Effects of Teaching Strategies supported by Information and Communication Technologies on satisfaction and learning of college students Andreia Araujo.

Apresentação em tema: "Effects of Teaching Strategies supported by Information and Communication Technologies on satisfaction and learning of college students Andreia Araujo."— Transcrição da apresentação:

1 Effects of Teaching Strategies supported by Information and Communication Technologies on satisfaction and learning of college students Andreia Araujo Lima Torres Gardênia da Silva Abbad Kelb Bouquet-Santos International Conference on New Horizons in Education - Paris - June 2014

2 2/19 MethodResultsIntroductionConclusion

3 MethodResultsIntroductionConclusion 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 teams Brazil, 2012 3/19

4 MethodResultsIntroductionConclusion WHO, 2008 … 4/19

5 MethodResultsIntroductionConclusion Overweight in Brazil TotalMaleFemale 5/19

6 MethodResultsIntroductionConclusion Technologies and professional health education (Smith, & Greenwood, 2012; Cook et al, 2013) 6/19

7 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. MethodResultsIntroductionConclusion Objective 7/19

8 - 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. MethodResultsIntroductionConclusion The Human Nutrition course 8/19

9 - 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) MethodResultsIntroductionConclusion Restructuring a course 9/19

10 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) MethodResultsIntroductionConclusion Important paths 10/19

11 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 MethodResultsIntroductionConclusion Testing 85.1% 14,9% 43 were younger than 25 years old (91,4%) 11/19

12 MethodResultsIntroductionConclusion 12/19

13 MethodResultsIntroductionConclusion ItenMediumStandard Deviation Clear definition of objectives8,382,13 Compatibility of goals with student’s needs in the area 8,561,66 Number of Face-to-face classes7,942,27 Workload6,562,82 Sequence of modules8,561,77 Quality of classes8,941,20 Quality of video-classes8,971,20 Quality of podcasts9,071,22 Usefulness of knowledge9,281,05 Learning environment presentation 8,891,65 13/19

14 MethodResultsIntroductionConclusion Final Grade Activities done Final grade Pearson correlation Sig (1 tale) N 1 47,911**,000 47 Activities done Pearson correlation Sig (1 tale) N,911**,000 47 1 47 All activities 14/19

15 MethodResultsIntroductionConclusion Podcasts and video-classes n=3 7,2 % n=10 20,62 % n=9 19,59 % n=12 25,77 % n=13 26,80 % 15/19

16 MethodResultsIntroductionConclusion Number of podcasts and videoclasses watched Grade in test 1 Grade in test 2 Final grade Number of podcasts and videoclasses watched Spearman correlation Sig (1 tale) N 1 47,489**,000 47,302*,025 43,622**,000 47 Podcasts and video-classes 16/19

17 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 MethodResultsIntroductionConclusion 17/19

18 References Abbad, 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. 18/19

19 Thank You! Andreia Torres andreiat@unb.br 19/19