Teaching Language and Teaching Literature in Virtual Environment by Maria Luisa Carrio-Pastor (eds)., Springer Verlag, Singapore, 2019. XXI+293 pp. ISBN 978-981-13-1358-5 (eBook)

Birhan, Amare Tesfie

doi:10.17323/jle.2019.9440

Cited by 1 publication

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References 3 publications

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“…To acquire disciplinary literacy, balance and proper attention must be paid to both fluency and precision as foundational skills. In addition, research demonstrates that the effectiveness of English-medium instruction courses depends not only on language proficiency but also on the mastery of discourse strategies (Sánchez-García, 2016), pedagogical abilities (Birhan, 2019), and intercultural competence (Aung and Khaing, 2016).…”

Section: Discussionmentioning

confidence: 99%

Bichronous scientific writing course for medical faculty during Covid-19: a SWOT analysis experience

Khojasteh,

Zarifsanaiey,

Karimian

2024

Front. Educ.

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IntroductionWriting and publishing scholarly articles in international peer-reviewed journals can be a challenging undertaking for medical and healthcare professionals in universities, especially in non-English speaking countries. Surprisingly, very few faculty members report receiving guidance on scientific writing. To encourage more faculty engagement in professional development courses aimed at enhancing their writing abilities, we have revamped scientific writing courses to incorporate bichronous (a combination of asynchronous and synchronous) teaching methods.MethodsAfter forming a team, we performed a SWOT (strengths, weaknesses, opportunities, and threats) study of the medical faculty’s present programs and proposed alternatives to prior course issues. In this interventional study, fifty-nine eligible medical educators selected by purposeful sampling underwent a two-and-a-half-month bichronous scientific writing course from March to August 2021. The perspectives of the participants were evaluated through a SWOT analysis. The data were collected through online semi-structured interviews, and data collection continued until data saturation was achieved (40 participants). Data were then coded and analyzed based on conventional qualitative content analysis principles.ResultsOur planned blending sequence and e-feedback increased the medical faculty’s drive to learn, self-confidence, and autonomy while improving their writing skills. Poor ICT and network infrastructure hindered course adoption. Due to the course’s time and the faculty’s own online teaching, many battled with computer vision syndrome, self-discipline, and distractions. Our participants struggled with self-discipline and distractions, so setting a daily time limit may help them concentrate.DiscussionGiven the faculty’s demanding professional lives, this designed course provided a learning opportunity for many that would not have been feasible otherwise.

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Section: Discussionmentioning

confidence: 99%