Cognitive Presence in Ethics Training: A Comparison of Online and Face-to-Face Learning Communities

Mantie-Kozlowski, Alana

doi:10.1044/cicsd_40_s_50

Cited by 3 publications

(2 citation statements)

References 14 publications

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“…Authors have also examined the effectiveness of ethics education in an online versus face-to-face format and found the online format as effective as face-to-face courses. 16,17…”

Section: Recent Pedagogical Discussionmentioning

confidence: 99%

The Brewsters

Rozmus¹,

Carlin²,

Polczynski³

et al. 2014

Nurs Ethics

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“…Authors have also examined the effectiveness of ethics education in an online versus face-to-face format and found the online format as effective as face-to-face courses. 16,17…”

Section: Recent Pedagogical Discussionmentioning

confidence: 99%

The Brewsters

Rozmus¹,

Carlin²,

Polczynski³

et al. 2014

Nurs Ethics

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show abstract

“…They may debate whether "something is lost" or gained (e.g., cognitive presence, the shared learning experience) if ethics training is delivered online as opposed to face-to-face. 25 They must further decide whether to teach ethics by focusing on clinical experience and reflection, teaching abstract theories or using skills-based approaches through lectures. 26,27 There are many levels of decisions to make, one of which may lead educators to decide to teach ethical practice through the form of case-study methods (Horner, 2012).…”

Section: Level Of Satisfaction With the Implementation Of Environment...mentioning

confidence: 99%

“What we learn today is how we behave tomorrow”: a study on satisfaction level and implementation of environmental health ethics in Nigeria institutions

Raimi¹

2020

OAJS

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Background The professionalism of environmental health practitioners (EHPs) has been an emerging trend in Nigeria and is governed by the EHORECON, though the EHPs are aware of their professional responsibilities but are concerned about the lack of active engagement with their professional board. Whilst empirical research was undertaken to comprise a case study of a group of EHPs practising to assess the “reality”, on the ground, in terms of the level of awareness and understanding among EHPs about their ethical and professional responsibilities and related challenges. Objective This study assesses the level of satisfaction with the implementation of the Environmental Health Ethics in institutions in Nigeria. Methods Online google form was used to access a large group of EHPs. One hundred and thirty-nine (139) questionnaires were settled for, as the sample size for the study through an adapted and validated questionnaire instrument. Data collected were analyzed using the Statistical Package for Social Sciences (SPSS) version 20 software. Results Most of the practitioners, in general, were satisfied (85.6%) and the teaching method (54.0%) informed their decision. However, the ethical cases that were of the most concern to the majority of the practitioners (53.2%) were negligence. Conclusions This study contributes some ideological facts to the existing literature and practice in nature. Even though, to come to the generalization with the aid of the particular study findings is complex. The study found satisfactory perceptions that signal a need for increased communication between professional bodies, respective organization/institutions, and practitioners regarding applied ethics in environmental health practice so that curriculums could reflect both theory and application. Also, decision-making guides that are empirically informed and tailored for practitioners having some value should be emphasized upon.

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Checklist for Assessing Graduate Student Competencies in Voice Disorders

Teten

DeVeney

Friehe

2013

Perspect Voice Voice Dis

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Low-incidence clinical disorders such as voice, nasal resonance, and fluency present challenging areas for graduate-level speech-language pathology training programs to help students acquire necessary knowledge and skills. A checklist of competencies for fluency disorders exists in the literature. The authors are presently collecting pretest/posttest data on the fluency disorders checklist over several cohorts of graduate students to determine student level of proficiency and confidence regarding these competencies. Preliminary data analysis suggests significant student perception of growth as a result of completing course requirements. These data have been useful to the second author, who teaches a course in fluency disorders and utilizes the checklist for purposes of course design and case-based project development to help students gain competence. The authors observed that a similar checklist of competencies for voice disorders would be useful for training programs as well as for other reasons described throughout this paper. Consequently, the authors compiled a checklist for assessing graduate student competencies for voice disorders. This checklist provides academic and clinical faculty with a comprehensive tool to guide the education of graduate clinicians and assist in the assurance of educational quality for speech-language pathologists.

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Cognitive Presence in Ethics Training: A Comparison of Online and Face-to-Face Learning Communities

Cited by 3 publications

References 14 publications

The Brewsters

The Brewsters

“What we learn today is how we behave tomorrow”: a study on satisfaction level and implementation of environmental health ethics in Nigeria institutions

Checklist for Assessing Graduate Student Competencies in Voice Disorders

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