Journal articles: 'Didactic skills'

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Setiawan, Ide Pustaka, Jan Van Dalen Jan Van Dalen, and Jill Whittingham Jill Whittingham. "Intrument for Evaluating Didactical Performance of Clinical Skill Laboratory Teachers." Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education 2, no. 2 (July 31, 2013): 85. http://dx.doi.org/10.22146/jpki.25156.

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Background: There are some studies about strategies for clinical skills teachers and criteria for effective teaching in a Skills lab. However, there isn’t an established instrument yet to evaluate clinical skills teacher’s didactical performance while facilitating skills learning. The aim of this study was to develop an appropriate instrument to evaluate clinical skills teachers’ didactical performance.Method: A preliminary instrument was developed based on recent available literatures. This instrument was applied by students, to quantitatively evaluate didactical performance of skills teachers who teach a certain skill. Then focus group discussions (FGD) were conducted. The results of both procedures were compared.Results: 255 first year medical students participated (response rate: 91%). There was significant difference between students’ judgments of clinical teacher’s (specialist) and Skills lab teacher’s (general practitioner) didactical performance (p<0.05). Cronbach’s alpha of the instrument turned out to be .95, indicating a high homogeneity. All items contributed to this measure of reliability. This quantitative finding was supported by qualitative resultsConclusion: The questionnaire developed is valid and reliable. It can be concluded that characteristics of a proper instrument for evaluating clinical skills teachers’ didactical performance encompass didactic skill, interpersonal & communication skills and condition/strategy of skills training.

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Schjoldager, Anne. "Investigating SI Skills: Methodological and didactic reflections." HERMES - Journal of Language and Communication in Business 6, no. 10 (July 29, 2015): 41. http://dx.doi.org/10.7146/hjlcb.v6i10.21519.

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The paper presents and discusses an empirical study of simultaneous interpreting (SI) between English and Danish, carried out with a view to improving the SI teaching situation. Since the study is still in its preliminary stages, the paper focusses on methodological and didactic reflections.One important hypothesis is that the main difference between SI and non-literary translation (herafter referred to as "translation") is to be found in transmission conditions and process rather than in objective. The paper gives the rationale of this hypothesis and, by means of examples from the empirical data, tries to examine its truth-value.For methodological and diagnostic reasons, the study concentrates on the rendition of progressive "meaning" in English and Danish. The paper explains how the subjects' mastry of progressive aspect, which is realized in very different ways in the two languages, may be used as on indicator for the communicative adequacy of their target texts (herefter referred to as TTs).

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Rajčević, Petar. "Learning and didactic importance of study skills." Zbornik radova Uciteljskog fakulteta Prizren-Leposavic, no. 12 (2018): 43–59. http://dx.doi.org/10.5937/zrufpl1812043r.

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DEBRENTI, Edith, and Beáta LÁSZLÓ. "Developing Elementary School Students’ Mental Computation Skills through Didactic Games." Acta Didactica Napocensia 13, no. 2 (December 30, 2020): 80–92. http://dx.doi.org/10.24193/adn.13.2.6.

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"Abstract: Our research focuses on developing elementary students’ mental computation skills with the help of card games. Choosing this area of study was motivated by our personal experiences, namely, that mathematics programmes of study do not lay emphasis on this aspect; there are too few hours dedicated to developing this skill, and several mental computation strategies are not presented in the classroom. As a result, students struggle with mental computation, a basic skill needed in our day-to-day life, and a relevant basis for further mathematical knowledge, computation competence, and higher order thinking skills. In order to develop this skill, we have transformed well-known card games into didactic games, which encourage development almost unnoticeably, given the fact that children love to play, they need play. We have devised five new, appealing tools, with different levels of difficulty, suitable for developing mental computation skills in an attractive way. This paper presents an experiment involving second grade (8-9 years old) students. Two experimental groups were involved. The aim was to investigate whether mental computation is more efficient when using the traditional method or when using card games. We hypothesized that using card games might prove helpful in developing mental computation skills."

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Jůvová, Alena, and Froukje Bakker. "Didactic Principles by Comenius and 21st Century Skills." e-Pedagogium 15, no. 2 (April 1, 2015): 7–20. http://dx.doi.org/10.5507/epd.2015.013.

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Кovalenko, Oleksandr. "DIDACTIC FUNDAMENTALS OF MUSICAL TRAINING OF FUTURE CHOREOGRAPHY SPECIALISTS IN DOMESTIC HIGHER EDUCATION INSTITUTIONS." Collection of Scientific Papers of Uman State Pedagogical University, no. 1 (March 31, 2021): 91–97. http://dx.doi.org/10.31499/2307-4906.1.2021.228723.

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The article considers the didactic conditions of musical training of choreographers in higher education institutions of our state. In this work the structural didactic features of musical competence of choreographers are defined, such as: feature of professional activity planning; ways and methods of performing professional activities; communication techniques; organizational skills of choreographers; features of dance and motor motility. The article also states that the author considers an individual approach to take into account the ways of adapting the properties of studentsʼ nervous system to the requirements of professional activity as an effective method of musical training of choreographers in domestic higher education institutions. The article also deals with an individual approach, which takes into account the individual differences of students, the development of techniques, tools and methods of forming professional and musical skills of choreographers, due to the typological properties of the nervous system. At the heart of the individual approach considered in the study there is the idea of understanding a developing student as a person with a unique set of individual qualities. This involves the recognition of different, but equivalent in effectiveness methods of educational and creative activities that meet the objective requirements of the professional activity of the teacher and the individual characteristics of the future specialist.Also, in this paper, it is noted that in pedagogical science didactics is connected with the methods of teaching courses. The method of teaching folk dance is somewhat different from other choreographic disciplines due to the specifics of national dance. All textbooks, programs and methodical materials on folk choreography are authorʼs versions and naturally cannot be accepted by all experts identically. Keywords: musical training, music theory, choreographer, professional training, didactics, didactic bases of training, professional skill, systematic approach to musical training.

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Naik, Viren N., Edward D. Matsumoto, Patricia L. Houston, Stanley J. Hamstra, Raymond Y. M. Yeung, Joseph S. Mallon, and Terry M. Martire. "Fiberoptic Orotracheal Intubation on Anesthetized Patients." Anesthesiology 95, no. 2 (August 1, 2001): 343–48. http://dx.doi.org/10.1097/00000542-200108000-00014.

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Background With increasing pressure to use operating room time efficiently, opportunities for residents to learn fiberoptic orotracheal intubation in the operating room have declined. The purpose of this study was to determine whether fiberoptic orotracheal intubation skills learned outside the operating room on a simple model could be transferred into the clinical setting. Methods First-year anesthesiology residents and first- and second-year internal medicine residents were recruited. Subjects were randomized to a didactic-teaching-only group (n = 12) or a model-training group (n = 12). The didactic-teaching group received a detailed lecture from an expert bronchoscopist. The model-training group was guided, by experts, through tasks performed on a simple model designed to refine fiberoptic manipulation skills. After the training session, subjects performed a fiberoptic orotracheal intubation on healthy, consenting, anesthetized, paralyzed female patients undergoing elective surgery with predicted "easy" laryngoscopic intubations. Two blinded anesthesiologists evaluated each subject. Results After the training session, the model group significantly outperformed the didactic group in the operating room when evaluated with a global rating scale (P < 0.01)and checklist (P0.05). Model-trained subjects completed the fiberoptic orotracheal intubation significantly faster than didactic-trained subjects (P < 0.01). Model-trained subjects were also more successful at achieving tracheal intubation than the didactic group (P < 0.005). Conclusion Fiberoptic orotracheal intubation skills training on a simple model is more effective than conventional didactic instruction for transfer to the clinical setting. Incorporating an extraoperative model into the training of fiberoptic orotracheal intubation may greatly reduce the time and pressures that accompany teaching this skill in the operating room.

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Kobernyk, O. M., and N. V. Kalashnik. "Developing students’ skills into pedagogical improvisation using didactic games." Zhytomyr Ivan Franko State University Journal. Рedagogical Sciences, no. 2(97) (August 30, 2019): 51–60. http://dx.doi.org/10.35433/pedagogy.2(97).2019.51-60.

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Nedashkivska, Olga. "Expert didactics in the conditions of the third digital revolution." Issues of Forensic Science 308 (2020): 65–68. http://dx.doi.org/10.34836/pk.2020.308.4.

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The author raises the issue of the effective application of modern approaches in didactics in the process of training forensic experts, which is related to the specifics of activities in the field of forensic examination and to the requirements and needs of modern digital society. The purpose of the study is to analyze the existing approaches to the training of forensic experts and their skills development, as well as systematic coverage of practical problems of application of the latest didactic approaches in the field. The research was conducted by analyzing the existing classical educational approaches for the training of forensic experts in relevant fields. Taking into account the requirements of modernity associated with the total digitalization of all social and state processes the research determines the need to modernize the basic didactic techniques. The article proposes a systematic solution to the problem – the development and implementation of the latest digital platforms for the training of forensic experts in order to effectively apply their upgraded skills in practice.

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Nuzzaci, Antonella. "Technological Skills and Initial Teacher Training." International Journal of Digital Literacy and Digital Competence 8, no. 3 (July 2017): 39–54. http://dx.doi.org/10.4018/ijdldc.2017070103.

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This article describes how the use of education technology by those responsible for teacher training is one of the training issues that are often associated with the importance of enhancing didactic efficiency and the procedural and logistical difficulties associated with the instructional design that are identified as the main sources of concern in the professionalization of teachers and sometimes lead to unjustified assumptions about the very nature of the formation. Understanding attitudes towards ICT is important in determining whether future teachers' perceptions about the advantages or disadvantages of using ICT in higher education may condition their proper use in teaching as this provides the basics for professional conduct that is most appropriate. The present article aims to investigate the attitudes of personal and didactic use of technologies and the perception of their digital skills in students attending the Degree Course in Primary Teacher Education at the University of Aquila Studies.

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Oprea, Oana Miruna. "Didactic Communication as a Form Derived from Communicative Action." International Letters of Social and Humanistic Sciences 58 (September 2015): 113–16. http://dx.doi.org/10.18052/www.scipress.com/ilshs.58.113.

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In this paper we will approach the issue of didactic communication in terms of communicative action. Thus, we will bring up for discussion the idea that communication and understanding are aspects of the didactic process, whereas the teacher’s main role is to transmit knowledge, to generate understanding and communication skills and also to create life skills for the individual’s social integration.

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Miteva-Dinkova, Stela. "THE ARPEGGIO IN DIDACTIC LITERATURE FOR CLASSICAL GUITAR." Knowledge International Journal 28, no. 3 (December 10, 2018): 1069–74. http://dx.doi.org/10.35120/kij28031069s.

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The art of instrumental performance has a specific purpose - to present a musical work (author's product) to a wide public auditorium - an audience. In order to accomplish this practical activity, the performer is necessary to adopt and master certain instrumental skills. Some of them are universal, others are "tied to" the specifics of the instrument itself, and others refer to certain elements of the musical language. By their nature, the techniques are skills created by the both hands finger movements. Fully studied and perfected, they are part of the instrumental technique, which is a tool of clear, convincing and "picturesque" representation of the artistic content of the musical works. In the process of classical guitar education, techniques are mastered step by step in accordance with their complexity, using didactic approaches outlined/exposed in the books. The review of such editions, which are created in a different period of time, illustrates the development of different pedagogical views in the classical guitar training. This provides practical and applied knowledge to the instructor of a musical instrument as an irreplaceable assistant in the teaching practice. This argues the consideration of arpeggio - a major technique skill in the context of its widespread application in the didactic instrumental literature and its fundamental importance for the development of instrumental technique in classical guitar. Expanded exposure with detailed organization of activities and modern manners of mastering the arpeggio technique, the author presents in the article ‘Innovative approach of mastering the specific arpeggio technique in classical guitar education’ (Miteva-Dinkova, S. ‘Innovative approach of mastering the specific arpeggio technique in classical guitar education, Collection of papers from International Scientific Conference ‘Science, Education and Innovations in the Arts’, Plovdiv, 2018). This text clarifies the origin, development and achievement of the most efficient ways of work that provide rapid and positive results in the pedagogical practice based on a review of basic didactic books (Mauro Giuliani – 120 Right Hand Studies, Francisco Tàrrega – Complete Technical Studies, Emilio Pujol – Escuela razonada de la guitarra, Abel Carlevaro – Seria Didactica para Guitarra, part 3 – Right Hand Technique).

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Lestari, Agustin Puji. "Didactical Design of Mathematical Communication Skill For Comparing And Sorting Of Fractions Concept By Contextual Teaching And Learning." Social, Humanities, and Educational Studies (SHEs): Conference Series 3, no. 4 (July 17, 2021): 276. http://dx.doi.org/10.20961/shes.v3i4.53344.

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By preliminary studies on 5th grade of SDIT Buah Hati, namely grades 5A-5C still found learning barriers. To overcome this, the researchers compiled a didactic design that was implemented for students in grades 4A and 4B. The goal’s to reveal students' learning obstacles (LO) in comparing and sorting fractions. The research method used is Design Research and Didactical Design Research (DDR). Data collection techniques used learning obstacle tests, observation, interview, scale student opinion, and documentation The results of the implementation show that the design can overcome learning obstacles and improve students' mathematical communication skills, namely at the time of the preliminary study by 30% to 75% after the implementation of the initial design and by 92% after the design revision. The resulting didactic design can be used as an alternative in elementary school mathematics learning related to improving students' mathematical communication skills and the concept of comparing and sorting fractions.

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Alsalemi, Abdullah, Len Tanaka, Mark Ogino, Mohammed Al Disi, Yahya Alhomsi, Fayçal Bensaali, Abbes Amira, and Guillaume Alinier. "A skills acquisition study on ECMOjo: a screen-based simulator for extracorporeal membrane oxygenation." Perfusion 35, no. 2 (July 13, 2019): 110–16. http://dx.doi.org/10.1177/0267659119859120.

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Background: Extracorporeal membrane oxygenation relies heavily on didactic teaching, emphasizing on essential cognitive skills, but overlooking core behavioral skills such as leadership and communication. Therefore, simulation-based training has been adopted to instill clinical knowledge through immersive experiences. Despite simulation-based training’s effectiveness, training opportunities are lessened due to high costs. This is where screen-based simulators come into the scene as affordable and realistic alternatives. Aim: This article evaluates the educational efficacy of ECMOjo, an open-source screen-based extracorporeal membrane oxygenation simulator that aims to replace extracorporeal membrane oxygenation didactic instruction in an interactive and cost-effective manner. Method: A prospective cohort skills acquisition study was carried out. A total of 44 participants were pre-assessed, divided into two groups, where the first group received traditional didactic teaching, and the second used ECMOjo. Participants were then evaluated through a wet lab assessment and two questionnaires. Results: The obtained results indicate that the two assessed groups show no statistically significant differences in knowledge and efficacy. Hence, ECMOjo is considered an alternative to didactic teaching as per the learning outcomes. Conclusion: The present findings show no significant dissimilarities between ECMOjo and didactic classroom-based teaching. Both methods are very comparable in terms of the learner’s reported self-efficacy and complementary to mannequin-based simulations.

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Kertaeva, Z. "Didactic and Practical Value of Metacognitive Skills in EL Classrooms." Bulletin of Science and Practice 6, no. 6 (June 15, 2020): 269–73. http://dx.doi.org/10.33619/2414-2948/55/35.

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The article discusses the importance of metacognitive strategies in teaching reading in higher education using media materials. This is put forward in theoretical part of the article referring to a number of scholars who previously studied the issue. Practical part deals with analyzing the problems supposed to arise if students are not aware of and do not use metacognitive competence; and suggesting some guidelines about how EFL teachers can help students to develop that competence.

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Turky, Mohamed, and Nardeen Soliman. "Developing auto-Didactic (Self-Learning) Skills by Using Social Networking." International Journal of Instructional Technology and Educational Studies 1, no. 1 (April 1, 2020): 15–18. http://dx.doi.org/10.21608/ihites.2020.28705.1004.

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Vastola, Rodolfo, Rosa Sgambelluri, Stefano Di Tore, Antonio Buglione, Raffaele Prosperi, Gilda Cecoro, Nadia Carlomagno, and Maurizio Sibilio. "The value of didactic-pedagogical skills of canoe-polo technical." Journal of Human Sport and Exercise 7, no. 2 (2012): 489–94. http://dx.doi.org/10.4100/jhse.2012.72.13.

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Ferrer, Vesna Lea S., Christopher Van Ness, Laura R. Iwasaki, Jeffrey C. Nickel, Shankar Rengasamy Venugopalan, and Cynthia C. Gadbury‐Amyot. "Expert consensus on Didactic Clinical Skills Development for orthodontic curricula." Journal of Dental Education 85, no. 6 (February 17, 2021): 747–55. http://dx.doi.org/10.1002/jdd.12559.

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Tetelea, Margarita. "7. Training of Artistic Skills of the Music Teacher." Review of Artistic Education 20, no. 1 (April 1, 2020): 304–8. http://dx.doi.org/10.2478/rae-2020-0035.

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AbstractIn this article, concepts such as “creativity” and “artistic creativity”, based on the ideas of a number of famous scholars, are dealt with. The concept of “creativity” is defined according to the aspiration of an artistic person to self-expression. Speaking about the structure and the components of the creative process, we have identified the factors that enhance the development of the creative abilities of the students from the pedagogic-artistic specialties in the process of designing the didactic-artistic approach. It is also reflected in the diversity of these factors: psychological, pedagogical, didactic, artistic. In conclusion, the emphasis is on the fact that self-expression in artistic creativity is the individual’s need, and need is classified as aesthetic.

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Nassif, Joseph, Joe Eid, Anwar Nassar, Imad Bou Akl, Antoine Abu Musa, Sehrish Abbasi, and Rana Sharara. "Self-based Learning Compared to Didactic Learning for Basic Medical or Surgical Technical Skills." International Journal for Innovation Education and Research 5, no. 4 (April 30, 2017): 143–59. http://dx.doi.org/10.31686/ijier.vol5.iss4.679.

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This randomized controlled study compared self-based learning (SBL) to didactic learning (DL) in teaching medical students medical and surgical skills. Self-based learning is at least as good as didactic learning in teaching medical students. The skills used were IV line insertion and simple interrupted suture. Sixty-four consenting second year medical students were randomly divided into two groups of 32 students each. For the IV line insertion activity, Group 1 was given a short didactic lecture on IV line insertion and Group 2 received a self-based learning task. Both groups were assessed a week later for IV line insertion on a dummy. Then the two groups were crossed over, where Group 2 attended a short didactic lecture and Group 1 underwent a self-based learning task on simple interrupted suturing. Both groups were assessed a week later using a suturing pad model. Statistical analysis of data, collected from assessment forms and questionnaires, was done using χ2 test (chi-square test). The results showed that there was no significant difference between the two groups in terms of their performance assessment, for both skills. However, student satisfaction significantly differed between the two groups with the SBL group expressing higher overall satisfaction in both activities. Self-based learning should be integrated in medical curricula since its comparable to didactic learning in terms of students’ performance and leads to higher student satisfaction.

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OUAILAL, Salek. "I Investigating university teacher practice: A need for didactics." INTERNATIONAL JOURNAL OF RESEARCH IN EDUCATION METHODOLOGY 9 (July 3, 2018): 1496–509. http://dx.doi.org/10.24297/ijrem.v9i1.7904.

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ABSTRACT Based on his position as a mathematician teacher at the university, the first year teacher sees discipline as a rigid base. Therefore, without any teacher training program, he promotes teaching on learning, trying to impart mathematical knowledge without specific didactical teaching tools. In a vision to develop professional skills of a reflective practitioner, we conducted a survey for teachers to gather information about their teaching practice and didactical underlying issues. The results show a need for a didactic training on teaching at the university.

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Miková, Lubica. "DIDACTIC MODEL OF LIFT." TECHNICAL SCIENCES AND TECHNOLOG IES, no. 3(13) (2018): 219–24. http://dx.doi.org/10.25140/2411-5363-2018-3(13)-219-224.

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Urgency of the research. Mechatronics products become more sophisticated and complicated. Mechatronic engineers should be prepared for this complex design process. Practical experimental model helps improve educational process as preparing for practice. Target setting. Miniaturized model of the lift suitable for practical training on subjects focused to microcontrollers, sen-sors, actuators etc. Students have possibility to make practice on laboratory exercises, where they can verify theoretical knowledge obtained on lectures. The arrangement of the model has modular character, because of possibility to rearrange or adding of new function into model. The aim was to create minimized model of real lift with all functions and systems. Actual scientific researches and issues analysis. Many universities are oriented only to finished robotic kits and do not support creativity of students. Open access and open structure model missing in this field. There is a need for fast prototyping model, which allows the creation of new design of product. Uninvestigated parts of general matters defining. The question of the design of printed circuit board are uninvestigated, because they need more time than allows normal exercises. The research objective. The main aim of educational process is to educate engineers with basic knowledge, skills and handicraft. Practical models help as support devices for fulfil of this aim. All mechatronic students can practice a training on these practical models. They become as more skilled and well-oriented engineers.. The statement of basic materials. Construction consist of upper and lower base plate connected with four pillars used as linear guide for moving of lift cage. Lower base plate includes base microcontrollers boards, resistor network, power transis-tor array board, power supply terminals, relay modules, PWM module and signals terminals. Upper base plate consist of DC motor with gearing and screw mechanism for moving the lift cage. Conclusions. The model enables supports the creativity of the students. The starting point of the using of the model can be without any wired connections. Students should connect every part and try functionality of every function. The students receive the defined several problems and they have to analyze it and make any proposal for solution of defined problems.

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Miller, David C., Amy M. Sullivan, Morgan Soffler, Brett Armstrong, Asha Anandaiah, Laura Rock, Jakob I. McSparron, Richard M. Schwartzstein, and Margaret M. Hayes. "Teaching Residents How to Talk About Death and Dying: A Mixed-Methods Analysis of Barriers and Randomized Educational Intervention." American Journal of Hospice and Palliative Medicine® 35, no. 9 (April 11, 2018): 1221–26. http://dx.doi.org/10.1177/1049909118769674.

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Objectives: We present a pilot study exploring the effects of a brief, 30-minute educational intervention targeting resident communication surrounding dying in the intensive care unit (ICU). We sought to determine whether simulation or didactic educational interventions improved resident-reported comfort, preparation, and skill acquisition. We also sought to identify resident barriers to using the word “dying.” Methods: In this mixed-methods prospective study, second- and third-year medical residents were randomized to participate in a simulation-based communication training or a didactic session. Residents completed a pre–post survey after the sessions evaluating the sessions and reflecting on their use of the word “dying” in family meetings. Results: Forty-five residents participated in the study. Residents reported increases in comfort (Mean [M]-pre = 3.3 [standard deviation: 0.6], M-post = 3.7 [0.7]; P < .01, Cohen d = 0.75) and preparation (M-pre = 3.4 [0.7], M-post = 3.9 [0.6]; P < .01, d = 1.07) using the word “dying” after both the simulation and didactic versions. Residents randomized to the simulation reported they were more likely to have learned new skills as compared to residents in the didactic (M-simulation = 2.2 [0.4], M-didactic = 1.9 [0.3]; P = .015, d = 0.80). They estimated that they used the word “dying” in 50% of their end-of-life (EOL) conversations and identified uncertain prognosis as the main barrier to explicitly stating the word “dying.” Conclusion: A 30-minute educational intervention improves internal medicine residents’ self-reported comfort and preparation in talking about death and dying in the ICU. Residents in simulation-based training were more likely to report they learned new skills as compared to the didactic session. Residents report multiple barriers to using the word “dying” EOL conversations.

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Pertegal-Felices, Maria Luisa. "Didactics of Mathematics Profile of Engineering Students: A Case Study in a Multimedia Engineering Degree." Education Sciences 10, no. 2 (February 7, 2020): 33. http://dx.doi.org/10.3390/educsci10020033.

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Multimedia engineers develop digital content in a wide range of fields that require them to acquire skills in the development of web solutions for those fields. In this study, we evaluated the level of didactic knowledge of mathematics that Multimedia Engineering degree students possess. The aim was to determine whether they are prepared to conceive, design and develop educational multimedia tools for teaching mathematics to primary school children. For this evaluation, the Didactic–Mathematical Knowledge and Elementary Algebraic Reasoning (DMK/EAR) test was carried out on a sample of 50 students in the second year of a Multimedia Engineering Degree. The results were compared with those of teacher training students who receive specific training in mathematics didactics. The study shows that, for most of the variables analysed, the Multimedia student scored better or comparatively equal to the teaching trainee. In conclusion, students of Multimedia Engineering have a solid foundation in the didactics of mathematics, although some deficiencies have been detected in the cognitive dimension and the content in structures, which indicate that they would need to complete their training in these areas.

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Downar, James, Nancy McNaughton, Tarek Abdelhalim, Natalie Wong, Lauren Lapointe-Shaw, Dori Seccareccia, Kim Miller, et al. "Standardized patient simulation versus didactic teaching alone for improving residents’ communication skills when discussing goals of care and resuscitation: A randomized controlled trial." Palliative Medicine 31, no. 2 (July 10, 2016): 130–39. http://dx.doi.org/10.1177/0269216316652278.

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Background: Communication skills are important when discussing goals of care and resuscitation. Few studies have evaluated the effectiveness of standardized patients for teaching medical trainees to communicate about goals of care. Objective: To determine whether standardized patient simulation offers benefit over didactic sessions alone for improving skill and comfort discussing goals of care. Design and intervention: Single-blind, randomized, controlled trial of didactic teaching plus standardized patient simulation versus didactic teaching alone. Participants: First-year internal medicine residents. Main measures: Changes in communication comfort and skill between baseline and 2 months post-training assessed using the Consultation and Relational Empathy measure. Key results: We enrolled 94 residents over a 2-year period. Both groups reported a significant improvement in comfort when discussing goals of care with patients. There was no difference in Consultation and Relational Empathy scores following the workshop ( p = 0.79). The intervention group showed a significant increase in Consultation and Relational Empathy scores post-workshop compared with pre-workshop (35.0 vs 31.7, respectively; p = 0.048), whereas there was no improvement in Consultation and Relational Empathy scores in the control group (35.6 vs 36.0; p = 0.4). However, when the results were adjusted for baseline differences in Consultation and Relational Empathy scores in a multivariable regression analysis, group assignment was not associated with an improvement in Consultation and Relational Empathy score. Improvement in comfort scores and perception of benefit were not associated with improvements in Consultation and Relational Empathy scores. Conclusion: Simulation training may improve communication skill and comfort more than didactic training alone, but there were important confounders in this study and further studies are needed to determine whether simulation is better than didactic training for this purpose.

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Murdaca, Annamaria, Francesca Cuzzocrea, Patrizia Oliva, and Rosalba Larcan. "Mental Retardation and Learning Integrating Skills." International Journal of Digital Literacy and Digital Competence 3, no. 2 (April 2012): 64–76. http://dx.doi.org/10.4018/jdldc.2012040105.

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Studies have highlighted the importance of using new technologies during the planning of educational and didactic paths to develop skills and functions in disabled patients (Bruschi, 2001). Assistive technologies represent real opportunities of e-participation to social life (Calvani, 2011; Chiappetta Caiola, 2009), which also works as scaffolding to promote developing processes (Cooke & Husey, 2002). The authors’ contribution examines the importance of technologies in supporting subjects with mental retardation. It shows the usability of many inputs that offer disabled patients the possibility to exercise cognitive styles, their own characteristics and their own autonomies to increase motivation and self esteem. The aims of this research are a) verify the effectiveness of didactic software based on Precision Teaching method; b) verify gender differences. For this study 40 children have been selected (20 boys and 20 girls) with and without mental retardation. The research consisted of 3 phases: pre-training phase, training phase and post-training phase. Results show learning improvements in each group; in spite of students’ difficulties, the use of Precision Teaching has reduced significantly the initial cognitive gap, which refers to the number of correct responses (accuracy) and to time of response (fluency) relative to the learning of how to use money.

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Jakubczak-Chodźko, Magdalena. "Sytuacja dydaktyczna z perspektywy kompetencji komunikacyjnych nauczycieli akademickich." Kultura-Społeczeństwo-Edukacja 14, no. 2 (June 15, 2018): 111–17. http://dx.doi.org/10.14746/kse.2018.14.9.

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Jakubczak-Chodźko Magdalena, Sytuacja dydaktyczna z perspektywy kompetencji komunikacyjnych nauczycieli akademickich [The didactic situation from the perspective of academic teacher communication skills]. Kultura – Społeczeństwo – Edukacja nr 2(14) 2018, Poznań 2018, pp. 111–117, Adam Mickiewicz University Press. ISSN 2300-0422. DOI 10.14746/kse.2018.14.9. This article shows a mode of perception of the relevant didactic situation from the perspective of teacher-held communicatio skills. Using the analysis of rationality, presented are new areas of perception of teacher competence. In addition, with the aid of the approach presented by Jürgen Habermas, it was possible to analyse the significance of communication skills as key in the teaching profession.

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Marinova, Elena, Nadezda Rabkina, Marina Ryabova, and Olga Valko. "Lingua-Didactic Aspects of Teaching Mining Vocabulary to Mining Engineers." E3S Web of Conferences 41 (2018): 04040. http://dx.doi.org/10.1051/e3sconf/20184104040.

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The current paper features the problem of teaching foreignlanguage mining vocabulary to would-be translators / interpreters and mining students. The one-industry city environment poses a challenge in front of those higher education institutions that offer a master degree in translation: as long as the best jobs in the region are offered by coal-mining enterprises, developing language and translation skills is not enough. A professional translator in a coal-mining region has to be familiar with mining vocabulary, which, like in any other high-tech production sphere, seems either too abstract or too specific for an outsider. Bachelors in coal mining, on the other hand, demonstrate a lack of communication skills if they wish to get a master degree in translation. The article states Content and Language Integrated Learning method (CLIL) as a possible solution for the problem. The method allows the instructor to employ various authentic media sources within the mining works to build up topic cases for communication skills development at the initial stage as well as to extract terminology to compile thematic glossaries at a later stage of translation skills acquisition. The paper includes some examples of CLIL application in teaching translation for coal-mining industry purposes.

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Kamaleeva, Alsu, Natalya Nozdrina, and Suriya Gilmanshina. "Theoretical And Methodological Basis Of Organizing Technical College Didactic Administration." MATEC Web of Conferences 297 (2019): 06012. http://dx.doi.org/10.1051/matecconf/201929706012.

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The possibility of using multi-level methodology as a theoretic-methodological basis of the proposed concept is considered: at the level of modern philosophical theory of knowledge and logic of scientific research, at the level of general scientific principles and norms of any research, at the level of specific scientific methodology and at the level of implementing the idea of cognitive approach based on the analysis of the relevant pedagogical situation and the optimal fulfilling professional training of qualified middle-level specialists. The representation scheme of didactics as the theory of education and training in relation to the system of secondary vocational education is offered and the definition of the concept “system of technical college didactic administration” is revealed. It is proposed to distinguish three interrelated subsystems: educational, cognitive and controlling, consisting of two hierarchical interrelated parts – internal and external audit. The system of technical college didactic administration is a complex of interrelated didactic components (subsystems) aimed at optimal professional training of college graduates, involving the acquisition of personally significant qualities demanded by modern high-tech society, namely students’ work skills, general and professional competencies and professional qualifications.

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Shostak, Ekaterina V. "A didactic model providing plurilingual training in multidisciplinary university." Tambov University Review. Series: Humanities, no. 189 (2020): 39–47. http://dx.doi.org/10.20310/1810-0201-2020-25-189-39-47.

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Current trends in higher education suggest a gradual transition from a monolingual education system to a multilingual one. Nowadays, there is a need for professionals who speak English as well as other foreign languages and are able to cooperate with representatives of other cultures to find better solutions to industrial tasks. The research aims at elaborating a didactic model for the development of plurilingual competence among students of a multidisciplinary university. Research methods: literature analysis in the field of psychological studies and didactics, modeling, observation, pedagogical experiment. The configuration of the plurilingual competence structure is determined by introducing two sub-competences (professionally-oriented linguistic competence in English and common linguistic competence in the second foreign language – Spanish). The model structure with detailed characteristics of the component composition is described in detail. Methodological component contains the following approaches (competence, cognitive, interdisciplinary and activity theory based approaches) and didactic principles (of integration, basic learning strategies, flexible skills content organization, situational afferentation and reverse afferentation principles, homogeneous skills reduced interference principle, iteration and language structure based organization principle). Content component represented with a further description of the procedural and content aspects. An iteration and language structure based system of exercises has been developed. A general diagnostic framework for competence assessment and measurement has been introduced. The relationships between the components of the model are indicated. Conclusions are made about the applicability of the model in the environment of a multidisciplinary university.

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Mempin, Roberto L., Wendy M. Simon, Jason D. Napolitano, Rachel P. Brook, Owen L. Hall, Sitaram Vangala, and Edward S. Lee. "Comparing the effectiveness of a hybrid simulation/lecture session versus simulation alone in teaching crew resource management (CRM) skills: a randomised controlled trial." BMJ Simulation and Technology Enhanced Learning 5, no. 4 (October 25, 2018): 198–203. http://dx.doi.org/10.1136/bmjstel-2018-000354.

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IntroductionVarious methods have been used to teach crew resource management (CRM) skills, including high-fidelity patient simulation. It is unclear whether a didactic lecture added on to a simulation-based curriculum can augment a learner’s education.MethodsUsing an already existing simulation-based curriculum for interdisciplinary teams composed of both residents and nurses, teams were randomised to an intervention or control arm. The intervention arm had a 10 min didactic lecture after the first of three simulation scenarios, while the control arm did all three simulation scenarios without any didactic component. The CRM skills of teams were then scored, and improvement was compared between the two arms using general estimating equations.ResultsThe differences in mean teamwork scores between the intervention and control arms in scenarios 2 and 3 were not statistically significant. Mean scores in the intervention arm were lower than in the control arm (−0.57, p=0.78 for scenario 2; −3.12, p=0.13 for scenario 3), and the increase in scores from scenario 2 to 3 was lower in the intervention arm than in the control arm (difference in differences: −2.55, p=0.73).ConclusionsAdding a didactic lecture to a simulation-based curriculum geared at teaching CRM skills to interdisciplinary teams did not lead to significantly improved teamwork.

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Silva, Ricardo, Benjamim Fonseca, Cecília Costa, and Fernando Martins. "Fostering Computational Thinking Skills: A Didactic Proposal for Elementary School Grades." Education Sciences 11, no. 9 (September 8, 2021): 518. http://dx.doi.org/10.3390/educsci11090518.

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There is a growing presence of technology in the daily lives of elementary school students, with a recent exponential rise due to the constraints of remote teaching during the COVID-19 pandemic. It is important to understand how the education system can contribute to helping students develop the required skills for technological careers, without neglecting its obligation to create conditions that allow them to acquire transversal skills and to enable them to exercise full citizenship. The integration of Educational Robotics and block programming activities in collaborative learning environments promotes the development of computational thinking and other ICT skills, as well as critical thinking, social skills, and problem solving. This paper presents a theoretical proposal of a didactic sequence for the introduction to educational robotics and programming with Scratch Jr. It is composed of three learning scenarios, designed for elementary school teaching. Its main goal is to create conditions that favour the development of computational thinking in a collaborative learning environment. With increasing complexity and degree of difficulty, all the tasks root from a common problem: How can we create an algorithm that programs the robot/sprite to reach a predetermined position?

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Rus, Dana. "A Didactic Approach to Writing Skills in a Technical Learning Environment." Procedia Technology 22 (2016): 1191–96. http://dx.doi.org/10.1016/j.protcy.2016.01.167.

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Stadlerová, Hana. "The Development of Psycho-Didactic Skills within Special Art Education Projects." Acta Technologica Dubnicae 4, no. 2 (December 1, 2014): 60–66. http://dx.doi.org/10.1515/atd-2015-0006.

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AbstractThe paper presents the possibilities of developing the psychodidactic skills of students participating in a new pedagogical practicum conducted by the Department of Art of Masaryk University in Brno. Special art education (SAE), a program primarily designed for sociallydisadvantaged clients, imposes specific requirements on leading art activities. The students became part of a qualitative research program, which was implemented from 2010 to 2013 and which helped to articulate which psycho-didactic skills each student already had; this was accomplished through the implementation of specific art activities with clients from five participating institutions. The paper presents a part of the results of the research.

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Toledo, Paloma, Stanley T. Eosakul, Kristopher Goetz, Cynthia A. Wong, and William A. Grobman. "Decay in Blood Loss Estimation Skills After Web-Based Didactic Training." Simulation in Healthcare: The Journal of the Society for Simulation in Healthcare 7, no. 1 (February 2012): 18–21. http://dx.doi.org/10.1097/sih.0b013e318230604f.

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Schlesinger, Abigail B. "32.2 Teaching Integrated Care Skills With Complementary Didactic and Clinical Experiences." Journal of the American Academy of Child & Adolescent Psychiatry 57, no. 10 (October 2018): S47. http://dx.doi.org/10.1016/j.jaac.2018.07.199.

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Kloek, Anne T., Joshua R. A. Verbakel, Simone E. Bernard, Januska Evenboer, Eef J. Hendriks, and Hanneke Stam. "The desirability of education in didactic skills according to medical interns." Perspectives on Medical Education 1, no. 5-6 (November 28, 2012): 262–69. http://dx.doi.org/10.1007/s40037-012-0036-x.

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Lozan, Tatyana. "Methodologic specificities of developing Russian-speaking students’ monologic skills in Ukrainian." Scientific bulletin of South Ukrainian National Pedagogical University named after K. D. Ushynsky 2020, no. 1 (130) (February 7, 2020): 36–44. http://dx.doi.org/10.24195/2617-6688-2020-1-5.

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The article deals with the problems related to the peculiarities of teaching the Ukrainian language to Russian-speaking students under conditions of Pridnestrovie. The relevance of this study is to create a methodology for the development of the Ukrainian monologic speech of Russian-speaking students as a necessary condition for the development and functioning of the official Ukrainian language. The purpose of the article is to consider the psycholinguistic and methodological aspects of the development of one of the speech competence components – oral monologic speech of Russian-speaking students, to determine the ways, means and methods of developing and improving students’ skills to build monologic statements dedicated to everyday and professional topics. The objectives of the study are as follows: analysis of educational and scientific literature on the problem dealing with the development of the Russian-speaking students’ Ukrainian monologic speech. Taking into account the concretization of the tasks, the study involved a theoretical analysis of scientific and pedagogic literature, which allowed us to find out the modern approaches of scholars to the development of monologic speech within a foreign language environment. These methods were used: analysis, comparison, generalization and systematization of data of educational and scientific literature, pedagogical experience, conceptual provisions of the problem under study, and defining of the main concepts of the study. The article substantiates the importance of optimal selection and expediency of using General didactic and linguo-didactic principles, methods and techniques for effective developing of oral Ukrainian speech of the first-year students who speak Russian as their mother tongue. It is determined that the universal didactic and special principles make it possible to build an optimal system of methods and techniques, means and forms of organization and implementation of the task of monologic skills development. It is found out that the effectiveness of improving the students’ monologic speech depends on the appropriate choice and application of various linguo-didactic methods and techniques, their features and classification approaches. The teaching methods were elaborated based on the principles described in the article which, in its turn, determine the training methods and techniques as well as substantiate the selection of appropriate exercises, tasks, and other means; they constitute the linguo-didactic support for the process related to the developing of Ukrainian oral monologue.

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Voronova, E. Y. "DIDACTIC ASPECTS OF TEACHING ACCOUNTING IN HIGHER SCHOOL." MGIMO Review of International Relations, no. 5(32) (October 28, 2013): 270–75. http://dx.doi.org/10.24833/2071-8160-2013-5-32-270-275.

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The article considers didactic aspects of competence-based and interdisciplinary approaches to teaching accounting for university students. The author proves the necessity to improve the national accounting education aimed at cohesion of theory and practice, production of new knowledge, its spread and usage via innovation activities. The article criticizes traditional approach to typical problem-solving connected with calculations and memorizing double-entries for failing to develop student’s analytical skills. It also promotes case-studies to infuse knowledge and skills enabling students to professionally solve real life like problems which they are likely to face. The article also considers seminars in the light of communication and its frame to inform students of innovation theoretical concepts of accounting. In addition the author looks into changes in the role of the lecture teaching accounting as well as forms and methods of teaching accounting as well as forms and methods of teaching accounting due to access to IT. The article underlines the importance of increased autonomy and self-reliance of students. It also describes professional literature as a key information resource in accounting.

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Et al., Xolmuxamedov Murodullo Maxmudovich. "“TECHNOLOGY OF USING E-LEARNING MODELING PROGRAMS IN TEACHING SPECIAL SUBJECTS IN PROFESSIONAL EDUCATION”." Psychology and Education Journal 58, no. 1 (January 20, 2021): 5403–11. http://dx.doi.org/10.17762/pae.v58i1.2145.

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Nowadays, the focus on education is to radically reform professional education, that is, to develop e-learning tools based on the concept of learning outcomes. A distinctive feature of the cognitive-visual approach to the development of electronic didactics is the concentration of attention through visual support, as the formation of visual models of objects studied taking into account human psychophysiology and demonstration of practical skills of learners, effective organization of the interface with the learning object. Providing feedback on electronic didactic tools, mobile desktop and console platforms, as well as in the browser, based on the principles of design, plays an important role in preparing future engineers for professional activities. Therefore, interactive software was developed through the cognitive visualization of a simple oil distillation laboratory. This virtual learning lab was developed using the Microsoft Visual Studio software package. This, in turn, provides a certain degree of convenience in the introduction of electronic didactic tools in engineering education.

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Neminska, Rumyana. "DIDACTIC SYSTEM OF TEACHING AND RESEARCH ACTIVITIES IN THE TRAINING OF STUDENT TEACHERS." Годишник на Педагогически факултет, Тракийски университет 17 (2020): 44–59. http://dx.doi.org/10.15547/ybfe.2020.02.

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This article discusses the problem of teaching and research activities that motivate, develop the interest and cognitive skills of student educators. The research interest in the article is related to the opportunities for personal expression that students find in the various teaching and research activities in order to present their strengths and develop their other skills. These teaching and research activities are considered in a hierarchical didactic system aimed at intellectual innovations, methodologies and innovative teaching practices. At the heart of the didactic system is the activity of students related to their motivation, sense of freedom and choice.

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Soresi, Salvatore, and Laura Nota. "A Social Skill Training for Persons with Down's Syndrome." European Psychologist 5, no. 1 (March 2000): 34–43. http://dx.doi.org/10.1027//1016-9040.5.1.34.

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Social skills are generally considered essential to adjustment processes in school and working life, and to the social mainstreaming of both disabled and nondisabled subjects. The definition itself of learning disabilities considers deficits in interpersonal relationships as essential to a disability diagnosis. With reference to Behavioral Social Skills Training (SST), a program was devised to teach social abilities to an experimental group of subjects with Down's syndrome attending the first years of a vocational school for disabled youths. The program is made up of ten didactic units aiming at increasing the ability to enact positive relational behaviors with teachers and peers, and ten didactical units aiming at favoring generalization. Evaluation of training effectiveness, carried out according to criterion tests, direct observations, and teachers' evaluations, suggest that the program can in fact improve the social skills of persons with Down's syndrome.

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Öhman, Johan, and Louise Sund. "A Didactic Model of Sustainability Commitment." Sustainability 13, no. 6 (March 11, 2021): 3083. http://dx.doi.org/10.3390/su13063083.

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This article proposes a model that describes and frames sustainability commitment. The model is based on didactic theory and pragmatic philosophy and is informed by several empirical studies on environmental and sustainability education (ESE) practice. The intention is for the model to serve as a critical perspective on ESE practices in secondary and upper secondary schools, and to offer a framework for the development of future practice with emphasis on teachers’ choices of content and teaching methods. The model suggests that a sound commitment is situated in the intersection of the intellectual, emotional, and practical aspects of sustainability. It is argued that: The intellectual aspect is essential for giving the commitment scientific rigor and a critical stance; emotions are vital for students to become dedicated; and skills to carry out appropriate actions for change is necessary for playing an active role in providing a sustainable transformation of society.

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Grzelak, Eliza. "Communication and communicology in the didactic message." Oblicza Komunikacji 12 (June 24, 2021): 263–73. http://dx.doi.org/10.19195/2083-5345.12.18.

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The article presents the results of multiyear studies on modern social relations. Author states that underuse of the results provided by previous communicology studies is a partial reason why communication skills of the Poles are so low. As a remedy the author postulates to modernize the core curriculum and implement both theoretical and practical teaching of communication in schools. This proposition is based on the author’s diagnosis and goals. Taking into account that communicology is a multidisciplinary field of study, the author emphasizes the importance of presenting the issues from various perspectives, depending on the school subject. The author states that it is the most effective way of neutralizing social aggression.

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Hennings, John, Tristan Wallhead, and Mark Byra. "A Didactic Analysis of Student Content Learning during the Reciprocal Style of Teaching." Journal of Teaching in Physical Education 29, no. 3 (July 2010): 227–44. http://dx.doi.org/10.1123/jtpe.29.3.227.

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Peer-assisted learning (PAL) strategies, such as the reciprocal style of teaching, have been shown to be effective in developing motor skills. Despite this research, little is currently understood of how PAL strategies influence the teaching-learning process. The purpose of this study was to use a didactic methodology (Amade-Escot, 2005) to examine the content taught and learned by two pairs of undergraduate students participating in reciprocal style (Mosston & Ashworth, 2002) episodes of indoor climbing. The didactic protocol included collecting data regarding student intentions, actions and interpretations of content, and the identification of problematic episodes in the teaching-learning process or Critical Didactic Incidents. The participants’ improved their knowledge and performance of lower complexity climbing skills. Participants’ failure to construct more sophisticated climbing content was as a result of deficiencies in the peer observer’s in-task error diagnosis feedback and teaching style imposed constraints on teacher intervention.

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Kazuša, Irina. "DIDACTIC MODEL BASED ON PRINCIPLES OF CRITICAL THINKING." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 1 (May 20, 2020): 350. http://dx.doi.org/10.17770/sie2020vol1.4943.

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In Rīga Stradiņš University chemistry study process is developed by researching different pedagogical approaches and didactic models and their application methods in order to filter out the least effective ones. The aim of this research is the development of a didactic model of the medical chemistry course. As a result of this research, it was concluded that the most suitable didactic model is the one based on principles of critical thinking. Critical thinking principles behind this didactic model are purposefulness, information selection and analysis, critical reading and note-making, fundamental regularity spotting and awareness of one's own knowledge limitations. These principles raise their level of individual work culture by emphasizing responsibility for their choices and decisions are taken and also develop dialogue culture and tolerant attitude towards others. Suitability of methods based on critical thinking principles and their combinations depend on reachable goals. Reading, lectures, and the use of online resources are effective for obtaining knowledge, solving problems and involving students in the cognition process but are less suitable for developing skills and gaining experience. Discussions and practical exercises, on the other hand, are suitable for gaining study experience and developing skills and reflection. By mastering critical thinking principles, students learn to understand the specific situation from different aspects, to generalize and to carry over understanding from familiar situations to new.

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Kopačin, Barbara. "Glasbene didaktične igre in glasbeno-razvojni dosežki prvošolcev." Revija za elementarno izobraževanje 13, no. 1 (2020): 89–111. http://dx.doi.org/10.18690/rei.13.1.89-111.2020.

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Our research interest was to determine how regular use of didactic musical games during the other school lessons influences the development of music skills and performance during the music lessons. The study sample included 71 year one children of the selected elementary school who conducted music didactic games in various subjects for four months. At the beginning and at the end of the four months period the children carried out specially developed 13 music tasks to determine their level of knowledge in various music skills. The children of the experimental group achieved better results on the tests than those of the control group in all measured categories.

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Krzeczkowska, Małgorzata. "AIR AND WATER IN NATURAL SCIENCE EDUCATION – SELECTED TASKS AND ACTIVITIES FOR REVISION LESSONS." GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION 4, no. 3 (December 1, 2007): 32–37. http://dx.doi.org/10.48127/gu-nse/07.4.32b.

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A need to combine school knowledge with everyday life knowledge, skill of understanding of natural world already exists during lessons of science nature at elementary school. To show to pupils, which information, news, skills are particularly important, useful and indispensable for far education, revision lessons be led. Teachers know that these lessons play an important role in process of teaching. All exercises should have definite content-related and didactic value. Taking into account the natural children’s knowledge, the amazing curiosity of world, spontaneity, passion for asking, teachers should prepare exercises in a proper way. Child’s creative abilities from literary, artistic, theatrical ones and its actual knowledge should be also used to prepare some selected activities. Key words: natural science education, revision lesson, teaching process, didactic materials.

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Ramayanti, S., S. Utari, and D. Saepuzaman. "Training Students’ Science Process Skills through Didactic Design on Work and Energy." Journal of Physics: Conference Series 895 (September 2017): 012110. http://dx.doi.org/10.1088/1742-6596/895/1/012110.

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Remache Carrillo, Noemi Mercedes, Sandra Paulina Porras Pumalema, Diana Carolina Campaña Días, and Mónica Alexandra Garcés Villacrés. "MOODLE platform as a didactic support for the English language skills improvement." ConcienciaDigital 4, no. 1.2 (March 5, 2021): 358–71. http://dx.doi.org/10.33262/concienciadigital.v4i1.2.1603.

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Introduction: higher education has experienced a number of changes in the teaching field due to the current situation. In this context, e-learning through educational platforms has taken on great value in the teaching-learning process. Objective: to apply an educational intervention through the Moodle platform to consolidate the skills of the English language in the students of the industrial maintenance career of the Escuela Superior Politécnica de Chimborazo during the special period April-September 2020. Methodology: this investigation was carried out in the context of mandatory teleworking due to the Covid-19 pandemic. This mixed research had a descriptive approach with a quasi-experimental focus. To achieve the main goal, 70 students from the third semester took an active part in it who were divided into two study groups: the control group and the experimental group, with 35 students respectively. Before the intervention phase, information was collected through a survey which yielded important general data related to their socio-demographic information and self-perception of their level of English. At the same time, a pre-test of knowledge of the language was taken from the students which was based on the Cambridge PET exam. With this exam, data were obtained for the development of the intervention plan that was implemented throughout the semester. Results: after the intervention phase, the students took a post-test and the corresponding means could be compared. They obtained 9.20 for the control group and 11.99 for the experimental group as final scores. Conclusion: it is concluded that the Moodle Platform is a valuable didactic support to improve English language skills.

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Journal articles on the topic 'Didactic skills'

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