Designing and validating educational standards for E-teaching in virtual learning environments (VLEs), based on revised Bloom’s taxonomy

Barari, Nori; Rezaei-Zadeh, Morteza; Khorasani, Abasalt; Alami, Farnoosh

doi:10.1080/10494820.2020.1739078

Cited by 63 publications

(70 citation statements)

References 21 publications

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“…Concerning the second question, which answers how teachers and students use iPads in representing revised Bloom's cognitive thinking skills, the findings are linked to studies focused on technology-enhanced language learning in general and how a variety of strategies, uses, methods and ways can accomplish thinking levels by technology, such as that by Rim (2019). Additionally our study resembles the e-learning study of virtual classes by Barari et al (2020) in how the activities undertaken represented the first three LOT skills. They represent remembering level by google use, listen to online sources and digital dictionaries use.…”

Section: Discussionmentioning

confidence: 86%

“…Pre-organised activities and activities based on mistakes and gaps enhanced understanding level. In empowering applying level, they employed associative activities and drill and practice (Barari et al, 2020).…”

Section: Discussionmentioning

confidence: 99%

“…One of the most significant change educational technology has made, is the manner in which it augments learning in flexible ways which align with learners' needs (Barari, RezaeiZadeh, Khorasani, & Alami, 2020;Cavus, 2015). Also, there are possibilities of new and varied ways of teaching-learning practices which can be provided in implementing iPads in classrooms (Jahnke, Bergström, Mårell-Olsson, Häll, & Kumar, 2017).…”

Section: Potential Benefits Of Ipads In Educationmentioning

confidence: 99%

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iPads for Cognitive Skills in EFL Primary Classrooms: A Case Study in Saudi Arabia

Alshammari¹,

Reynolds²,

Ferguson-Patrick³

2020

ELT

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This research study was designed to clarify the effectiveness of innovative technology use in order to develop cognitive skills in Saudi Arabia with particular focus on the use of iPads in English as a Foreign Language (EFL) classes. New technology approaches are continually being implemented in educational environments but there is often lagging analysis as to the effectiveness of these approaches. In the context under review the implementation of iPads represented a significant shift from using paper and pen to using a portable touchpad and digital pen. This qualitative study comprising observations, interviews and focus groups with teachers and students in four primary EFL primary classrooms in Saudi Arabia. It aimed to investigate any links between EFL teaching approaches, revised Bloom’s Taxonomy of thinking skills and the use of iPads. The findings indicated an unevenness in the application of revised Bloom’s Taxonomy in English instruction generally and most iPad teaching practices were represented at lower order thinking levels (Remember, Understand and Apply). Also, flexible use of iPads when teaching-learning EFL represented levels of revised Bloom’s Taxonomy which aligns with specific roles of; teacher (T), teacher-student shared role (TS) and student (S) and plays a part in representing cognitive skills. These findings contribute to tablet devices use in language learning literature by highlighting the ‘how’ of EFL instruction based on revised Bloom’s Taxonomy.

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Section: Discussionmentioning

confidence: 86%

Section: Discussionmentioning

confidence: 99%

Section: Potential Benefits Of Ipads In Educationmentioning

confidence: 99%

See 1 more Smart Citation

iPads for Cognitive Skills in EFL Primary Classrooms: A Case Study in Saudi Arabia

Alshammari¹,

Reynolds²,

Ferguson-Patrick³

2020

ELT

View full text Add to dashboard Cite

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“…At present, in the communication and subsequent integration of the members of a learning community, the PLE related to technological strategies and tools take special relevance. In fact, the entry into the scene of technologies in the educational world has caused important changes in the way of learning and has created new learning scenarios [70].…”

Section: Characteristics Of Virtual Learning Environmentsmentioning

confidence: 99%

“…In this way, the learning models will provide a structure capable of applying educational strategies that require the use of technological tools, and technologies will foster new learning that in turn can influence the improvement or change of the learning strategies used [70] (Figure 2).…”

mentioning

confidence: 99%

Use of Mobile Technologies in Personal Learning Environments of Intercultural Contexts: Individual and Group Tasks

2020

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This paper presents the results of the analysis of the personal learning environments (PLE) used individually and in groups by fifth grade primary education students. The main objective was to determine if the use of mobile technologies in the students’ PLEs encouraged their school integration and learning in intercultural communities. For this, a content analysis of the students’ responses to an ad hoc interview was carried out, with a content validity index of 0.89. The students represented their answers using 41 concept maps in the individual tasks and 5 in the group tasks, which were analyzed with the Nvivo software in its latest version. The results show the categorization of the students’ responses in three dimensions: read, make/reflection and relationship. Among the main conclusions, it was obtained that, in both types of tasks, the strategies and tools that fostered intercultural relationships, intercultural education and communication between the students, and therefore school integration, are mostly linked to the use of mobile technologies applications, such as Wikipedia, the internet, Word, PowerPoint, social networks and YouTube, although it is essential to develop more studies to have more data to understand the phenomenon in depth.

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Impact of the COVID‐19 pandemic on emergency medicine education: Insights from faculty and residents

Weygandt

Jordan

Caretta‐Weyer

et al. 2021

AEM Education and Training

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Objectives The COVID‐19 pandemic continues to impact health systems across the United States and worldwide in an unprecedented way; however, its influence on frontline medical trainees’ educational experiences is unknown. Our objective was to determine the effects of COVID‐19 on emergency medicine (EM) training programs and residents. Methods We performed a mixed‐methods cross‐sectional survey study of faculty and residents at programs registered with Foundations of Emergency Medicine. Participants completed an online survey consisting of closed and open‐ended response items. We reported descriptive statistics for discrete and continuous data. Free‐response data were analyzed qualitatively using a thematic approach. Results Ninety‐two percent of faculty (119/129) and 47% (1,965/4,154) of residents responded to our survey. We identified three major themes related to effects on learning: 1) impact on clinical training, 2) impact on didactic education, and 3) impact on the trainee. Nearly all residencies (96%, 111/116) allowed residents to work with patients suspected of having COVID‐19, although fewer (83%, 96/115) allowed residents to intubate them. We found that 99% (1918/1928) of residents experienced virtual didactics. Faculty and trainees noted multiple educational challenges and strategies for adaptation. Trainees also expressed concerns about stress and safety. Conclusion COVID‐19 has impacted EM education in many ways including clinical training, didactic education, and trainee emotional state and concentration. Challenges and suggested solutions for learning in the virtual environment were also identified. While the pandemic continues to evolve and impact EM residents in various ways, our results may inform strategies to support medical educators and trainees during pandemics or other periods of significant disruption or crisis.

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Designing and validating educational standards for E-teaching in virtual learning environments (VLEs), based on revised Bloom’s taxonomy

Cited by 63 publications

References 21 publications

iPads for Cognitive Skills in EFL Primary Classrooms: A Case Study in Saudi Arabia

iPads for Cognitive Skills in EFL Primary Classrooms: A Case Study in Saudi Arabia

Use of Mobile Technologies in Personal Learning Environments of Intercultural Contexts: Individual and Group Tasks

Impact of the COVID‐19 pandemic on emergency medicine education: Insights from faculty and residents

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