Distance Learning of students, Study notes of Public Health

Download Distance Learning of students and more Study notes Public Health in PDF only on Docsity! CLINICAL LEARNING DISTANCE LEARNING @ This method includes computer learning and other ways of instruction to the students without the usual classroom setting, such as teleconference or use of telephone techniques. It encompasses correspondence courses and courses delivered by satellite, television, broadcasting or telephone lines. Involves a two-way audio and video technology ADVANTAGES OF DISTANCE LEARNING @ People from rural areas or those who are homebound can have greater access to information and even educational degrees. A larger variety of courses are accessible. Ability to learn in one's own time frame, the self-directed nature of the learning experience and the opportunity to learn more about technology. DISADVANTAGES OF DISTANCE LEARNING @ There is lack of face-to-face contact or a non-interactive process with the teacher. Technology problems which may be similar to systems shutting down or being inaccessible. Some may not learn well with less structured educational experience Others may struggle to use the technology while leaming the content at the same time. EDUCATION IN DISTANCE @ Generally, learners are paired with preceptors in clinical sites near their homes. A_ clinical site coordinator may be hired to arrange these placements. The role of the site coordinator varies by program, one of which is to become familiar with the technology. He/she may be present during broadcasting and may help facilitate the class. The role may also encompass student recruitment, advertisement, and testing. Often, facilitators also become major source of emotional support. Orientation of preceptors and the evaluation of student learning is also part of the role. In some schools, part-time faculty who live near the sites are hired to teach clinical courses. DISTANCE LEARNING VIA_ INTERACTIVE TELEVISION There are a variety of equipment’s used, but in most configuration, the plan is to allow each teaching/learning site to visible and heard. Full-motion video images and voices are transmitted through broadband internet connection. Instructors need to be well oriented to the equipment, and conduct a trial run before beginning to teach. The key to making the technology invisible is knowing how to manage the equipment, do that the machines and miles apart disappear, making them feel like they are having the conversation in the same room. FEELING OF ALIENATION because students from remote sites often feel alienated from the teacher, the teacher must make a special effort to include the discussion and try to establish rapport with them. CLASS MANAGEMENT issues on document transfer and examinations should be dealt with. Course materials, handouts may be emailed beforehand, given on the site by the preceptor, or may be available in the website. Examinations, like in-class written exams must be prepared well in advance so they can be mailed, stored in a safe place and given during the class, and a proctor is available in site (facilitator). Often times, in-class open book test are given or take-home exams are used. Problems in technology _ is inevitable, therefore, the presence of a technician during broadcast times is essential. Technicians can usually handle minor setbacks, it is possible to suffer a complete tech or transmission failure, so contingency plans should be discussed. DISTANCE LEARNING VIA THE INTERNET Classes may be delivered via the internet, such courses are expanding exponentially as academia, business and health care organizations. learning and cost- effective Synchronous Versus Asynchronous Classes Synchronous online learning occurs when people interact in real time electronically via the internet. EX: Webcasting Asynchronous are materials newer and less expensive alternative to itv. synchronous web based, one-way audio, streaming video, and multimedia technology. students sit at their personal computers, and are taught by an instructor on campus. classes in which and prescribed activities are located on the web page or a podcast that can be accessed at any time at the learner's convenience. EX: Podcasting asynchronous web-based broadcast of conveying audio, picture and video files. Course information is distributed over the internet and downloaded to a portable device or a desktop computer. a chief advantage is its portability a chief disadvantage is the fact that there is only a one-way communication. ONLINE COURSES Constructivism is the theoretical framework often used to guide the development and implementation of online courses. In __ this philosophy, rather than just receiving knowledge, learners build their own knowledge from the situations they encounter. avenue not only to constructive learning, but enable self-learning. ADVANTAGES OF ONLINE COURSES access to class is greater since learners doesn't have to leave home. learners can learn anywhere and anytime. causes the participants to be active constructive learners. They do not just sit and listen, but must find information via technology and discuss. because of its modular design, learners can skip over familiar materials, and spend more time on unfamiliar ones, and choose the sequence that fits his/her learning style. self-pacing DISADVANTAGES OF ONLINE COURSES "not an adequate substitute for the full rich experience of the classroom." clarifications and feedbacks can be given, hey are usually not immediate. not all learners own or has access to computers many, especially older learners, do not have the computer literacy skills although some may have computers and know how, their computers may not be adequate TEACHING PSYCHOMOTOR SKILLS skills that are require coordination, action-oriented, neuromuscular and that promote patient healing and/or comfort. @ The ability to think critically is a skill that nurses need in the practice setting and in everyday life. @ it is the ability to define a problem, select pertinent information needed to solve the problem, recognize stated and _ unstated assumptions, formulate or select relevant and promising hypotheses, draw valid conclusions, and judge the validity of inferences. @ composite of attitudes of inquiry, knowledge, abstractions, and generalizations and skills — in employing and applying these attitudes and knowledge. Differentiating Critical Thinking from Other Concepts PROBLEM SOLVING METHOD vs CRITICAL THINKING PROBLEM SOLVING METHOD @ drawing of knowledge and experience to address an immediate problem @ long term perspective is not necessarily taken CRITICAL THINKING @ operates all the time, not merely when one is presented with a problem. SCIENTIFIC METHOD VS. _— CRITICAL THINKING SCIENTIFIC METHOD @ linear, objective approach to studying problems in order to find solutions CRITICAL THINKING ® reflective, involves investment, nonlinear personal NURSING PROCESS VS. CRITICAL THINKING NURSING PROCESS @ is systematic, linear approach to assessing a situation, outlining a plan for solution, taking action, and evaluating results. CRITICAL THINKING @ don't have steps to follow, non- linear, and not specific to a clinical practice situation. COGNITIVE/INTELLECTUAL DEVELOPMENT VS CRITICAL THINKING COGNITIVE/ INTELLECTUAL DEVELOPMENT @ how individuals reason, view knowledge, manage diversity of opinion, and conflicting points of view CRITICAL THINKING @ not focused on the nature of knowledge CREATIVITY VS. CRITICALTHINKING CREATIVITY @ imagination and __ spontaneity, artistic and free, original and intuitive CRITICAL THINKING @ logical, analytical, judgmental Obstacles to Developing Critical Thinking in Nursing Students @ educators believe that the only way students can learn anything about nursing is if they hear it from us. @ Class sessions are structured such that there are no questions for students to ask, students are not challenged to understand the material being presented. @ educators use the lecture format structure of the nursing curriculum @ not focused on the nature of knowledge Enhancing Critical Thinking A critical thinking approach to education requires that teachers and learners alike view learning as a shared responsibility. Discussion @ Lecture should be limited to a small percentage of the class time, and focus more on depth of understanding more than on breadth of content. @ During discussions that enhance critical thinking, the teacher only answers questions only when learners are unable to do so for @ done through journaling, widely themselves. used in nursing education to document experiences, _ identify Asking Effective Questions learning needs, reflect on values @ Questions asked should require and assumptions, and strengthen reasoned responses, and they thinking should help learners explore and understand various points of view. @ Educators should pose questions that probe thinking for quality, hold accountable for their thinking. Text Interaction @ With text interaction, students interact with the readings before class, and raise questions, note assumptions, point out conflicting information, and recognize conclusion. Problem-Based Learning ® Learners occurs when individuals attempt to manage problems much like those that are found in clinical practice. Concept Mapping @ megacognitive tools that assist learners to "see" their own thinking and reasoning about a topic as they depict relationships among factors, note causes and_ effects, identify predisposing factors, formulate outcomes, and so on. © direct learners to consider the context in which a situation occurs, and help learners make purposeful judgements. Case Studies @ provide learners with open-ended problems that have more than one desirable outcome. Learners are required to judge the advantages and disadvantages of various options, compare alternative solutions, and justify their choice of actions. Collaborative Learning @ provides opportunities for teams of learners to complete assignments. Focused Reflection