This qualitative study examined how teachers fostered student engagement in blended learning (BL), i.e., blended, blended online, and blended synchronous courses that combine synchronous and asynchronous activities. Twenty semi-structured interviews with teachers in various disciplines, at the undergraduate or graduate level in four universities, were conducted and analyzed using an inductive approach. Therefore, the study proposed a broad and comprehensive picture of teachers’ strategies to enhance student engagement in BL, that were classified in three meta-categories concerning (i) the course structure and pace; (ii) the selection of teaching and learning activities; and (iii) the teacher’s role and course relationships. Strategies were also linked with student engagement dimensions (behavioral, emotional, cognitive), whenever possible. The findings particularly emphasized the importance of a well-structured and -paced course, fully exploiting and integrating synchronous and asynchronous modes of BL. Clearly communicating how the course would unfold and corresponding expectations as well as establishing trusting relationships at the beginning of the semester also appeared as key to foster student engagement in BL. The use of various digital tools was also highlighted to promote student behavioral and emotional engagement at the undergraduate level, whereas cognitive and emotional engagement of graduate students was mainly targeted through experience-sharing and learning co-construction between students.
This review highlighted the fact that few studies examined the use of simulation in nursing education through learning theories and via assessment of core competencies. It also identified observational tools used to assess competencies in action, as holistic and context-dependent constructs.
This paper was written by the Équipe FUTUR, a research team funded with an infrastructure grant from the Fonds de recherché du Québec -Société et culture (FRQSC).
Understanding how to create structural change by actively counteracting racialized ways of interacting with Indigenous peoples at an individual and organizational level within health care systems and health professions education is essential for creating a more inclusive, equitable, and healthier society. In health professions education, the primary means of teaching about health inequities has been to frame them as stemming from culturally or ethnically based issues. While attention to culturally specific practices can be valuable to health and healing in some contexts, education that solely focuses on Indigenous cultures risks perpetuating cultural stereotypes and othering, rather than focusing on how Eurocentric systems continue to exert oppressive effects on Indigenous peoples. We present an organizational transformation framework grounded in equitable partnerships from a comprehensive critical review of the literature on the integration of equity and social justice in undergraduate health professions education with a focus on Indigenous health. We did a thematic analysis of the results and discussions presented in the 26 selected articles to identify promising practices and challenges associated with the integration of equity and social justice in undergraduate health professions education. The framework resulting from this analysis is composed of three interrelated components: 1) adopt critical pedagogical approaches that promote Indigenous epistemologies; 2) partner with Indigenous students, educators and communities; 3) engage educators in critical pedagogical approaches and health equity issues. This framework could guide the development of contextually tailored interventions that contribute to decolonizing health professions education.
Le développement professionnel des enseignants universitaires résulte souvent d'activités d'apprentissage informel. Ils acquièrent leurs compétences pédagogiques, entre autres, dans l'action même d'enseigner, en discutant avec des collègues ou avec leurs étudiants, et par des lectures personnelles. Parallèlement, plusieurs enseignants s'engagent dans des activités d'apprentissage plus formelles comme des conférences, des consultations individuelles, des ateliers pédagogiques (Knight, Tait & Yorke, 2006). Ces activités leur sont généralement offertes par les centres de pédagogie universitaire (CPU) à l'instar du Centre d'études et de formation en enseignement supérieur (CEFES) qui accompagne les enseignants de l'Université de Montréal, au plan pédagogique, tout au long de leur carrière.Le mentorat en début de carrière : retombées sur la charge professorale et co... Revue internationale de pédagogie de l'enseignement supérieur, 26(1) | 2010 C'est dans ce contexte et conformément au mandat d'études du CEFES qu'a été réalisée la synthèse que nous présentons ici concernant la problématique du mentorat en milieu éducatif.
DéfinitionsAfin d'aborder le domaine, il convient de proposer certaines définitions en commençant par les termes de mentor et de mentorat. Woodd (1997)
a tracé unLe mentorat en début de carrière : retombées sur la charge professorale et co... Revue internationale de pédagogie de l'enseignement supérieur, 26(1) | 2010 10 Pour les besoins de cette synthèse des écrits, nous proposons les définitions du Grand dictionnaire terminologique (GDT) de l'Office de la langue française (OLF) du Québec, que l'on retrouve en ligne, dans la section intitulée « Terminologie élémentaire du mentorat et de l'accompagnement 1 ». Ces définitions, particulièrement celles des termes « mentor » et « mentorat », reflètent les principales caractéristiques quiLe mentorat en début de carrière : retombées sur la charge professorale et co...
Background: Conceptualizations of fidelity in simulation often refer to physical, conceptual, and psychological dimensions. Besides simulator technologies, practical features that enhance the fidelity and authenticity of simulated activities from educators' and learners' perspectives remain nebulous.Methods: Scoping review (Levac, Colquhoun, & O'Brien, 2010).Results: From 42 papers, eight features were identified: content drawn from real life, interaction and feedback, performance expectations, preparation of the environment, presence of an actual patient, logical and adaptive scenarios, sociological fidelity, and cueing.
Conclusions:This paper provides guidance in the design of high-fidelity, authentic simulations, even in the absence of technologically advanced simulators.
Background: Blended online courses, which combine synchronous and asynchronous online activities, have expanded rapidly in higher education. How to enhance student engagement in such courses is unclear, although it is recognized that student engagement is malleable through instructional strategies.Objectives: Given the above, this study aims to examine the influence of categories of strategies on student engagement in blended online courses.Methods: A conceptual framework of instructional strategies indicated as fostering student engagement in the relevant literature was first presented, divided in eight categories (structure, pace, relevance, active, choice, relationships, explanations, guide). Then a research framework linking the categories of strategies to student engagement dimensions (emotional-cognitive, social, behavioral) was built and tested in blended online courses. Data collected in various disciplines and university levels at four universities (n = 482) were examined using partial least squares structural equation modeling.
Results and Conclusions:The structural model examination confirmed the combined effects of categories of instructional strategies on student engagement in such courses in all disciplines. Particularly, this study revealed that 1) establishing trusting relationships, 2) demonstrating the relevance of activities, content, and resources, and 3) maintaining a sustained course pace significantly impacted student engagement in blended online courses in all disciplines.Takeaways: This study draws upon the blended learning literature to bring together key instructional strategies that foster student engagement while highlighting empirical quantitative evidence of their effects on student engagement in blended online courses. Detailed measures of categories of instructional strategies and student engagement dimensions also provide reliable instruments for future research.
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