Search results for "Electronic portfolio"
showing 3 items of 3 documents
2017
The aim of this study is to contribute to a better understanding of challenges and factors which influence learning efficiency with electronic-portfolios. Based on the Technology Acceptance Model (TAM; Davis, Bagozzi, & Warshaw, 1989) we analyzed external variables (e.g., computer-anxiety) that influence technology acceptance and the actual system use in form of self-regulated learning. Additionally we included computer related attitudes and correlated them with external variables as well as measures of self-regulated learning. To foster learning efficacy with electronic portfolios the program Microsoft OneNote was used. A group of N = 32 preservice teachers worked on an electronic-port…
Acceptance and validity of the methods used to implement a competency based medical education programme in an Intensive Care Department of a teaching…
2021
Abstract Objectives 1. To determine the satisfaction of tutors and residents with a specific methodology used to implement CoBaTrICE. 2. To determine the reliability and validity of the global rating scales designed ad hoc to assess the performance of the residents for training purposes. Design Prospective cohort study. Participants All the residents and tutors of the ICU Department of the Hospital Universitario y Politecnico la Fe de Valencia. Intervention CoBaTrICE implementation started in March 2016, it was based on: (1) Training the tutors in feedback techniques; (2) Performing multiple objective and structured work based assessments to achieve the competences of the program; and (3) T…
Languages and New Technologies: Learning Digital Portfolio in the Stylistics of English
2016
The new perspective of the European Higher Education Area involves new methodologies which foster the information and communication technologies (ICTs). Educating (i.e. teaching and learning) by means of the European Credits Transfer System (ECTS) produced some very significant changes in issues such as “permanent learning and active learning” (Barragan 2009: 2) and ‘learning by means of (professional) competences’ which entail new learning methodologies and new evaluation processes.