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

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Method ResultsIntroduction Conclusion

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

WHO, 2008…

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Method ResultsIntroduction Conclusion

Overweight in Brazil

Total Male Female

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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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Thank You!

Andreia Torresandreiat@unb.br

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