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Podcast acceptance for pedagogy: the levels and significant influences.

ABSTRACT: There is limited empirical evidence arguing against accepting and using podcasts for educational purposes. This may in part, explain the recent surge in the acceptance of podcasts for pedagogy, alongside the COVID-19 pandemic. Both students and lecturers have been greatly affected by this pandemic which may explain the uptake in the use of podcasts. However, few studies have explored podcast use for pedagogy and thus, there is limited empirical backing. This study investigated pedagogy and considered podcast performance expectancy, effort expectancy, social influence, facilitating condition, cultural, social, and political beliefs factors in Nigerian universities. This research introduced cross-sectional quantitative methods, which utilised a questionnaire, gathering data from three Federal Universities in Nigeria. The formulated hypothesis was rejected using multiple regression and a total of eight hundred and twenty-nine questionnaires were gathered from Nigerian university lecturers. The data was analysed and the results showed a low-level outcome with regards to podcast acceptance for pedagogy in Nigeria Federal Universities.

SUBMITTER: Ifedayo AE

PROVIDER: S-EPMC7970132 | biostudies-literature | 2021 Mar

REPOSITORIES: biostudies-literature

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Podcast acceptance for pedagogy: the levels and significant influences.

Ifedayo Adu Emmanuel AE Ziden Azidah Abu AA Ismail Aziah Binti AB

Heliyon 20210310 3

There is limited empirical evidence arguing against accepting and using podcasts for educational purposes. This may in part, explain the recent surge in the acceptance of podcasts for pedagogy, alongside the COVID-19 pandemic. Both students and lecturers have been greatly affected by this pandemic which may explain the uptake in the use of podcasts. However, few studies have explored podcast use for pedagogy and thus, there is limited empirical backing. This study investigated pedagogy and consi ...[more]

PMID: 33748494

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Project description:BackgroundAs the field of global health expands, the recognition of structured training for field-based public health professionals has grown. Substantial effort has gone towards defining competency domains for public health professionals working globally. However, there is limited literature on how to implement competency-based training into learning curricula and evaluation strategies.ObjectivesThis scoping review seeks to collate the current status, degree of consensus, and best practices, as well as gaps and areas of divergence, related to the implementation of competencies in global health curricula. Specifically, we sought to examine (i) the target audience, (ii) the levels or milestones, and (iii) the pedagogy and assessment approaches.Sources of evidenceA review of the published and grey literature was completed to identify published and grey literature sources that presented information on how to implement or support global health and public health competency-based education programs. In particular, we sought to capture any attempts to assign levels or milestones, any evaluation strategies, and the different pedagogical approaches.ResultsOut of 68 documents reviewed, 21 documents were included which contained data related to the implementation of competency-based training programs; of these, 18 were peer-reviewed and three were from the grey literature. Most of the sources focused on post-graduate public health students, professional trainees pursuing continuing education training, and clinical and allied health professionals working in global health. Two approaches were identified to defining skill level or milestones, namely: (i) defining levels of increasing ability or (ii) changing roles across career stages. Pedagogical approaches featured field experience, direct engagement, group work, and self-reflection. Assessment approaches included self-assessment surveys, evaluations by peers and supervisors, and mixed methods assessments.ConclusionsThe implementation of global health competencies needs to respond to the needs of specific agencies or particular groups of learners. A milestones approach may aide these efforts while also support monitoring and evaluation. Further development is needed to understand how to assess competencies in a consistent and relevant manner.

Project description:This article is one of the first attempts to materialise Joanna Haynes and Karin Murris’ conceptualisation of the post-age pedagogy that focuses on loosening the boundaries of age-based expectation. The project is conducted against the backdrop of the discourse of ageism existing hand-in-hand with various age-transgressive practices. It involved multiple case studies of child and adult readers’ responses to two picturebooks, i.e., How to Five Forever (1995) and Grandpa Green (2011). The two research questions are: how do children and adults respond to Forever and Grandpa? What is the pattern of similarities and differences in their responses? In addressing these research questions, the present study aims to facilitate the emergence of a post-age picturebook pedagogy. The findings reveal that a post-age picturebook pedagogy should acknowledge the chance of holistic learning opportunities that picturebooks can offer to both children and adults, including, for instance, aesthetic appreciation, literary understanding, emotional engagement, and material experience. Such a pedagogy involves an egalitarian view of child and adult that acknowledges some biologically determined differences subject to the factor of age and meanwhile emphasises their shared humanity and idiosyncrasies, thus undermining the binary division between simple child and sophisticated adult. The material affordances of a picturebook can be deployed to amplify the points of connection and dialogue in child and adult readers’ responses and a post-age picturebook pedagogy should strive to enrich interpretive and experiential possibilities for diverse readerships. In comparison with the existing empirical studies using picturebooks, this project positions adults as readers who can enjoy picturebooks for their own sake rather than co-readers whose responsibility is mainly to facilitate child readers’ learning and development. It stresses and seeks to maximise the potential of picturebooks for creating a beneficial and pleasant experience for all involved, both child and adult, an aspect that has long been overlooked.

Project description:Chronic inflammatory demyelinating polyneuropathy (CIDP) is an acquired immune-mediated neuropathy that typically presents with progressive or relapsing, symmetric, proximal, and distal weakness of upper and lower limbs, sensory involvement of at least two limbs, and decreased or absent deep tendon reflexes. The symptoms of CIDP can be similar to those of other neuropathies, making diagnosis difficult, which can often lead to delays in correct diagnosis and treatment. The updated European Academy of Neurology/Peripheral Nerve Society (EAN/PNS) 2021 guideline outlines a set of diagnostic criteria that help to identify CIDP with high accuracy and provides recommendations for the treatment of CIDP. The aim of this podcast, featuring Dr. Urvi Desai (Professor of Neurology, Wake Forest School of Medicine and Atrium Health Neurosciences Institute Wake Forest Baptist, Charlotte), is to discuss how the new guideline impacts diagnosis and treatment decisions in her everyday clinical practice. Using a patient case study example, the updated guideline recommends assessing a patient for clinical, electrophysiological, and supportive criteria for CIDP, enabling a more straightforward diagnosis of either typical CIDP, a CIDP variant, or an autoimmune nodopathy. A second patient case study highlights how the new guideline no longer considers autoimmune nodopathies as CIDP, as patients with these disorders do not meet hallmark CIDP criteria. This leaves an unmet need in terms of guidance on how to treat this subset of patients. Although the new guideline has not necessarily changed treatment preference in clinical practice, the addition of subcutaneous immunoglobulin (SCIG) into the guideline now better reflects clinical practice. The guideline helps to define and categorize CIDP more simply and consistently, allowing quicker and more accurate diagnosis, leading to a positive impact on treatment response and prognosis. These real-world insights into the diagnosis and management of patients with CIDP could help guide best clinical practice and help facilitate optimization of patient outcomes.

Dataset Information

Podcast acceptance for pedagogy: the levels and significant influences.

Publications

Podcast acceptance for pedagogy: the levels and significant influences.

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