scholarly journals Gamification as Online Teaching Strategy During COVID-19: A Mini-Review

2021 ◽  
Vol 12 ◽  
Author(s):  
Francisco Antonio Nieto-Escamez ◽  
María Dolores Roldán-Tapia
Keyword(s):  
Social Support ◽  
High School ◽  
Teaching Strategies ◽  
Online Teaching ◽  
Small Sample Size ◽  
Teaching Strategy ◽  
Small Sample ◽  
Traditional Teaching ◽  
Subjective Perceptions ◽  
Traditional Lectures

The ongoing pandemic caused by coronavirus disease 2019 (COVID-19) has enforced a shutdown of educative institutions of all levels, including high school and university students, and has forced educators and institutions to adapt teaching strategies in a hasty way. This work reviews the use of gamification-based teaching during the pandemic lockdown through a search in Scopus, PsycINFO, ERIC, and Semantic Scholar databases. A total of 11 papers from Chemistry, Business, Computer Science, Biology, and Medical areas have been identified and included in the present work. All of them analyzed the use of gamification strategies during the COVID-19 pandemic and assessed student’s learning and motivation outcomes. In general, students reported that gamification was innovative, engaging, and an efficient strategy to deliver curricula material; moreover, it was perceived as a fun activity. Some students reported that gamified videoconferences aided to connect with their classmates during isolation time providing effective social support. However, some students reported a bad physical or psychological condition, as consequence of the confinement, and did not get involved in the activity. Some weaknesses of the reviewed studies are the small sample size and its homogeneity, which makes it difficult to generalize their results to other scenarios and academic areas. Furthermore, although there is a feeling of learning during the activity, this result is mainly based on subjective perceptions, and any of the studies demonstrated that superior learning was achieved in comparison with traditional teaching strategies. Nevertheless, gamification can be implemented together with traditional lectures and can be a valuable instrument during post-COVID times.

scholarly journals Toolbox of teaching strategies

2018 ◽  
Vol 5 (4) ◽  
pp. 249-255
Author(s):  
Lei Pan ◽  
Hui-Qin Xi ◽  
Xiao-Wei Shen ◽  
Chen-Yu Zhang
Keyword(s):  
Learning Environments ◽  
Teaching Strategies ◽  
Online Teaching ◽  
Nurse Educators ◽  
Clinical Teaching ◽  
Teaching Strategy ◽  
Traditional Learning ◽  
Teaching Online ◽  
Face To Face ◽  
Traditional Learning Environments

AbstractA teaching strategy is a method, which can help students to gain knowledge, deliver information, and improve their learning. Different learning environments, such as clinical teaching, online teaching, and face-to-face traditional learning environments, require different teaching strategies for students. Choosing teaching strategies for a course is very important for nurse educators because various factors should be taken into account to make students meet the learning outcomes. The use of modern technologies in teaching strategies can improve students’ competencies and confidences. The purpose of this article is to create a toolbox integrating ten teaching strategies that can be used in different teaching environments.

scholarly journals Risk of Internet Addiction in Adolescents: A Confrontation Between Traditional Teaching and Online Teaching

2020 ◽  
Vol 13 (1) ◽  
pp. 79-85
Author(s):  
Caterina Viganò ◽  
Laura Molteni ◽  
Alberto Varinelli ◽  
Calogero Virzì ◽  
Sara Russo ◽  
...  
Keyword(s):  
High School ◽  
Internet Addiction ◽  
Online Teaching ◽  
Traditional Teaching ◽  
Problematic Use ◽  
Teaching Group ◽  
Significant Difference ◽  
Different Types ◽  
Use Of Internet ◽  
The Web

Background: The technological evolution has given the opportunities to develop new models of education, like online teaching. However, Internet Problematic Use and Internet Addiction are becoming frequently represented among adolescents with a prevalence that varies worldwide from 2% to 20% of the high school population. Objective: The aim of this study was to analyse the risk of Internet Addiction in a High Schools student sample comparing two different types of schools (online and traditional teaching) and analyzing the associations between pathological use of Internet and socio-demographic factors connected to the different educational orientations and to the daily usage of Internet. Methods: Students were enrolled from four different orientation school programs (different high school, technical and economical Institute, vocational schools). Each student completed a self-reported test to collect socio-demographic data and th Internet Addiction Test (IAT) from K. Young to assess the risk of Internet Addiction. The Mann-Whitney test for quantitative variables was used for statistical analysis. Results: 522 students were enrolled, 243 students from online teaching and 279 from traditional teaching schools. Internet Addiction was observed in 1,16% of the total sample, while 53.83% of subjects was at risk of development Internet Addiction. No significant difference was found between the two different types of teaching, nor considering gender. Considering the amount of time spent on the web in portion of the sample at risk of developing Internet Addiction, the Traditional Teaching group spent between 4 and 7 hours a day on the Web, while the Online Teaching group between 1 to 3 hours/daily. However, no statistically significant difference was found. Conclusion: Although our data demonstrate that there is no clear association between online education and problematic use of Internet, the excessive use of Internet is linked to a massive waste of personal energy in terms of time and social life.

The effect of teaching the entire academic year of high school chemistry utilizing abstract reasoning

2018 ◽  
Vol 19 (2) ◽  
pp. 500-507
Author(s):  
Michael F. Z. Page ◽  
Patrick Escott ◽  
Maritza Silva ◽  
Gregory A. Barding
Keyword(s):  
High School ◽  
Small Sample Size ◽  
Teaching Style ◽  
Reaction Rates ◽  
Small Sample ◽  
Abstract Reasoning ◽  
High School Chemistry ◽  
Chemistry Students ◽  
School Year ◽  
Significant Difference

This case study demonstrates the ability of high school chemistry students, with varying levels of math preparation, to experience learning-gains on state and district assessments as it relates to chemical reactions, thermodynamics, and kinetics. These advances were predicated on the use of a teaching style rooted in abstract reasoning. The methodology was presented to students and modeled by the instructor over an entire school year to reinforce key proportional relationships featured in the balanced chemical equation and related topics such as acids and bases, reaction rates, equilibrium, and conservation of matter. Despite the small sample size, there was a general increase in student success, indicated by a statistically significant difference between students receiving instruction rooted in concrete reasoning and students receiving instruction rich in abstract reasoning.

Job insecurity fluctuations and support towards Italian precarious schoolteachers

2020 ◽  
Vol 25 (6) ◽  
pp. 631-647
Author(s):  
Marianna Giunchi ◽  
Pedro Marques-Quinteiro ◽  
Chiara Ghislieri ◽  
Anne-Marie Vonthron
Keyword(s):  
Social Support ◽  
Job Insecurity ◽  
Small Sample Size ◽  
Well Being ◽  
School Principal ◽  
Small Sample ◽  
Limited Attention ◽  
Negative Consequences ◽  
Content Type ◽  
Over Time

PurposeThe negative consequences of job insecurity on the well-being of individuals are well known. However, the perceptions of job insecurity over time and how some factors such as social support may affect them have received limited attention. This study follows precarious schoolteachers for three weeks before the end of their contract to explore how their perceptions of job insecurity evolve over time.Design/methodology/approachThe participants were 47 precarious schoolteachers who first completed a general questionnaire, then a diary survey on nine occasions over the course of the three weeks. Data was analysed with MPLUS 7.3.FindingsThe results suggest intra-individual differences regarding the way job insecurity was perceived over time. An additional discovery was that support provided by the school principal was negatively related to changes in job insecurity over time.Research limitations/implicationsThe relatively small sample size, which includes only precarious schoolteachers, and the methodology complexity of the diary are limitations of this study.Practical implicationsThis study highlights the subjective nature of the perceptions of job insecurity. It also shows the importance of the school principal's social support towards precarious schoolteachers; therefore, practitioners should propose interventions to enhance the quality of principal–teachers relationships.Originality/valueThis study contributes to the literature by investigating how perceptions of job insecurity evolve over time and the role of social support.

scholarly journals THE EFFECT OF TEACHING STRATEGIES AND STUDENTS’ PERSONALITIES ON STUDENTS’ ACHIEVEMENT IN WRITING

2020 ◽  
Vol 17 (1) ◽  
pp. 59
Author(s):  
Sri Dewi Yanti ◽  
Anni Holila Pulungan ◽  
I Wayan Dirgeyasa
Keyword(s):  
High School ◽  
High School Students ◽  
Experimental Research ◽  
Teaching Strategies ◽  
Random Sampling ◽  
Teaching Strategy ◽  
School Students ◽  
Group I ◽  
Experimental Group ◽  
Senior High School Students

The objectives of this experimental research were to investigate whether 1) students’ achievement in writing taught by using Two Stay Two Stray teaching strategy was higher than taught by using Think Talk Write teaching strategy, 2) students’ achievement in writing with extrovert personalities was higher than those with introvert personalities, 3) there was interaction between teaching strategies and students’ personalities on students’ achievement in writing. The population of this research was the students in Grade X of Setia Budi Abadi Senior High School students in the 2018/2019 academic years that is located on Jl.Serdang No. 157 Perbaungan. The total number of population was 129 students. There were 64 students selected as sample of this research by applying random sampling. The research design was experimental research by using factorial design 2x2. The students were divided into two experimental groups. The experimental group I was treated by using think talk write teaching strategy and experimental group II Keywords: Think Talk Write Teaching Strategy, Two Stay Two Stray Teaching Strategy, Extrovert, and Introvert.  

The social integration of mainstreamed handicapped high school children

1987 ◽  
Vol 1 ◽  
pp. 25-32 ◽  
Author(s):  
J. L. Parker ◽  
Jenny Burrows
Keyword(s):  
High School ◽  
Social Integration ◽  
Sample Size ◽  
School Children ◽  
Small Sample Size ◽  
Small Sample ◽  
Sociometric Status ◽  
The Social

The social integration (sociometric status) of 22 mainstreamed handicapped high school children was compared with that of their non-handicapped peers. Results indicated that in friendship and work oriented situations the handicapped were less socially accepted than their nonhandicapped peers, more frequently identified as stars, and female handicapped students were more popular and accepted than the male handicapped. A limitation of the study was its small sample size.

Sex-Role Stereotyping Behaviors among Elementary, Junior, and Senior High School Physical Education Specialists

1990 ◽  
Vol 9 (4) ◽  
pp. 249-261 ◽  
Author(s):  
Ron E. McBride
Keyword(s):  
High School ◽  
Physical Education ◽  
Student Perceptions ◽  
Sex Role ◽  
Small Sample Size ◽  
Small Sample ◽  
Senior High School ◽  
Male Teachers ◽  
Gender Typing ◽  
Sex Role Stereotyping

Six physical education specialists—two elementary, two junior high, and two high school (three males and three females)—were studied in an attempt to discern possible sex-role stereotyping in their classes. Data were triangulated from teacher observations, a sex-role inventory, and junior and senior high school student perceptions of teacher treatment in physical education classes. Results revealed that the female teachers used more managerial cues in their classes and called boys by name more frequently than did male teachers. Two male teachers were classified as being gender typed, but results from students of both sexes revealed no perceived differential treatment in class. From this teacher sample, the results suggest that perhaps the gymnasium is not quite the bastion of gender typing as is often assumed. Due to the small sample size, results were not generalized to a larger population and thus additional research is recommended.

The Oxygen Cost of a 20-Minute Steady-State Jog for High School Boys and Girls

1990 ◽  
Vol 2 (3) ◽  
pp. 272-280 ◽  
Author(s):  
John L. Walker ◽  
Tinker D. Murray ◽  
Charles M. Johnson ◽  
Don L. Rainey ◽  
William G. Squires
Keyword(s):  
High School ◽  
High School Students ◽  
Steady State ◽  
Sports Medicine ◽  
Small Sample Size ◽  
Small Sample ◽  
Peak Oxygen Consumption ◽  
School Students ◽  
Treadmill Testing ◽  
Criterion Referenced

This study evaluated the aerobic demands of the 20-minute steady-state jogging speeds for 15 high school students. All subjects performed a discontinuous treadmill test that included submaximal speeds, the Fit Youth Today criterion referenced speeds, and finally a run to voluntary fatigue. Stages lasted 5 minutes. Preliminary data indicated that both groups averaged between 87% (the 9 boys) and 93 % (the 6 girls) of their respective peak oxygen consumption at the criterion referenced speeds during treadmill testing. According to the American College of Sports Medicine guidelines for healthy adults, these intensities represent the upper threshold for aerobic conditioning, and high exercise intensities can increase the risk of injury. Although the results of this study are preliminary in nature and based on a small sample size, we suggest that the criterion referenced distances (speeds) for the FYT 20-minute steady-state jog may need modification.

Examining faculty's online teaching competence during crisis: one semester on

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Ida Fatimawati Adi Badiozaman ◽  
Augustus Raymond Segar ◽  
Dorene Iah
Keyword(s):  
Time Management ◽  
Online Teaching ◽  
Course Design ◽  
Small Sample Size ◽  
Target Population ◽  
Small Sample ◽  
Content Type ◽  
Require Time ◽  
Teaching Competence ◽  
Faculty Readiness

PurposeThis study aims to examine the faculty perceptions of their competence and readiness for online teaching in Sarawak higher education (HE).Design/methodology/approachA validated instrument, Faculty Readiness to Teach Online (Martin et al., 2019), was distributed to four main higher learning institutions in Sarawak, Malaysia, yielding 174 responses.FindingsThe highest rated competencies across the four HEs were course communication and course design. This was followed by time management and technological competence. MANOVA results showed no significant differences in the demographic variables.Research limitations/implicationsThe results of this study must be viewed in light of some limitations of its generalisability. First, the small sample size does not fully represent all of the target population. Secondly, the study did not provide qualitative research data, especially pertinent to how the teachers perceived their competence linked with their ability and online teaching behaviours.Practical implicationsThis current study shows that all participants were cognisant of the need to enhance their competencies to teach online. As acquisition and mastery of such competencies may require time and support, this means that the transition to online teaching requires advanced levels of instructor training and support, be it through professional development programs or in-service training.Originality/valuePerceived importance for online teaching competence was ranked highly across all the four institutions. This understanding can help HEs transcend emergency online practices to provide data-driven approaches to better support and improve coordination, resilience and adaptability in HE.

scholarly journals A survey on dental students’ perception regarding online learning during COVID-19 pandemic

2021 ◽  
Author(s):  
Andreea Kui ◽  
Anca Labunet Jiglau ◽  
Andrea Chisnoiu ◽  
Marius Negucioiu ◽  
Silvia Balhuc ◽  
...  
Keyword(s):  
Online Learning ◽  
Teaching Methods ◽  
Online Teaching ◽  
Dental Students ◽  
Traditional Teaching ◽  
Online Lectures ◽  
Traditional Teaching Methods ◽  
Traditional Lectures ◽  
Online Activities

Background and aims. This study aimed to assess the students’ opinion about the efficiency of online teaching and also about the methods and features to be implemented even after this pandemic period would pass. Methods. A questionnaire was formulated in order to evaluate the students’ perception about the teaching methods used by the Faculty of Dentistry, which was distributed through email. Results. The answers of 208 students were analyzed. There were 157 women and 51 men, 119 were from Cluj County, while 89 were from other Romanian counties; 102 of the students were in the 4th year of study, while 62 were still in the preclinical years (1st, 2nd, 3rd), and the rest of 44 of the subjects, were in the 5th or 6th year of study. 85.8% of the respondents were satisfied with the traditional lectures, 51.7% considered that online lectures were more useful than the traditional. 187 (88.6%) of the students were satisfied with the traditional practical activities, while 37 (16.1%) believed that online activities were more useful to them, 111 (52.6%), believed that they were able to communicate better with the teacher during the online lectures. Conclusions. Overall positive responses were reported regarding the acceptability and usability of online learning. The students viewed online learning helpful as a supplement to their learning rather than a replacement for traditional teaching methods.

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