One important form of e-learning is e-mentoring. Virtual mentoring can occur within the context of formal organiza- tional programs or develop spontaneously between individuals online. While e-mentoring is burgeoning ...One important form of e-learning is e-mentoring. Virtual mentoring can occur within the context of formal organiza- tional programs or develop spontaneously between individuals online. While e-mentoring is burgeoning as a practice, theoretical research related to this important phenomenon has been limited. The purpose of this paper is to suggest that social presence theory presents a useful conceptual framework for understanding mentors’ willingness to participate in e-mentoring relationship and on their satisfaction. In sum, mentoring relationships that offer a blended approach with both high and low social presence forms of computer-mediated-communication (CMC) will be more satisfying to men- tors than those with low social presence CMC forms only. Implications for research and practice are discussed.展开更多
Objective:To explore the application effect of microteaching combined with problem-based learning(PBL)teaching mode in teaching clinical nursing interns in otorhinolaryngology department.Methods:A total of 72 nursing ...Objective:To explore the application effect of microteaching combined with problem-based learning(PBL)teaching mode in teaching clinical nursing interns in otorhinolaryngology department.Methods:A total of 72 nursing students who interned in our hospital from June 2022 to February 2023 were selected,and all of them were comprehensively trained in basic theoretical knowledge as well as practical skills before the beginning of their learning tasks.The students were randomly divided into the control group and the experimental group,with 36 students in each group.The control group was taught using the traditional clinical nursing teaching mode,and the experimental group was taught using microteaching combined with the PBL teaching mode,subsequently comparing the differences between the two groups of interns in the degree of mastery of theoretical knowledge,hands-on skills,teamwork ability,patient satisfaction,and other aspects.Results:In terms of mastery of theoretical knowledge,the interns in the experimental group(97.22%)were significantly better than that of the control group(75.00%)(P<0.05);the interns in the experimental group had significantly better practical skills(77.78%)than that of the control group(55.56%)(P<0.05);the interns in the experimental group had significantly better teamwork ability than the control group(P<0.05);through the questionnaire survey,it was found that students’satisfaction with teaching in the experimental group(97.22%)was also significantly higher than that in the control group(75.00%)(P<0.05).Conclusion:The application of microteaching combined with PBL teaching mode in the teaching of clinical nursing interns in otorhinolaryngology department achieved significant results.It can not only improve the professional knowledge and application ability of nursing students,but also cultivate their independent thinking,problem-solving skill,as well as teamwork ability.It can also improve the teaching quality and patient satisfaction,and contribute positively to the development of medical education.展开更多
Purpose:This paper reports the evaluation of an ongoing intervention,the GROW Programme,aimed at meeting the needs of 15-18-year-old pupils who were unable to attend school in England for periods during 2020-2021.The ...Purpose:This paper reports the evaluation of an ongoing intervention,the GROW Programme,aimed at meeting the needs of 15-18-year-old pupils who were unable to attend school in England for periods during 2020-2021.The aim of the paper is to theorize the underlying basis of practice in such a lockdown context to inform future responses.Design/Approach/Methods:Thematic analysis of a mixed-method evaluation,using surveys and interviews of teachers and mentors,and pupil focus groups,of the remote mentoring of pupils and their learning during lockdown,is further analyzed by means of Bernstein's knowledge codes and concept of open schools,to identify the form of knowledge inherent in online mentoring.Findings:The analysis offers a framework for open schooling valuable to schools in uncertain times and identifies the shift to metacognition and self-regulated learning as holding particular benefits for learning underdisruption.Originality/Value:The paper takes a novel view of the disruption brought about by the partial closure of schools and offers a methodology for evaluating its effects by means of a unique intervention.It makes visible the characteristics and the potential benefits of alternative approaches in order that schools can make informed choices.展开更多
文摘One important form of e-learning is e-mentoring. Virtual mentoring can occur within the context of formal organiza- tional programs or develop spontaneously between individuals online. While e-mentoring is burgeoning as a practice, theoretical research related to this important phenomenon has been limited. The purpose of this paper is to suggest that social presence theory presents a useful conceptual framework for understanding mentors’ willingness to participate in e-mentoring relationship and on their satisfaction. In sum, mentoring relationships that offer a blended approach with both high and low social presence forms of computer-mediated-communication (CMC) will be more satisfying to men- tors than those with low social presence CMC forms only. Implications for research and practice are discussed.
文摘Objective:To explore the application effect of microteaching combined with problem-based learning(PBL)teaching mode in teaching clinical nursing interns in otorhinolaryngology department.Methods:A total of 72 nursing students who interned in our hospital from June 2022 to February 2023 were selected,and all of them were comprehensively trained in basic theoretical knowledge as well as practical skills before the beginning of their learning tasks.The students were randomly divided into the control group and the experimental group,with 36 students in each group.The control group was taught using the traditional clinical nursing teaching mode,and the experimental group was taught using microteaching combined with the PBL teaching mode,subsequently comparing the differences between the two groups of interns in the degree of mastery of theoretical knowledge,hands-on skills,teamwork ability,patient satisfaction,and other aspects.Results:In terms of mastery of theoretical knowledge,the interns in the experimental group(97.22%)were significantly better than that of the control group(75.00%)(P<0.05);the interns in the experimental group had significantly better practical skills(77.78%)than that of the control group(55.56%)(P<0.05);the interns in the experimental group had significantly better teamwork ability than the control group(P<0.05);through the questionnaire survey,it was found that students’satisfaction with teaching in the experimental group(97.22%)was also significantly higher than that in the control group(75.00%)(P<0.05).Conclusion:The application of microteaching combined with PBL teaching mode in the teaching of clinical nursing interns in otorhinolaryngology department achieved significant results.It can not only improve the professional knowledge and application ability of nursing students,but also cultivate their independent thinking,problem-solving skill,as well as teamwork ability.It can also improve the teaching quality and patient satisfaction,and contribute positively to the development of medical education.
文摘Purpose:This paper reports the evaluation of an ongoing intervention,the GROW Programme,aimed at meeting the needs of 15-18-year-old pupils who were unable to attend school in England for periods during 2020-2021.The aim of the paper is to theorize the underlying basis of practice in such a lockdown context to inform future responses.Design/Approach/Methods:Thematic analysis of a mixed-method evaluation,using surveys and interviews of teachers and mentors,and pupil focus groups,of the remote mentoring of pupils and their learning during lockdown,is further analyzed by means of Bernstein's knowledge codes and concept of open schools,to identify the form of knowledge inherent in online mentoring.Findings:The analysis offers a framework for open schooling valuable to schools in uncertain times and identifies the shift to metacognition and self-regulated learning as holding particular benefits for learning underdisruption.Originality/Value:The paper takes a novel view of the disruption brought about by the partial closure of schools and offers a methodology for evaluating its effects by means of a unique intervention.It makes visible the characteristics and the potential benefits of alternative approaches in order that schools can make informed choices.
