Abstract: The organization of the education service in hospitals expresses the recognition of the fundamental right to education and the advancement of a culture of solidarity in favor of children and young patients in situations of temporary disadvantage. The Hospital School, in the context of a logic of inter- institutional agreement between the Ministry of Education, Ministry of Health and Ministry of Social Affairs, currently, it is increasingly transformed into a school structure organized as part of the offer training provided for, in terms of organizational and didactic autonomy. In fact, to ensure the full exercise of the right to education, in addition to educational activities, in accordance with the particular experience of hospitalized children, it helps to overcome the trauma of hospitalization with appropriate educational support, ensuring the continuity of contact with their school of origin.. Sending a teacher at home if the disease prevents school attendance also promotes reintegration after discharge with supplementary educational programming interventions with teachers, hospital workers, family, operators of recreational activities - agers and volunteering. In view of the characteristics of the condition of his pupils, the school is placed in the hospital that aims original and innovative, thanks to the technological support, allow optimal interaction between therapeutic and educational project.

Abstract: The article covers the phenomenon “spirituality” seen as ideological concept of modern education, determining its deep senses that are shaped in the form of ideologemes. The performed activity of a person and its estimation in terms of paramount values are considered to be criteria of ideologemes acceptance. Methodological aspect of personal spiritual revelation is seen by the authors as one of the basic directions in pedagogy, shifting the focus of studies to hermeneutic principles in studying spiritual experience. The core of pedagogical activity is to reveal deep inner world of an individual by applying hermeneutic approach.

Abstract: The development of computer technology is reflected in, among other things, the development of modern didactics. Current pedagogy and media education, as a fast developing discipline of general pedagogy, is a topic of a number of studies. Applying the modern multimedia aids at various stages and in various types of education is considered as an indispensable element of modern didactics, due to new opportunities the modern media offer. An interactive whiteboard is an example of such a modern teaching aid applied at present in education.

Abstract: Introduction: Case based teaching methodology is a discrete approach to interactive group- based learning. Its implementation along with didactic teaching schedule has an added advantage by evoking interest in students by placing them in a dilemma taken from a real- life example and motivates them for self-directed learning. The aim of the present exercise was to introduce the students to an alternative method of learning compared with the traditional one used, to enhance self- directed learning and correlate the theoretical contents with its applied aspect. Method: A study was done in spring semester with 2^nd year medical students at OMC, Muscat, Oman. Didactic lecture followed by case study after few days on ECG topic from CVS was taught. Four random groups were made within the class having a student leader for coordination. Pre-test was conducted before a clinical case scenario with applied MCQ’s were discussed week after the topic taught which was followed by post- test. Another clinical case dealing with respiratory system was discussed within the semester in a similar fashion. Feedback survey questionnaire with a response of 5 points Likert’s scale was filled by participant after completion of the course. Focus group discussion was conducted among randomly selected 15 students to have in-depth feedback about methodology. Result: Out of 95, 91 students qualified the inclusion criteria. Statistically significant increase in the academic score were obtained on the topics taught by CBM (p < 0.005) from pre and post test. Descriptive statistical analysis for 28 questions showed positive response by 92.3% students for improvement in their knowledge related to human physiology while 83.5% accepted that the methodology helped them to relate topic with the clinical situation. While 75.9% of students accepted that CBM encouraged them to use various resources material. In focus group discussion students commented that methodology helped them to correlate theoretical information with its clinical application and they started reading more books and gathers information from other resources. Conclusion: Case based teaching provides opportunity for students to use different resource materials and clarify the concepts, other than have better interaction with the instructor.

Abstract: Gender differences are one aspect of the overall cultural differences that exist between human beings. National/ethnic and gender differences constitute the socio-cultural factors that influence perceptions and behaviors. Gender differences found across a wide variety of disciplines apply equally well to emerging computer-based technologies. One of the new technological systems is the computer described as a device for the most effective communication and individual education. The success of technology-based instruction usage for learning is primarily due to its potential to integrate various types of media but gender inequality in learners’ perception of, attitude towards, and intention to use technology, belief, view, motives and motivation, and behavioural intention has created disparity in their acceptance and use of this new technologies. Therefore, this study investigates gender differences in acceptability and usability of a computer learning package for teaching thermionic emission in electrical and electronics technology. This study adopts a Causal comparative research design with the design and development of the learning package. 80 students in 200 Level and ND1 (First Year Students of National Diploma) of the department of Electrical and Electronics engineering and Technology in a University and Polytechnic in Ogun State formed the respondents for the study. 40 students are randomly selected from each school with the total number of 18 females and 62 males. The developed package and 43 questionnaire items were used as data collection tools. The designed and developed package was presented to each student for interaction and later the structured questionnaire (Cronbach alpha = 0.89) was administered to the respondents for data collection. Two research questions were raised and two hypotheses were tested in the study. Data collected were analysed using T-test at 0.05 level of significance. The research findings revealed a non significant gender difference in both acceptability and usability of the FOSS-based package (df = 78; t = 1.620; P > 0.05 and df = 78; t = 0.668; P > 0.05 respectively). Based on the findings, it is concluded that there most likely will not be gender differences in the achievement of males and females using this computer based package. Consequently reducing the gender gap in science and technology.

Abstract: Abstract Designing a hybrid course entails the challenge of choosing learning activities for each of the face-to-face and online environments--and sequencing and coordinating the activities across the two environments--to promote student attainment of the course’s learning objectives. This paper presents a study comparing student performance in an undergraduate Principles of Microeconomics course taught by the same instructor under hybrid (n = 51) and face-to-face (n = 24) delivery. The percentage of hybrid students completing the course (71%) was not significantly different (chi-square = .61, p = .433) than that (79%) of the face-to-face students. A regression analysis controlling for student GPA indicated that, for students completing the course, the composite test score was, on average, an estimated 4.8 percentage points lower (p = .025, one-tailed) under hybrid delivery than under face-to-face delivery. Student GPA had a strong positive ceteris paribus impact (p = .000, one-tailed) on the composite test score. The finding of a lower level of student learning under hybrid relative to face-to-face delivery is attributed to inattentiveness to pedagogical principles in designing the hybrid course. The study serves as a caution to colleges and universities initiating or expanding their hybrid course offerings in the absence of faculty training or quality control checks. The paper closes with suggestions for further research.