Post on 07-Apr-2016
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
3/19
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
7/19
- 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
8/19
- 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
9/19
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%)
11/19
Method ResultsIntroduction Conclusion
Podcasts Video-classes0
0.125
0.25
0.375
0.5
0.625
Very important Important Medium importance Not important
12/19
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
13/19
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
14/19
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 %
15/19
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
16/19
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
17/19
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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