Journal articles: 'Communication Educational evaluation'

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Zormanová, Lucie. "Gender in Educational Communication." Lifelong Learning 4, no. 3 (2014): 26–41. http://dx.doi.org/10.11118/lifele2014040326.

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The article deals with gender-stereotyped patterns of behaviour in educational communication at lower secondary schools in the Czech Republic. Theoretical background of the issue of pedagogical communication and gender stereotypes was followed by the presentation of findings of quantitative research based on audio record analysis. Research focuses on observations and evaluation of communication in a class and its aim is to find out whether there exists a relation between the pupil’s gender and his communication in the lesson. Results of the pedagogical survey are further compared to the results of previously realised Czech and foreign surveys.

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Regal, Robert A., John R. Rooney, and Teresa Wandas. "Facilitated communication: An experimental evaluation." Journal of Autism and Developmental Disorders 24, no. 3 (June 1994): 345–55. http://dx.doi.org/10.1007/bf02172232.

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Bettison, Sue. "Informal evaluation of Crosley's faciliated communication." Journal of Autism and Developmental Disorders 21, no. 4 (December 1991): 561–63. http://dx.doi.org/10.1007/bf02206880.

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Woodbury, Jean. "Advising with a Strong Assessment Component Helps Students Achieve their Educational Goals." NACADA Journal 19, no. 2 (September 1, 1999): 10–17. http://dx.doi.org/10.12930/0271-9517-19.2.10.

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Advising is a form of teaching that is inherently student centered and works well with a facilitated learning approach. Traditional methods for educational evaluation, such as Ralph W. Tyler's goal-based evaluation, Michael Scriven's goal-free evaluation, and Robert Stake's responsive evaluation, can be employed to determine how well students are achieving their goals. Formative and summative evaluations relying on ongoing communication and campus-wide collaboration are essential components of educational evaluation in advising. This article presents guidelines for evaluation that can be used in a variety of settings and illustrates the process by examining advising in an academic support program at a small New England college.

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Kovienė, Skaistė. "COMPETENCE CONDITIONS ENABLING EDUCATION IN PRE-SCHOOL EDUCATION ESTABLISHMENTS: PARENTS’ EVALUATION." Problems of Education in the 21st Century 75, no. 2 (April 20, 2017): 157–69. http://dx.doi.org/10.33225/pec/17.75.157.

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Competence, psychological and material-organisational conditions determine favourable educational environment for parent education in pre-school education establishments. The aim of this research is - to identify competence conditions determining favourable educational environment for parent education in pre-school education establishment. Competence conditions, determining favourable educational environment for parent education in pre-school education establishments, which are formed of pedagogues and parents’ collaboration and parents’ communication between themselves, have been examined in the research. One of the determining factors, forming favourable educational environment for parent education is- pre-school educational establishment pedagogues, therefore both professional and personal pedagogues’ abilities were analysed to apply the most suitable communication and collaboration forms with parents in a concrete situation, to give parents pedagogical-psychological support. Standardised interview was applied for the research (for gathering empiric research data) and content analysis (empiric data analysis). Parents of the children attending pre-school education establishments participated in the research. The obtained results allowed making concrete conclusions about competence conditions determining favourable environment for parent education and to identify, according to parents, the most necessary for parents’ education improvement educational environment area, – pedagogues and parents’ communication and collaboration. Keywords: competence conditions, educational environment, parent education, communication and collaboration, parent involvement, pre-school education establishment.

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Bettison, Sue. "Correction to previous evaluation of facilitated communication." Journal of Autism and Developmental Disorders 22, no. 3 (September 1992): 451–52. http://dx.doi.org/10.1007/bf01048247.

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Patel, Kunden, Laura Roche, Nicola Coward, Jacqueline Meek, and Celia Harding. "Promoting positive communication environments: a service evaluation." Tizard Learning Disability Review 23, no. 4 (October 1, 2018): 192–200. http://dx.doi.org/10.1108/tldr-04-2018-0009.

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Purpose The purpose of this paper is to present an evaluation of a programme of training and support provided to staff, which aimed to encourage supported communication environments for people with learning disabilities. Design/methodology/approach Training, monitoring and support for communication, specifically augmentative and alternative communication (AAC) strategies, was provided by speech and language therapy staff to two residential services over 46 weeks. Staff and service user communications were observed pre- and post-intervention. Findings In one provision there was an increase in service user initiations and the use of some AAC strategies by support staff. In the other provision there was no change in service user initiations and a decrease in the range of AAC strategies used. It appears that some forms for AAC remain challenging for staff to implement. Originality/value This evaluation explores ways of using specialist support services to improve communication environments for people with learning difficulties. Possible reasons for differences in the outcome of the intervention are discussed. Future research into the types of communication interactions experienced by people with learning disabilities across the range of communication styles may be useful so that support staff can be better helped to provide sustained and enriched communication environments.

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Silva, António, Álvaro Rocha, and Manuel Pérez Cota. "Electronic Booklet." International Journal of Information and Communication Technology Education 11, no. 4 (October 2015): 97–108. http://dx.doi.org/10.4018/ijicte.2015100107.

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This paper introduces a new method of communication between the school and the family, using an Electronic Booklet developed in the course of the authors' investigation project with the purpose of rendering the communication between both parties more effective. Today there is a general agreement, within educational sciences, as to the fundamental role occupied by the collaboration between the school and the family in the learning process and in educational success. With this Electronic Booklet, the communication becomes synchronous in a web environment. By logging in, educational actors can access a wide range of information: absences, behaviour, teacher advices, final grades, evaluation tools in each subject and corresponding evaluation, personal data, etc., eliminating the obstacles that hinder a successful collaboration between the school and the family.

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Kocakoyun, Senay, and Huseyin Bicen. "Development and evaluation of educational android application." Cypriot Journal of Educational Sciences 12, no. 2 (June 28, 2017): 58–68. http://dx.doi.org/10.18844/cjes.v12i2.1938.

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In this study, a mobile application was developed for courses at undergraduate level. The application has not only been developed and used, but has also been used practically for 8 weeks. In other words, the findings are based on a practical experience rather than a theoretical basis. This study aimed to determine the opinions of students who participated in the development and application process of an Android application named NEU-CEIT about the mobile learning environment, educational and sharing structure of the developed application. A total of 27 students participated and students were asked to upload the developed application and examine the content. Following the application, students were administered an environment evaluation questionnaire. Data of the research were collected with survey method. Data obtained in the research were analyzed through the views of experts. According to the results, it was revealed that outcomes related with the usage structure of the developed application were positive, educational structure of the application is appropriate to follow the curriculum, it is rich in terms of materials and it might be one of the applications that students can use for communication. The results also showed that mobile applications will support education and increase motivation. This study supports that mobile applications improve academic achievement. Keywords: Mobile learning, android application, application development.

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Gorokhova, Natalia, and Irina Kubyshko. "Information and communication technologies in teaching foreign languages." SHS Web of Conferences 106 (2021): 04007. http://dx.doi.org/10.1051/shsconf/202110604007.

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The introduction of information and communication technologies in the modern educational process at all levels is widespread in the world. The algorithm of successful e-learning, peculiarities of using online formats as one of the ways of educational resource of foreign language teaching, criteria of platforms, and applications selection constitute the study’s relevance and its main goal. The author proposes a methodology of teaching a foreign language based on the use of technical means of information and communication technologies, its methodologically secured system of electronic ways of monitoring, control, evaluation, and the classification of online tools aimed at building the educational process. The described analysis of the foreign language teaching process based on the application of information and communication technologies is of scientific and pedagogical interest from educational information transmission in a non-linear format. The results obtained in the study can be useful for teachers in the implementation of the general management of cognitive activity of students, in communicative and advisory activities, holding mono-courses or collective projects developed by educational organizations.

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Melvin, L., K. Connolly, L. Pitre, K. L. Dore, and P. Wasi. "Improving medical students’ written communication skills: design and evaluation of an educational curriculum." Postgraduate Medical Journal 91, no. 1076 (March 26, 2015): 303–8. http://dx.doi.org/10.1136/postgradmedj-2014-132983.

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Pérez-Ordás, Raquel, Mónica Aznar Cebamanos, Román Nuviala, and Alberto Nuviala. "Evaluation of Extracurricular Sports Activities as an Educational Element for Sustainable Development in Educational Institutions." Sustainability 11, no. 12 (June 25, 2019): 3474. http://dx.doi.org/10.3390/su11123474.

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Education that instills healthy habits has acquired much attention in recent years due to concerns related to obesity and the sedentary lifestyle of the scholastic population. Extracurricular sports activities can contribute to the creation of healthy habits and can promote active lifestyles. These positive habits provide social benefits and are a facilitator of sustainable development. Thisstudy had two objectives: To assess the quality and value of extracurricular sports activities offered by schools, as well as the satisfaction of the participants and their future intentions to participate; and to assess the relationship between these constructs, with the aim of identifying factors that encourage schoolchildren to be active. Information was gathered from 1080 children in secondary education in Spain (n = 1080) (65.90% boys, 13.76 ± 1.39 years). The instruments used were the Scale of Perception of Sports Organizations (EPOD2) and a future intentions scale. The evaluation of satisfaction, quality, and value, as well as the intentions expressed by the young athletes to continue participating in extracurricular sports activities were positive, with average values close to the maximum. The best-rated quality variables were human resources. A significant association was identified between communication and loyalty, and response capacity and sports spaces. Likewise, perceived satisfaction and value were related to loyalty and price. In short, student perceptions establish a clear relationship between evaluations of activities and the intention to continue practicing sports in schools.

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Gazizov, E. R., A. R. Gazizov, N. G. Kiseleva, and A. N. Zinnatullina. "Assessment criteria of competence formation of organizers in the educational process of the agrarian university in the field of using information and communication technology." BIO Web of Conferences 17 (2020): 00064. http://dx.doi.org/10.1051/bioconf/20201700064.

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The article defines the evaluation criteria for the formation of the competence of the organizers of the educational process at the Agrarian University in the use of information and communication technology tools. It is shown how to estimate this level. Measurable indicators of evaluation criteria are highlighted and methods for measuring these indicators are disclosed. The scale of competence levels of the organizers in the educational process at the Agrarian University in the use of information and communication technology tools is given.

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Vázquez, Carol A. "Brief report: A multitask controlled evaluation of facilitated communication." Journal of Autism and Developmental Disorders 24, no. 3 (June 1994): 369–79. http://dx.doi.org/10.1007/bf02172234.

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Levine, Oren Hannun, Sukhbinder K. Dhesy-Thind, Meghan McConnell, Melissa C. Brouwers, and Som Mukherjee. "Code status communication training in Canadian postgraduate oncology programs: A needs assessment survey." Journal of Clinical Oncology 35, no. 31_suppl (November 1, 2017): 13. http://dx.doi.org/10.1200/jco.2017.35.31_suppl.13.

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13 Background: Discussions with cancer patients on cardiopulmonary resuscitation directives, or ‘code status,’ are often led by trainees in oncology. This study was carried out across Canada to identify current educational practices and gaps in training for this communication skill. Methods: Medical and radiation oncology residents and program directors (PDs) from across Canada were invited to complete a survey. Questions addressed current teaching practices, perceived importance of this competency, satisfaction with current education and barriers to teaching code status discussion skills. Relative frequencies of categorical and ordinal responses were calculated. Results: Between November 2016 and February 2017, 95 residents (58.6% response rate [RR]) and 17 PDs (63% RR) completed surveys. Both oncology disciplines and trainees at all levels were represented. Only 54.1% and 48.3% of medical and radiation oncology residents, respectively, had experienced any form of code status communication training before entering an oncology program. During oncology training, 41.1% of residents expect to receive formal teaching on this topic and 47.1% of PDs endorsed inclusion of this topic in curricula. Only 20% of residents reported receiving any formal evaluation for this competency while 41.2% of program directors indicated that formal evaluations are provided. All PDs and 98% of residents positively endorsed the importance of this competency in residency and clinical practice. Among residents, 88% felt that more training would be beneficial, and 82.3% of PDs identified a need for new educational resources in this area. Lack of time, educational resources and evaluation tools were among the most commonly identified barriers to teaching (by PDs and trainees). Conclusions: Canadian medical and radiation oncology residency PDs and trainees feel that code status communication is an important competency, yet teaching and evaluation are limited in this area. Barriers to teaching and skill-building have been identified. Further work is underway to develop novel educational resources for code status communication training to include in postgraduate curricula.

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VIEIRA, Estela Aparecida Oliveira, Aleph Campos da SILVEIRA, and Ronei Ximenes MARTINS. "Heuristic Evaluation on Usability of Educational Games: A Systematic Review." Informatics in Education 18, no. 2 (October 16, 2019): 427–42. http://dx.doi.org/10.15388/infedu.2019.20.

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Shire, Stephanie Y., Wendy Shih, Ya-Chih Chang, and Connie Kasari. "Short Play and Communication Evaluation: Teachers’ assessment of core social communication and play skills with young children with autism." Autism 22, no. 3 (December 21, 2016): 299–310. http://dx.doi.org/10.1177/1362361316674092.

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Children with autism spectrum disorder experience delays in the development of nonverbal social communication gestures to request and to share (joint attention) as well as play skills such that intervention is required. Although such tools exist in research settings, community stakeholders also require access to brief, simple, and reliable tools to assess students’ skills and set appropriate intervention targets. This study includes a sequence of two trials to examine implementation outcomes including adoption, fidelity, and feasibility of The Short Play and Communication Evaluation by educational professionals who work with preschoolers and toddlers with autism spectrum disorder in low-resource community classrooms. Findings demonstrate that classroom staff can deliver the Short Play and Communication Evaluation with high fidelity, collect live data, and set appropriate social communication and play skill targets for use in intervention. Furthermore, study 2 demonstrates that modifications to the study protocol resolved differences in children’s skill profile obtained from the established research measures.

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Judd, T. "Informal Neuropsychological Evaluation of English Learning Aptitude in Linguistically, Educationally, and Epidemiologically Diverse Populations." Archives of Clinical Neuropsychology 34, no. 7 (August 30, 2019): 1301. http://dx.doi.org/10.1093/arclin/acz029.68.

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Abstract Immigration generates the need to acquire mastery of the English language for education, employment, citizenship, and other needs. Many immigrants bring with them unrecognized neuropsychological disabilities that hinder such learning. Neuropsychologists may be asked to evaluate such clients with respect to: Disability exemptions from mandatory language instructionInstructional strategies, compensations, and accommodationsStrategies, compensations, and accommodations to facilitate optimal communication and learning in the workplace, court, health care, and other settings. Immigrants often do not have remote medical or educational records documenting historical cognitive difficulties. Many speak languages for which pertinent language ability testing is not available. Furthermore, developmental language learning disorders often have distinctive presentations in different writing systems. When documented history and formal evaluation of native language abilities are not available, informal evaluations become the next best alternative. This poster will present a suite of techniques that can facilitate this process, including: Researching the linguistics and writing system of the native languageQuestions regarding personal history that can give indications of developmental disabilities, even in the uneducatedTechniques for testing and interpreting native language literacyTechniques for evaluating English knowledge and capacityTechniques for evaluating English phonemic aptitudeTechniques for evaluating English phonemic learning aptitudeTechniques for evaluating potential for using translation technologies The poster will also outline compensations and accommodations for learning and communication that neuropsychologists can recommend for such populations.

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Yao, Dongning, Liang Jiang, Yuankai Huang, Lei Chen, Yitao Wang, and Xiaoyu Xi. "Assessment of Factors Influencing Communication in Clinical Pharmacy." Evaluation & the Health Professions 42, no. 4 (February 20, 2018): 422–49. http://dx.doi.org/10.1177/0163278717751028.

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This study aimed to identify and assess the factors that influence communication quality between clinical pharmacists and patients using a structural equation model based on the predisposing, reinforcing, and enabling constructs in educational/environmental diagnosis and evaluation–policy, regulatory, and organizational constructs in educational and ecological development model to identify the most effective path to increase their communication quality. A survey was conducted at 253 Class-A tertiary hospitals in China from March to December 2016. During on-site observations, verbal communications between clinical pharmacists ( n = 752) and patients were audio recorded, and communication quality was rated by an expert panel on an 8-item Quality of Communication Rating Scale. Clinical pharmacists completed questionnaires that examined the predisposing, enabling, and reinforcing factors that influenced communication quality. Finally, AMOS was employed to examine the relationships between the three factors and communication quality. The results indicated that all three factors positively affected communication quality, with correlation coefficients of .26, .13, and .17, respectively. The most influential predisposing factor was attitude (.77), the most influential enabling factors were self-efficacy (.71) and confidence (.72), and the most influential reinforcing factor was rewards (.74). The findings suggest that pharmacists’ attitudes toward, perceived knowledge of, and skill and confidence in communication, and the rewards offered by pharmacy management are the most influential factors that influence communication quality.

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Vukić, Tijana, Marijana Zelenik, and Tatjana Welzer. "Developing Intercultural Communication Competencies Using Various Learning Methods at a Media Communications Study Programme." JOURNAL OF INTERNATIONAL BUSINESS RESEARCH AND MARKETING 4, no. 6 (2019): 15–28. http://dx.doi.org/10.18775/jibrm.1849-8558.2015.46.3002.

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Various previous researchers of journalism and media communication education demonstrated the necessity and importance for media workers to be competent in intercultural communication (IC). Slovenian researchers do not discuss these topics, and IC themes are withal mostly part of a non- obligatory courses where usual teaching and learning methods are applied. To examine the effectiveness and usefulness of different teaching/learning methods in developing students’ intercultural communication competencies, an educational intervention research was suitable, as the method is being useful mostly to solve pragmatic issues. Additionally, the study aimed at determining outgoing students’ intercultural communication competencies (ICC) – knowledge, skills, attitudes, and awareness through their cognitive, affective and behavioural dimensions. Two theoretical approaches were used – one stating that ICC are developed by learning on the ground of our innate predispositions and character and the behavioural perspective. This qualitative-evaluative research was conducted within the International and Intercultural Communication course at the first year of Graduate Study of Media Communications at the University of Maribor. It was a trilingual intercultural situation where learning activities such as role-playing, pantomime, case studies, simulations, individual exploration, and reflection were implemented, since students were not used to them. Participatory observation, semi-structured interviews, qualitative questionnaires, evaluation of class activities and a final exam were used as main research methods. Even though the group adapted very soon, the nonverbal activities were most demanding, and individual activities at home the least accomplished. Although they had theoretical knowledge, experience in public speaking, proactivity and self-reflection skills at basic level, their abstract thinking skills, self-awareness and adaptation were medium. However, they showed a great deal of persistence and creativity as a part of a collaborative and cooperative activities. Therefore, focusing on the learning activities stimulating students’ ICC as a part of a real intercultural situation in journalism and mass communication (JMC) education is recommended.

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Kochanowicz, Aneta Maria. "Implementing augmentative and alternative communication at a rehabilitation & educational center (specialists’ inteinteraction with the family)." Edukacja Elementarna w Teorii i Praktyce 15, no. 3(57) (October 16, 2020): 129–43. http://dx.doi.org/10.35765/eetp.2020.1557.09.

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Close cooperation between the home environment and the educational setting is an important element of the effectiveness of augmentative and alternative communication (AAC). The author’s aim was to examine the quality of this cooperation using the example (case study) of one of Poland’s Rehabilitation and Education Centers (OREs) in Wrocław. The author carried out an evaluation study in parallel with the center’s internal evaluation. She used a survey addressed to teach- ers, specialists, and parents, as well as individual conversations, docu- ment analysis, and observation. The practical effect of the evaluation study was the formulation of detailed recommendations for the cent- er. The author stated that the effectiveness of implementing AAC in work with children and young people—OREs’ participants—is low, mainly due to the inharmonious cooperation between the families and the educational center. The second important factor is the uneven use of AAC in both settings. Teachers and specialists use almost all situations during the day to establish communication with the ORE participants—they employ a variety of communication meth- ods and utilize the most modern devices—while parents, who have difficulties adequately using AAC at home, point to the high costs of the communication devices.

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Moore, Susan, Brian Donovan, Alan Hudson, Judith Dykstra, and Jenny Lawrence. "Brief report: Evaluation of eight case studies of facilitated communication." Journal of Autism and Developmental Disorders 23, no. 3 (September 1993): 531–39. http://dx.doi.org/10.1007/bf01046054.

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Hale, S., and T. Chan. "MP41: Feeling the flow: an evaluation of the GridlockED workshop experience." CJEM 21, S1 (May 2019): S57. http://dx.doi.org/10.1017/cem.2019.176.

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Introduction: GridlockED is an educational (or “serious”) game recently developed by a team at McMaster to teach medical learners about patient flow in the emergency department (ED). Beyond patient flow, we were cognizant that the game could provide additional learning opportunities for learners. The goal of this program evaluation project was to investigate workshop attendees’ experiences and identify what areas they found most educational. Methods: A GridlockED board game workshop was developed and delivered in several locations over the fall of 2018. Workshops targeted medical learners and were organized by local emergency medicine interest groups. After a standardized video-based introduction to the game concept and rules, the learners played GridlockED for approximately 90 minutes. After the play session, learners completed an anonymous survey consisting of 7-point Likert scale questions about their experience. They were also asked to identify the learning domains for which GridlockED was developed (Patient Flow, Communication and Teamwork, and ED Basics), and were asked via free-text to identify learning objectives from their experience. We received an exemption for this study from our institutional review board. Results: We had 25 respondents (24 medical students and 1 resident). Trainees rated GridlockED as both enjoyable to play and as a meaningful educational experience, with an average rating of 6.56 (SD 0.94) for enjoyability and 6.44 (0.92) for education. When asked what targeted learning domain was most helpful, 45% of students identified patient flow, 37% teamwork and communication, and only 18% ED basics. When asked to identify their top three areas of learning in open-ended responses, students actually identified resource management most frequently (48%), with improved communication skills (40%) as the second most prominent learning objective. Other interesting self-identified learning points were: a greater appreciation of the role of various providers (24%), the unpredictability of ED care (12%), and how things can go wrong (12%). Conclusion: Medical learners find GridlockED to be both enjoyable and educational. In our targeted areas of learning they found patient flow to be the most educational, but self-identified multiple other areas for learning. Students identified resource management and communication as key areas of learning, suggesting that future workshops might be designed specifically to teach these skills.

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KAROLČÍK, Štefan, Elena ČIPKOVÁ, Roman HRUŠECKÝ, and Milan VESELSKÝ. "The Comprehensive Evaluation of Electronic Learning Tools and Educational Software (CEELTES)." Informatics in Education 14, no. 2 (October 13, 2015): 243–64. http://dx.doi.org/10.15388/infedu.2015.14.

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Lavrentieva, Galina P. "GUIDELINES FOR EVALUATION OF PSYCHOLOGICAL AND PEDAGOGICAL QUALITY CHARACTERISTICS OF ELECTRONIC EDUCATIONAL RESOURCES." Information Technologies and Learning Tools 41, no. 3 (May 13, 2014): 92–100. http://dx.doi.org/10.33407/itlt.v41i3.1048.

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The article highlights the causes of insufficient effective use of electronic learning resources and sets out the guidelines on ways to solve the aforementioned problems. The set of didactic, methodical, psychological, pedagogical, design and ergonomic quality requirements is considered for evaluation, selection and application of information and communication technologies in the educational process. The most appropriate mechanisms for the ICT introduction into the learning process are disclosed as it should meet the specific learning needs of the student and the objectives of the educational process. The guidance for psycho-educational assessment of quality of electronic educational resources is provided. It is argued that the effectiveness of the ICT use is to be improved by means of quality evaluation mechanisms involved into the educational process.

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Rodrigues, Marcos Wander, Seiji Isotani, and Luiz Enrique Zárate. "Educational Data Mining: A review of evaluation process in the e-learning." Telematics and Informatics 35, no. 6 (September 2018): 1701–17. http://dx.doi.org/10.1016/j.tele.2018.04.015.

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Jauković-Jocić, Kristina, Darjan Karabašević, and Gabrijela Popović. "An approach for e-learning courses evaluation based on the EDAS method." Ekonomika 66, no. 4 (2020): 47–59. http://dx.doi.org/10.5937/ekonomika2004047j.

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The development and increasing use of information and communication technology and the Internet as well, have facilitated access to educational materials and increased the popularity of e-learning courses. The increase in the number of e-learning courses imposes the need for evaluating their quality. As a result, the criteria and procedures for evaluating the quality of e-courses are becoming increasingly important. Therefore, the use of the EDAS method for evaluating the quality of e-courses is discussed in this paper. The four e-courses are assessed against the seven evaluation criteria obtained on the basis of the literature review. The evaluation process is performed in the group decision-making environment with the aim of obtaining more reliable results.

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Elliot, Norbert, Margaret Kilduff, and Robert Lynch. "The Assessment of Technical Writing: A Case Study." Journal of Technical Writing and Communication 24, no. 1 (January 1994): 19–36. http://dx.doi.org/10.2190/53lm-vwv5-jftv-b7h7.

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This article describes the design and evaluation of a formal writing assessment program within a technical writing course. Our purpose in this base-line study was to evaluate student writing at the conclusion of the course. In implementing this evaluation, we addressed fundamental issues of sound assessment: reliability and validity. Our program may encourage others seeking to assess educational outcomes in technical writing courses.

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BATTISTELLA, Paulo Eduardo, Christiane Gresse von WANGENHEIM, Aldo von WANGENHEIM, and Jean Everson MARTINA. "Design and Large-scale Evaluation of Educational Games for Teaching Sorting Algorithms." Informatics in Education 16, no. 2 (October 14, 2017): 141–64. http://dx.doi.org/10.15388/infedu.2017.08.

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Morgulets, Oksana B., and Tetiana M. Derkach. "INFORMATION AND COMMUNICATION TECHNOLOGIES MANAGING THE QUALITY OF EDUCATIONAL ACTIVITIES OF A UNIVERSITY." Information Technologies and Learning Tools 71, no. 3 (June 29, 2019): 295. http://dx.doi.org/10.33407/itlt.v71i3.2831.

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The article highlights the results of the practical application of modern information and communication technologies in the management of institutions of higher education on the example of the Kyiv National University of Technology and Design (KNUTD). The constituents of the quality management system of educational activity are considered. The subsystems of the automated control system of educational activity of the university have been characterised and analysed. The key elements of the information systems use dare the following electronic databases: students and their academic performance; results of employment; students’ satisfaction with educational programs; distribution of the teaching load; teachers’ performance; learning and teaching resources, facilities, equipment and their cost; other indicators of university activity. In addition to the popular application packages, such as “iZETA”, "The System of Financially-Oriented Management of Higher Education Institutions", and "Anti-Plagiarism", the software products developed by KNUTD are described. Namely, the "Schedule" package allows one to form directories focused on the drawing up of class schedules which are accessible to all divisions. The software "Electronic Journal" provides monitoring of learning outcomes and prompt response to the failure of individual students; it serves for the formation of final control mark sheets, the evaluation of academic success rates of university students, etc. The electronic rating system "RTS rating" is used for the evaluation of research and teaching staff activity according to the results of their work in the reported year. The modular environment of the University's educational process, based on the Moodle distance learning platform, is described. It accumulates the teaching and methodological support necessary for conducting educational activities. The results of the research are of practical value since the implementation of the considered software products is capable of improving the quality and effectiveness of the management of educational activities of higher education institutions.

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Bligh, Sally, and Phyllis Kupperman. "Brief report: Facilitated communication evaluation procedure accepted in a court case." Journal of Autism and Developmental Disorders 23, no. 3 (September 1993): 553–57. http://dx.doi.org/10.1007/bf01046056.

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Stuart, Sheela, and Anne Massey. "Do We Keep Driving? Effectiveness of Rural Augmentative and Alternative Communication Mobile Service Delivery." Rural Special Education Quarterly 14, no. 1 (March 1995): 33–44. http://dx.doi.org/10.1177/875687059501400106.

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Over a twelve month period, a mobile unit was used to meet Augmentative and Alternative communication (AAC) evaluation needs in rural New Mexico through a team comprised of an experienced faculty and graduate students in communication disorders. Two questionnaires were used to evaluate the efficacy of service delivery for clients and educational value for graduate students. Positive responses from both questionnaires indicated that more persons with disabilities received evaluations for AAC and more real world training experiences for preprofessionals was made available. However, there also was evidence of need for improvement in specific procedural details. Graduate students which participated in the AAC evaluations reported that providing service in this manner was a highly demanding experience in terms of time and commitment.

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Fallowfield, Lesley J., Ivonne Solis‐Trapala, and Valerie A. Jenkins. "Evaluation of an Educational Program to Improve Communication with Patients About Early‐Phase Trial Participation." Oncologist 17, no. 3 (March 2012): 377–83. http://dx.doi.org/10.1634/theoncologist.2011-0271.

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Rønsen, Astrid, and Ingrid Hanssen. "Communication in palliative care: Philosophy, teaching approaches, and evaluation of an educational program for nurses." Nurse Education Today 29, no. 7 (October 2009): 791–95. http://dx.doi.org/10.1016/j.nedt.2009.04.003.

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Yoshida, Masami. "Communication Jigsaw: A Teaching Method that Promotes Scholarly Communication." International Journal of Emerging Technologies in Learning (iJET) 13, no. 10 (October 26, 2018): 208. http://dx.doi.org/10.3991/ijet.v13i10.8850.

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This study examined the Communication Jigsaw as a novel, applied jigsaw strategy aimed to extend scholarly communication between university students. As the defining characteristic of the Communication Jigsaw, writing sheets were used as resources for reports and discussions. This documentation method enabled students to access all reports. In addition, a comment session was introduced to provide educational access to all subtopics. Contents were entrusted to each student and a student’s actuation for self-directed, deep learning appeared in the quality of their comments and their selection of reports for comment. All reports and commenting activities were facilitated by e-Learning technologies and monitored. Then, collected data were analyzed using social graphs. This study revealed that the comment session nurtured critical competencies toward applying acquired knowledge and finding information. Additionally, the Communication Jigsaw enabled the identification of outstanding performances among students and their connections. The Communication Jigsaw facilitated finding and analyzing the process of forming academic hubs and cliques within the scholarly community. The distribution spectrum of connections in the comment section did not conform to Gaussian distribution principles but rather the distinct distribution pattern characteristic of social communication. Taken together, this study showed a concrete example of lesson design and evaluation method to be adaptable to the flat world communication.

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Lima, C., G. Cunha, and F. Brandão. "Psycho-educational program “+ family” – Pilot program." European Psychiatry 33, S1 (March 2016): S566. http://dx.doi.org/10.1016/j.eurpsy.2016.01.2098.

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The CLDS + Paredes de Coura integrated in its action plan the implementation of a program for the development of strategies at the level of qualification of the families as it corresponded to one of the needs highlighted by the Social Municipality Action under the Social Diagnosis.With a Psychologist/Family Therapist and a Conflict Mediator, have formed groups with parents and children separately.Questionnaires were applied at the beginning and end of the program for evaluation of impact. The results showed that the personal development of children and adults was promoted, were broadcast techniques that facilitate the daily emotional management and improved is communication skills. This program will now be applied to other groups.Disclosure of interestThe authors have not supplied their declaration of competing interest.

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Raptou, Evangelia, Panagiotis J. Stamatis, and Nikolaos Raptis. "Communication as an Educational Skill in School Units of the 21st Century: A Survey Research." Asian Education Studies 2, no. 2 (May 26, 2017): 1. http://dx.doi.org/10.20849/aes.v2i2.153.

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Awareness about values of communication skills and the necessity for their cultivation brought them into foreground of educational field. Thus, they are qualified as a basic framework for the creation of modern democratic, intercultural and open schools to the world. Communication is recognized as a basic social skill by the program P21 Framework for the 21st Century Learning and by thousands of teachers and hundreds of schools in the US and many other countries. Since communication skills are related to many aspects of modern Greek educational situation, such as teaching, school administration, evaluation and development of good interpersonal relationships, the main purpose of this paper is the presentation of a survey research about communicative behavior of secondary education teachers and school heads, the depiction and enhancement of their communication style and the assessment of their views in regards to importance of communication skills in carrying out their professional role. Results of the research showed that teachers recognize to themselves very good communication skills, including advocate active listening, collaboration development ability and empathy.

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Bleile, Ken. "Evaluating Articulation and Phonological Disorders When the Clock Is Running." American Journal of Speech-Language Pathology 11, no. 3 (August 2002): 243–49. http://dx.doi.org/10.1044/1058-0360(2002/026).

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The clinical evaluation of communication is a key element in the therapeutic process. This paper describes an approach to an initial clinical evaluation of a preschool-aged child referred to a clinic for problems in communication. Topics addressed in the evaluation include: What is the purpose of the evaluation? In which setting should the evaluation be held? What aspects of the client's background may contribute to his or her possible communication disorder? How are speech and language assessed in only 60 to 90 minutes? How is hearing assessed? What information should be conveyed to the client's family? The author's general approach to clinical evaluation emphasizes the importance of nonstandardized assessment procedures for obtaining the case history and for collecting and analyzing speech and language samples. The author focuses on linguistic-motor aspects of articulation and phonology disorders and emphasizes the importance of evaluating both the child's major speech errors as well as his or her better speech-making abilities.

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Popova, Olga, Anzhela Danilenko, Nadezhda Kosenko, and Svetlana Chernikova. "Electronic resources as a means of constructing the learning environment of a children's art school." SHS Web of Conferences 109 (2021): 01030. http://dx.doi.org/10.1051/shsconf/202110901030.

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The article presents a model of personalized mixed learning for the implementation of programs of general additional education in the field of fine arts. This model is presented through the metaphor of the “space of opportunities”, in which the student can choose their own educational trajectory and ways to achieve educational goals. The structure of the personalized educational space is slated, the role and place of information and communication technologies in the implementation of personalized education are considered. The key elements of the model presented by us were goal-setting, criteria-based evaluation of the results of educational activities and the use of information and communication technologies. Within the framework of the proposed approach to goal-setting, the transition from simple knowledge and skills to more complex ones is carried out, as well as the synthesis of mental operations with a specific application and creative rethinking of the acquired knowledge. Criteria-based evaluation is intended to provide high-quality feedback. It is carried out on the principles of equality; personalization; clarity of criteria; evaluation of the result, not the activity of the child in the lesson; continuity. The main characteristics of the presented model are: level-based, result-oriented, interactive, and variable.

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Bunning, Karen. "Commentary on “promoting positive communication environments: a service evaluation”: the communication partnership as a focus for change." Tizard Learning Disability Review 23, no. 4 (October 1, 2018): 201–6. http://dx.doi.org/10.1108/tldr-07-2018-0022.

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Purpose The purpose of this paper is to debate the complexities of intervening with adults with learning disabilities and support staff in the natural environment and challenges of evaluating change. Design/methodology/approach A critical review of the relevance and amenability of communication partnerships for interventions that promote communication growth in context was carried out. Particular consideration was given to the mechanism for change and implications for research design. Findings The communication partnership is a reasonable focus for interventions aiming to promote the communication of adults with learning disabilities. Combining instructional training with in situ coaching appears to provide the most effective approach. Bringing about change within the dynamic context of communication is challenging and may benefit from an open, investigative design. Originality/value This paper synthesises the available evidence on intervening in the communication environment and debates the potential of realist evaluation as a context-focused research design.

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Musselman, Carol Reich, Peter H. Lindsay, and Anne Keeton Wilson. "An Evaluation of Recent Trends in Preschool Programming for Hearing-Impaired Children." Journal of Speech and Hearing Disorders 53, no. 1 (February 1988): 71–88. http://dx.doi.org/10.1044/jshd.5301.71.

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A longitudinal study was conducted of 139 children with severe and profound hearing losses. The children were between 3 and 5 years of age at the commencement of the 4-year study. The relationship of several background and educational variables with the linguistic, academic, and social development of the children was investigated. Age, hearing loss, and intelligence were related to most of the dependent measures. Relationships involving communication mode (auditory/oral vs. total communication) varied with the measure being considered. The variable of program type (individual vs. group) interacted with the degree of hearing loss and with communication mode. Although early intervention was related to certain dependent measures, no relationships were found that involved direct instruction by parents or integration.

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Saleh Stattin, Nouha, Leila Haapaniemi, Marita Södergren, and Lena Törnkvist. "Evaluation of Educational Material to Improve Communication Between Nursing Assistants and District Nurses About Patients With Cognitive Impairment and Dementia: A Pilot Study." Home Health Care Management & Practice 31, no. 1 (September 21, 2018): 35–41. http://dx.doi.org/10.1177/1084822318798604.

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The purpose of this study was to evaluate the effectiveness of educational material to improve knowledge about cognitive impairment and dementia and communication between district nurses (DNs) and nursing assistants (NAs). Questionnaires were administered before and 4 months after the intervention in Stockholm, Sweden. Total number of subjects included were 12 DNs and 72 NAs. The DNs provided education for the NAs on dementia and how to communicate with the DNs. NAs’ understanding of what they should report to DNs improved as did their perceived communication with the DNs but they still did not report more than before the intervention, and exchange of information and feedback did not improve. DNs thought communication with the NAs did not work well. Participants experienced the educational materials as positive.

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Nurhasan, Rohimat, and Syamsu Yusuf LN. "LINGKUNGAN PENDIDIKAN DAN MOTIVASI BELAJAR DI ERA GLOBALISASI." Journal Civics & Social Studies 4, no. 1 (September 10, 2020): 60–66. http://dx.doi.org/10.31980/civicos.v4i1.783.

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AbstractThis article presents an attempt to model the interrelationship between student motivation in an educational environment that utilizes several indicators of empirical evaluation. This study uses an empirical study research design. An in-depth study of qualitative research results is used to develop an understanding of the educational environment in relation to student motivation. Learn about the relationship between the educational environment with student motivation. The role of parents, sensitivity, communication and increased learning motivation.

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Silva, Cândida, Antonio Jose Monteiro, Caroline Manahl, Eduardo Lostal, Teresa Schäfer, Nazareno Andrade, Francisco Brasileiro, et al. "Cell Spotting: educational and motivational outcomes of cell biology citizen science project in the classroom." Journal of Science Communication 15, no. 01 (January 21, 2016): A02. http://dx.doi.org/10.22323/2.15010202.

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Success stories of citizen science projects widely demonstrate the value of this open science paradigm and encourage organizations to shift towards new ways of doing research. While benefits for researchers are clear, outcomes for individuals participating in these projects are not easy to assess. The wide spectrum of volunteers collaborating in citizen science projects greatly contributes to the difficulty in the evaluation of the projects' outcomes. Given the strong links between many citizen science projects and education, in this work we present an experience with hundreds of students (aged 15–18) of two different countries who participate in a project on cell biology research — Cell Spotting — as part of their regular classroom activities. Apart from introducing the project and resources involved, we aim to provide an overview of the benefits of integrating citizen science in the context of formal science education and of what teachers and students may obtain from it. In this case, besides helping students to consolidate and apply theoretical concepts included in the school curriculum, some other types of informal learning have also been observed such as the feeling of playing a key role, which contributed to an increase of students' motivation.

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Taspinar, Fatma. "An evaluation of school directors’ and teachers’ views about supervisors’ communication skills." Contemporary Educational Researches Journal 9, no. 2 (May 31, 2019): 21–38. http://dx.doi.org/10.18844/cerj.v9i2.3970.

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Effective supervision is strongly related to the communication between the supervisor and the staff in an institution. The indication that shows the attainment of supervision is directly linked with how the staff of the supervised school understands the supervisor. Therefore, supervisors should be effective communicators and have the ability to apply it. The aim of this study was to examine and compare personal views of supervisors working for the Ministry of Education in Turkish Republic of North Cyprus (TRNC) about their communication skills and how they are perceived by the directors and teachers in primary education. A qualitative research design was used in this study. It was carried out in five primary schools in Güzelyurt in TRNC and a sampling method was followed. The data were collected in the 2015–2016 academic year through a semi-structured personal view form answered by the teachers, directors, and the supervisors supervising these schools. It was noted that communication among teachers, directors and supervisors, and verbal and non-verbal communication of the supervisors were similar, whereas during the communication procedure; conceptions to do with problems in supervising problems seemed to be different among the involved. Keywords: Communication skills, communication, educational supervision, pervision,

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de Jong, Menno, and Peter Jan Schellens. "Readers' Background Characteristics and Their Feedback on Documents: The Influence of Gender and Educational Level on Evaluation Results." Journal of Technical Writing and Communication 31, no. 3 (July 2001): 267–81. http://dx.doi.org/10.2190/0xj7-4044-g7lc-at8y.

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Sansoulet, Julie, Jean-Jacques Pangrazi, Noé Sardet, Sharif Mirshak, Ghassan Fayad, Pascaline Bourgain, and Marcel Babin. "Green Edge Outreach Project: A large-scale public and educational initiative." Polar Record 55, no. 4 (June 13, 2019): 227–34. http://dx.doi.org/10.1017/s0032247419000123.

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AbstractA collective outreach approach is fundamental for a scientific project. The Green Edge Project studied the impact of climate change on the dynamics of phytoplankton and their role in the Arctic Ocean, including the impact on human populations. We involved scientists and target audiences to ensure that the communications strategy was in agreement with scientists and audience requirements. We developed websites (academic site and blogs and an educational platform). Then, we produced a 52-minute documentary, ‘Arctic Bloom’, and infographics were created to explain experiments on the ice. We also organised a photo exhibition and live videos that enabled primary school-age students to ask questions directly of scientists working on the research icebreaker. Finally, both students and professionals drew their own conception of Arctic science, and our social media sites reached diverse groups of people. The evaluation results showed a large number of education structures (approximately 8000 schools and 104 museums or educational organisations) engaged with our communications outputs and encouraging statistics about website visits (117 021 and 3739 visits on the blog and the YouTube channel, respectively). Selecting different, but intersecting techniques, to promote a better understanding of the science contributed to the success of the communication and outreach outputs of the 3-year project.

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Baqutayan, Shadiya Mohamed Saleh, and Fauziah Raji. "The Way Women Leads Educational Industries: An Evaluation of Female Leadership Style." Peshawar Journal of Psychology and Behavioral Sciences (PJPBS) 2, no. 2 (January 5, 2017): 189–96. http://dx.doi.org/10.32879/pjpbs.2016.2.2.189-196.

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Leadership is a topic that comes up in most discussions, yet the focus is mainly on male’s leadership as role models, and it has avoided the female leadership style. Thus this qualitative paper focuses on the female leadership effectiveness in Malaysia. The purpose is to gain more understanding about female leadership style as a socially constructed phenomenon at organizational level. Thus, it examines how female leaders interacted with their organization members. The study was conducted across a small number of women leaders in education industry who are policy makers among Malay Muslim origin of their experiences in leadership positions. The data were analyzed accordingly; the result concluded that the monitor, coach, face-to-face communication, bottom line management, and observation are the dominant leadership style in the education sector of Malaysia.

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Boillos Pereira, María, Elizabeth Pérez-Izaguirre, and Dorleta Apaolaza-Llorente. "Systems of Augmentative and Alternative Communication (SAACs) in Spain: A Systematic Review of the Educational Practices Conducted in the Last Decade." Social Sciences 8, no. 1 (January 10, 2019): 15. http://dx.doi.org/10.3390/socsci8010015.

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Systems of Augmentative and Alternative Communication (SAACs) encompass a variety of forms of expression used to enhance the communication skills of people with disabilities and/or communication impairments. This paper compiles educational practices carried out in Spain using SAACs in the last decade. A systematic review of scientific research databases enabled a descriptive and qualitative analysis of the 25 case studies out of 88 that met the established inclusion criteria. The aim of this analysis was to obtain a global perspective of the main lines of action, as well as to identify its nature according to the beneficiary, context, aims, and typology of the SAACs implemented through the application of an evaluation grid. This evaluation grid tool arose in a broader European Project entitled AAC@ School for Social Inclusion. The results of this systematic review provide researchers and educators with evidence to apply SAACs with individuals with communication impairments, regardless of their age, gender, or the impairment or functional diversity they suffer from and could be applied in other European contexts.

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Shimizu, Y., and T. Maesako. "Description and educational evaluation of TV lecture system between two campuses connected by optical fiber communication." IEEE Transactions on Education 31, no. 3 (August 1988): 201–7. http://dx.doi.org/10.1109/13.2312.

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Journal articles on the topic 'Communication Educational evaluation'

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