Posters (Asynchronous Session)
Perception of Information and Communication Technologies of Medical Students from a Private University in Medellín, Colombia View Digital Media
Poster Session Maria Paula Rubiano Varela, Gustavo Giraldo, Ivan Felipe Luna Gomez, Jorge Iván Chica López, Sara Pérez, Lina Martinez Sanchez
This study was carried out to evaluate the perception of information and communication technologies (ICT) of medical students from a private university in the city of Medellín. It is a descriptive observational study which included pre-med and first semester medical students, who gave their consent. Variables such as sociodemographic, academic, ICT skills, and perception were included in the study. The information was collected through a survey made in Microsoft Forms. The collected variables were extracted into a Microsoft Excel database, absolute and relative frequencies were used for the analysis. The research was approved by the Institutional Ethics Committee. Sixty-nine students participated in the study, of which 69.5% (48) were women and the average age was 17 years. Regarding the access to electronic devices, it was found that 98.5% (68) had a cell phone, while 94.2% (65) had their own computer and 100% (69) had internet access at home. It was identified that 18.4% of the students had ever taken an ICT course. Students perceive that due to the pandemic, the use of the Internet for academic activities increased, which impacted the time that was dedicated to digital entertainment activities; furthermore, they perceive that the trend in the use of ICT leads to a dehumanization of society.
Writing in Collaboration: A Portrait of Young Writers’ Interaction View Digital Media
Poster Session Jessy Marin, Joane Deneault, Natalie Lavoie
Research on writing, through a socio-constructivist lens, shows that interaction between students generates higher quality student written work, motivates students to write and benefits exceptional students. However, few studies have attempted to document interactions between students during all stages of the writing process. The objective of the research presented in the context of this communication is to describe the content of interactions between grade 2 primary students (ages 8-9) during a story writing activity. To achieve this, students (n=56) planned, wrote, and revised/corrected a story in pairs. The writing activity was filmed to record the interactions. A chart was created to code the interactions. The chart identifies interactions concerning the text: the sequence of events, vocabulary, punctuation, syntax, spelling, and grammar. It identifies other interactions as well (ex. organising the task, consulting tools used to support correcting the text). Two principal discussion themes emerge from the results. First, during the planning stage, students are very preoccupied about the sequence of events and preoccupied to a lesser extent about it during the writing stage. Next, during the revision/correction stage, they are more concerned about spelling. Collaborative writing allows students to engage in writing a text differently and it leads them to explain and justify their choices, which is likely to influence the development of their writing skills.
Why Macao is Commended as a Fast-improving Economy in PISA 2018 Study: An Insider Perspective View Digital Media
Poster Session Kwok-cheung Cheung, Pou-seong Sit, Soi-kei Mak, Man Kai Ieong
Release of the PISA 2018 results revealed that Macao is not only a high-performing but also fast- improving economy in three core literacies, i.e. reading, mathematics, and science. Based on the study data this study seeks to show that Macao’s remarkable progress is due to the policy of the lowering of prevalence of grade repetition in Macao schools, which is widely regarded as a school-based accountability system seeking to guarantee minimum academic standards. Secondary data analysis of the Macao-PISA data was conducted, analyzing the trend of the rates of grade repetition of students studying at the primary and secondary levels in Macao schools against the backdrop of the percentage of Macao’s 15-year-old students studying at the various grade levels (i.e. Grade 7-12) in secondary schools. The trend over the six cycles of Macao-PISA assessment is that there is a greater percentage of 15-year-old students studying at grade levels appropriate to their biological age (i.e. Grade 9 and 10) in recent years. There is a big increase from 56% in 2003 to 88% in 2018. When more of the sampled students are studying at the modal grades the chance is that more of the sampled students are able to reach baseline standards in the three core literacies. The conclusion is that Macao is successful to base on PISA findings for informed policy making to raise education quality of its basic education system with excellence and effectiveness.
Developing Teachers’ Pedagogical Competence in Reading Literacy for Twenty-first Century Teaching View Digital Media
Poster Session Pou-seong Sit, Kwok-cheung Cheung, Soi-kei Mak, Man Kai Ieong
The PISA 2018 results revealed that Macao is a fast-improving economy in reading literacy. This study sought to show that Macao’s remarkable progress is due to the policy of narrowing the reading gender gap favoring girls in Macao schools in the past decade. One notable finding of all past cycles of PISA assessment is that in all participating countries/economies girls outperform boys in reading literacy. There is heated debate on whether this gender gap can be narrowed or not through educational means, and if the answer is yes then through what means and with what signs of instructional effectiveness. Regarding this, a pedagogical model of reading engagement which empowers teachers to help students read happily, widely and skillfully was proposed. It was hypothesized that Macao boys were benefitted more than the girls and the gender gap was reduced in magnitude continuously in the past decade. Secondary data analysis of the Macao-PISA 2009 and 2018 reading literacy data revealed that there are significant increase in the percentage of students having favorable reading engagement and that increase of enjoyment of reading and teacher stimulation of student reading engagement are especially substantial. Moreover, the score-point difference in PISA 2018 reading performance due to one unit increase in the reading engagement indices are very impressive. The conclusion is that enhancement of reading engagement in students and teacher stimulation of student reading engagement from 2009 to 2018 improves student reading performance rendering Macao ranked amongst the top positions in the PISA 2018.
Exploring the Effects of Using Facebook on Translation and Interpretation Students’ Online Learning Process during the Covid-19 Pandemic View Digital Media
Poster Session Susana Montecino, Daniela Aburto
The use of social media in education has gained relevance in the past few years and has given the opportunity to create new ways of teaching which can bring various outcomes considering the teaching and learning process under different contexts. In this sense, this study analyzes the effects of using Facebook on Translation and Interpretation students’ online learning during the Covid-19 pandemic by means of a questionnaire via Google forms. Moving into a deeper analysis, the specific objectives investigate the concepts of benefits, drawbacks, knowledge acquisition, interaction, and motivation in terms of Facebook use in the online classroom. The study was conducted in the first semester of 2021 at the university course “Progressive Practicum I” from the Translation and Interpretation program from the University of Atacama, Copiapo, Chile, with a total sample of 33 second-year students. Facebook was introduced using the platform’s option “Facebook group” with the goal of providing the possibility to perform activities such as group discussions, creation of concept maps, review of course content, among others. The research implications of this investigation are related to the possibility of setting grounds for what to prioritize in education when facing specificities in the learning process.
Student Perceptions of Synchronous Online Learning Experience: How Does it Compare? View Digital Media
Poster Session J. Sand
The COVID-19 pandemic forced educational institutions to expand virtual learning options with many providing more synchronous online courses using video conferencing technology. This study explores the student experience in a newly synchronous online course using live remote sessions and compares their perceptions of learning in that environment with traditional in-person and asynchronous online courses. Learning more about the student experience in classrooms of various modalities is important as institutions continue to expand virtual learning options in higher education and workforce training. Students responded to an online survey and responses were summarized and described categorically and descriptively. Albeit limited to a single course, the overall student response rated their experience in a synchronous online course at or below a traditional classroom learning experience. The live sessions did not adequately address the common shortfalls that often come with asynchronous online learning, including building a sense of community and connectedness with the instructor and fellow classmates. Due to the unprecedented times, the synchronous online modality was the only option provided to students for this class. Virtual learning opportunities are essential to meet the diverse needs of students in higher education, but synchronous online learning is not an automatic substitution for an in-person experience and students should be provided multiple modalities to choose the classroom environment that best fits their learning style.
