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Effects of Teaching Strategies supported by Information and

Communication Technologies on satisfaction and learning of

college students!Andreia Torres, Gardênia Abbad, Kelb Santos!

Method! Results!Introduction! Conclusion!

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Overweight in Brazil!

Total ! ! ! ! !Male ! ! ! !Female!!

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Brazil’s Public Unified Health System!

-  39,526 basic health units;!-  8,502 public hospitals;!-  17,000 emergency

facilities;!-  1,287 intensive care units

beds;!-  504,270 hospital beds;!-  215,000 community

health agents;!-  13,000 dental health

teams!Brazil, 2013!

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WHO, 2008!

…!

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Amazonas Pará Maranhão

Acre

Rondônia Mato Grosso Tocan?ns

Mato Grosso do Sul

Goiás

Rio Grande do Sul

Santa Catarina Paraná

Minas Gerais

Bahia

Rio de Janeiro São Paulo

Piauí

Ceará

Sergipe

Alagoas

Paraíba Pernambuco

Rio Grande do Norte

Espirito Santo

2,0

Roraima Amapá 0,80 1,1

1,8 doctors/ 1.000 inhabitants

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Technologies and professional health education!

(Cook et al, 2013)!

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To restructure a basic nutrition undergrad course, assessing the effects of a new instructional design with the inclusion of teaching strategies supported by new technologies of information and communication on satisfaction and learning of the students enrolled. !


Objective!

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- Offered by a Brazilian public university!- 30 hours per term!- Classes of 1:40h, once a week!- Students of nursing, pharmacy, physiotherapy,

occupational therapy and public health courses.!


The Human Nutrition course!

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- Cognitive theory, instructional theories (Gagné) and instructional design theories (Merril / Mayer / Driscoll)!

- Students’ profile analysis!- Interview with the professor of the course !- Analysis of available classes materials !- Identification of the minimum skills required for health

professionals in the Food Guide for the Brazilian Population (Brazil, 2005)!


Restructuring a course!

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1) Defining and classifying educational goals;!2) Establishing the content sequence; !3) Defining educational procedures; !4) Preparing the contents of each unit (texts, slides, podcasts,

video-classes); !5) Selecting the media for distribution of the materials

developed;!6) Developing the virtual environment (Moodle) of the course; !7) Choosing the assessment tools and instruments (learning

and satisfaction)!


Important paths!

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1) Classes once a week, held in 2013 to 47 students!!!!!!!!!!2) Access to material (hyperlinks, audio files, video-classes, films,

class slides, papers and other texts, nutrition software)!3) Evaluation - knowledge tests, satisfaction questionnaire!


Testing!

0��10��20��30��40��50��

Female�� Male��

85.1%!

14.9%!

43 were younger than 25

years old (91,4%)!

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0��

12,5��

25��

37,5��

50��

62,5��

Podcasts�� Video-classes��

Very important�� Important�� Medium importance�� Not important��

50%

29%

7%

Keep - 71% / Eliminate - 7% Keep - 86%

43%

36%

7%

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Iten! Medium! Standard Deviation!

Clear definition of objectives!8,38! 2,13!Compatibility of goals with student’s needs in the area! 8,56! 1,66!

Number of Face-to-face classes! 7,94! 2,27!

Workload! 6,56! 2,82!Sequence of modules! 8,56! 1,77!Quality of classes! 8,94! 1,20!Quality of video-classes! 8,97! 1,20!

Quality of podcasts! 9,07! 1,22!Usefulness of knowledge! 9,28! 1,05!Learning environment presentation! 8,89! 1,65!

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Final Grade! Activities done!

Final grade!Pearson correlation!Sig (1 cauda)!N!

1!!47!

,911**!,000!47!

Activities done!

Pearson correlation!Sig (1 cauda)!N!

,911**!,000!47!

1!!47!

All activities!

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Podcasts and video-classes!

0��

3,5��

7��

10,5��

14��

None�� 25% or less�� 26-50%�� 51-75%�� 76-100%��

n=3!7,2 %!

n=10!20,62 %!

n=9!19,59 %!

n=12!25,77 %!

n=13!26,80 %!

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Number of podcasts and videoclasses watched!

Grade in test 1!

Grade in test 2!

Final grade!

Number of podcasts and videoclasses watched!

Spearman correlation!Sig (1 cauda)!N!

1!!47!

,489**!,000!47!

,302*!,025!43!

,622**!,000!47!

Podcasts and video-classes!

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The use of cognitive, instructional and instructional design theories while restructuring a course can lead to great satisfaction and learning among college students.!!Limitations:!!- absence of a control group;!- lack of a pre test!


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Thank You!!!!

Andreia [email protected]!

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References!Abbad, G.S., Zerbini, T., & Borges-Ferreira, M.F. (2012). Medidas de reação a cursos

presenciais. In Medidas de avaliação em treinamento, desenvolvimento e educação: ferramentas para gestão de pessoas. (pp. 78-90). Porto Alegre: Artmed.!

Brasil (2005). Ministério da Saúde. Secretaria de Atenção à Saúde. Coordenação Geral da Política de Alimentação e Nutrição. Guia alimentar para a população brasileira: promovendo a alimentação saudável. Brasília: Ministério da Saúde, 2005. 217p. !

Brasil (2013). Ministério da Saúde e Municípios. Secretaria de atenção à saúde. Relatório de gestão. !

Cook, D.A., Hamstra, S.J., Brydges, R., Zendejas, B., Szostek, J.H., Wang, A.T., Erwin, P.J., & Hatala, R. (2013). Comparative effectiveness of instructional design features in simulation-based education: systematic review and meta-analysis. Medical Teacher, 35, e867-898.!

IBGE (2010). Diretoria de Pesquisas, Coordenação de trabalho e rendimento. Pesquisa de Orçamentos Familiares 2008-2009: avaliação nutricional da disponibilidade domiciliar de alimentos no Brasil. Rio de Janeiro: 2010. 54p. !

Victora, C.G., Barreto, M.L., Leal, M.C. et al. (2011). Condições de saúde e inovações nas políticas de saúde no Brasil: o caminho a percorrer. The Lancet, 90-102. !

WHO (2008). Flawed but fair: Brazil’s health system reaches out to the poor. Bulletin of the World Health Organization, v. 86, n. 4, 241-320.!!!

inte 2014 andreia torres

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