RESUMO
Higher education institutions globally were forced to transition to remote teaching and learning when the Covid-19 pandemic impacted the world in 2020. The rushed, unplanned nature of the transition led to the approach being labeled Emergency Remote Teaching (ERT). This paper evaluates the impact of ERT on a blended course in engineering using a descriptive case study approach applying the Context, Input, Process and Product (CIPP) evaluation model. The context analysis highlighted the need for consistent training in the use of technology, technical support for stakeholders, greater access to the Internet and timely, targeted communication. Students appreciated the convenience of online classes and accessibility to recorded lectures and labs allowing them to review at their own pace. There was a perception that the new learning environment placed some students at a disadvantage. These findings suggested a need to ensure deliberate planning for online learning from the start and attention to building a community of learners. Findings from the study can contribute to a university's exploration of the academic enterprise. These findings can also help identify mitigating factors for effective online learning. SUPPLEMENTARY INFORMATION: The online version contains supplementary material available at 10.1007/s43545-021-00172-z.
RESUMO
Health educators in Trinidad and Tobago are demanding additional professional training to cope with their role of encouraging healthy lifestyles. Against this background of a demand for training, this thesis examines the training needs of health educactors in Trinidad and Tobago by reviewing their perceptions on competencies required for practice, the impact of training on current practice and their preferences for future training. A qualitative perspective using a case study approach was used, with the unit of analysis for the case being university trained health education officers employed in the public sector in Trinidad and Tobago. The theoretical framework was informed by theories and prespectives on adult learning and continuing professional education. Emerging from the data was the perception that intrinsic characteristics, such as caring and nuturing, are as important as extrinsic skills such as interpersonal and research skills to health education practices. That notwitstanding, the skills practitioners appeared to be using most were events planning and lecturing. With regard to preferences for training , the responses were focused on the duration of training, delivery modes and training methodology. Conclusions drawn from the data are firstly that there is a gap between skills and competencies taught, and those exhibited in practice. Secondly, while there has been training in foundation areas attention should now be given to short-term training in new areas, as and when needed. It is recommended that "metacompetencies" be considered necessary attributes and be incorporated in continuing training. Consideration should also be given to training that is focused on supplying timely, in-service, situation-specific skills and knowledge (AU)
