and Communication Technologies on satisfaction and
learning of college students
Andreia Araujo Lima TorresGardênia da Silva Abbad
Kelb Bouquet-Santos
International Conference on New Horizons in Education - Paris - June 2014
Method ResultsIntroduction Conclusion
Brazil’s Public Unified Health System
- 39,526 basic health units;- 8,502 public hospitals;- 17,000 emergency
facilities;- 1,287 intensive care units
beds;- 504,270 hospital beds;- 215,000 community
health agents;- 13,000 dental health
teamsBrazil, 2012
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Method ResultsIntroduction Conclusion
Technologies and professional health education
(Smith, & Greenwood, 2012; Cook et al, 2013) 6/19
To restructure a basic nutrition undergrad course, assessing the effects of a new instructional design with the inclusion of teaching strategies supported by new technologies of information and communication on satisfaction and learning of the students enrolled.
Method ResultsIntroduction Conclusion
Objective
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- Offered by a Brazilian public university
- 30 hours per term
- Classes of 1:40h, once a week
- Students of nursing, pharmacy, physiotherapy, occupational therapy and public health courses.
Method ResultsIntroduction Conclusion
The Human Nutrition course
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- Cognitive theory, instructional theories (Gagné) and instructional design theories (Merril / Mayer / Driscoll)
- Students’ profile analysis
- Interview with the professor of the course
- Analysis of available classes materials
- Identification of the minimum skills required for health professionals in the Food Guide for the Brazilian Population (Brazil, 2005)
Method ResultsIntroduction Conclusion
Restructuring a course
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1) Defining and classifying educational goals;
2) Establishing the content sequence;
3) Defining educational procedures;
4) Preparing the contents of each unit (texts, slides, podcasts, video-classes);
5) Selecting the media for distribution of the materials developed;
6) Developing the virtual environment (Moodle) of the course;
7) Choosing the assessment tools and instruments (learning and satisfaction)
Method ResultsIntroduction Conclusion
Important paths
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1) Classes once a week, held in 2013 to 47 students
2) Access to material (hyperlinks, audio files, video-classes, films, class slides, papers and other texts, nutrition software)
3) Evaluation - knowledge tests, satisfaction questionnaire
Method ResultsIntroduction Conclusion
Testing
Female Male01020304050 85.
1%
14,9%
43 were younger than 25 years
old (91,4%)
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Method ResultsIntroduction Conclusion
Podcasts Video-classes0
0.125
0.25
0.375
0.5
0.625
Very important Important Medium importance Not important
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Method ResultsIntroduction Conclusion
Iten Medium Standard DeviationClear definition of objectives 8,38 2,13
Compatibility of goals with student’s needs in the area 8,56 1,66
Number of Face-to-face classes 7,94 2,27
Workload 6,56 2,82
Sequence of modules 8,56 1,77
Quality of classes 8,94 1,20
Quality of video-classes 8,97 1,20
Quality of podcasts 9,07 1,22
Usefulness of knowledge 9,28 1,05
Learning environment presentation 8,89 1,65
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Method ResultsIntroduction Conclusion
Final Grade Activities done
Final gradePearson correlationSig (1 tale)
N
1
47
,911**,000
47
Activities done
Pearson correlationSig (1 tale)
N
,911**,000
47
1
47
All activities
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Method ResultsIntroduction Conclusion
Podcasts and video-classes
None 25% or less
26-50% 51-75% 76-100%03.5
710.5
14
n=37,2 %
n=1020,62 %
n=919,59 %
n=1225,77 %
n=1326,80 %
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Method ResultsIntroduction Conclusion
Number of podcasts
and videoclasses
watched
Grade in test
1Grade
in test 2Final grade
Number of podcasts and videoclasses
watched
Spearman correlationSig (1 tale)
N
1
47
,489**,000
47
,302*,025
43
,622**,000
47
Podcasts and video-classes
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The use of cognitive, instructional and instructional design theories while restructuring a course can lead to great satisfaction and learning among college students.
Limitations:
- absence of a control group;
- lack of a pre test
Method ResultsIntroduction Conclusion
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ReferencesAbbad, G.S., Zerbini, T., & Borges-Ferreira, M.F. (2012). Medidas de reação a
cursos presenciais. In Medidas de avaliação em treinamento, desenvolvimento e educação: ferramentas para gestão de pessoas. (pp. 78-90). Porto Alegre: Artmed.
Borges-Andrade, J. E. (1982). Avaliação somativa de sistemas instrucionais: integração de três propostas. Tecnologia Educacional, 11(46), 29- 39.
Brasil (2005). Ministério da Saúde. Secretaria de Atenção à Saúde. Coordenação Geral da Política de Alimentação e Nutrição. Guia alimentar para a população brasileira: promovendo a alimentação saudável. Brasília: Ministério da Saúde, 2005. 217p.
IBGE (2010). Diretoria de Pesquisas, Coordenação de trabalho e rendimento. Pesquisa de Orçamentos Familiares 2008-2009: avaliação nutricional da disponibilidade domiciliar de alimentos no Brasil. Rio de Janeiro: 2010. 54p.
Victora, C.G., Barreto, M.L., Leal, M.C. et al. (2011). Condições de saúde e inovações nas políticas de saúde no Brasil: o caminho a percorrer. The Lancet, 90-102.
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