WorldWideScience

Sample records for evaluate e-learning interventions

  1. Using a Wireless Electroencephalography Device to Evaluate E-Health and E-Learning Interventions.

    Science.gov (United States)

    Mailhot, Tanya; Lavoie, Patrick; Maheu-Cadotte, Marc-André; Fontaine, Guillaume; Cournoyer, Alexis; Côté, José; Dupuis, France; Karsenti, Thierry; Cossette, Sylvie

    Measuring engagement and other reactions of patients and health professionals to e-health and e-learning interventions remains a challenge for researchers. The aim of this pilot study was to assess the feasibility and acceptability of using a wireless electroencephalography (EEG) device to measure affective (anxiety, enjoyment, relaxation) and cognitive (attention, engagement, interest) reactions of patients and healthcare professionals during e-health or e-learning interventions. Using a wireless EEG device, we measured patient (n = 6) and health professional (n = 7) reactions during a 10-minute session of an e-health or e-learning intervention. The following feasibility and acceptability indicators were assessed and compared for patients and healthcare professionals: number of eligible participants who consented to participate, reasons for refusal, time to install and calibrate the wireless EEG device, number of participants who completed the full 10-minute sessions, participant comfort when wearing the device, signal quality, and number of observations obtained for each reaction. The wireless EEG readings were compared to participant self-rating of their reactions. We obtained at least 75% of possible observations for attention, engagement, enjoyment, and interest. EEG scores were similar to self-reported scores, but they varied throughout the sessions, which gave information on participants' real-time reactions to the e-health/e-learning interventions. Results on the other indicators support the feasibility and acceptability of the wireless EEG device for both patients and professionals. Using the wireless EEG device was feasible and acceptable. Future studies must examine its use in other contexts of care and explore which components of the interventions affected participant reactions by combining wireless EEG and eye tracking.

  2. Beyond Effectiveness: A Pragmatic Evaluation Framework for Learning and Continuous Quality Improvement of e-Learning Interventions in Healthcare.

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    Dafalla, Tarig Dafalla Mohamed; Kushniruk, Andre W; Borycki, Elizabeth M

    2015-01-01

    A pragmatic evaluation framework for evaluating the usability and usefulness of an e-learning intervention for a patient clinical information scheduling system is presented in this paper. The framework was conceptualized based on two different but related concepts (usability and usefulness) and selection of appropriate and valid methods of data collection and analysis that included: (1) Low-Cost Rapid Usability Engineering (LCRUE), (2) Cognitive Task Analysis (CTA), (3) Heuristic Evaluation (HE) criteria for web-based learning, and (4) Software Usability Measurement Inventory (SUMI). The results of the analysis showed some areas where usability that were related to General Interface Usability (GIU), instructional design and content was problematic; some of which might account for the poorly rated aspects of usability when subjectively measured. This paper shows that using a pragmatic framework can be a useful way, not only for measuring the usability and usefulness, but also for providing a practical objective evidences for learning and continuous quality improvement of e-learning systems. The findings should be of interest to educators, developers, designers, researchers, and usability practitioners involved in the development of e-learning systems in healthcare. This framework could be an appropriate method for assessing the usability, usefulness and safety of health information systems both in the laboratory and in the clinical context.

  3. Impact Evaluations of Corporate E-Learning.

    Science.gov (United States)

    Ring, Geoff; Reeves, Thomas C.

    This paper describes key issues in conducting impact evaluations of corporate eLearning and reports the results of a study that evaluated the impact (including return on investment) of an eLearning implementation by a large telecommunications company. The program was designed to "multi-skill" over 1,000 Customer Service Officers (CSOs)…

  4. E-learning quality assurance: aspects and criteria of e-learning evaluation

    OpenAIRE

    Al-barakat, Ayman

    2010-01-01

    The field of e-learning quality is a major concern. E-learning quality evaluation not easy mission in e-Learning development, assessment of the product is the final step of the process, and the one that is usually ignored. As e-learning has been developed during the recent years, it became more and more apparent that quality would be one of the most crucial factors for its future. Many studies have been conducted on this issue trying to identify quality for e-learning.

  5. The Development of Logical Structures for E-Learning Evaluation

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    Tudevdagva, Uranchimeg; Hardt, Wolfram; Dolgor, Jargalmaa

    2013-01-01

    This paper deals with development of logical structures for e-learning evaluation. Evaluation is a complex task into which many different groups of people are involved. As a rule these groups have different understanding and varying expectations on e-learning evaluation. Using logical structures for e-learning evaluation we can join the different…

  6. Intelligent Fuzzy Spelling Evaluator for e-Learning Systems

    Science.gov (United States)

    Chakraborty, Udit Kr.; Konar, Debanjan; Roy, Samir; Choudhury, Sankhayan

    2016-01-01

    Evaluating Learners' Response in an e-Learning environment has been the topic of current research in areas of Human Computer Interaction, e-Learning, Education Technology and even Natural Language Processing. The current paper presents a twofold strategy to evaluate single word response of a learner in an e-Learning environment. The response of…

  7. ADAPTIVE E-LEARNING AND ITS EVALUATION

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    KOSTOLÁNYOVÁ, Katerina

    2012-12-01

    Full Text Available This paper introduces a complex plan for a complete system of individualized electronic instruction. The core of the system is a computer program to control teaching, the so called “virtual teacher”. The virtual teacher automatically adapts to individual student’s characteristics and their learning style. It adapts to static as well as to dynamic characteristics of the student. To manage all this it needs a database of various styles and forms of teaching as well as a sufficient amount of information about the learning style, type of memory and other characteristics of the student. The information about these characteristics, the structure of data storage and its use by the virtual teacher are also part of this paper. We also outline a methodology of adaptive study materials. We define basic rules and forms to create adaptive study materials. This adaptive e-learning system was pilot tested in learning of more than 50 students. These students filled in a learning style questionnaire at the beginning of the study and they had the option to fill in an adaptive evaluation questionnaire at the end of the study. Results of these questionnaires were analyzed. Several conclusions were concluded from this analysis to alter the methodology of adaptive study materials.

  8. Heuristic Evaluation of E-Learning Courses: A Comparative Analysis of Two E-Learning Heuristic Sets

    Science.gov (United States)

    Zaharias, Panagiotis; Koutsabasis, Panayiotis

    2012-01-01

    Purpose: The purpose of this paper is to discuss heuristic evaluation as a method for evaluating e-learning courses and applications and more specifically to investigate the applicability and empirical use of two customized e-learning heuristic protocols. Design/methodology/approach: Two representative e-learning heuristic protocols were chosen…

  9. Usability Evaluation of the Student Centered e-Learning Environment

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    Junus, Inas Sofiyah; Santoso, Harry Budi; Isal, R. Yugo K.; Utomo, Andika Yudha

    2015-01-01

    Student Centered e-Learning Environment (SCeLE) has substantial roles to support learning activities at Faculty of Computer Science, Universitas Indonesia (Fasilkom UI). Although it has been utilized for about 10 years, the usability aspect of SCeLE as an e-Learning system has not been evaluated. Therefore, the usability aspects of SCeLE Fasilkom…

  10. Evaluation of E-learning Platforms: a Case Study

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    Cristina POP

    2012-01-01

    Full Text Available In the recent past, a great number of e-learning platforms have been introduced on the market showing different characteristics and services. These platforms can be evaluated using multiple criteria and methods. This paper proposes a list of selected quality criteria for describing, characterizing and selecting e-learning platform. These criteria were designed based on e-learning standards. I also propose a mathematical model to determine the probability that a student uses an e-learning platform based on the factors (criteria that determine the quality of the platform and the socio-demographic variables of the student. The case study presented is an application of the model and the input data, intermediate calculations and final results were processed using SAS (Statistical Analysis Software.

  11. The Model of Strategic e-Learning: Understanding and Evaluating Student e-Learning from Metacognitive Perspectives

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    Tsai, Meng-Jung

    2009-01-01

    This paper presents the Model of Strategic e-Learning to explain and evaluate student e-learning from metacognitive perspectives. An in-depth interview, pilot study and main study are employed to construct the model and develop an instrument--the Online Learning Strategies Scale (OLSS). The model framework is constructed and illustrated by four…

  12. E-learning Programmes and Courses Evaluation Report

    DEFF Research Database (Denmark)

    Badger, Merete; Prag, Sidsel-Marie Winther; Monaco, Lucio

    The research infrastructure project Virtual Campus Hub1 (VCH) runs from October 1, 2011 to September 30, 2013. Four technical universities in Europe, who are all active in the field of sustainable energy, form the project consortium: the Technical University of Denmark, The Royal Institute...... the development, testing, and evaluation of a series of applications for training and entrepreneurship in the field of sustainable energy (project work package 2, 3, and 4). This report describes the project outcomes related to this work stream with focus on E-learning programmes and courses. It represents...... the project deliverable “D3.4 E-learning Programmes and Courses Evaluation Report”. The applications developed for entrepreneurship will be described and evaluated in the project deliverable “D4.3 e-link evaluation report”. The second work stream (work package 5) covers the development of E...

  13. Quality Assurance in E-Learning: PDPP Evaluation Model and Its Application

    Science.gov (United States)

    Zhang, Weiyuan; Cheng, Y. L.

    2012-01-01

    E-learning has become an increasingly important teaching and learning mode in educational institutions and corporate training. The evaluation of e-learning, however, is essential for the quality assurance of e-learning courses. This paper constructs a four-phase evaluation model for e-learning courses, which includes planning, development,…

  14. E-learning courses in epilepsy--concept, evaluation, and experience with the e-learning course "genetics of epilepsies".

    Science.gov (United States)

    Wehrs, Verena Hézser-V; Pfäfflin, Margarete; May, Theodor W

    2007-05-01

    To evaluate the efficacy of the e-learning course "Genetics of Epilepsies" and to assess the experiences of the participants and e-moderators with this new approach. Prospective, controlled study with waiting group (control group, n = 18) and e-learning group (n = 20). The control group got the same reference literature list as the e-learning group. Both groups were assessed twice: The e-learning group before and after the course; the control group was assessed at the same times. increase in knowledge about genetics of epilepsies using questionnaires based on items formulated by experts (internal consistency, Cronbach's alpha = 0.86). Main hypothesis: greater increase of knowledge in the e-learning group compared to control group. assessment of the educational course and learning environment by participants and by tutors/e-moderators. Significant time x group interaction and group effect (ANOVA, each p learning group was highly significant (p learning course was content with their personal learning process (75% agree, 15% strongly agree). Most of them reported a gain in competence in the treatment and counseling of people with epilepsy (38.9% agree, 50% strongly agree). All participants would recommend this course to others and all but one participant are interested in other e-learning courses. The study indicates e-learning courses are an appropriate tool to improve knowledge of physicians in genetics of epilepsy.

  15. Evaluation of use of e-Learning in undergraduate radiology education: A review

    Energy Technology Data Exchange (ETDEWEB)

    Zafar, Saad, E-mail: saad.zafar@riphah.edu.pk [Riphah International University, Islamabad (Pakistan); Safdar, Saima, E-mail: saima.safdar@riphah.edu.pk [Riphah International University, Islamabad (Pakistan); Zafar, Aasma N., E-mail: aasmarad@gmail.com [Radiology Department, Senior Registrar Shifa College of Medicine and Assistant Consultant Shifa International Hospital, Islamabad (Pakistan)

    2014-12-15

    Highlights: • We have systematically reviewed the literature on use of e-Learning in Radiology at the undergraduate level. • Kirkpatrick's Learning Model is used to evaluate the learning outcomes of the reported studies. • There is an increase in positive response for learning management systems used in blended learning environments. • There are wide range of technologies being used for e-Learning including use of audio response system and customized PAC solutions. • There is a clear trend toward highly interactive, self directed learning environment to support the concept of life long independent learners. - Abstract: Purpose: The aim of this review is to investigate the evaluative outcomes present in the literature according to Kirkpatrick's learning model and to examine the nature and characteristics of the e-Learning interventions in radiology education at undergraduate level. Materials and methods: Four databases (PubMed, MEDLINE, Embase, Eric) are searched for publications related to the application of e-Learning in undergraduate radiology education. The search strategy is a combination of e-Learning and Mesh and non Mesh radiology and undergraduate related terms. These search strategies are established in relation to experts of respective domains. The full text of thirty pertinent articles is reviewed. Author's country and study location data is extracted to identify the most active regions and year's are extracted to know the existing trend. Data regarding radiology subfields and undergraduate year of radiology education is extracted along with e-Learning technologies to identify the most prevalent or suitable technologies or tools with respect to radiology contents. Kirkpatricks learning evaluation model is used to categorize the evaluative outcomes reported in the identified studies. Results: The results of this analysis reveal emergence of highly interactive games, audience response systems and designing of wide range of

  16. Evaluation Criterion for Quality Assessment of E-Learning Content

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    Al-Alwani, Abdulkareem

    2014-01-01

    Research trends related to e-learning systems are oriented towards increasing the efficiency and capacity of the systems, thus they reflect a large variance in performance when considering content conformity and quality standards. The Framework related to standardisation of digital content for e-learning systems is likely to play a significant…

  17. Evaluating E-Learning Systems: An Empirical Investigation on Students' Perception in Higher Education Area

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    Muneer Abbad

    2014-06-01

    Full Text Available In search of better, traditional learning universities have expanded their ways to deliver knowledge and integrate cost effective e-learning systems. Universities' use of information and communication technologies has grown tremendously over the last decade. To ensure efficient use of the e-learning system, the Arab Open University (AOU in Bahrain was the first to use e-learning system there, aimed to evaluate the good and bad practices, detect errors and determine areas for further improvements in usage. This study critically evaluated the students' perception of the elearning system in Bahrain and recommended changes to improve students' e-learning usage. Results of the study indicated that, in general, students have favourable perceptions toward using the e-learning system. This study has shown that technology acceptance is the most variable, factor that contributes to students' perception and satisfaction of the e-learning system.

  18. Effectiveness of an e-learning tool for education on pressure ulcer evaluation.

    Science.gov (United States)

    Morente, Laura; Morales-Asencio, José M; Veredas, Francisco J

    2014-07-01

    To evaluate the effectiveness of information and communication technologies in the undergraduate students' pressure ulcer training as a learning tool, compared with traditional teaching methods. Pressure ulcers constitute one of the great challenges faced by nursing professionals. Currently, pressure ulcer training is based on traditional on-campus teaching, involving lecture-style classes with frequent use of photographs of the wounds. This traditional training has some important weaknesses that can put the efficacy of the training at risk. A randomised controlled trial was developed including undergraduate nursing students. The intervention group used an adaptive self-learning e-learning tool developed by the research team (ePULab) for pressure ulcer assessment and treatment. The control group received a traditional on-campus class on the same topic. Pretest and post-test questionnaires were designed to assess the students' ability in pressure ulcer diagnosis and treatment. The educational intervention based on the use of the ePULab tool produced significantly better learning acquisition results than those obtained by traditional lecture-style classes: the total score improved in the control group from 8·23 (SD 1·23)-11·6 (SD 2·52) after the lecture, whereas in the intervention group, the knowledge score changed from 8·27 (SD 1·39)-15·83 (SD 2·52) (p = 0·01) with the use of ePULab. The results show a higher effectiveness of the devised e-learning approach for education on management of pressure ulcers. Our results reveal the suitability of the ePULab e-learning tool as an effective instrument for training on assessment of and treatment for pressure ulcers and its potential impact on clinical decision-making. © 2013 John Wiley & Sons Ltd.

  19. Distance Learning Students' Evaluation of E-Learning System in University of Tabuk, Saudi Arabia

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    Al-Juda, Mefleh Qublan B.

    2017-01-01

    This study evaluates the experiences and perceptions of students regarding e-learning systems and their preparedness for e-learning. It also investigates the overall perceptions of students regarding e-learning and the factors influencing students' attitudes towards e-learning. The study uses convenience sampling in which students of the Education…

  20. Enfoques y modelos de evaluación del e-learning. [ Focus and models of evaluation of the e-learning

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    Rubio. M.J.

    2003-10-01

    Full Text Available The aim of this article is to present the state of arts about e-learning evaluation. Different evaluative approaches, different models, tools and experiencies are showed, in order to determine the quality of virtual learning. Two main approaches are showed: partial evaluation, with emphasis in some aspects of e-learning (materials, technology resources, teaching, etc. and global evaluation, that uses management quality models and the practice of benchmarking.

  1. Enfoques y modelos de evaluación del e-learning. [ Focus and models of evaluation of the e-learning

    OpenAIRE

    Rubio. M.J.

    2003-01-01

    The aim of this article is to present the state of arts about e-learning evaluation. Different evaluative approaches, different models, tools and experiencies are showed, in order to determine the quality of virtual learning. Two main approaches are showed: partial evaluation, with emphasis in some aspects of e-learning (materials, technology resources, teaching, etc.) and global evaluation, that uses management quality models and the practice of benchmarking.

  2. Quality Assurance in E-Learning: PDPP Evaluation Model and its Application

    Directory of Open Access Journals (Sweden)

    Weiyuan Zhang

    2012-06-01

    Full Text Available E-learning has become an increasingly important teaching and learning mode in educational institutions and corporate training. The evaluation of e-learning, however, is essential for the quality assurance of e-learning courses. This paper constructs a four-phase evaluation model for e-learning courses, which includes planning, development, process, and product evaluation, called the PDPP evaluation model. Planning evaluation includes market demand, feasibility, target student group, course objectives, and finance. Development evaluation includes instructional design, course material design, course Web site design, flexibility, student-student interaction, teacher/tutor support, technical support, and assessment. Process evaluation includes technical support, Web site utilization, learning interaction, learning evaluation, learning support, and flexibility. Product evaluation includes student satisfaction, teaching effectiveness, learning effectiveness, and sustainability. Using the PDPP model as a research framework, a purely e-learning course on Research Methods in Distance Education, developed by the School of Professional and Continuing Education at the University of Hong Kong (HKU SPACE and jointly offered with the School of Distance Learning for Medical Education of Peking University (SDLME, PKU, was used as a case study. Sixty students from mainland China, Hong Kong, Macau, and Malaysia were recruited for this course. According to summative evaluation through a student e-learning experience survey, the majority of students were very satisfied/satisfied on all e-learning dimensions of this course. The majority of students thought that the learning effectiveness of this course was equivalent, even better, than face-to-face learning because of cross-border collaborative learning, student-centred learning, sufficient learning support, and learning flexibility. This study shows that a high quality of teaching and learning might be assured by

  3. An Evaluation of the ELNP e-Learning Quality Assurance Program: Perspectives of Gap Analysis and Innovation Diffusion

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    Chen, Ming-Puu

    2009-01-01

    The purpose of this study was to examine the appropriateness of a nationwide quality assurance framework for e-learning from participants' perspectives. Two types of quality evaluation programs were examined in this study, including the e-Learning Service Certification program (eLSC) and the e-Learning Courseware Certification program (eLCC). Gap…

  4. Research and evaluation of the effectiveness of e-learning in the case of linear programming

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    Ljiljana Miletić

    2016-04-01

    Full Text Available The paper evaluates the effectiveness of the e-learning approach to linear programming. The goal was to investigate how proper use of information and communication technologies (ICT and interactive learning helps to improve high school students’ understanding, learning and retention of advanced non-curriculum material. The hypothesis was that ICT and e-learning is helpful in teaching linear programming methods. In the first phase of the research, a module of lessons for linear programming (LP was created using the software package Loomen Moodle and other interactive software packages such as Geogebra. In the second phase, the LP module was taught as a short course to two groups of high school students. These two groups of students were second-grade students in a Croatian high school. In Class 1, the module was taught using ICT and e-learning, while the module was taught using classical methods in Class 2. The action research methodology was an integral part in delivering the course to both student groups. The sample student groups were carefully selected to ensure that differences in background knowledge and learning potential were statistically negligible. Relevant data was collected while delivering the course. Statistical analysis of the collected data showed that the student group using the e-learning method produced better results than the group using a classical learning method. These findings support previous results on the effectiveness of e-learning, and also establish a specific approach to e-learning in linear programming.

  5. Controlled Experiment Replication in Evaluation of E-Learning System's Educational Influence

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    Grubisic, Ani; Stankov, Slavomir; Rosic, Marko; Zitko, Branko

    2009-01-01

    We believe that every effectiveness evaluation should be replicated at least in order to verify the original results and to indicate evaluated e-learning system's advantages or disadvantages. This paper presents the methodology for conducting controlled experiment replication, as well as, results of a controlled experiment and an internal…

  6. Evaluating the E-Learning Platform from the Perspective of Knowledge Management: The AHP Approach

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    I-Chin Wu

    2013-06-01

    Full Text Available A growing number of higher education institutions have adopted asynchronous and synchronous Web-based learning platforms to improve students’ learning efficiency and increase learning satisfaction in the past decade. Unlike traditional face-to-face learning methods, e-learning platforms allow teachers to communicate with students and discuss course content anytime or anywhere. In addition, the teaching material can be reused via the e-learning platforms. To understand how students use e-learning platforms and what the implications are, we conducted an empirical study of the iCAN e-learning platform, which has been widely used in Fu-Jen Catholic University since 2005. We use the Analytic Hierarchy Process (AHP, a well-known multi-criteria evaluation approach, to compare five practices, i.e. the functions of the iCAN teaching platform. We adopted a brainstorming approach to design a questionnaire to measure learners’ perception of the e-learning platform based on the theory of knowledge transforming process in knowledge management. Accordingly, the model considers functioning and objectivity in terms of the following three attributes of learning effectiveness: individual learning, group sharing and learning performance. Twelve criteria with twelve evaluation items were used to investigate the effectiveness of the five practices. We also evaluated the strengths and weaknesses of the functions based on the types of courses in the iCan platform. We expect that the empirical evaluation results will provide teachers with suggestions and guidelines for using the e-learning platform effectively to facilitate their teaching activities and promote students’ learning efficiency and satisfaction.

  7. Evaluating Evidence-Based Practice Knowledge and Beliefs Through the e-Learning EBP Academy.

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    Green, Angela; Jeffs, Debra A; Boateng, Beatrice A; Lowe, Gary R; Walden, Marlene

    2017-07-01

    This research examined evidence-based practice (EBP) knowledge and beliefs before and after a 3-month e-learning program was implemented to build EBP capacity at a large children's hospital. Ten clinicians completed the development, implementation, and evaluation of the e-learning education, comprising phase one. Revision and participation by 41 clinicians followed in phase two. Participants in both phases completed the EBP Beliefs and Implementation Scales preintervention, postintervention, and 6 months after postintervention. EBP beliefs and implementation increased immediately and 6 months after postintervention, with statistically significant increases in both phases. Participants in both phases applied knowledge by completing mentor-supported EBP projects. Although EBP beliefs and implementation scores increased and e-learning provided flexibility for clinician participation, challenges arose, resulting in lower-than-expected completion. Subsequent revisions resulted in hybrid education, integrating classroom and e-learning with project mentoring. This funded e-learning research contributes knowledge to the growing specialty of professional development. J Contin Educ Nurs. 2017;48(7):304-311. Copyright 2017, SLACK Incorporated.

  8. An Overview on Evaluation of E-Learning/Training Response Time Considering Artificial Neural Networks Modeling

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    Mustafa, Hassan M. H.; Tourkia, Fadhel Ben; Ramadan, Ramadan Mohamed

    2017-01-01

    The objective of this piece of research is to interpret and investigate systematically an observed brain functional phenomenon which is associated with proceeding of e-learning processes. More specifically, this work addresses an interesting and challenging educational issue concerned with dynamical evaluation of elearning performance considering…

  9. Comprehensive Framework for Evaluating e-Learning Systems: Using BSC Framework

    Science.gov (United States)

    Momeni, Mansor; Jamporazmey, Mona; Mehrafrouz, Mohsen; Bahadori, Fatemeh

    2013-01-01

    The development of information and communication technology (ICT) is changing the way in which people work, communicate and learn. Recently developing and implementing e-learning solutions have increased dramatically. According to heavily investing in this area, it is essential to evaluate its different aspects and understand measures, which…

  10. A Moderate Constructivist E-Learning Instructional Model Evaluated on Computer Specialists

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    Alonso, Fernando; Manrique, Daniel; Vines, Jose M.

    2009-01-01

    This paper presents a novel instructional model for e-learning and an evaluation study to determine the effectiveness of this model for teaching Java language programming to information technology specialists working for the Spanish Public Administration. This is a general-purpose model that combines objectivist and constructivist learning…

  11. An e-learning reproductive health module to support improved student learning and interaction: a prospective interventional study at a medical school in Egypt

    Science.gov (United States)

    2012-01-01

    Background The Public Health (PH) course at the medical college of Cairo University is based on traditional lectures. Large enrollment limits students' discussions and interactions with instructors. Aim Evaluate students' learning outcomes as measured by improved knowledge acquisition and opinions of redesigning the Reproductive Health (RH) section of the PH course into e-learning and assessing e-course utilization. Methods This prospective interventional study started with development of an e-learning course covering the RH section, with visual and interactive emphasis, to satisfy students' diverse learning styles. Two student groups participated in this study. The first group received traditional lecturing, while the second volunteered to enroll in the e-learning course, taking online course quizzes. Both groups answered knowledge and course evaluation questionnaires and were invited to group discussions. Additionally, the first group answered another questionnaire about reasons for non-participation. Results Students participating in the e-learning course showed significantly better results, than those receiving traditional tutoring. Students who originally shunned the e-course expressed eagerness to access the course before the end of the academic year. Overall, students using the redesigned e-course reported better learning experiences. Conclusions An online course with interactivities and interaction, can overcome many educational drawbacks of large enrolment classes, enhance student's learning and complement pit-falls of large enrollment traditional tutoring. PMID:22433670

  12. A Balanced Scorecard-Based Model for Evaluating E-Learning and Conventional Pedagogical Activities in Nursing

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    Hovelja, Tomaž; Vavpotic, Damjan; Žvanut, Boštjan

    2016-01-01

    The evaluation of e-learning and conventional pedagogical activities in nursing programmes has focused either on a single pedagogical activity or the entire curriculum, and only on students' or teachers' perspective. The goal of this study was to design and test a novel approach for evaluation of e-learning and conventional pedagogical activities…

  13. The effectiveness of an e-learning program on pediatric medication safety for undergraduate students: a pretest-post-test intervention study.

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    Lee, Tzu-Ying; Lin, Fang-Yi

    2013-04-01

    Safe medication management is a major competency taught in the nursing curriculum. However, administering pediatric medications is considered a common clinical stressor for Taiwanese students. A supplemental e-learning program that helps students fill the gap between basic nursing skills and pediatric knowledge on medication safety was developed. To evaluate the effectiveness of an e-learning program to increase pediatric medication management among students who take pediatric nursing courses. This intervention study used a historical comparison design. A university in Northern Taiwan. A total of 349 undergraduate nursing students who took pediatric nursing courses participated. Eighty students in the comparison group received regular pediatric courses, including the lectures and clinical practicum; 269 students in the intervention group received an e-learning program, in addition to the standard pediatric courses. Between February 2011 and July 2012 pediatric medication management, including pediatric medication knowledge and calculation ability, was measured at the beginning of the first class, at the completion of the lectures, and at the completion of the clinical practicum. The program was evaluated qualitatively and quantitatively. The intervention group had significantly higher pediatric medication management scores at completion of the lecture course and at the completion of the clinical practicum than the comparison group based on the first day of the lecture course, after adjusting for age, nursing program, and having graduated from a junior college in nursing. Overall, the students appreciated the program that included various teaching modalities content that related to the administration of medication. Using an e-learning program on pediatric medication management is an effective learning method in addition to sitting in a regular lecture course. The different emphases in each module, provided by experienced instructors, enabled the students to be more

  14. A Comparative Study to Evaluate the Educational Impact of E-Learning Tools on Griffith University Pharmacy Students’ Level of Understanding Using Bloom’s and SOLO Taxonomies

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    Abdullah Karaksha

    2014-01-01

    Full Text Available Objectives. To design a series of e-learning tools within the framework of a defined educational pedagogy to complement the conventional pharmacology curriculum at Griffith University and evaluate the impact of this strategy on student level of understanding through taxonomic classification of student final exam answers. Methods. A series of 148 e-learning tools was designed for 3rd year undergraduate pharmacy students and incorporated into their curriculum during 2012. The educational benefits of the e-learning tools were evaluated by analyses of student level of understanding (by SOLO taxonomy at the final exams between the control group (standard curricula in 2011 and the intervention group (standard curricula + e-learning tools in 2012. Results. Backward linear regression analysis demonstrated GPA to be the most significant predictor of level of understanding, while the intervention group was a highly significant predictor for greater level of understanding in semester two. Conclusion. E-learning tools appeared to significantly improve student level of understanding as scored by the SOLO taxonomy when students engaged highly with the tools.

  15. Implementation and Evaluation of a Ward-Based eLearning Program for Trauma Patient Management.

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    Curtis, Kate; Wiseman, Taneal; Kennedy, Belinda; Kourouche, Sarah; Goldsmith, Helen

    2016-01-01

    The majority of trauma nursing education is focused on the emergency phases of care. We describe the development and evaluation of a trauma eLearning module for the ward environment. The module was developed using adult learning principles and implemented in 2 surgical wards. There were 3 phases of evaluation: (1) self-efficacy of nurses; (2) relevance and usability of the module and; (3) application of knowledge learnt. The majority indicated they had applied new knowledge, particularly when performing a physical assessment (85.7%), communicating (91.4%), and identifying risk of serious illness (90.4%). Self-efficacy relating to confidence in caring for patients, communication, and escalating clinical deterioration improved (p = .023). An eLearning trauma patient assessment module for ward nursing staff improves nursing knowledge and self-efficacy.

  16. The Impact of E-Learning on Adherence to Guidelines for Acute Gastroenteritis: A Single-Arm Intervention Study

    Science.gov (United States)

    Nicastro, Emanuele; Lo Vecchio, Andrea; Liguoro, Ilaria; Chmielewska, Anna; De Bruyn, Caroline; Dolinsek, Jernej; Doroshina, Elena; Fessatou, Smaragdi; Pop, Tudor Lucian; Prell, Christine; Tabbers, Merit Monique; Tavares, Marta; Urenden-Elicin, Pinar; Bruzzese, Dario; Zakharova, Irina; Sandhu, Bhupinder; Guarino, Alfredo

    2015-01-01

    Objective E-learning is a candidate tool for clinical practice guidelines (CPG) implementation due to its versatility, universal access and low costs. We aimed to assess the impact of a five-module e-learning course about CPG for acute gastroenteritis (AGE) on physicians’ knowledge and clinical practice. Study design This work was conceived as a pre/post single-arm intervention study. Physicians from 11 European countries registered for the online course. Personal data, pre- and post-course questionnaires and clinical data about 3 to 5 children with AGE managed by each physician before and after the course were collected. Primary outcome measures included the proportion of participants fully adherent to CPG and number of patients managed with full adherence. Results Among the 149 physicians who signed up for the e-learning course, 59 took the course and reported on their case management of 519 children E-learning is effective in increasing knowledge and improving clinical practice in paediatric AGE and is an effective tool for implementing clinical practice guidelines. PMID:26148301

  17. Evaluation of a new eLearning platform for distance teaching of microsurgery.

    Science.gov (United States)

    Messaoudi, T; Bodin, F; Hidalgo Diaz, J J; Ichihara, S; Fikry, T; Lacreuse, I; Liverneaux, P; Facca, S

    2015-06-01

    Online learning (or eLearning) is in constant evolution in medicine. An analytical survey of the websites of eight academic societies and medical schools was carried out. These sites were evaluated against parameters that define the quality of an eLearning website, as well as the shareable content object reference model (SCORM) technical standards. All studied platforms were maintained by a webmaster and regularly updated. Only two platforms had teleconference opportunities, five had courses in PDF format, and four allowed online testing. Based on SCORM standards, only four platforms allowed direct access without a password. The content of all platforms was adaptable, interoperable and reusable. But their sustainability was difficult to assess. In parallel, we developed the first eLearning platform to be used as part of a university diploma in microsurgery in France. The platform was evaluated by students enrolled this diploma program. A satisfaction survey and platform evaluation showed that students were generally satisfied and had used the platform for microsurgery education, especially the seven students living abroad. ELearning for microsurgery allows the content to be continuously updated, makes for fewer classroom visits, provides easy remote access, and especially better training time management and cost savings in terms of travel and accommodations. Copyright © 2015 Elsevier Masson SAS. All rights reserved.

  18. A global model for effective use and evaluation of e-learning in health.

    Science.gov (United States)

    Ruggeri, Kai; Farrington, Conor; Brayne, Carol

    2013-04-01

    Healthcare systems worldwide face a wide range of challenges, including demographic change, rising drug and medical technology costs, and persistent and widening health inequalities both within and between countries. Simultaneously, issues such as professional silos, static medical curricula, and perceptions of "information overload" have made it difficult for medical training and continued professional development (CPD) to adapt to the changing needs of healthcare professionals in increasingly patient-centered, collaborative, and/or remote delivery contexts. In response to these challenges, increasing numbers of medical education and CPD programs have adopted e-learning approaches, which have been shown to provide flexible, low-cost, user-centered, and easily updated learning. The effectiveness of e-learning varies from context to context, however, and has also been shown to make considerable demands on users' motivation and "digital literacy" and on providing institutions. Consequently, there is a need to evaluate the effectiveness of e-learning in healthcare as part of ongoing quality improvement efforts. This article outlines the key issues for developing successful models for analyzing e-health learning.

  19. A Global Model for Effective Use and Evaluation of e-Learning in Health

    Science.gov (United States)

    Farrington, Conor; Brayne, Carol

    2013-01-01

    Abstract Healthcare systems worldwide face a wide range of challenges, including demographic change, rising drug and medical technology costs, and persistent and widening health inequalities both within and between countries. Simultaneously, issues such as professional silos, static medical curricula, and perceptions of “information overload” have made it difficult for medical training and continued professional development (CPD) to adapt to the changing needs of healthcare professionals in increasingly patient-centered, collaborative, and/or remote delivery contexts. In response to these challenges, increasing numbers of medical education and CPD programs have adopted e-learning approaches, which have been shown to provide flexible, low-cost, user-centered, and easily updated learning. The effectiveness of e-learning varies from context to context, however, and has also been shown to make considerable demands on users' motivation and “digital literacy” and on providing institutions. Consequently, there is a need to evaluate the effectiveness of e-learning in healthcare as part of ongoing quality improvement efforts. This article outlines the key issues for developing successful models for analyzing e-health learning. PMID:23472702

  20. Evaluating a novel approach to enhancing dysphagia management: workplace-based, blended e-learning.

    Science.gov (United States)

    Ilott, Irene; Bennett, Bev; Gerrish, Kate; Pownall, Sue; Jones, Amanda; Garth, Andrew

    2014-05-01

    To evaluate the learning effect and resource use cost of workplace-based, blended e-learning about dysphagia for stroke rehabilitation nurses. Dysphagia is a potentially life-threatening problem that compromises quality of life. In many countries, nurses play a crucial role in supporting the management of patients with swallowing problems, yet the literature reports a need for training. A single-group, pre- and post-study with mixed methods. Each blended e-learning session comprised a needs analysis, e-learning programmes, practical skills about modifying fluids and action planning to transfer learning into practice. Participants were the population of registered nurses (n = 22) and healthcare assistants (n = 10) on a stroke rehabilitation ward in a large, teaching hospital in England between August 2010-March 2011. Data collection comprised observation (34 hours), questionnaires administered at four time points to examine change in attitude, knowledge and practice, and estimating the resource use cost for the service. Nonparametric tests and content analysis were used to analyse the data. All participants achieved a nationally recognised level of competence. The learning effect was evident on the post- and follow-up measures, with some items of dysphagia knowledge and attitude achieving significance at the p ≤ 0·05 level. The most common self-reported changes in practice related to medicines management, thickening fluids and oral hygiene. The resource use cost was estimated at £2688 for 108 hours training. Workplace-based, blended e-learning was an acceptable, cost effective way of delivering essential clinical knowledge and skills about dysphagia. Dysphagia should be viewed as a patient safety issue because of the risks of malnutrition, dehydration and aspiration pneumonia. As such, it is pertinent to many members of the interdisciplinary team. Consideration should be given to including dysphagia management in initial education and continuing professional

  1. Measuring the Usability of Augmented Reality e-Learning Systems: A User-Centered Evaluation Approach

    Science.gov (United States)

    Pribeanu, Costin; Balog, Alexandru; Iordache, Dragoş Daniel

    The development of Augmented Reality (AR) systems is creating new challenges and opportunities for the designers of e-learning systems. The mix of real and virtual requires appropriate interaction techniques that have to be evaluated with users in order to avoid usability problems. Formative usability aims at finding usability problems as early as possible in the development life cycle and is suitable to support the development of such novel interactive systems. This work presents an approach to the user-centered usability evaluation of an e-learning scenario for Biology developed on an Augmented Reality educational platform. The evaluation has been carried on during and after a summer school held within the ARiSE research project. The basic idea was to perform usability evaluation twice. In this respect, we conducted user testing with a small number of students during the summer school in order to get a fast feedback from users having good knowledge in Biology. Then, we repeated the user testing in different conditions and with a relatively larger number of representative users. In this paper we describe both experiments and compare the usability evaluation results.

  2. Evaluating the Reliability and Impact of a Quality Assurance System for E-Learning Courseware

    Science.gov (United States)

    Sung, Yao-Ting; Chang, Kuo-En; Yu, Wen-Cheng

    2011-01-01

    Assuring e-learning quality is of interest worldwide. This paper introduces the methods of e-learning courseware quality assurance (a quality certification system) adopted by the eLQSC (e-Learning Quality Service Centre) in Taiwan. A sequential/explanatory design with a mixed methodology was used to gather research data and conduct data analyses.…

  3. The 'difficult' nurse-patient relationship: development and evaluation of an e-learning package.

    Science.gov (United States)

    Brunero, Scott; Lamont, Scott

    2010-06-01

    Nurses in most clinical settings experience difficult 'nurse patient relationships' at various times. Attempts to describe and articulate how to manage such difficult relationships can be found, but often lay blame at the patient level and ultimately leave the nurse less confident to improve patient care. This study uses an action research approach in working with nurses in a generalist setting in developing an educational strategy that helped to improve their knowledge, skills and confidence in working within the 'difficult nurse patient relationship' paradigm. Through the experiential style learning methodology of scenario based learning and applying this via e-learning, an effective educational approach has been developed. Using a quasi-experimental design to evaluate the e-learning package, significant increases in knowledge, skill, confidence and reduced nurse stress as measured on the 'difficult patient stress scale' were shown. This approach allows nurses to reflect on their own behaviour and improve their ability to enhance patient care in difficult to manage nursing care situations.

  4. Alpha test results for a Housing First eLearning strategy: the value of multiple qualitative methods for intervention design.

    Science.gov (United States)

    Ahonen, Emily Q; Watson, Dennis P; Adams, Erin L; McGuire, Alan

    2017-01-01

    Detailed descriptions of implementation strategies are lacking, and there is a corresponding dearth of information regarding methods employed in implementation strategy development. This paper describes methods and findings related to the alpha testing of eLearning modules developed as part of the Housing First Technical Assistance and Training (HFTAT) program's development. Alpha testing is an approach for improving the quality of a product prior to beta (i.e., real world) testing with potential applications for intervention development. Ten participants in two cities tested the modules. We collected data through (1) a structured log where participants were asked to record their experiences as they worked through the modules; (2) a brief online questionnaire delivered at the end of each module; and (3) focus groups. The alpha test provided useful data related to the acceptability and feasibility of eLearning as an implementation strategy, as well as identifying a number of technical issues and bugs. Each of the qualitative methods used provided unique and valuable information. In particular, logs were the most useful for identifying technical issues, and focus groups provided high quality data regarding how the intervention could best be used as an implementation strategy. Alpha testing was a valuable step in intervention development, providing us an understanding of issues that would have been more difficult to address at a later stage of the study. As a result, we were able to improve the modules prior to pilot testing of the entire HFTAT. Researchers wishing to alpha test interventions prior to piloting should balance the unique benefits of different data collection approaches with the need to minimize burdens for themselves and participants.

  5. Self-directed e-learning at a tertiary hospital in Malawi--a qualitative evaluation and lessons learnt.

    Science.gov (United States)

    Barteit, Sandra; Hoepffner, Philip; Huwendiek, Sören; Karamagi, Angela; Munthali, Charles; Theurer, Antje; Neuhann, Florian

    2015-01-01

    Malawi faces a severe lack of health workers. Despite initiatives to address this problem, a critical shortage of health care staff remains. This lack challenges the education and training of junior medical staff, especially medical interns in their final and crucial training year before they independently work as medical doctors. We have introduced an e-learning platform in the medical department of the Kamuzu Central Hospital (KCH) in Malawi. With the support of computer-assisted instruction, we aimed to improve the quality of medical training and education, as well as access to current medical materials, in particular for interns. From March to April 2012, we conducted a qualitative evaluation to assess relevance and appropriateness of the e-learning platform. Data was collected via face-to-face interviews, a guided group discussion and a checklist based observation log. Evaluation data was recorded and coded using content analysis, interviewees were chosen via purposive sampling. E-learning proved to be technically feasible in this setting. Users considered the e-learning platform to be relevant and appropriate. Concerns were raised about sustainability, accessibility and technical infrastructure, as well as limited involvement and responsibilities of Malawian partners. Interest in e-learning was high, yet, awareness of and knowledge about the e-learning platform among potential users was low. Evaluation results indicated that further adaptions to local needs are necessary to increase usage and accessibility. Interview results and our project experiences showed that, in the given setting, e-learning requires commitment from local stakeholders, adequate technical infrastructure, identification and assignation of responsibilities, as well as specific adaption to local needs.

  6. Self-directed e-learning at a tertiary hospital in Malawi – A qualitative Evaluation and Lessons learnt

    Science.gov (United States)

    Barteit, Sandra; Hoepffner, Philip; Huwendiek, Sören; Karamagi, Angela; Munthali, Charles; Theurer, Antje; Neuhann, Florian

    2015-01-01

    Background: Malawi faces a severe lack of health workers. Despite initiatives to address this problem, a critical shortage of health care staff remains. This lack challenges the education and training of junior medical staff, especially medical interns in their final and crucial training year before they independently work as medical doctors. Project description: We have introduced an e-learning platform in the medical department of the Kamuzu Central Hospital (KCH) in Malawi. With the support of computer-assisted instruction, we aimed to improve the quality of medical training and education, as well as access to current medical materials, in particular for interns. Method: From March to April 2012, we conducted a qualitative evaluation to assess relevance and appropriateness of the e-learning platform. Data was collected via face-to-face interviews, a guided group discussion and a checklist based observation log. Evaluation data was recorded and coded using content analysis, interviewees were chosen via purposive sampling. Results: E-learning proved to be technically feasible in this setting. Users considered the e-learning platform to be relevant and appropriate. Concerns were raised about sustainability, accessibility and technical infrastructure, as well as limited involvement and responsibilities of Malawian partners. Interest in e-learning was high, yet, awareness of and knowledge about the e-learning platform among potential users was low. Evaluation results indicated that further adaptions to local needs are necessary to increase usage and accessibility. Conclusions: Interview results and our project experiences showed that, in the given setting, e-learning requires commitment from local stakeholders, adequate technical infrastructure, identification and assignation of responsibilities, as well as specific adaption to local needs. PMID:25699110

  7. Self-directed e-learning at a tertiary hospital in Malawi – A qualitative Evaluation and Lessons learnt

    Directory of Open Access Journals (Sweden)

    Barteit, Sandra

    2015-02-01

    Full Text Available Background: Malawi faces a severe lack of health workers. Despite initiatives to address this problem, a critical shortage of health care staff remains. This lack challenges the education and training of junior medical staff, especially medical interns in their final and crucial training year before they independently work as medical doctors.Project description: We have introduced an e-learning platform in the medical department of the Kamuzu Central Hospital (KCH in Malawi. With the support of computer-assisted instruction, we aimed to improve the quality of medical training and education, as well as access to current medical materials, in particular for interns.Method: From March to April 2012, we conducted a qualitative evaluation to assess relevance and appropriateness of the e-learning platform. Data was collected via face-to-face interviews, a guided group discussion and a checklist based observation log. Evaluation data was recorded and coded using content analysis, interviewees were chosen via purposive sampling.Results: E-learning proved to be technically feasible in this setting. Users considered the e-learning platform to be relevant and appropriate. Concerns were raised about sustainability, accessibility and technical infrastructure, as well as limited involvement and responsibilities of Malawian partners. Interest in e-learning was high, yet, awareness of and knowledge about the e-learning platform among potential users was low. Evaluation results indicated that further adaptions to local needs are necessary to increase usage and accessibility.Conclusions: Interview results and our project experiences showed that, in the given setting, e-learning requires commitment from local stakeholders, adequate technical infrastructure, identification and assignation of responsibilities, as well as specific adaption to local needs.

  8. Development and Impact Evaluation of an E-Learning Radiation Oncology Module

    Energy Technology Data Exchange (ETDEWEB)

    Alfieri, Joanne, E-mail: Joanne.alfieri@mail.mcgill.ca [Department of Radiation Oncology, McGill University Health Centre, Montreal, QC (Canada); Portelance, Lorraine; Souhami, Luis [Department of Radiation Oncology, McGill University Health Centre, Montreal, QC (Canada); Steinert, Yvonne; McLeod, Peter [Centre for Medical Education, McGill University, Montreal, QC (Canada); Gallant, Fleure [Department of Radiation Oncology, McGill University Health Centre, Montreal, QC (Canada); Artho, Giovanni [Department of Radiology, McGill University Health Centre, Montreal, QC (Canada)

    2012-03-01

    Purpose: Radiation oncologists are faced with the challenge of irradiating tumors to a curative dose while limiting toxicity to healthy surrounding tissues. This can be achieved only with superior knowledge of radiologic anatomy and treatment planning. Educational resources designed to meet these specific needs are lacking. A web-based interactive module designed to improve residents' knowledge and application of key anatomy concepts pertinent to radiotherapy treatment planning was developed, and its effectiveness was assessed. Methods and Materials: The module, based on gynecologic malignancies, was developed in collaboration with a multidisciplinary team of subject matter experts. Subsequently, a multi-centre randomized controlled study was conducted to test the module's effectiveness. Thirty-six radiation oncology residents participated in the study; 1920 were granted access to the module (intervention group), and 17 in the control group relied on traditional methods to acquire their knowledge. Pretests and posttests were administered to all participants. Statistical analysis was carried out using paired t test, analysis of variance, and post hoc tests. Results: The randomized control study revealed that the intervention group's pretest and posttest mean scores were 35% and 52%, respectively, and those of the control group were 37% and 42%, respectively. The mean improvement in test scores was 17% (p < 0.05) for the intervention group and 5% (p = not significant) for the control group. Retrospective pretest and posttest surveys showed a statistically significant change on all measured module objectives. Conclusions: The use of an interactive e-learning teaching module for radiation oncology is an effective method to improve the radiologic anatomy knowledge and treatment planning skills of radiation oncology residents.

  9. Randomized controlled trial of an e-learning designed behavioral intervention for increasing physical activity behavior in multiple sclerosis.

    Science.gov (United States)

    Motl, Robert W; Hubbard, Elizabeth A; Bollaert, Rachel E; Adamson, Brynn C; Kinnett-Hopkins, Dominique; Balto, Julia M; Sommer, Sarah K; Pilutti, Lara A; McAuley, Edward

    2017-01-01

    Internet-delivered, behavioral interventions represent a cost-effective, broadly disseminable approach for teaching persons with multiple sclerosis (MS) the theory-based skills, techniques, and strategies for changing physical activity. This pilot, randomized controlled trial examined the efficacy of a newly developed Internet website based on e-learning approaches that delivered a theory-based behavior intervention for increasing physical activity and improving symptoms, walking impairment, and neurological disability. Participants with MS (N = 47) were randomly assigned into behavioral intervention (n = 23) or waitlist control (n = 24) conditions delivered over a six-month period. Outcomes were administered before and after the six-month period using blinded assessors, and data were analyzed using analysis of covariance in SPSS. There was a significant, positive intervention effect on self-reported physical activity (P = 0.05, [Formula: see text] = 0.10), and non-significant improvement in objectively measured physical activity (P = 0.24, [Formula: see text] = 0.04). There were significant, positive effects of the intervention on overall (P = 0.018, [Formula: see text] = 0.13) and physical impact of fatigue (P = 0.003, [Formula: see text] = 0.20), self-reported walking impairment (P = 0.047, [Formula: see text] = 0.10), and disability status (P = 0.033, [Formula: see text] = 0.11). There were non-significant improvements in fatigue severity (P = 0.10, [Formula: see text] = 0.06), depression (P = 0.10, [Formula: see text] = 0.07) and anxiety (P = 0.06, [Formula: see text] = 0.09) symptoms, and self-reported disability (P = 0.10, [Formula: see text] = 0.07). We provide evidence for the efficacy of an Internet-based behavioral intervention with content delivered through interactive video courses grounded in e-learning principles for increasing physical activity and possibly

  10. Review Essay: The Multiple Roles and Functions of Evaluation in the Context of E-Learning Programs

    Directory of Open Access Journals (Sweden)

    Thomas Link

    2005-01-01

    Full Text Available The German initiative "New Media in Education—the Higher Education Sector" is well documented. The present volume describes the project's evaluation concepts and preliminary results. In four chapters about goals, methodology, and possible future directions of evaluation research as well as some presentations of e-learning projects, this book offers a rich overview of appropriate evaluation models from fields such as psychology, the social sciences and quality management. This compilation encompasses theoretical works on the concepts of evaluation as well as presentations of actual evaluation studies. The reader thus gains insight into the extent of the requests and expectations an evaluation team has to satisfy as well as the process of implementing e-learning in a university context. The articles in this book contain thought-provoking ideas like Sigmar-Olaf TERGAN's assertion that there is no automatic relationship between the quality of an e-learning program and students' learning outcomes. This could lead us to conclude that we have to put more emphasis on situational parameters and that we have to use methods that are capable of capturing the different perspectives of those involved. While many authors accentuate the need to triangulate data sources, methods, theories and observers, the empirical method used most often in the context of e-learning is surveys, if possible online. This difference leads to questions about the function evaluation studies fulfill for e-learning programs. Karin HAUBRICH's demand that e-learning programs must be allowed to fail seems especially important here in order to make evaluation appear less as a control instrument and more as a way to get reliable feedback and to provide a catalyst for new developments. After reading this book, one might have the impression—and one might ask why this is the case—that e-learning requires evaluation in greater depth than "traditional" forms of teaching. An argument put

  11. Evaluation of an e-learning system for diagnosis of gastric lesions using magnifying narrow-band imaging: a multicenter randomized controlled study.

    Science.gov (United States)

    Nakanishi, Hiroyoshi; Doyama, Hisashi; Ishikawa, Hideki; Uedo, Noriya; Gotoda, Takuji; Kato, Mototsugu; Nagao, Shigeaki; Nagami, Yasuaki; Aoyagi, Hiroyuki; Imagawa, Atsushi; Kodaira, Junichi; Mitsui, Shinya; Kobayashi, Nozomu; Muto, Manabu; Takatori, Hajime; Abe, Takashi; Tsujii, Masahiko; Watari, Jiro; Ishiyama, Shuhei; Oda, Ichiro; Ono, Hiroyuki; Kaneko, Kazuhiro; Yokoi, Chizu; Ueo, Tetsuya; Uchita, Kunihisa; Matsumoto, Kenshi; Kanesaka, Takashi; Morita, Yoshinori; Katsuki, Shinichi; Nishikawa, Jun; Inamura, Katsuhisa; Kinjo, Tetsu; Yamamoto, Katsumi; Yoshimura, Daisuke; Araki, Hiroshi; Kashida, Hiroshi; Hosokawa, Ayumu; Mori, Hirohito; Yamashita, Haruhiro; Motohashi, Osamu; Kobayashi, Kazuhiko; Hirayama, Michiaki; Kobayashi, Hiroyuki; Endo, Masaki; Yamano, Hiroo; Murakami, Kazunari; Koike, Tomoyuki; Hirasawa, Kingo; Miyaoka, Youichi; Hamamoto, Hidetaka; Hikichi, Takuto; Hanabata, Norihiro; Shimoda, Ryo; Hori, Shinichiro; Sato, Tadashi; Kodashima, Shinya; Okada, Hiroyuki; Mannami, Tomohiko; Yamamoto, Shojiro; Niwa, Yasumasa; Yashima, Kazuo; Tanabe, Satoshi; Satoh, Hiro; Sasaki, Fumisato; Yamazato, Tetsuro; Ikeda, Yoshiou; Nishisaki, Hogara; Nakagawa, Masahiro; Matsuda, Akio; Tamura, Fumio; Nishiyama, Hitoshi; Arita, Keiko; Kawasaki, Keisuke; Hoppo, Kazushige; Oka, Masashi; Ishihara, Shinichi; Mukasa, Michita; Minamino, Hiroaki; Yao, Kenshi

    2017-10-01

    Background and study aim Magnifying narrow-band imaging (M-NBI) is useful for the accurate diagnosis of early gastric cancer (EGC). However, acquiring skill at M-NBI diagnosis takes substantial effort. An Internet-based e-learning system to teach endoscopic diagnosis of EGC using M-NBI has been developed. This study evaluated its effectiveness. Participants and methods This study was designed as a multicenter randomized controlled trial. We recruited endoscopists as participants from all over Japan. After completing Test 1, which consisted of M-NBI images of 40 gastric lesions, participants were randomly assigned to the e-learning or non-e-learning groups. Only the e-learning group was allowed to access the e-learning system. After the e-learning period, both groups received Test 2. The analysis set was participants who scored e-learning group and 197 in the non-e-learning group). After the e-learning period, all 395 completed Test 2. The analysis sets were e-learning group: n = 184; and non-e-learning group: n = 184. The mean Test 1 score was 59.9 % for the e-learning group and 61.7 % for the non-e-learning group. The change in accuracy in Test 2 was significantly higher in the e-learning group than in the non-e-learning group (7.4 points vs. 0.14 points, respectively; P e-learning system in improving practitioners' capabilities to diagnose EGC using M-NBI.Trial registered at University Hospital Medical Information Network Clinical Trials Registry (UMIN000008569). © Georg Thieme Verlag KG Stuttgart · New York.

  12. Evaluation Models for E-Learning Platform in Riyadh City Universities (RCU with Applied of Geographical Information System (GIS

    Directory of Open Access Journals (Sweden)

    Abdulaziz I. Alharrah

    2014-12-01

    Full Text Available E-learning that integrates digital knowledge content, network and information technology has become an emerging learning method. As the e-learning platform approach is becoming an important tool to allow the flexibility and quality requested by such a kind of learning process. There is a new kind of problem faced by organizations consisting in the selection of the most suitable e-learning platform. This paper proposes evaluation model for E-Learning platform in Riyadh City universities (RCU with Applied Geographic Information System (GIS. The E-Learning platform solution selection is a multiple criteria decision-making problem that needs to be addressed objectively taking into consideration the relative weights of the criteria for any organization. We formulate the quoted multi criteria problem as a decision hierarchy to be solved using GIS. AGIS-based evaluation index system and web-based evaluating platform were established. In this paper we will show the general evaluation strategy and some obtained results using our model to evaluate some existing commercial platforms.The results of evaluation model are outlined as follows: Total weights of the proposed framework in management feature is 20.25/25, in collaborative feature is 9.2/10, in adaption learning path is 6.8/10 and in interactive learning object is 5/5. The total weights of all features are 41.25/50. In this study an evaluation model was applied on Riyadh City universities like KSU, IMAMU, NAUSS, YU and FU. Then, the results were compared with each other. The total weighs of KSU was 41. While the total weights of FU, IMAMU, YU and NAUSS was 40, 37, 36 and 32, respectively. Evaluation process shows that the proposed framework satisfied the objectives with applied GIS.

  13. Dynamic online peer evaluations to improve group assignments in nursing e-learning environment.

    Science.gov (United States)

    Adwan, Jehad

    2016-06-01

    skewed toward the higher end of the scale, suggesting an overall high performance group. However, analysis of the lower performing individuals showed consistent and statistically significant improvements in all areas of the evaluation criteria. Anonymous peer evaluation activities and timely faculty feedback in e-Learning environment can be a useful tool to faculty to improve group performance over time by engaging the learners within their groups. Peer evaluations provided real time view of group mid-semester formative evaluations that allowed the faculty to provide timely and tailored feedback on student performance which allowed for better outcomes. Copyright © 2016 Elsevier Ltd. All rights reserved.

  14. Determining the Number of Participants Needed for the Usability Evaluation of E-Learning Resources: A Monte Carlo Simulation

    Science.gov (United States)

    Davids, Mogamat Razeen; Harvey, Justin; Halperin, Mitchell L.; Chikte, Usuf M. E.

    2015-01-01

    The usability of computer interfaces has a major influence on learning. Optimising the usability of e-learning resources is therefore essential. However, this may be neglected because of time and monetary constraints. User testing is a common approach to usability evaluation and involves studying typical end-users interacting with the application…

  15. Evaluation of the e-Learning material developed by EMERALD and EMIT for diagnostic imaging and radiotherapy.

    Science.gov (United States)

    Aitken, Victoria; Tabakov, Slavik

    2005-09-01

    Two Leonardo projects, EMERALD and EMIT, have developed in a partnershipof university and hospital departments (the consortia) e-Learning materials in X-ray diagnostic radiology, nuclear medicine, radiotherapy, ultrasound and magnetic resonance imaging for medical physics graduates and other healthcare professionals. These e-Learning materials are described in a separate paper in this issue. To assess the effectiveness and relevance of the e-Learning material, a series of evaluations by student users groups plus experts in medical physics education and training were undertaken. The students, with backgrounds in physics and clinical ultrasound, reviewed the e-Learning material using an evaluation form developed by the consortia. The student feedback was favourable with students commenting that their level of knowledge had increased having completed the tasks. Areas identified for development were a reduction in text volume and an increase in the time allowed for completion of some tasks. The feedback from the experts was positive with an overall appreciation of the value of the learning material as a resource for students in medical physics field across Europe and identified other disciplines in which the access to the learning material could be useful contribution to their learning. Suggestions made for improvements ranged from grading the tasks into basic and advanced topics to increasing the interactive nature of the material. These early evaluation of the e-Learning material look promising and provide a framework for further developments in the field. Insight into users and providers views is important if developers are to provide relevant and worthwhile educational learning opportunities.

  16. Development and Evaluation of Intelligent Agent-Based Teaching Assistant in e-Learning Portals

    Science.gov (United States)

    Rouhani, Saeed; Mirhosseini, Seyed Vahid

    2015-01-01

    Today, several educational portals established by organizations to enhance web E-learning. Intelligence agent's usage is necessary to improve the system's quality and cover limitations such as face-to-face relation. In this research, after finding two main approaches in this field that are fundamental use of intelligent agents in systems design…

  17. Improving E-Learning at a Community College through Program Evaluation

    Science.gov (United States)

    Clements, Frank T., Jr.

    2010-01-01

    This applied dissertation was designed to ascertain information about the quality of the e-learning program at a local community college as measured against a set of best practices established by the Commission on Institutions for Higher Education (CIHE). The problem was that, although the subject college's administrators mandated that the…

  18. An efficient approach to improve the usability of e-learning resources: the role of heuristic evaluation.

    Science.gov (United States)

    Davids, Mogamat Razeen; Chikte, Usuf M E; Halperin, Mitchell L

    2013-09-01

    Optimizing the usability of e-learning materials is necessary to maximize their potential educational impact, but this is often neglected when time and other resources are limited, leading to the release of materials that cannot deliver the desired learning outcomes. As clinician-teachers in a resource-constrained environment, we investigated whether heuristic evaluation of our multimedia e-learning resource by a panel of experts would be an effective and efficient alternative to testing with end users. We engaged six inspectors, whose expertise included usability, e-learning, instructional design, medical informatics, and the content area of nephrology. They applied a set of commonly used heuristics to identify usability problems, assigning severity scores to each problem. The identification of serious problems was compared with problems previously found by user testing. The panel completed their evaluations within 1 wk and identified a total of 22 distinct usability problems, 11 of which were considered serious. The problems violated the heuristics of visibility of system status, user control and freedom, match with the real world, intuitive visual layout, consistency and conformity to standards, aesthetic and minimalist design, error prevention and tolerance, and help and documentation. Compared with user testing, heuristic evaluation found most, but not all, of the serious problems. Combining heuristic evaluation and user testing, with each involving a small number of participants, may be an effective and efficient way of improving the usability of e-learning materials. Heuristic evaluation should ideally be used first to identify the most obvious problems and, once these are fixed, should be followed by testing with typical end users.

  19. An economic evaluation of adaptive e-learning devices to promote weight loss via dietary change for people with obesity

    Directory of Open Access Journals (Sweden)

    Miners Alec

    2012-07-01

    Full Text Available Abstract Background The prevalence of obesity is over 25 % in many developed countries. Obesity is strongly associated with an increased risk of fatal and chronic conditions such as cardiovascular disease and type 2 diabetes. Therefore it has become a major public health concern for many economies. E-learning devices are a relatively novel approach to promoting dietary change. The new generation of devices are ‘adaptive’ and use interactive electronic media to facilitate teaching and learning. E-Learning has grown out of recent developments in information and communication technology, such as the Internet, interactive computer programmes, interactive television and mobile phones. The aim of this study is to assess the cost-effectiveness of e-learning devices as a method of promoting weight loss via dietary change. Methods An economic evaluation was performed using decision modelling techniques. Outcomes were expressed in terms of Quality-Adjusted Life-Years (QALYs and costs were estimated from a health services perspective. All parameter estimates were derived from the literature. A systematic review was undertaken to derive the estimate of relative treatment effect. Results The base case results from the e-Learning Economic Evaluation Model (e-LEEM suggested that the incremental cost-effectiveness ratio was approximately £102,000 per Quality-Adjusted Life-Year (QALY compared to conventional care. This finding was robust to most alternative assumptions, except a much lower fixed cost of providing e-learning devices. Expected value of perfect information (EVPI analysis showed that while the individual level EVPI was arguably negligible, the population level value was between £37 M and £170 M at a willingness to pay between £20,000 to £30,000 per additional QALY. Conclusion The current economic evidence base suggests that e-learning devices for managing the weight of obese individuals are unlikely to be cost-effective unless their

  20. An economic evaluation of adaptive e-learning devices to promote weight loss via dietary change for people with obesity.

    Science.gov (United States)

    Miners, Alec; Harris, Jody; Felix, Lambert; Murray, Elizabeth; Michie, Susan; Edwards, Phil

    2012-07-07

    The prevalence of obesity is over 25 % in many developed countries. Obesity is strongly associated with an increased risk of fatal and chronic conditions such as cardiovascular disease and type 2 diabetes. Therefore it has become a major public health concern for many economies. E-learning devices are a relatively novel approach to promoting dietary change. The new generation of devices are 'adaptive' and use interactive electronic media to facilitate teaching and learning. E-Learning has grown out of recent developments in information and communication technology, such as the Internet, interactive computer programmes, interactive television and mobile phones. The aim of this study is to assess the cost-effectiveness of e-learning devices as a method of promoting weight loss via dietary change. An economic evaluation was performed using decision modelling techniques. Outcomes were expressed in terms of Quality-Adjusted Life-Years (QALYs) and costs were estimated from a health services perspective. All parameter estimates were derived from the literature. A systematic review was undertaken to derive the estimate of relative treatment effect. The base case results from the e-Learning Economic Evaluation Model (e-LEEM) suggested that the incremental cost-effectiveness ratio was approximately £102,000 per Quality-Adjusted Life-Year (QALY) compared to conventional care. This finding was robust to most alternative assumptions, except a much lower fixed cost of providing e-learning devices. Expected value of perfect information (EVPI) analysis showed that while the individual level EVPI was arguably negligible, the population level value was between £37 M and £170 M at a willingness to pay between £20,000 to £30,000 per additional QALY. The current economic evidence base suggests that e-learning devices for managing the weight of obese individuals are unlikely to be cost-effective unless their fixed costs are much lower than estimated or future devices prove to

  1. Systematic review of e-learning for surgical training.

    Science.gov (United States)

    Maertens, H; Madani, A; Landry, T; Vermassen, F; Van Herzeele, I; Aggarwal, R

    2016-10-01

    Internet and software-based platforms (e-learning) have gained popularity as teaching tools in medical education. Despite widespread use, there is limited evidence to support their effectiveness for surgical training. This study sought to evaluate the effectiveness of e-learning as a teaching tool compared with no intervention and other methods of surgical training. A systematic literature search of bibliographical databases was performed up to August 2015. Studies were included if they were RCTs assessing the effectiveness of an e-learning platform for teaching any surgical skill, compared with no intervention or another method of training. From 4704 studies screened, 87 were included with 7871 participants enrolled, comprising medical students (52 studies), trainees (51 studies), qualified surgeons (2 studies) and nurses (6 studies). E-learning tools were used for teaching cognitive (71 studies), psychomotor (36 studies) and non-technical (8 studies) skills. Tool features included multimedia (84 studies), interactive learning (60 studies), feedback (27 studies), assessment (26 studies), virtual patients (22 studies), virtual reality environment (11 studies), spaced education (7 studies), community discussions (2 studies) and gaming (2 studies). Overall, e-learning showed either greater or similar effectiveness compared with both no intervention (29 and 4 studies respectively) and non-e-learning interventions (29 and 22 studies respectively). Despite significant heterogeneity amongst platforms, e-learning is at least as effective as other methods of training. © 2016 BJS Society Ltd Published by John Wiley & Sons Ltd.

  2. Evaluation of a Web-Based E-Learning Platform for Brief Motivational Interviewing by Nurses in Cardiovascular Care: A Pilot Study.

    Science.gov (United States)

    Fontaine, Guillaume; Cossette, Sylvie; Heppell, Sonia; Boyer, Louise; Mailhot, Tanya; Simard, Marie-Josée; Tanguay, Jean-Francois

    2016-08-18

    Brief motivational interviewing (MI) can contribute to reductions in morbidity and mortality related to coronary artery disease, through health behavior change. Brief MI, unlike more intensive interventions, was proposed to meet the needs of clinicians with little spare time. While the provision of face-to-face brief MI training on a large scale is complicated, Web-based e-learning is promising because of the flexibility it offers. The primary objective of this pilot study was to examine the feasibility and acceptability of a Web-based e-learning platform for brief MI (MOTIV@CŒUR), which was evaluated by nurses in cardiovascular care. The secondary objective was to assess the preliminary effect of the training on nurses' perceived brief MI skills and self-reported clinical use of brief MI. We conducted a single-group, pre-post pilot study involving nurses working in a coronary care unit to evaluate MOTIV@CŒUR, which is a Web-based e-learning platform for brief MI, consisting of two sessions lasting 30 and 20 minutes. MOTIV@CŒUR covers 4 real-life clinical situations through role-modeling videos showing nurse-client interactions. A brief introduction to MI is followed by role playing, during which a nurse practitioner evaluates clients' motivation to change and intervenes according to the principles of brief MI. The clinical situations target smoking, medication adherence, physical activity, and diet. Nurses were asked to complete both Web-based training sessions asynchronously within 20 days, which allowed assessment of the feasibility of the intervention. Data regarding acceptability and preliminary effects (perceived skills in brief MI, and self-reported clinical use of conviction and confidence interventions) were self-assessed through Web-based questionnaires 30 days (±5 days) after the first session. We enrolled 27 women and 4 men (mean age 37, SD 9 years) in March 2016. Of the 31 participants, 24 (77%, 95% CI 63%-91%) completed both sessions in ≤20 days

  3. Patient safety education - a description and evaluation of an international, interdisciplinary e-learning programme.

    Science.gov (United States)

    Evans, Alison M; Ellis, Gemma; Norman, Sharon; Luke, Karl

    2014-02-01

    Patient safety is a priority within healthcare across the globe. Delivering safer healthcare demands a system wide approach and educators have a responsibility to play a full role. This article describes how e-learning can be a means of engaging and educating an international group of critical care professionals studying at Masters level. Using online tools such as blogs, wikis and discussion boards students are introduced to quality and safety subjects and tools to help them improve care at a local level. Working together as a collaborative of different professionals has engaged the student group helping them understand their role in reducing harm and has resulted in improvements to care. Copyright © 2014 Elsevier Ltd. All rights reserved.

  4. An Evaluation with Respect to e-Learning and Economic Analysis of the Graduate Program Offered in Anadolu University’s Institute of Educational Sciences

    Directory of Open Access Journals (Sweden)

    Eren KESIM

    2005-01-01

    Full Text Available An Evaluation with Respect to e-Learning and Economic Analysis of the Graduate Program Offered in Anadolu University’s Institute of Educational Sciences Prof. Dr. Coskun BAYRAK Anadolu University Eskisehir, TURKEY Res. Ass. Eren KESIM Anadolu University Eskisehir, TURKEY ABSTRACT In this study, an e-learning platform was formed to enable school teachers and administrators to attend graduate programs in the field of educational administration, supervision, planning and economics. In this framework, for the non-thesis educational administration, supervision, planning and economics graduate programs to be conducted in the Institute of Educational Sciences in Anadolu University with using the e-learning method, cost of technical infrastructure for e-learning method, unit costs of students attending a program, cost advantage per credit and time advantage between e-learning and formal education were calculated. In addition, profitability of educational investment in e-learning and application of e-learning were discussed. A descriptive research method is used in the study. Research universe is the students, attending educational administration supervision planning and economics graduate program in Anadolu University’s Institute of Educational Sciences in the 2003-2004 academic year. Universe but not sampling, was used as the research universe in this study. In evaluation and economic analysis of the e-learning model, inflation rate and risk free rate of interest variables are used as the main variables. The value of annually compound rate of nine months Treasury bill (29.90 %, opened bids on November 4, 2003 was used as the risk free rate of interest in the economic analysis. In the economic analysis of the non thesis web based application model of educational administration, supervision, planning and economics program as an educational investment, five year present values of discount rates were calculated according to the %29.90 discount rate value

  5. E-learning interventions are comparable to user's manual in a randomized trial of training strategies for the AGREE II

    Directory of Open Access Journals (Sweden)

    Durocher Lisa D

    2011-07-01

    Full Text Available Abstract Background Practice guidelines (PGs are systematically developed statements intended to assist in patient and practitioner decisions. The AGREE II is the revised tool for PG development, reporting, and evaluation, comprised of 23 items, two global rating scores, and a new User's Manual. In this study, we sought to develop, execute, and evaluate the impact of two internet interventions designed to accelerate the capacity of stakeholders to use the AGREE II. Methods Participants were randomized to one of three training conditions. 'Tutorial'--participants proceeded through the online tutorial with a virtual coach and reviewed a PDF copy of the AGREE II. 'Tutorial + Practice Exercise'--in addition to the Tutorial, participants also appraised a 'practice' PG. For the practice PG appraisal, participants received feedback on how their scores compared to expert norms and formative feedback if scores fell outside the predefined range. 'AGREE II User's Manual PDF (control condition'--participants reviewed a PDF copy of the AGREE II only. All participants evaluated a test PG using the AGREE II. Outcomes of interest were learners' performance, satisfaction, self-efficacy, mental effort, time-on-task, and perceptions of AGREE II. Results No differences emerged between training conditions on any of the outcome measures. Conclusions We believe these results can be explained by better than anticipated performance of the AGREE II PDF materials (control condition or the participants' level of health methodology and PG experience rather than the failure of the online training interventions. Some data suggest the online tools may be useful for trainees new to this field; however, this requires further study.

  6. Multiple Criteria Evaluation of Quality and Optimisation of e-Learning System Components

    Science.gov (United States)

    Kurilovas, Eugenijus; Dagiene, Valentina

    2010-01-01

    The main research object of the paper is investigation and proposal of the comprehensive Learning Object Repositories (LORs) quality evaluation tool suitable for their multiple criteria decision analysis, evaluation and optimisation. Both LORs "internal quality" and "quality in use" evaluation (decision making) criteria are analysed in the paper.…

  7. ASTD Roadmap for E-Learning.

    Science.gov (United States)

    Training & Development, 2000

    2000-01-01

    "Looking for a Supplier? Use the E-Learning Scorecard" (Darin Hartley) discusses evaluating and selecting vendors. "Top Ten E-Learning Myths" is an interview with John V. Moran, president of a learning technologies company. "A Year in the Life of an E-Learning Project" (John Redmon, Jennifer J. Salopek) describes how to develop an electronic…

  8. Superlative Model Using Word Cloud for Short Answers Evaluation in eLearning

    Science.gov (United States)

    Jayashankar, Shailaja; Sridaran, R.

    2017-01-01

    Teachers are thrown open to abundance of free text answers which are very daunting to read and evaluate. Automatic assessments of open ended answers have been attempted in the past but none guarantees 100% accuracy. In order to deal with the overload involved in this manual evaluation, a new tool becomes necessary. The unique superlative model…

  9. A Comparison of Evaluation Practices Based on E-Learning and Mobile Learning Delivery Rates

    Science.gov (United States)

    Marshall, James

    2018-01-01

    Learning and performance professionals are increasingly pressed to measure the results of their learning program design efforts, and ultimately prove their worth. However, evaluation efforts are often limited to measuring participant reaction. This study sought to quantify evaluation practices in organizations and investigate how the use of…

  10. An Evaluation of the Impact of E-Learning Media Formats on Student Perception and Performance

    Science.gov (United States)

    Kurbel, Karl; Stankov, Ivo; Datsenka, Rastsislau

    Factors influencing student evaluation of web-based courses are analyzed, based on student feedback from an online distance-learning graduate program. The impact of different media formats on the perception of the courses by the students as well as on their performance in these courses are examined. In particular, we studied conventional hypertext-based courses, video-based courses and audio-based courses, and tried to find out whether the media format has an effect on how students assess courses and how good or bad their grades are. Statistical analyses were performed to answer several research questions related to the topic and to properly evaluate the factors influencing student evaluation.

  11. Automatic Evaluation for E-Learning Using Latent Semantic Analysis: A Use Case

    Directory of Open Access Journals (Sweden)

    Mireia Farrús

    2013-03-01

    Full Text Available Assessment in education allows for obtaining, organizing, and presenting information about how much and how well the student is learning. The current paper aims at analysing and discussing some of the most state-of-the-art assessment systems in education. Later, this work presents a specific use case developed for the Universitat Oberta de Catalunya, which is an online university. An automatic evaluation tool is proposed that allows the student to evaluate himself anytime and receive instant feedback. This tool is a web-based platform, and it has been designed for engineering subjects (i.e., with math symbols and formulas in Catalan and Spanish. Particularly, the technique used for automatic assessment is latent semantic analysis. Although the experimental framework from the use case is quite challenging, results are promising.

  12. Quality in e-learning

    DEFF Research Database (Denmark)

    Masoumi, Davoud; Lindstrom, Berner

    2012-01-01

    With the growing demand for e-learning along with striving for excellence associated with globalization, there are worldwide calls for enhancing and assuring quality in e-learning, specifically in the context of the developing countries. Such calls for quality enhancement, accountability, added...... value, value for money, self-evaluation, and role players’ satisfaction in higher education settings cannot go unheeded. Addressing the concerns regarding enhancing and assuring quality in e-learning, a comprehensive e-quality framework is developed by taking into account the pros and cons...... of the previous models, frameworks, and studies of e-quality. This e-quality framework offers a structured set of factors and benchmarks as a tool for practical quality work with e-learning in virtual institutions....

  13. Crisis intervention: program evaluation.

    Science.gov (United States)

    Simington, J A; Cargill, L; Hill, W

    1996-11-01

    Crisis intervention is based upon crisis theory and is defined as a short-term active mode of therapy that focuses on solving the client's immediate problem and reestablishing psychological equilibrium. The crisis intervention program was the first phase in the development of a broader mental health program with advancement decisions being based upon evaluation results of this initial phase. An evaluation methodology using the Stufflebeam Goal-Stakeholder Model (1980) was designed and implemented. A satisfaction survey was conducted to develop a database relative to the program's process. The Mental Health Category Measure, and the Crisis Call Outcome Rating Scale were used to capture outcome data. Analysis of the qualitative and quantitative data indicate that stakeholders are satisfied with the program. outcome data demonstrates that the program produces the intended outcomes. Triangulation, a method of comparing the qualitative and quantitative findings revealed consistency, and thus provides confidence in the accuracy of the findings.

  14. E-learning for health professionals.

    Science.gov (United States)

    Vaona, Alberto; Banzi, Rita; Kwag, Koren H; Rigon, Giulio; Cereda, Danilo; Pecoraro, Valentina; Tramacere, Irene; Moja, Lorenzo

    2018-01-21

    The use of e-learning, defined as any educational intervention mediated electronically via the Internet, has steadily increased among health professionals worldwide. Several studies have attempted to measure the effects of e-learning in medical practice, which has often been associated with large positive effects when compared to no intervention and with small positive effects when compared with traditional learning (without access to e-learning). However, results are not conclusive. To assess the effects of e-learning programmes versus traditional learning in licensed health professionals for improving patient outcomes or health professionals' behaviours, skills and knowledge. We searched CENTRAL, MEDLINE, Embase, five other databases and three trial registers up to July 2016, without any restrictions based on language or status of publication. We examined the reference lists of the included studies and other relevant reviews. If necessary, we contacted the study authors to collect additional information on studies. Randomised trials assessing the effectiveness of e-learning versus traditional learning for health professionals. We excluded non-randomised trials and trials involving undergraduate health professionals. Two authors independently selected studies, extracted data and assessed risk of bias. We graded the certainty of evidence for each outcome using the GRADE approach and standardised the outcome effects using relative risks (risk ratio (RR) or odds ratio (OR)) or standardised mean difference (SMD) when possible. We included 16 randomised trials involving 5679 licensed health professionals (4759 mixed health professionals, 587 nurses, 300 doctors and 33 childcare health consultants).When compared with traditional learning at 12-month follow-up, low-certainty evidence suggests that e-learning may make little or no difference for the following patient outcomes: the proportion of patients with low-density lipoprotein (LDL) cholesterol of less than 100 mg

  15. E-learning in the dermatological education at the Charité: evaluation of the last three years.

    Science.gov (United States)

    Lüdert, Tilman; Nast, Alexander; Zielke, Hendrik; Sterry, Wolfram; Rzany, Berthold

    2008-06-01

    Numerous e-learning initiatives have been launched during the last decade. Many of them have not been continued, due to lack of acceptance on the part of the students, low quality or insufficient financial funding. Since 2002, the DEJAVU project has been integrated into the curriculum at the Department of Dermatology at Charité-Universitätsmedizin Berlin. DEJAVU offers an online archive of recorded lectures, lecture hand outs, structured learning modules, and case reports as well as online information about the courses/classes. Since beginning of the summer semester 2005, the student's acceptance and utilization of the online offerings was regularly surveyed, using anonymous questionnaires handed out together with the final exams. The teaching staff's opinions about e-learning were surveyed by means of a single anonymous questionnaire. At the end of winter semester 2006/2007, 93.5% of the students were aware of the existence of the e-learning program. The average amount of time spent with the program was 14.7 hours over the course of one semester. 66.8% of the students considered the program as very useful for their dermatology training. The lecture notes were the most frequently used online resource. Among the teaching staff, 86% considered e-learning a useful addition to traditional teaching. Our results show that e-learning is very well accepted by our students. It offers an additional way of acquiring knowledge and should be used to complement traditional ways of teaching.

  16. An Efficient Approach to Improve the Usability of e-Learning Resources: The Role of Heuristic Evaluation

    Science.gov (United States)

    Davids, Mogamat Razeen; Chikte, Usuf M. E.; Halperin, Mitchell L.

    2013-01-01

    Optimizing the usability of e-learning materials is necessary to maximize their potential educational impact, but this is often neglected when time and other resources are limited, leading to the release of materials that cannot deliver the desired learning outcomes. As clinician-teachers in a resource-constrained environment, we investigated…

  17. E-learning neutron scattering

    DEFF Research Database (Denmark)

    Udby, L.; Jensen, P.; Bruun, Jonas

    2013-01-01

    E-learning offers a wide range of possibilities for evaluation and directly measuring how the students use the material and learn. This is made possible since all clicks and replies in quizzes etc. are stored in a database on which web analytics tools can be applied....

  18. Integrated Model for E-Learning Acceptance

    Science.gov (United States)

    Ramadiani; Rodziah, A.; Hasan, S. M.; Rusli, A.; Noraini, C.

    2016-01-01

    E-learning is not going to work if the system is not used in accordance with user needs. User Interface is very important to encourage using the application. Many theories had discuss about user interface usability evaluation and technology acceptance separately, actually why we do not make it correlation between interface usability evaluation and user acceptance to enhance e-learning process. Therefore, the evaluation model for e-learning interface acceptance is considered important to investigate. The aim of this study is to propose the integrated e-learning user interface acceptance evaluation model. This model was combined some theories of e-learning interface measurement such as, user learning style, usability evaluation, and the user benefit. We formulated in constructive questionnaires which were shared at 125 English Language School (ELS) students. This research statistics used Structural Equation Model using LISREL v8.80 and MANOVA analysis.

  19. Preparing mental health professionals for new directions in mental health practice: Evaluating the sensory approaches e-learning training package.

    Science.gov (United States)

    Meredith, Pamela; Yeates, Harriet; Greaves, Amanda; Taylor, Michelle; Slattery, Maddy; Charters, Michelle; Hill, Melissa

    2018-02-01

    The application of sensory modulation approaches in mental health settings is growing in recognition internationally. However, a number of barriers have been identified as limiting the implementation of the approach, including workplace culture and a lack of accessible and effective sensory approaches training. The aim of this project was to investigate the efficacy of providing this training through a custom-designed e-learning package. Participants in the present study were predominately nurses and occupational therapists working in mental health settings in Queensland, Australia. Data were collected from 121 participants using an online survey. Significant improvements were found between pre- and post-training in participants' real and perceived levels of knowledge, their perceived levels of confidence, and their attitudes towards using sensory modulation approaches in mental health settings. The findings of the study suggest that the custom-designed sensory approaches e-learning package is an effective, accessible, acceptable, and usable method to train health professionals in sensory modulation approaches. As this study is the first to analyse the efficacy of an e-learning sensory approaches package, the results are considered preliminary, and further investigation is required. © 2017 Australian College of Mental Health Nurses Inc.

  20. Rethinking e-learning

    DEFF Research Database (Denmark)

    Bang, Jørgen; Dalsgaard, Christian

    2006-01-01

    “Technology alone does not deliver educational success. It only becomes valuable in education if learners and teachers can do something useful with it” (E-Learning: The Partnership Challenge, 2001, p. 24). This quotation could be used as a bon mot for this chapter. Our main goal is to rethink e-learning...... by shifting the focus of attention from learning resources (learning objects) to learning activities, which also implies a refocusing of the pedagogical discussion of the learning process.Firstly, we try to identify why e-learning has not been able to deliver the educational results as expected five years ago...

  1. E-learning in orthopedic surgery training: A systematic review.

    Science.gov (United States)

    Tarpada, Sandip P; Morris, Matthew T; Burton, Denver A

    2016-12-01

    E-learning is the use of internet-based resources in education. In the field of surgical education, this definition includes the use of virtual patient cases, digital modeling, online tutorials, as well as video recordings of surgical procedures and lectures. In recent years, e-learning has increasingly been considered a viable alternative to traditional teaching within a number of surgical fields. Here we present (1) a systematic review of literature assessing the efficacy of e-learning modules for orthopedic education and (2) a discussion of their relevance. A systematic search of PubMed, Embase, Web of Science, and the Cochrane Library was conducted according to the guidelines defined in the Preferred Reporting Items for Systematic Reviews and Meta-Analyses statement (PRISMA). The search yielded a total of 255 non-duplicate citations that were screened using predetermined inclusion/exclusion criteria. A total of 9 full text articles met inclusion criteria, which included the use of an objective outcome measure to evaluate an orthopedic e-learning module. Six studies assessed knowledge using a multiple-choice test and 4 assessed skills using a clinical exam. All studies showed positive score improvement pre- to post-intervention, and a majority showed greater score improvement than standard teaching methods in both knowledge (4/6 studies) and clinical skills (3/4 studies). E-learning represents an effective supplement or even alternative to standard teaching techniques within orthopedic education for both medical students and residents. Future work should focus on validating specific e-learning programs using standardized outcome measures and assessing long-term knowledge retention using e-learning platforms.

  2. E-Learning Experiences and Future

    Science.gov (United States)

    Soomro, Safeeullah, Ed.

    2010-01-01

    Chapters in this book include: (1) E-Learning Indicators: A Multidimensional Model for Planning Developing and Evaluating E-Learning Software Solutions (Bekim Fetaji and Majlinda Fetaji); (2) Barriers to Effective use of Information Technology in Science Education at Yanbu Kingdom of Saudi Arabia (Abdulkareem Eid S. Alwani and Safeeullah Soomro);…

  3. Evaluation and Development of E-Learning Tools and Methods in Digital Photogrammetry and Remote Sensing for Non Experts from Academia and Industry

    Science.gov (United States)

    Gülch, E.; Al-Ghorani, N.; Quedenfeldt, B.; Braun, J.

    2012-07-01

    There does already exist a wide variety of tutorials and on-line courses on Photogrammetry and Remote Sensing very often used in academia. Many of them are still rather static and tedious or target high-knowledge learners. E-learning is, however, increasingly applied by many organizations and companies for life-long learning (like e.g. the EduServ courses of EuroSDR), but also for training of resellers and in order to save the expenses and time of travelling. A new issue of this project when taking into account the ethnic mentality in some countries like Saudi Arabia where it is impossible to mix the females and males at any institution type or for instance to teach ladies by a male teacher face to face, many academic workshops have been done separately twice by foreign organizations to adapt this situation. This paper will focus on these issues and present experiences gathered from a Master Thesis on "E-learning in Digital Photogrammetry and Remote Sensing for Non Experts using Moodle" at HFT Stuttgart in co-operation with a software vendor and a reseller and experiences from a current European Tempus IV project GIDEC (Geographic information technology for sustainable development in Eastern neighouring countries). The aim of this research is to provide an overview on available methods and tools and classify and judge their feasibility for the above mentioned scenarios. A more detailed description is given on the development of e-learning applications for Digital Photogrammetry and Remote Sensing using the open source package Moodle as platform. A first item covers the experiences from setting up and handling of Moodle for non-experts. The major emphasis is then on developing and analyzing some few case studies for lectures, exercises, and software training in the fields of Digital Photogrammetry and Remote Sensing. Feedback from students and company staff will be evaluated and incorporated in an improved design and sample implementation. A further focus is on free

  4. EVALUATION AND DEVELOPMENT OF E-LEARNING TOOLS AND METHODS IN DIGITAL PHOTOGRAMMETRY AND REMOTE SENSING FOR NON EXPERTS FROM ACADEMIA AND INDUSTRY

    Directory of Open Access Journals (Sweden)

    E. Gülch

    2012-07-01

    Full Text Available There does already exist a wide variety of tutorials and on-line courses on Photogrammetry and Remote Sensing very often used in academia. Many of them are still rather static and tedious or target high-knowledge learners. E-learning is, however, increasingly applied by many organizations and companies for life-long learning (like e.g. the EduServ courses of EuroSDR, but also for training of resellers and in order to save the expenses and time of travelling. A new issue of this project when taking into account the ethnic mentality in some countries like Saudi Arabia where it is impossible to mix the females and males at any institution type or for instance to teach ladies by a male teacher face to face, many academic workshops have been done separately twice by foreign organizations to adapt this situation. This paper will focus on these issues and present experiences gathered from a Master Thesis on "E-learning in Digital Photogrammetry and Remote Sensing for Non Experts using Moodle" at HFT Stuttgart in co-operation with a software vendor and a reseller and experiences from a current European Tempus IV project GIDEC (Geographic information technology for sustainable development in Eastern neighouring countries. The aim of this research is to provide an overview on available methods and tools and classify and judge their feasibility for the above mentioned scenarios. A more detailed description is given on the development of e-learning applications for Digital Photogrammetry and Remote Sensing using the open source package Moodle as platform. A first item covers the experiences from setting up and handling of Moodle for non-experts. The major emphasis is then on developing and analyzing some few case studies for lectures, exercises, and software training in the fields of Digital Photogrammetry and Remote Sensing. Feedback from students and company staff will be evaluated and incorporated in an improved design and sample implementation. A

  5. Experiences with E-learning in Ophthalmology

    Directory of Open Access Journals (Sweden)

    Seema Dutt Bandhu

    2014-01-01

    Full Text Available Introduction: E-learning is the use of internet for the purpose of education. E-learning in medical education is at a nascent stage in our country. The present study was carried out with the purpose of introducing e-learning to third year medical students in the subject of Ophthalmology and taking feedback on their attitude towards the new methodology of teaching and evaluating. Materials and Methods: E-learning was introduced to the seventh semester students of MBBS in the subject of Ophthalmology. The topics were converted to web friendly format and used for teaching and evaluating. Feedback was taken from the students on completion of the term on their attitudes towards e-learning and their views on the scope of e-learning in medical education. Results: All the students agreed on the usefulness of e-learning in medical education. Eleven students (27.5% found the medium of e-learning to be interesting, 15 (37.5% considered it to be easy and accessible, 10 (25% found it to be fast and easy, 4 (10% considered it to be a medium which can give updated information. Twenty-three (57.5% students considered that e-learning should be a medium of instruction in all the subjects, 15 (37.5% students considered its usefulness in clinical subjects only. Twenty-eight students (70% desired that e-learning should be used to provide important notes, questions, MCQs on all topics. Conclusions: E-learning is well accepted as a medium of instruction by medical students.

  6. The development and evaluation of mini-GEMs - short, focused, online e-learning videos in geriatric medicine.

    Science.gov (United States)

    Garside, Mark J; Fisher, James M; Blundell, Adrian G; Gordon, Adam L

    2016-04-06

    Mini Geriatric E-Learning Modules (Mini-GEMs) are short, focused, e-learning videos on geriatric medicine topics, hosted on YouTube, which are targeted at junior doctors working with older people. This study aimed to explore how these resources are accessed and used. The authors analyzed the viewing data from 22 videos published over the first 18 months of the Mini-GEM project. We conducted a focus group of U.K. junior doctors considering their experiences with Mini-GEMS. The Mini-GEMs were viewed 10,291 times over 18 months, equating to 38,435 minutes of total viewing time. The average viewing time for each video was 3.85 minutes. Learners valued the brevity and focused nature of the Mini-GEMs and reported that they watched them in a variety of settings to supplement clinical experiences and consolidate learning. Watching the videos led to an increase in self-reported confidence in managing older patients. Mini-GEMs can effectively disseminate clinical teaching material to a wide audience. The videos are valued by junior doctors due to their accessibility and ease of use.

  7. Evaluating human resource interventions

    Directory of Open Access Journals (Sweden)

    Joha Louw-Potgieter

    2012-07-01

    Full Text Available Orientation: Programme evaluation is a transdiscipline, which examines whether a programme has merit or not. A programme is a coherent set of activities aimed at bringing about a change in people or their circumstances.Research purpose: The purpose of this special edition is to introduce readers to the evaluation of human resource (HR programmes.Motivation for the study: There are few comprehensive evaluations of HR programmes despite many publications on functional efficiency measures of HR (i.e. measures of cost, time, quantity, error and quality.Research design, approach and method: This article provides a value chain for HR activities and introduces the reader to programme theory-driven evaluation.Main findings: In summarising all of the contributions in this edition, one of the main findings was the lack of programme evaluation experience within HR functions and the difficulty this posed for the evaluators.Practical/managerial implications: This introductory article presents answers to two simple questions: What does HR do? and, What is programme evaluation? These answers will enable practitioners to understand what programme evaluators mean when we say that programme evaluation seeks to determine the merit of a programme.Contribution/value-add: The main contribution of this introductory article is to set the scene for the HR evaluations that follow. It alerts the reader to the rich theory contribution in HR literature and how to apply this in a theory-driven evaluation.

  8. E-learning standards

    Directory of Open Access Journals (Sweden)

    2007-01-01

    Full Text Available E-learning standards refer to a system of common rules for content, authoring software and Learning Management Systems (LMSs - rules that specify how courses can be created and delivered over multiple platforms so that they all operate seamlessly together. Accredited standards ensure that the investment in time and intellectual capital could move from one system to the next. Currently, e-learning standards are being developed by four main organizations: AICC, IEEE, IMS, and ADL. The article presents some aspects of these standards.

  9. Public health interventions: evaluating the economic evaluations

    Directory of Open Access Journals (Sweden)

    Martin Forster

    2013-10-01

    Full Text Available Recent years have witnessed much progress in the incorporation of economic considerations into the evaluation of public health interventions. In England, the Centre for Public Health Excellence within the National Institute for Health and Care Excellence works to develop guidance for preventing illness and assessing which public health interventions are most effective and provide best value for money...

  10. Effective Alcohol, Tobacco and Other Drug Intervention and Prevention Using Online Game-Based, E-Learning: An Evidence-Informed Program That Works

    Science.gov (United States)

    Schweizer, Heidi; Hayslett, Carrianne; Bansal, Naveen; Ronco, Sharron; Schafer, Richard

    2014-01-01

    Background: The host of costly individual and societal consequences of alcohol, tobacco, and other drugs (ATOD) use underscores the importance of ATOD prevention education. "It's Up 2U" is an evidence-informed, game-based, e-learning ATOD prevention program developed by Children's Health Education Center (CHEC) targeting middle school…

  11. E-Learning

    Science.gov (United States)

    Buzzi, Marina, Ed.

    2010-01-01

    E-Learning is a vast and complex research topic that poses many challenges in every aspect: educational and pedagogical strategies and techniques and the tools for achieving them; usability, accessibility and user interface design; knowledge sharing and collaborative environments; technologies, architectures, and protocols; user activity…

  12. Pervasive e-learning

    DEFF Research Database (Denmark)

    Helms, Niels Henrik; Hundebøl, Jesper

    2009-01-01

    The establishment of pervasive learning environments is based on the successful combination and re-configuration of inter-connected sets of activities and contexts. This chapter presents a definition of Pervasive (e) Learning Environments and discusses the pedagogical potentials and challenges in...

  13. eLearning reconsidered

    DEFF Research Database (Denmark)

    Bang, Jørgen

    2006-01-01

    Looking back, the integration of the WWW in the Internet has been a success within almost every area of society: news distribution, public information, self-service, public relations, advertising, etc. Similar high expectations were also related to the introduction of e-learning in the educational...

  14. E-learning resources.

    Science.gov (United States)

    2016-11-01

    Thousands of Health Education England's e-learning sessions have been added to he National Institute for Health and Care Excellence resource OpenAthens, which offers health and social care professionals free information on training materials for NHS staff or NHS patients. The programmes cover a vast range of subjects, from end of life care to safeguarding.

  15. Enterprise E-Learning.

    Science.gov (United States)

    Gold, Martha

    2003-01-01

    Part 1 of a five-part series of case studies on how some large organizations are using and measuring enterprise-wide electronic learning profiles Braxton's efforts to move from 95% classroom-based training in 1999 to a blend of live and e-learning, resulting in substantial cost savings. (JOW)

  16. Pervasive e-learning

    DEFF Research Database (Denmark)

    Helms, Niels Henrik; Hundebøl, Jesper

    2009-01-01

    The establishment of pervasive learning environments is based on the successful combination and re-configuration of inter-connected sets of activities and contexts. This chapter presents a definition of Pervasive (e) Learning Environments and discusses the pedagogical potentials and challenges...

  17. Informatics in radiology: evaluation of an e-learning platform for teaching medical students competency in ordering radiologic examinations.

    Science.gov (United States)

    Marshall, Nina L; Spooner, Muirne; Galvin, P Leo; Ti, Joanna P; McElvaney, N Gerald; Lee, Michael J

    2011-01-01

    A preliminary audit of orders for computed tomography was performed to evaluate the typical performance of interns ordering radiologic examinations. According to the audit, the interns showed only minimal improvement after 8 months of work experience. The online radiology ordering module (ROM) program included baseline assessment of student performance (part I), online learning with the ROM (part II), and follow-up assessment of performance with simulated ordering with the ROM (part III). A curriculum blueprint determined the content of the ROM program, with an emphasis on practical issues, including provision of logistic information, clinical details, and safety-related information. Appropriate standards were developed by a committee of experts, and detailed scoring systems were devised for assessment. The ROM program was successful in addressing practical issues in a simulated setting. In the part I assessment, the mean score for noting contraindications for contrast media was 24%; this score increased to 59% in the part III assessment (P = .004). Similarly, notification of methicillin-resistant Staphylococcus aureus status and pregnancy status and provision of referring physician contact information improved significantly. The quality of the clinical notes was stable, with good initial scores. Part III testing showed overall improvement, with the mean score increasing from 61% to 76% (P radiology services, and the experience typically afforded to interns does not address this lack of knowledge. The ROM program was a successful intervention that resulted in statistically significant improvements in the quality of radiologic examination orders, particularly with regard to logistic and radiation safety issues.

  18. Evaluation of Natural Resource Interventions

    Science.gov (United States)

    Rowe, Andy

    2012-01-01

    This article provides a frame for evaluation of natural resource interventions, which necessarily involves both human and natural systems. Two-system evaluands require us to adapt evaluation methods for comparison and attribution and to address differences in time and space occurring across the systems as well as potentially very different values…

  19. Leveraging e-learning in medical education.

    Science.gov (United States)

    Lewis, Kadriye O; Cidon, Michal J; Seto, Teresa L; Chen, Haiqin; Mahan, John D

    2014-07-01

    e-Learning has become a popular medium for delivering instruction in medical education. This innovative method of teaching offers unique learning opportunities for medical trainees. The purpose of this article is to define the present state of e-learning in pediatrics and how to best leverage e-learning for educational effectiveness and change in medical education. Through addressing under-examined and neglected areas in implementation strategies for e-learning, its usefulness in medical education can be expanded. This study used a systematic database review of published studies in the field of e-learning in pediatric training between 2003 and 2013. The search was conducted using educational and health databases: Scopus, ERIC, PubMed, and search engines Google and Hakia. A total of 72 reference articles were suitable for analysis. This review is supplemented by the use of "e-Learning Design Screening Questions" to define e-learning design and development in 10 randomly selected articles. Data analysis used template-based coding themes and counting of the categories using descriptive statistics.Our search for pediatric e-learning (using Google and Hakia) resulted in six well-defined resources designed to support the professional development of doctors, residents, and medical students. The majority of studies focused on instructional effectiveness and satisfaction. There were few studies about e-learning development, implementation, and needs assessments used to identify the institutional and learners' needs. Reviewed studies used various study designs, measurement tools, instructional time, and materials for e-learning interventions. e-Learning is a viable solution for medical educators faced with many challenges, including (1) promoting self-directed learning, (2) providing flexible learning opportunities that would offer continuous (24h/day/7 days a week) availability for learners, and (3) engaging learners through collaborative learning communities to gain

  20. Critical success factors for implementing healthcare e-Learning.

    Science.gov (United States)

    Lee, Te-Shu; Kuo, Mu-Hsing; Borycki, Elizabeth M; Yunyong, David

    2011-01-01

    The use of e-Learning in educational institutes has rapidly increased along with the development of information and communication technology (ICT). In healthcare, more medical educators are using e-Learning to support their curriculum design, delivery and evaluation. However, no systematic work exists on characterizing a collective set of Critical Success Factors (CSFs) for implementing e-Learning in the healthcare education institutions. The aim of this paper is to study the CSFs of implementing healthcare e-Learning.

  1. Informatics in radiology: evaluation of an e-learning platform for teaching medical students competency in ordering radiologic examinations.

    LENUS (Irish Health Repository)

    Marshall, Nina L

    2011-09-01

    A preliminary audit of orders for computed tomography was performed to evaluate the typical performance of interns ordering radiologic examinations. According to the audit, the interns showed only minimal improvement after 8 months of work experience. The online radiology ordering module (ROM) program included baseline assessment of student performance (part I), online learning with the ROM (part II), and follow-up assessment of performance with simulated ordering with the ROM (part III). A curriculum blueprint determined the content of the ROM program, with an emphasis on practical issues, including provision of logistic information, clinical details, and safety-related information. Appropriate standards were developed by a committee of experts, and detailed scoring systems were devised for assessment. The ROM program was successful in addressing practical issues in a simulated setting. In the part I assessment, the mean score for noting contraindications for contrast media was 24%; this score increased to 59% in the part III assessment (P = .004). Similarly, notification of methicillin-resistant Staphylococcus aureus status and pregnancy status and provision of referring physician contact information improved significantly. The quality of the clinical notes was stable, with good initial scores. Part III testing showed overall improvement, with the mean score increasing from 61% to 76% (P < .0001). In general, medical students lack the core knowledge that is needed for good-quality ordering of radiology services, and the experience typically afforded to interns does not address this lack of knowledge. The ROM program was a successful intervention that resulted in statistically significant improvements in the quality of radiologic examination orders, particularly with regard to logistic and radiation safety issues.

  2. Pedagogical quality in e-learning

    DEFF Research Database (Denmark)

    Dalsgaard, Christian

    2005-01-01

    The article is concerned with design and use of e-learning technology to develop education qualitatively. The purpose is to develop a framework for a pedagogical evaluation of e-learning technology. The approach is that evaluation and design must be grounded in a learning theoretical approach....... Finally, on the basis of the frameworks, the article discusses e-learning technology and, more specifically, design of virtual learning environments and learning objects. It is argued that e-learning technology is not pedagogically neutral, and that it is therefore necessary to focus on design...... of technology that explicitly supports a certain pedagogical approach. Further, it is argued that design should direct its focus away from organisation of content and towards design of activities....

  3. Evaluation von multimedialen e-Lernkursen zur Vorbereitung auf ein biochemisches Praktikum [Evaluation of multimedia e-Learning preparatory courses for a practial course in Biochemistry

    Directory of Open Access Journals (Sweden)

    Rost, Birgit

    2009-02-01

    Full Text Available [english] The present study examined whether the application of multimedia learning courses is also suitable for preparing students for practical laboratory courses, both in terms of theory and practice. For this purpose, multimedia e-learning courses were provided and evaluated within the k-MED project. These courses were particularly tailored to the practical training in biochemistry, a mandatory course for third-semester students of medicine and dentistry in Marburg. Two weeks prior to the beginning of the practical course, one-half of the participants received the theoretical e-courses “lipid basics” and “lipid metabolism”, the other half was provided with the e-course “lipid methods”, which contained relevant laboratory techniques and digital guidance to the experiments. All participants were surveyed on user-friendliness and acceptance, and “hard” facts were collected with respect to success in learning for and attendance to the practical course. Assessment grades, test results, user-tracking data for the learning platform, and questionnaires were evaluated. Use of the e-courses led to a significant improvement in the level of achievement in terms of the assessment grades. Certain influencing factors, such as diligence or prior biochemical knowledge, were excluded by covariance analysis. The e-course led to improved levels of achievement in the practical training: groups to whom the methods course was provided made fewer experimental errors and needed less assistance from supervisors. Conclusion: e-learning courses cannot replace practical experience in laboratory courses; they can, however, as this extensive study shows, improve the level of achievement in classes by allowing more efficient preparation. Not only does this save time, but it also saves on expensive materials, relieves the burden on staff, and leads to a general improvement in teaching quality. [german] In der vorliegende Studie wurde untersucht, ob der

  4. Usability evaluation of e-learning applications, A case study of It’s Learning from a student’s perspective

    OpenAIRE

    Qureshi, Kashif Manzoor; Irfan, Muhammad

    2009-01-01

    The basic purpose of e-learning applications is to deliver knowledge, share information and help learners in their learning activities in an effective and efficient way by involving advanced electronic technologies. Usability of e-learning applications is of great significance because their success depends upon basic usability principles. The criteria for judging the success can be defined by user satisfaction level after the user’s interaction with interface of e-learning system. In this res...

  5. Impact evaluation of infrastructure interventions

    DEFF Research Database (Denmark)

    Hansen, Henrik; Andersen, Ole Winckler; White, Howard

    2011-01-01

    The focus on results in development agencies has led to increased focus on impact evaluation to demonstrate the effectiveness of development programmes. A range of methods are available for counterfactual analysis of infrastructure interventions, as illustrated by the variety of papers in this vo...

  6. An Approach To Personalized e-Learning

    Directory of Open Access Journals (Sweden)

    Matteo Gaeta

    2013-02-01

    Full Text Available This paper focuses on the concept of personalized e-Learning for the computer science (or informatics education. Several authors have stated that personalization, in educational context, allows executing more efficient and effective learning processes. On the other side the use of Semantic Web technologies (e.g. ontologies is more and more often considered as a technological basis for personalization in e-Learning (the so-called self-regulated learning. In this paper we describe how personalization can be exploited in e-Learning systems, focusing on our proposal: the Intelligent Web Teacher (IWT. Therefore we present the evaluation of our personalization tools tested in real academic courses, where e-Learning activities are carried out to complement the traditional lectures.

  7. Using e-learning for maintenance of ALS competence

    DEFF Research Database (Denmark)

    Jensen, Morten Lind; Mondrup, Frederik; Lippert, Freddy

    2009-01-01

    CONTEXT: A well-suited e-learning program might be a feasible strategy to maintain competence following a resuscitation course. AIM: This study had 2 aims: (1) to examine the effect of an e-learning program as a booster of competence acquired from an Advanced Life Support (ALS) course. (2......) To identify factors related to the use of the e-learning program. MATERIALS AND METHODS: The study contained two parts pertaining to the two aims. The first part was a prospective single blinded randomised controlled study on junior doctors. The intervention was the monthly use of an e-learning program during...... one year and effect was measured as ALS-competence, a composite of a knowledge and skills test. The second part was a telephone interview of the intervention group. An interview guide was constructed based on existing knowledge of e-learning. In order to identify factors explaining the use of e-learning...

  8. E-Learning in India

    Science.gov (United States)

    Mishra, Sanjaya

    2009-01-01

    This article presents an overview of the e-learning in India. It describes the historical developments of e-learning and identifies major stakeholders and institutions that have initiated e-learning programs after the creation of the National Task Force on Information Technology and Software Development constituted by the Prime Minister of India…

  9. Effectiveness of E-learning in pharmacy education.

    Science.gov (United States)

    Salter, Sandra M; Karia, Ajay; Sanfilippo, Frank M; Clifford, Rhonda M

    2014-05-15

    Over the past 2 decades, e-learning has evolved as a new pedagogy within pharmacy education. As learners and teachers increasingly seek e-learning opportunities for an array of educational and individual benefits, it is important to evaluate the effectiveness of these programs. This systematic review of the literature examines the quality of e-learning effectiveness studies in pharmacy, describes effectiveness measures, and synthesizes the evidence for each measure. E-learning in pharmacy education effectively increases knowledge and is a highly acceptable instructional format for pharmacists and pharmacy students. However, there is limited evidence that e-learning effectively improves skills or professional practice. There is also no evidence that e-learning is effective at increasing knowledge long term; thus, long-term follow-up studies are required. Translational research is also needed to evaluate the benefits of e-learning at patient and organizational levels.

  10. Effectiveness of E-learning in Pharmacy Education

    Science.gov (United States)

    Karia, Ajay; Sanfilippo, Frank M.; Clifford, Rhonda M.

    2014-01-01

    Over the past 2 decades, e-learning has evolved as a new pedagogy within pharmacy education. As learners and teachers increasingly seek e-learning opportunities for an array of educational and individual benefits, it is important to evaluate the effectiveness of these programs. This systematic review of the literature examines the quality of e-learning effectiveness studies in pharmacy, describes effectiveness measures, and synthesizes the evidence for each measure. E-learning in pharmacy education effectively increases knowledge and is a highly acceptable instructional format for pharmacists and pharmacy students. However, there is limited evidence that e-learning effectively improves skills or professional practice. There is also no evidence that e-learning is effective at increasing knowledge long term; thus, long-term follow-up studies are required. Translational research is also needed to evaluate the benefits of e-learning at patient and organizational levels. PMID:24850945

  11. Development and Evaluation of an E-Learning Course for Deaf and Hard of Hearing Based on the Advanced Adapted Pedagogical Index Method

    Science.gov (United States)

    Debevc, Matjaž; Stjepanovic, Zoran; Holzinger, Andreas

    2014-01-01

    Web-based and adapted e-learning materials provide alternative methods of learning to those used in a traditional classroom. Within the study described in this article, deaf and hard of hearing people used an adaptive e-learning environment to improve their computer literacy. This environment included streaming video with sign language interpreter…

  12. Evaluation of Learning Performance of E-Learning in China: A Methodology Based on Change of Internal Mental Model of Learners

    Science.gov (United States)

    Zhang, Lingxian; Zhang, Xiaoshuan; Duan, Yanqing; Fu, Zetian; Wang, Yanwei

    2010-01-01

    This paper presents a method of assessment on how Human-Computer Interaction (HCI) and animation influence the psychological process of learning by comparing a traditional web design course and an e-learning web design course, based on the Change of Internal Mental Model of Learners. We constructed the e-learning course based on Gagne's learning…

  13. E-learning to improve the drug prescribing in the hospitalized elderly patients: the ELICADHE feasibility pilot study.

    Science.gov (United States)

    Franchi, C; Mari, D; Tettamanti, M; Pasina, L; Djade, C D; Mannucci, P M; Onder, G; Bernabei, R; Gussoni, G; Bonassi, S; Nobili, A

    2014-08-01

    E-learning is an efficient and cost-effective educational method. This study aimed at evaluating the feasibility of an educational e-learning intervention, focused on teaching geriatric pharmacology and notions of comprehensive geriatric assessment, to improve drug prescribing to hospitalized elderly patients. Eight geriatric and internal medicine wards were randomized to intervention (e-learning educational program) or control. Clinicians of the two groups had to complete a specific per group e-learning program in 30 days. Then, ten patients (aged ≥75 years) had to be consecutively enrolled collecting clinical data at hospital admission, discharge, and 3 months later. The quality of prescription was evaluated comparing the prevalence of potentially inappropriate medications through Beer's criteria and of potential drug-drug interactions through a specific computerized database. The study feasibility was confirmed by the high percentage (90 %) of clinicians who completed the e-learning program, the recruitment, and follow-up of all planned patients. The intervention was well accepted by all participating clinicians who judged positively (a mean score of >3 points on a scale of 5 points: 0 = useless; 5 = most useful) the specific contents, the methodology applied, the clinical relevance and utility of e-learning contents and tools for the evaluation of the appropriateness of drug prescribing. The pilot study met all the requested goals. The main study is currently ongoing and is planned to finish on July 2015.

  14. Design of Customized Corporate E-Learning

    Directory of Open Access Journals (Sweden)

    Tor Atle Hjeltnes

    2009-10-01

    Full Text Available Today's educational institutions deal increasingly with external commercial organizations in connection with e-learning deliveries. Production and delivery of e-learning to corporations is different from both traditional campus education and online distance education for independent online students. This study discusses challenges related to e-learning production and delivery for corporate customers. Consequently we have identified appropriate guiding principles that should contribute to the specification of amodel for design of customized corporate e-learning. We place particular emphasis on collaboration and stakeholder involvement, formative evaluation, utilization of technological opportunities, and relevant training for all parties involved. Moreover, we propose to benefit from concurrent design principles to achieve effective and efficient multidisciplinary collaboration in the design process. The study is based on primary data from two different projects where an educational institution offers e-learning for external corporate customers. In addition we collect secondary data from available research literature on e-learning and supplementary data from colleagues with long experience in this field.

  15. Design of Customized Corporate E-Learning

    Directory of Open Access Journals (Sweden)

    Knut Arne Strand

    2009-11-01

    Full Text Available  Today's educational institutions deal increasingly with external commercial organizations in connection with e-learning deliveries. Production and delivery of e-learning to corporations is different from both traditional campus education and online distance education for independent online students. This study discusses challenges related to e-learning production and delivery for corporate customers. Consequently we have identified appropriate guiding principles that should contribute to the specification of a model for design of customized corporate e-learning. We place particular emphasis on collaboration and stakeholder involvement, formative evaluation, utilization of technological opportunities, and relevant training for all parties involved. Moreover, we propose to benefit from concurrent design principles to achieve effective and efficient multidisciplinary collaboration in the design process. The study is based on primary data from two different projects where an educational institution offers e-learning for external corporate customers. In addition we collect secondary data from available research literature on e-learning and supplementary data from colleagues with long experience in this field.

  16. MO-DE-BRA-05: EUTEMPE-RX: Combining E-Learning and Face-To-Face Training to Build Expert Knowledge, Skills and Competences for Medical Physicists in Diagnostic and Interventional Radiology

    Energy Technology Data Exchange (ETDEWEB)

    Bosmans, H [University Hospitals Leuven, Leuven (Belgium); Van Peteghem, N; Creten, S [KU Leuven, Leuven, Vlaams Brabant (Belgium); Mackenzie, A [Royal Surrey County Hospital, Guildford, Surrey (United Kingdom); Vano, E [San Carlos University Hospital, Madrid (Spain); Borowski, M [Klinikum Braunschweig, Braunschweig (Germany); Christofides, S [Nicosia General Hospital, Nicosia (Cyprus); Caruana, C [University of Malta, Msida (Malta)

    2016-06-15

    Purpose: In 2013, the EURATOM authorities of the European Commission decided to support the Horizon2020 project submission ‘EUTEMPE-RX’ that aimed for a new set of course modules to train medical physicists in diagnostic and interventional radiology to expert level with small group deep learning. Each module would consist of 2 phases: an e-learning and a face-to-face phase, each phase requiring typically 40h of participant time. Methods: The European Federation (EFOMP) and 13 European partners, all of them selected for their excellent scientific and/or educational skills, led the 12 course modules. A quality manual ensured the quality of course content and organization. Educational workshops familiarized the teachers with e-learning techniques and methods for assessment. Content was set in accordance with the EC document RP174 that lists learning outcomes in terms of knowledge, skills and competences (KSCs) for different specialties and levels of medical physics. Surveys for stake holder satisfaction were prepared. Results: Today the course modules are being realized. The modules cover most of the KSCs in RP174 document. Teachers have challenged the participants with unique tasks: case studies in medical physics leadership, Monte Carlo simulation of a complete x-ray imaging chain, development of a task specific QA protocol, compilation of optimization plans, simulation tasks with anthropomorphic breast models, etc. Participants undertook practical sessions in modern hospitals and visited a synchrotron facility, a calibration lab, screening organizations, etc. Feedback form quality surveys was very positive and constructive. A sustainability plan has been worked out. Conclusion: The modules have enabled the participants to develop their KSCs and cope with challenges in medical physics. The sustainability plan will be implemented to continue the unique combined e-learning and face to face training at high level training in diagnostic and interventional radiology

  17. E-learning myths

    Directory of Open Access Journals (Sweden)

    Andrés GARCÍA MANZANO

    2016-05-01

    Full Text Available In recent years numerous educational proposals have arisen about the application of the I.C.T. to almost all the teaching aspects, especially the platforms of e-learning the ones that more expectations are raising between the different administrations and not few professionals of the education. In the imaginary one of Internet, numerous concepts appear like ubiquity, self-learning, simulation, individualized management of the knowledge and interactiveness, that the on-line education has appropriated them until confirming a false educational paradigm in which the roles of teachers and students are relaxed and diluted, and finally they are interchangeable and, sometimes, without meaning. As we can see in this article, is a matter of groundless extrapolations that, in not few moments, they conduct to a series of false “myths” about the should be of education.

  18. A long-term student’s evaluation of the new e-learning method of teaching histology practical

    Directory of Open Access Journals (Sweden)

    Radka Lichnovská

    2013-05-01

    Full Text Available We introduced a new method of teaching practical histology using virtual slides (VS at the Department of Histology and Embryology in Olomouc. In the database of e-practical sessions there are sets of virtual slides for each topic taught, and several supporting documents available to students that help them to orient easily in the subject of the practical session. We have also introduced practical examination of histology slides with electronic tests on personal computers (PC. We have prepared our own specific set of evaluation questions and allowed students to evaluate this new method of practical sessions. The results of these anonymous questionnaires are of a great importance to our teaching staff, as they represent an important feedback for further improvement of teaching practical histology. Comparing student´s responses in three subsequent academic years, we have found no changes in their highly positive evaluation of the use of PC for observation of virtual slides. Increase in positive responses were observed in answers to questions concerning the use of supporting documents attached to the database of virtual slides (from 50% to 68% and active preparation of students prior to practical sessions (from 3% to 15%. Students also admitted that they increasingly benefited from the in-course electronic testing (from 86% to 93% that motivated students to more systematic studies during two semesters of the histology course. They unequivocally preferred electronic forms of examinations over oral ones. On the other hand, students agreed that they were not able to express their theoretical knowledge properly in oral discussions or exams.

  19. Evaluation Study of Pedagogical Methods and E - Learning Material via Web 2.0 for Hearing Impaired People

    Science.gov (United States)

    Vrettaros, John; Argiri, Katerina; Stavrou, Pilios; Hrissagis, Kostas; Drigas, Athanasios

    The primary goal of this paper is to study whether WEB 2.0 tools such as blogs, wikis, social networks and typical hypermedia as well as techniques such as lip - reading, video - sign language and learning activities are appropriate to use for learning purpose for deaf and hard of hearing people. In order to check the extent in which the choices mentioned above are compatible with the features of the specific group and maximize the learning results we designed an empirical study which will be presented below. The study was conducted in the context of SYNERGIA, a project of Leonardo da Vinci of Lifelong Learning Programme, in the section of MULTILATERAL PROJECTS TRANSFER OF INNOVATION, The evaluation was conducted on data that came up through questionnaire analysis.

  20. Programming Tasks in E-Learning

    Directory of Open Access Journals (Sweden)

    Krzysztof Barteczko

    2012-06-01

    Full Text Available The article discusses the goals of teaching programing languages, kinds of programming tasks, evaluation criteria and methods for solutions checking. Many aspects of the assessments need, especially within e-learning framework, dedicated tools for solutions checking. Considered are the possibilities and methods for their automatic application. Integration of automatic evaluation tools in a consistent system is proposed. Through the rich content of the interaction with students such a system would lead to increase of e-learning quality. Examples presented in this article apply to programs and tools for the Java platform.

  1. E-Learning in Architecture

    DEFF Research Database (Denmark)

    Juvancic, Matevz; Mullins, Michael; Zupancic, Tadeja

    2012-01-01

    E-learning in architectural and spatially related fields can be examined from two different perspectives, each having quite specific and complex implications. By discussing e-learning in architecture we inspect the scope of e-learning tools and practices within the architectural domain, the visual...... nature of education and professional training of architects, and the state of the art of e-learning implementations, together with their practicality and limitations. While these are the first areas that come to mind when considering e-learning in relation to architecture, there is another also very...... relevant and sometimes overlooked aspect: that of e-learning about architecture. In the latter, we introduce not only the professional but also the broader, non-expert public into the process of acting within, and shaping of, their spatial environments. This aspect raises burning questions regarding...

  2. Learning e-Learning

    Directory of Open Access Journals (Sweden)

    Gabriel ZAMFIR

    2009-01-01

    Full Text Available What You Understand Is What Your Cognitive Integrates. Scientific research develops, as a native environment, knowledge. This environment consists of two interdependent divisions: theory and technology. First division occurs as a recursive research, while the second one becomes an application of the research activity. Over time, theories integrate methodologies and technology extends as infrastructure. The engine of this environment is learning, as the human activity of knowledge work. The threshold term of this model is the concepts map; it is based on Bloom’ taxonomy for the cognitive domain and highlights the notion of software scaffolding which is grounded in Vygotsky’s Social Development Theory with its major theme, Zone of Proximal Development. This article is designed as a conceptual paper, which analyzes specific structures of this type of educational research: the model reflects a foundation for a theory and finally, the theory evolves as groundwork for a system. The outcomes of this kind of approach are the examples, which are, theoretically, learning outcomes, and practically exist as educational objects, so-called e-learning.

  3. Low fidelity, high quality: a model for e-learning.

    Science.gov (United States)

    Gordon, Morris; Chandratilake, Madawa; Baker, Paul

    2013-08-01

    E-learning continues to proliferate as a method to deliver continuing medical education. The effectiveness of e-learning has been widely studied, showing that it is as effective as traditional forms of education. However, most reports focus on whether the e-learning is effective, rather than discussing innovations to allow clinical educators to ask 'how' and 'why' it is effective, and to facilitate local reproduction. Previous work has set out a number of barriers to the introduction of e-learning interventions. Cost, the time to produce interventions, and the training requirements for educators and trainees have all been identified as barriers. We set out to design an e-learning intervention on paediatric prescribing that could address these issues using a low-fidelity approach, and report our methods so as to allow interested readers to use a similar approach. Using low-cost, readily accessible tools and applying appropriate educational theory, the intervention was produced in a short period of time. As part of a randomised controlled trial, long-term retention of prescribing skills was demonstrated, with significantly higher prescribing skill scores in the e-learning group at 4 and 12 weeks (p e-learning. The design model described is simple and can be used by clinical teachers to support local development. Further research could investigate the experiences of these clinicians using this method of instructional design. © 2013 John Wiley & Sons Ltd.

  4. An e-learning application on electrochemotherapy.

    Science.gov (United States)

    Corovic, Selma; Bester, Janez; Miklavcic, Damijan

    2009-10-20

    Electrochemotherapy is an effective approach in local tumour treatment employing locally applied high-voltage electric pulses in combination with chemotherapeutic drugs. In planning and performing electrochemotherapy a multidisciplinary expertise is required and collaboration, knowledge and experience exchange among the experts from different scientific fields such as medicine, biology and biomedical engineering is needed. The objective of this study was to develop an e-learning application in order to provide the educational content on electrochemotherapy and its underlying principles and to support collaboration, knowledge and experience exchange among the experts involved in the research and clinics. The educational content on electrochemotherapy and cell and tissue electroporation was based on previously published studies from molecular dynamics, lipid bilayers, single cell level and simplified tissue models to complex biological tissues and research and clinical results of electrochemotherapy treatment. We used computer graphics such as model-based visualization (i.e. 3D numerical modelling using finite element method) and 3D computer animations and graphical illustrations to facilitate the representation of complex biological and physical aspects in electrochemotherapy. The e-learning application is integrated into an interactive e-learning environment developed at our institution, enabling collaboration and knowledge exchange among the users. We evaluated the designed e-learning application at the International Scientific workshop and postgraduate course (Electroporation Based Technologies and Treatments). The evaluation was carried out by testing the pedagogical efficiency of the presented educational content and by performing the usability study of the application. The e-learning content presents three different levels of knowledge on cell and tissue electroporation. In the first part of the e-learning application we explain basic principles of

  5. An e-learning application on electrochemotherapy

    Directory of Open Access Journals (Sweden)

    Bester Janez

    2009-10-01

    Full Text Available Abstract Background Electrochemotherapy is an effective approach in local tumour treatment employing locally applied high-voltage electric pulses in combination with chemotherapeutic drugs. In planning and performing electrochemotherapy a multidisciplinary expertise is required and collaboration, knowledge and experience exchange among the experts from different scientific fields such as medicine, biology and biomedical engineering is needed. The objective of this study was to develop an e-learning application in order to provide the educational content on electrochemotherapy and its underlying principles and to support collaboration, knowledge and experience exchange among the experts involved in the research and clinics. Methods The educational content on electrochemotherapy and cell and tissue electroporation was based on previously published studies from molecular dynamics, lipid bilayers, single cell level and simplified tissue models to complex biological tissues and research and clinical results of electrochemotherapy treatment. We used computer graphics such as model-based visualization (i.e. 3D numerical modelling using finite element method and 3D computer animations and graphical illustrations to facilitate the representation of complex biological and physical aspects in electrochemotherapy. The e-learning application is integrated into an interactive e-learning environment developed at our institution, enabling collaboration and knowledge exchange among the users. We evaluated the designed e-learning application at the International Scientific workshop and postgraduate course (Electroporation Based Technologies and Treatments. The evaluation was carried out by testing the pedagogical efficiency of the presented educational content and by performing the usability study of the application. Results The e-learning content presents three different levels of knowledge on cell and tissue electroporation. In the first part of the e-learning

  6. Approaches to e-learning

    DEFF Research Database (Denmark)

    Hartvig, Susanne Akrawi; Petersson, Eva

    2013-01-01

    E-learning has made its entrance into educational institutions. Compared to traditional learning methods, e-learning has the benefit of enabling educational institutions to attract more students. E-learning not only opens up for an increased enrollment, it also gives students who would otherwise...... not be able to take the education to now get the possibility to do so. This paper introduces Axel Honneth’s theory on the need for recognition as a framework to understand the role and function of interaction in relation to e-learning. The paper argues that an increased focus on the dialectic relationship...... between recognition and learning will enable an optimization of the learning conditions and the interactive affordances targeting students under e-learning programs. The paper concludes that the engagement and motivation to learn are not only influenced by but depending on recognition....

  7. [eLearning-radiology.com--sustainability for quality assurance].

    Science.gov (United States)

    Ketelsen, D; Talanow, R; Uder, M; Grunewald, M

    2009-04-01

    The aim of the study was to analyze the availability of published radiological e-learning tools and to establish a solution for quality assurance. Substantial pubmed research was performed to identify radiological e-learning tools. 181 e-learning programs were selected. As examples two databases expanding their programs with external links, Compare (n = 435 external links) and TNT-Radiology (n = 1078 external links), were evaluated. A concept for quality assurance was developed by an international taskforce. At the time of assessment, 56.4 % (102 / 181) of the investigated e-learning tools were accessible at their original URL. A subgroup analysis of programs published 5 to 8 years ago showed significantly inferior availability to programs published 3 to 5 years ago (p eLearning-radiology.com was developed by the taskforce and published online. This tool allows authors to present their programs and users to evaluate the e-learning tools depending on several criteria in order to remove inoperable links and to obtain information about the complexity and quality of the e-learning tools. More than 50 % of investigated radiological e-learning tools on the Internet were not accessible after a period of 5 to 8 years. As a consequence, an independent, international tool for quality assurance was designed and published online under www.eLearning-radiology.com .

  8. Student-generated e-learning for clinical education.

    Science.gov (United States)

    Isaacs, Alex N; Nisly, Sarah; Walton, Alison

    2017-04-01

    Within clinical education, e-learning facilitates a standardised learning experience to augment the clinical experience while enabling learner and teacher flexibility. With the shift of students from consumers to creators, student-generated content is expanding within higher education; however, there is sparse literature evaluating the impact of student-developed e-learning within clinical education. The aim of this study was to implement and evaluate a student-developed e-learning clinical module series within ambulatory care clinical pharmacy experiences. Three clinical e-learning modules were developed by students for use prior to clinical experiences. E-learning modules were created by fourth-year professional pharmacy students and reviewed by pharmacy faculty members. A pre-/post-assessment was performed to evaluate knowledge comprehension before and after participating in the e-learning modules. Additionally, a survey on student perceptions of this educational tool was performed at the end of the clinical experience. There is sparse literature evaluating the impact of student-developed e-learning within clinical education RESULTS: Of the 31 students eligible for study inclusion, 94 per cent participated in both the pre- and post-assessments. The combined post-assessment score was significantly improved after participating in the student-developed e-learning modules (p = 0.008). The student perception survey demonstrated positive perceptions of e-learning within clinical education. Student-generated e-learning was able to enhance knowledge and was positively perceived by learners. As e-learning continues to expand within health sciences education, students can be incorporated into the development and execution of this educational tool. © 2016 John Wiley & Sons Ltd.

  9. Attitude to e-learning among newly qualified doctors.

    Science.gov (United States)

    Goh, Jason; Clapham, Michael

    2014-02-01

    e-Learning plays an increasingly important role in medical education. Much research has focused on the evaluation of individual modules among medical students or more senior trainee doctors. We studied the attitude of newly qualified foundation level-1 doctors (FY1s) towards a blended learning programme to gain insight into the perceived role of e-learning in relation to classroom and experiential learning. The blended learning strategy consisted of weekly 3-hour sessions of lectures and flexible e-learning sessions. A questionnaire survey was conducted among 54 per cent (37/69) of FY1 doctors, towards the end of their first year post qualification. The majority of FY1s had to carry out additional e-learning outside of work. When asked where was best to carry out e-learning, 54 per cent preferred to e-learn both at work and at home, whereas 38 per cent preferred to e-learn outside of work exclusively. An equal preference for a classroom-only strategy and a blended programme was reported. Seventy-three per cent of the FY1s thought that e-learning should not be part of their compulsory weekly teaching programme. Fifty-four per cent of FY1s thought that e-learning had been useful for their education and training in their FY1 year. The e-learning package cited as being most useful was the safe prescribing e-programme, pioneered locally. Newly qualified doctors value e-learning as an adjunct to experiential and lecture-based teaching, and most prefer it as part of a blended learning programme at work or at home. Medical educators must place equal emphasis on the delivery and administration of e-learning as well as on the course design. © 2014 John Wiley & Sons Ltd.

  10. An Evaluation with Respect to e-Learning and Economic Analysis of the Graduate Program Offered in Anadolu University's Institute of Educational Sciences

    Science.gov (United States)

    Bayrak, Coskun; Kesim, Eren

    2005-01-01

    In this study, an e-learning platform was formed to enable school teachers and administrators to attend graduate programs in the field of educational administration, supervision, planning and economics. In this framework, for the non-thesis educational administration, supervision, planning and economics graduate programs to be conducted in the…

  11. Hybrid e-learning tool TransLearning

    NARCIS (Netherlands)

    Meij, van der Marjoleine G.; Kupper, Frank; Beers, P.J.; Broerse, Jacqueline E.W.

    2016-01-01

    E-learning and storytelling approaches can support informal vicarious learning within geographically widely distributed multi-stakeholder collaboration networks. This case study evaluates hybrid e-learning and video-storytelling approach ‘TransLearning’ by investigation into how its storytelling

  12. Measuring the e-Learning Autonomy of Distance Education Students

    Science.gov (United States)

    Firat, Mehmet

    2016-01-01

    Previous studies have provided evidence that learner autonomy is an important factor in academic achievement. However, few studies have investigated the autonomy of distance education students in e-learning environments. The purpose of this study is to evaluate the e-learning autonomy of distance education students who are responsible for their…

  13. Effectiveness of a biopsychosocial e-learning intervention on the clinical judgements of medical students and GP trainees regarding future risk of disability in patients with chronic lower back pain: study protocol for a randomised controlled trial.

    Science.gov (United States)

    Dwyer, Christopher P; Durand, Hannah; MacNeela, Pádraig; Reynolds, Bronagh; Hamm, Robert M; Main, Christopher J; O'Connor, Laura L; Conneely, Sinéad; Taheny, Darragh; Slattery, Brian W; O'Neill, Ciaran; NicGabhainn, Saoirse; Murphy, Andrew W; Kropmans, Thomas; McGuire, Brian E

    2016-05-26

    Chronic lower back pain (CLBP) is a major healthcare problem with wide ranging effects. It is a priority for appropriate management of CLBP to get individuals back to work as early as possible. Interventions that identify biopsychosocial barriers to recovery have been observed to lead to successfully reduced pain-related work absences and increased return to work for individuals with CLBP. Modern conceptualisations of pain adopt a biopsychosocial approach, such as the flags approach. Biopsychosocial perspectives have been applied to judgements about future adjustment, recovery from pain and risk of long-term disability; and provide a helpful model for understanding the importance of contextual interactions between psychosocial and biological variables in the experience of pain. Medical students and general practitioner (GP) trainees are important groups to target with education about biopsychosocial conceptualisations of pain and related clinical implications. The current study will compare the effects of an e-learning intervention that focuses on a biopsychosocial model of pain, on the clinical judgements of medical students and trainees. Medical student and GP trainee participants will be randomised to 1 of 2 study conditions: (1) a 20 min e-learning intervention focused on the fundamentals of the flags approach to clinical judgement-making regarding risk of future pain-related disability; compared with a (2) wait-list control group on judgement accuracy and weighting (ie, primary outcomes); flags approach knowledge, attitudes and beliefs towards pain, judgement speed and empathy (ie, secondary outcomes). Participants will be assessed at preintervention and postintervention. The study will be performed in agreement with the Declaration of Helsinki and is approved by the National University of Ireland Galway Research Ethics Committee. The results of the trial will be published according to the CONSORT statement and will be presented at conferences and reported

  14. E-learning and education in radiology.

    Science.gov (United States)

    Pinto, Antonio; Brunese, Luca; Pinto, Fabio; Acampora, Ciro; Romano, Luigia

    2011-06-01

    To evaluate current applications of e-learning in radiology. A Medline search was performed using PubMed (National Library of Medicine, Bethesda, MD) for publications discussing the applications of e-learning in radiology. The search strategy employed a single combination of the following terms: (1) e-learning, and (2) education and (3) radiology. This review was limited to human studies and to English-language literature. We reviewed all the titles and subsequent the abstract of 29 articles that appeared pertinent. Additional articles were identified by reviewing the reference lists of relevant papers. Finally, the full text of 38 selected articles was reviewed. Literature data shows that with the constant development of technology and global spread of computer networks, in particular of the Internet, the integration of multimedia and interactivity introduced into electronic publishing has allowed the creation of multimedia applications that provide valuable support for medical teaching and continuing medical education, specifically for radiology. Such technologies are valuable tools for collaboration, interactivity, simulation, and self-testing. However, not everything on the World Wide Web is useful, accurate, or beneficial: the quality and veracity of medical information on the World Wide Web is variable and much time can be wasted as many websites do not meet basic publication standards. E-learning will become an important source of education in radiology. Copyright © 2010 Elsevier Ireland Ltd. All rights reserved.

  15. E-learning and education in radiology

    Energy Technology Data Exchange (ETDEWEB)

    Pinto, Antonio, E-mail: antopin1968@libero.it [Department of Diagnostic Imaging, A. Cardarelli Hospital, I-80131 Naples (Italy); Brunese, Luca, E-mail: lucabrunese@libero.it [Department of Health Science, Faculty of Medicine and Surgery, University of Molise, I-86100 Campobasso (Italy); Pinto, Fabio, E-mail: fpinto1966@libero.it [Department of Diagnostic Imaging, A. Cardarelli Hospital, I-80131 Naples (Italy); Acampora, Ciro, E-mail: itrasente@libero.it [Department of Diagnostic Imaging, A. Cardarelli Hospital, I-80131 Naples (Italy); Romano, Luigia, E-mail: luigia.romano@fastwebnet.it [Department of Diagnostic Imaging, A. Cardarelli Hospital, I-80131 Naples (Italy)

    2011-06-15

    Purpose: To evaluate current applications of e-learning in radiology. Material and methods: A Medline search was performed using PubMed (National Library of Medicine, Bethesda, MD) for publications discussing the applications of e-learning in radiology. The search strategy employed a single combination of the following terms: (1) e-learning, and (2) education and (3) radiology. This review was limited to human studies and to English-language literature. We reviewed all the titles and subsequent the abstract of 29 articles that appeared pertinent. Additional articles were identified by reviewing the reference lists of relevant papers. Finally, the full text of 38 selected articles was reviewed. Results: Literature data shows that with the constant development of technology and global spread of computer networks, in particular of the Internet, the integration of multimedia and interactivity introduced into electronic publishing has allowed the creation of multimedia applications that provide valuable support for medical teaching and continuing medical education, specifically for radiology. Such technologies are valuable tools for collaboration, interactivity, simulation, and self-testing. However, not everything on the World Wide Web is useful, accurate, or beneficial: the quality and veracity of medical information on the World Wide Web is variable and much time can be wasted as many websites do not meet basic publication standards. Conclusion: E-learning will become an important source of education in radiology.

  16. Enhancing reporting of behavior change intervention evaluations

    NARCIS (Netherlands)

    Abraham, C.; Johnson, B.T.; de Bruin, M.; Luszczynska, A.

    2014-01-01

    Many behavior change interventions for the prevention and treatment of HIV have been evaluated, but suboptimal reporting of evaluations hinders the accumulation of evidence and the replication of interventions. In this article, we address 4 practices contributing to this problem. First, detailed

  17. Improving evaluation of obstetric interventions

    NARCIS (Netherlands)

    van 't Hooft, J.

    2016-01-01

    In most pregnancies the synergy between mother and her unborn child is adequately balanced, resulting in the birth of the baby at the end of an uncomplicated pregnancy. Unfortunately, not all pregnancies and deliveries remain in such optimal balance. Many new and existing interventions can be

  18. Project-based faculty development for e-learning.

    Science.gov (United States)

    Vyas, Rashmi; Faith, Minnie; Selvakumar, Dhayakani; Pulimood, Anna; Lee, Mary

    2016-12-01

    The Christian Medical College, Vellore, in collaboration with Tufts University, Boston, conducted an advanced workshop in e-learning for medical faculty members in India. E-learning can enhance educational reforms for today's computer-literate generation, and keep faculty members up to speed in a rapidly changing world. The purpose of this paper is to report on the design and evaluation of a project-based faculty member development programme focused on developing faculty members as educators and as peer trainers who can use e-learning for educational reforms. During a 2-day workshop, 29 participants in groups of two or three developed 13 e-learning projects for implementation in their institutions. Evaluation of the workshop was through written feedback from the participants at the end of the workshop and by telephone interview with one participant from each project group at the end of one year. Content analysis of qualitative data was perfomed. The participants reported that they were motivated to implement e-learning projects and recognised the need for and usefulness of e-learning. The majority of projects (10 out of 13) that were implemented 'to some extent' or 'to a great extent' faced challenges with a lack of resources and administrative support, but faculty members were able to overcome them. E-learning can enhance educational reforms for today's computer-literate generation IMPLICATIONS: Designing feasible e-learning projects in small groups and obtaining hands-on experience with e-learning tools enhance the effectiveness of subsequent implementation. To successfully incorporate e-learning when designing educational reforms, faculty member training, continuing support and infrastructure facilities are essential. © 2016 John Wiley & Sons Ltd.

  19. An e-Learning Theoretical Framework

    Science.gov (United States)

    Aparicio, Manuela; Bacao, Fernando; Oliveira, Tiago

    2016-01-01

    E-learning systems have witnessed a usage and research increase in the past decade. This article presents the e-learning concepts ecosystem. It summarizes the various scopes on e-learning studies. Here we propose an e-learning theoretical framework. This theory framework is based upon three principal dimensions: users, technology, and services…

  20. E-learning for neurological bladder management.

    Science.gov (United States)

    Rognoni, Carla; Fizzotti, Gabriella; Pistarini, Caterina; Mazzoleni, M Cristina

    2012-01-01

    Regarding the impact of visceral dysfunction on quality of life, bowel and bladder management is a very important problem. The management of the patient with neurological bladder is often a source of uncertainty for both patients and healthcare personnel. Since the need of specialized training is growing, two CME e-learning courses have been developed to provide physicians and nurses competencies for the enhancement of the daily life of the patients. The present study aims at evaluating courses attendance and outcomes. Attendance data confirm the interest for both courses. The results document a pretty good objective and subjective effectiveness of the e-learning courses but low attitude to exploit he support of an asynchronous tutor. The analysis of test results gives some hints for eventual quality improvement of the courses themselves.

  1. Developing e-learning for interprofessional education.

    Science.gov (United States)

    Varga-Atkins, Tünde; Cooper, Helen

    2005-01-01

    An evidence-based, interprofessional educational course involving first-year undergraduate students studying medicine, nursing, physiotherapy and occupational therapy has been piloted at the University of Liverpool. Part of the content was developed in an online format. To capture the development process and the e-learning writing experience, a focus group was arranged for the content writers. The session was audio-recorded and tapes were transcribed. All the data were subjected to thematic analysis. Twenty-three sub-themes were identified in the 72 comments. These were grouped under six themes, corresponding to the developmental stages of e-learning. The highest number of comments fell under the theme of preparation, followed by content development, evaluation, general design and structure, and finally delivery. Team working contributed to the success of the writing process, reflecting the theme of working inter-professionally.

  2. e-Learning Resource Brokers

    NARCIS (Netherlands)

    Retalis, Symeon; Papasalouros, Andreas; Avgeriou, Paris; Siassiakos, Kostas

    2004-01-01

    There is an exponentially increasing demand for provisioning of high-quality learning resources, which is not satisfied by current web technologies and systems. E-Learning Resource Brokers are a potential solution to this problem, as they represent the state-of-the-art in facilitating the exchange

  3. Pedagogical quality in e-learning - Designing e-learning from a learning theoretical approach

    Directory of Open Access Journals (Sweden)

    Christian Dalsgaard

    2005-02-01

    Full Text Available The article is concerned with design and use of e-learning technology to develop education qualitatively. The purpose is to develop a framework for a pedagogical evaluation of e-learning technology. The approach is that evaluation and design must be grounded in a learning theoretical approach, and it is argued that it is necessary to make a reflection of technology in relation to activities, learning principles, and a learning theory in order to qualitatively develop education. The article presents three frameworks developed on the basis of cognitivism, radical constructivism and activity theory. Finally, on the basis of the frameworks, the article discusses e-learning technology and, more specifically, design of virtual learning environments and learning objects. It is argued that e-learning technology is not pedagogically neutral, and that it is therefore necessary to focus on design of technology that explicitly supports a certain pedagogical approach. Further, it is argued that design should direct its focus away from organisation of content and towards design of activities.

  4. E-learning paradigmer og e-learning strategiudvikling

    DEFF Research Database (Denmark)

    Duus, Henrik Johannsen

    2003-01-01

    E-learning området er meget varieret hvad angår produkter, holdninger ogmeninger, og indeholder også en del 'støj' og mytedannelser, som afspejles i såvel denakademisk-videnskabelige som den journalistisk-offentlige debat om området. Dennevariation i såvel produkter som udtrykte meninger søges...... systematiseret og ordnet i fireidealtypiske paradigmer. Det vises, hvorledes disse fire paradigmer har hver sinebestemte karakteristika og udviklingsgrænser. Dette har afgørende strategisk betydningfor virksomheders og læreanstalters udvikling af e-learning, idet forkerte paradigmevalgvil hæmme udviklingen....

  5. Factors Influencing Users Satisfaction on E-Learning Systems

    Directory of Open Access Journals (Sweden)

    Josua Tarigan

    2011-01-01

    Full Text Available User satisfaction has held a central role in an organization as one of the measurements for the success of service delivery. The objectives of this study are to evaluate user satisfaction and examine the association between user satisfaction and the qualities in the e-learning systems of Multionational Company. A theoretical framework is developed, through the integration of e-learning satisfaction (ELS theory and global satisfaction theory. The analysis was organized from a set of data which involve 190 responses from end-users. The main finding confirms some degree of a positive association between user satisfaction and the qualities in the e-learning system.

  6. eLearning-radiology.com. Sustainability for quality assurance; eLearning-radiology.com. Nachhaltigkeit im Sinne der Qualitaetssicherung

    Energy Technology Data Exchange (ETDEWEB)

    Ketelsen, D. [Tuebingen Univ. (Germany). Abt. fuer Diagnostische und Interventionelle Radiologie; Talanow, R. [Cleveland Clinic, Cleveland, OH (United States). Abt. fuer Nuklearmedizin; Uder, M. [Erlangen-Nuernberg Univ. (Germany). Inst. fuer Diagnostische Radiologie; Grunewald, M. [Erlangen-Nuernberg Univ. (Germany). Nuklearmedizinische Klinik

    2009-04-15

    Purpose: The aim of the study was to analyze the availability of published radiological e-learning tools and to establish a solution for quality assurance. Materials and Methods: Substantial pubmed research was performed to identify radiological e-learning tools. 181 e-learning programs were selected. As examples two databases expanding their programs with external links, Compare (n = 435 external links) and TNT-Radiology (n = 1078 external links), were evaluated. A concept for quality assurance was developed by an international taskforce. Results: At the time of assessment, 56.4 % (102/181) of the investigated e-learning tools were accessible at their original URL. A subgroup analysis of programs published 5 to 8 years ago showed significantly inferior availability to programs published 3 to 5 years ago (p < 0.01). The analysis of external links showed 49.2 % and 61.0 % accessible links for the programs Compare (published 2003) and TNT-Radiology (published 2006), respectively. As a consequence, the domain www.eLearning-radiology.com was developed by the taskforce and published online. This tool allows authors to present their programs and users to evaluate the e-learning tools depending on several criteria in order to remove inoperable links and to obtain information about the complexity and quality of the e-learning tools. (orig.)

  7. Teaching medical students consultation skills using e-learning

    DEFF Research Database (Denmark)

    Jørgensen, Merete; Witt, Klaus; Fridorff-Jens, Peter Kindt

    2015-01-01

    of a student includes a test-video of a consultation with the student in the doctor role, seeing a real patient, and the student´s skills in the subsequent analysis of the communication process according to its patientcentredness. The aim of the study is to measure the effect of adding access to 16 video cases......Teaching consultation skills to medical students using e-learning. Introduction: We have been teaching Family Medicine at the University of Copenhagen for more than twenty years. We wish to develop a method to evaluate the current teaching of consultation skills and the effect of new interventions...... of the ten items. The students were able to identify more elements in the test-video, related to patient function, to inform the patient properly, the use of summarizing and safety-netting Conclusion On-line video cases used interactively in the classroom sessions increase the students’ skills in analysing...

  8. E-learning in medical education: the potential environmental impact.

    Science.gov (United States)

    Walsh, Kieran

    2017-10-19

    Introduction There is a growing interest in the use of e-learning in medical education. However until recently there has been little interest in the potential environmental benefits of e-learning. This paper models various environmental outcomes that might emerge from the use of an e-learning resource (BMJ Learning) in CPD. Methods We modeled the use of e-learning as a component of CPD and evaluated the potential impact of this use on the learner's carbon footprint. We looked at a number of models - all from the perspective of a General Practitioner (GP). We assumed that all GPs completed 50 h or credits of CPD per year. Results High users of e-learning can reduce their carbon footprint - mainly by reducing their travel to face-to-face events (reducing printing also has a small beneficial effect). A high user of e-learning can reduce the carbon footprint that relates to their CPD by 18.5 kg. Discussion As global warming continues to pose a risk to human and environmental health, we feel that doctors have a duty to consider learning activities (such as e-learning) that are associated with a lower carbon footprint.

  9. E-learning Nordic 2006

    DEFF Research Database (Denmark)

    Pedersen, Sanya Gertsen

    2006-01-01

    E-learning Nordic 2006 er den første fællesnordiske undersøgelse, som specifikt fokuserer på effekten af it i uddannelsessektoren. Studiet er gennemført i Finland, Sverige, Norge og Danmark og mere end 8000 personer (elever, lærere, forældre og skoleledere i grundskoler og på de gymnasiale...... ungdomsuddannelser) har deltaget. Dette studie giver en række svar på centrale spørgsmål såsom: Hvad har vi fået ud af satsningen på it i uddannelsessektoren indtil nu? Og hvilke udfordringer inden for uddannelsessektoren står de nordiske lande foran i en globaliseret verden? E-learning Nordic 2006 er designet og...

  10. E-learning and blended learning in orthodontic education

    Directory of Open Access Journals (Sweden)

    Avinash Kumar

    2017-01-01

    Full Text Available The purpose of this article is to evaluate how effective and efficient e-learning and blended learning is when compared with traditional face-to-face learning in orthodontic education. This article also provides a comparison between face-to-face learning, e-learning, and blended learning. An open PubMed literature search was done from 1980 to 2015, and a total of 23 relevant key articles were reviewed. Information emerging from studies in orthodontic education has indicated that e-learning classes are at least as good as and/or better than face-to-face classroom learning. Till date, only one study stated that the face-to-face conventional learning is better than e-learning. Two studies stated that blended approach using both traditional face-to-face learning and e-learning is the best method. In one study, the advantages of e-learning observed in the theoretical fields of orthodontics were not achieved in learning practical procedures for manual skills. Few studies found improvements in the efficiency of learning with e-learning program. Studies performed through questionnaires showed that student's attitude and acceptance toward the use of e-learning was positive and favorable; however, blended learning was always rated high. Future research should be based on experiences of both faculty and student on a large scale for implementation of e-learning and blended learning in academic institutions. There is also need to provide professional development for faculty who will be teaching both in the physical and virtual environments.

  11. Dimensi yang Mempengaruhi Kepuasan Pengguna E-Learning pada Perguruan Tinggi di Jawa Timur

    Directory of Open Access Journals (Sweden)

    Lutfi Haris

    2011-12-01

    Full Text Available Abstract: Dimensions that affect the satisfaction of E-Learning Users in HigAbstract: Dimensions that affect the satisfaction of E-Learning Users in Higher Education Institutions in East Java. This research aims to test factors that may affect satisfaction of E-Learning users in higher education institutions in East Java. Samples are taken from public and private higher education institutions, as many as 90 users. Multiple regression analysis is carried out. The result shows that flexibility of learning as well as perception of users for the benefit of e-learning affects signifi cantly on the satisfaction of e-learning users. Meanwhile, students’ anxiety level, response time and infrastructure attitude, lecture quality, technology quality, internet web quality, ease of e-learning use, evaluation, e-learning users’ interaction do not sigifi cantly affect e-learning users’ satisfaction. This indicates that e-learning use inlearning process is not yet ideal because of infrastructure support that has not yet developed maximally.her Education Institutions in East Java. This research aims to test factors that may affect satisfaction of E-Learning users in higher education institutions in East Java. Samples are taken from public and private higher education institutions, as many as 90 users. Multiple regression analysis is carried out. The result shows that flexibility of learning as well as perception of users for the benefit of e-learning affects signifi cantly on the satisfaction of e-learning users. Meanwhile, students’ anxiety level, response time and infrastructure attitude, lecture quality, technology quality, internet web quality, ease of e-learning use, evaluation, e-learning users’ interaction do not sigifi cantly affect e-learning users’ satisfaction. This indicates that e-learning use inlearning process is not yet ideal because of infrastructure support that has not yet developed maximally.

  12. The role of qualitative research in adding value to a randomised controlled trial: lessons from a pilot study of a guided e-learning intervention for managers to improve employee wellbeing and reduce sickness absence.

    Science.gov (United States)

    Russell, Jill; Berney, Lee; Stansfeld, Stephen; Lanz, Doris; Kerry, Sally; Chandola, Tarani; Bhui, Kamaldeep

    2016-08-09

    Despite the growing popularity of mixed-methods studies and considerable emphasis on the potential value of qualitative research to the trial endeavour, there remains a dearth of published studies reporting on actual contribution. This paper presents a critically reflective account of our experience of the actual value of undertaking qualitative research alongside a pilot cluster randomised controlled trial of a guided e-learning intervention for managers in an NHS Mental Health Trust to improve employee wellbeing and reduce sickness absence. For the qualitative study we undertook 36 in-depth interviews with key informants, managers and employees. We observed and took in-depth field notes of 10 meetings involving managers and employees at the Trust, and the two qualitative researchers acted as participant observers at steering committee and monthly research team meetings. We adopted a narrative methodological orientation alongside a thematic approach to data analysis, eliciting a rich account of the complexities of managing stress at work. We identified two key overarching roles played by the qualitative research: 'problematising' and 'contextualising'. Specifically, the qualitative data revealed and challenged assumptions embedded in the trial about the nature of the learning process, and exposed the slippery and contested nature of abstracted variables, on which a trial depends. The qualitative data challenged the trial's logic model, and provided a rich understanding of the context within which the trial and intervention took place. While acknowledging the ever-present tension in mixed-methods research between the requirements of quantitative research to represent the social world as abstracted variables, and the goal of qualitative research to explore and document the complexity of social phenomena, we adopted a pragmatic position that enabled us to engage with this tension in a productive and partially integrative way. Our critically reflective account of the

  13. What Is Good e-Learning?

    OpenAIRE

    Emil Marin Popa; Liana Stănculea

    2012-01-01

    To introduce e-learning are used informatic systems, the communication and media networks. Transfer of skills and knowledge specific e-learning is possible, mainly using computer and networks. E-learning using electronic applications and processing in order to learn. Learning and e-learning applications are based on Web technology, which is computer based, virtual classroom and digitalcollaboration. Content is delivered via the Internet site, audio tape or video, satellite TV and CD-ROM. E-le...

  14. E-Learning in Mongolian Higher Education

    Science.gov (United States)

    Tuul, Suvdmaa; Banzragch, Otgontugs; Saizmaa, Tsogzolmaa

    2016-01-01

    This paper reviews the e-learning course development in selected universities of Mongolia and attempts to classify the e-learning programs that are in practice at the tertiary education level in the country. The given paper uses both secondary and primary sources. The authors determined what factors influence e-learning type classification and how…

  15. E-Learning: An Executive Summary.

    Science.gov (United States)

    Kirk, James J.

    Electronic learning (or "e-learning) has become an integral part of organizational training. E-learning may be delivered via numerous electronic media, including the Internet, intranets, extranets, satellite broadcast, audio/videotape, interactive television, and CD-ROM. At its best, e-learning is individual, customized learning that allows…

  16. Quality Enhancement on E-Learning

    Science.gov (United States)

    Ossiannilsson, E. S. I.

    2012-01-01

    Purpose: Benchmarking, a method for quality assurance has not been very commonly used in higher education with regard to e-learning. Today, e-learning is an integral part of higher education, and so should also be an integral part of quality assurance systems. However, quality indicators, benchmarks and critical success factors on e-learning have…

  17. [CME MMC: Evaluation of a continuous medical education tool by e-learning from the morbi-mortality conferences of the Burgundy].

    Science.gov (United States)

    Serrand, M; Lefèbvre, A; Desplanches, T; Yacoub, A; Semama, D; Sagot, P

    2016-10-19

    The objective of this study was to validate a continuing medical education e-learning tool. The CME MMC was for all health professionals maternity Burgundy and concerned regional morbidity and mortality conferences. It was divided into steps: a pre-test for an assessment of initial knowledge, an access to the recommendations of each RMM and a post-test to assess the progress of participants. A satisfaction questionnaire was proposed after the test. The primary endpoint was the comparison of the post-test scores than the pre-test. CME MMC was opened 3 months and recorded 156 participants among 598 health professionals in Burgundy, a rate 2.4 times higher than the average participation rate at MMC the past two years. A statistically significant increase was demonstrated individually by comparing the post-test scores than the pre-test (PMMC is accessible, without geographic or time restrictions, not expensive, and efficient because it proves that it can update our knowledge in obstetrics and perinatology. Copyright © 2016 Elsevier Masson SAS. All rights reserved.

  18. Pengembangan Media e-Learning Mata Pelajaran Teknologi Informasi dan Komunikasi untuk Kelas XI SMA

    Directory of Open Access Journals (Sweden)

    Eril Syahmaidi

    2017-02-01

    Full Text Available Penelitian ini bertujuan untuk menghasilkan media pembelajaran berupa media e-learning Berbasis Video yang valid untuk pelajaran Teknologi Informasi dan Komunikasi. Jenis penelitian ini adalah penelitian pengembangan dengan menggunakan model IDI (Instructional Development Institute. Untuk melihat apakah Media E-Learning Berbasis Video ini valid, dilakukan uji pakar. Desain ini divalidasi oleh 2 orang pakar, pakar perancangan Media E-learning Berbasis Video dan pakar Media E-Learning Berbasis Video. Hasil penelitian menunjukkan bahwa Media E-learning Berbasis Video pada aspek Akses E-Learning (93%, Aspek materi sangat valid (93%, aspek penyajian sangat valid (93%, aspek Media E-learning Berbasis Video sangat  valid (93% serta aspek video Media E-learning sudah sangat valid (94%. Berdasarkan data di atas dapat disimpulkan bahwa Media E-learning Berbasis Video telah valid. Kata kunci: media; e-learning; video; teknologi informasiThis research is aimed to produce E-learning media based on valid, practical, and effective video for Communication and information technology subject. The background of the research is based on the writer observation in SMA N 2 Sungai Penuh. Media development is aimed to help the students to understand the topic about internet by providing online videos which can be accessed anywhere and anytime. This research is a research development which used IDI (Instructional Development Institute model. To prove the validity, practicability, and the effectiveness of this Video-based E-learning media, the writer conducts expert test, one to one evaluation, small group evaluation, and filed test by observing the learning process and learning result of the student. This design is validated by two experts; Video-based E-learning media design expert and Video-based E-learning media development expert. The Video-based E-learning media is tested to 31 students of XI class semester 1 at SMA N 2 Sungai Penuh to figure out the practicability

  19. Building a Smart E-Portfolio Platform for Optimal E-Learning Objects Acquisition

    OpenAIRE

    Ke, Chih-Kun; Liu, Kai-Ping; Chen, Wen-Chin

    2013-01-01

    In modern education, an e-portfolio platform helps students in acquiring e-learning objects in a learning activity. Quality is an important consideration in evaluating the desirable e-learning object. Finding a means of determining a high quality e-learning object from a large number of candidate e-learning objects is an important requirement. To assist student learning in a modern e-portfolio platform, this work proposed an optimal selection approach determining a reasonable e-learning objec...

  20. A Multidisciplinary Evaluation of a Web-based eLearning Training Programme for SAFRON II (TROG 13.01): a Multicentre Randomised Study of Stereotactic Radiotherapy for Lung Metastases.

    Science.gov (United States)

    Pham, D; Hardcastle, N; Foroudi, F; Kron, T; Bressel, M; Hilder, B; Chesson, B; Oates, R; Montgomery, R; Ball, D; Siva, S

    2016-09-01

    In technically advanced multicentre clinical trials, participating centres can benefit from a credentialing programme before participating in the trial. Education of staff in participating centres is an important aspect of a successful clinical trial. In the multicentre study of fractionated versus single fraction stereotactic ablative body radiotherapy in lung oligometastases (TROG 13.01), knowledge transfer of stereotactic ablative body radiotherapy techniques to the local multidisciplinary team is intended as part of the credentialing process. In this study, a web-based learning platform was developed to provide education and training for the multidisciplinary trial teams at geographically distinct sites. A web-based platform using eLearning software consisting of seven training modules was developed. These modules were based on extracranial stereotactic theory covering the following discrete modules: Clinical background; Planning technique and evaluation; Planning optimisation; Four-dimensional computed tomography simulation; Patient-specific quality assurance; Cone beam computed tomography and image guidance; Contouring organs at risk. Radiation oncologists, medical physicists and radiation therapists from hospitals in Australia and New Zealand were invited to participate in this study. Each discipline was enrolled into a subset of modules (core modules) and was evaluated before and after completing each module. The effectiveness of the eLearning training will be evaluated based on (i) knowledge retention after participation in the web-based training and (ii) confidence evaluation after participation in the training. Evaluation consisted of a knowledge test and confidence evaluation using a Likert scale. In total, 130 participants were enrolled into the eLearning programme: 81 radiation therapists (62.3%), 27 medical physicists (20.8%) and 22 radiation oncologists (16.9%). There was an average absolute improvement of 14% in test score (P 4 weeks) after

  1. E-Learning: Justifications and Obstacles

    Directory of Open Access Journals (Sweden)

    Ansar Khoury

    2011-09-01

    Full Text Available Many educational institutions have adopted E-Learning system or are thinking to adopt it in their educational systems. As a nearly recent system, many do not know the exact meaning of E-Learning, or why should it be used? After using it, will the institution face any problems? And what are the best solutions for these problems? This paper aims to answer all the above questions. In addition, it discusses the ways to transform traditional learning systems to E-Learning, and how to measure the advantages of this transformation. Finally, the students' views of E-Learning show that they prefer e-learning over traditional system.

  2. Developing e-learning solutions in the automotive industry

    Directory of Open Access Journals (Sweden)

    Razvan Virgil Bogdan

    2016-07-01

    Full Text Available In the rapid developing market of automotive industry, cutting-edge technologies are being introduced. One such example is the AUTOSAR standard. Companies are investing a large amount of finances for the training of their employees into the intricacies of such technologies. In order to face such an increase of the training costs, automotive corporation have started lately switching their approach to e-Learning systems. This paper presents an e-Learning approach developed in the automotive industry in order to address the demands of teaching AUTOSAR standard. The developed e-Learning project is called Academy. In order to develop the e-Learning solution we focused on the Software Development part of automotive industry. Therefore we had to gather the ideas from different trainers, come with a common approach and use specific techniques so that the trainee should get a real feeling of the material. It is presented the design, implementation and evaluation of this e-Learning solution, but more than that faced issues and learned lessons. Developing this solution has offered different insights into how to approach such a task which are useful for the further expansion of the project, but also for future researchers who might encounter such a challenge of developing e-Learning solutions for the automotive industry. These are all grouped in a set of guidelines related to following a model of implementation, getting track of participants, user interaction with the AUTOSAR standard, test and production development and so on.

  3. E-learning in business

    Directory of Open Access Journals (Sweden)

    Woźniak-Zapór Marta

    2013-01-01

    Full Text Available Training for employees improves work efficiency and for this reason companies should invest in their employees' development. Realising the training necessity is, however, only the beginning. The choice of an appropriate training leaves much doubt. Yet, choosing a method of education is the most difficult part of the process. Apart from traditional training - which is still the most popular one - Internet training gains in popularity. The choice between an e-learning and a traditional training happens to be complicated. It depends on many factors - the size of a company and its needs. A small company that needs a training for a few employees will need completely different solutions from a corporation which, having hundreds or thousands of employees to be trained, may find it beneficial to organise an internal training, information and communication system. This article shows advantages and disadvantages of both traditional and e-learning training, which should be considered by companies choosing methods of their employees' training.

  4. Conventional vs. e-learning in nursing education: A systematic review and meta-analysis.

    Science.gov (United States)

    Voutilainen, Ari; Saaranen, Terhi; Sormunen, Marjorita

    2017-03-01

    By and large, in health professions training, the direction of the effect of e-learning, positive or negative, strongly depends on the learning outcome in question as well as on learning methods which e-learning is compared to. In nursing education, meta-analytically generated knowledge regarding the comparisons between conventional and e-learning is scarce. The aim of this review is to discover the size of the effect of e-learning on learning outcomes in nursing education and to assess the quality of studies in which e-learning has been compared to conventional learning. A systematic search of six electronic databases, PubMed, Ovid MEDLINE®, CINAHL (EBSCOhost), Cochrane Library, PsycINFO, and ERIC, was conducted in order to identify relevant peer-reviewed English language articles published between 2011 and 2015. The quality of the studies included as well as the risk of bias in each study was assessed. A random-effects meta-analysis was performed to generate a pooled mean difference in the learning outcome. Altogether, 10 studies were eligible for the quality assessment and meta-analysis. Nine studies were evaluated as good quality studies, but not without a risk of bias. Performance bias caused a high risk in nearly all the studies. In the meta-analysis, an e-learning method resulted in test scores that were, on average, five points higher than a conventional method on a 0-100 scale. Heterogeneity between the studies was very large. The size and direction of the effect of a learning method on learning outcomes appeared to be strongly situational. We suggest that meta-regressions should be performed instead of basic meta-analyses in order to reveal factors that cause variation in the learning outcomes of nursing education. It might be necessary to perform separate meta-analyses between e-learning interventions aimed at improving nursing knowledge and those aimed at improving nursing skills. Copyright © 2016 Elsevier Ltd. All rights reserved.

  5. Impact of e-learning on nurses' and student nurses knowledge, skills, and satisfaction: a systematic review and meta-analysis.

    Science.gov (United States)

    Lahti, Mari; Hätönen, Heli; Välimäki, Maritta

    2014-01-01

    To review the impact of e-learning on nurses' and nursing student's knowledge, skills and satisfaction related to e-learning. We conducted a systematic review and meta-analysis of randomized controlled trials (RCT) to assess the impact of e-learning on nurses' and nursing student's knowledge, skills and satisfaction. Electronic databases including MEDLINE (1948-2010), CINAHL (1981-2010), Psychinfo (1967-2010) and Eric (1966-2010) were searched in May 2010 and again in December 2010. All RCT studies evaluating the effectiveness of e-learning and differentiating between traditional learning methods among nurses were included. Data was extracted related to the purpose of the trial, sample, measurements used, index test results and reference standard. An extraction tool developed for Cochrane reviews was used. Methodological quality of eligible trials was assessed. 11 trials were eligible for inclusion in the analysis. We identified 11 randomized controlled trials including a total of 2491 nurses and student nurses'. First, the random effect size for four studies showed some improvement associated with e-learning compared to traditional techniques on knowledge. However, the difference was not statistically significant (p=0.39, MD 0.44, 95% CI -0.57 to 1.46). Second, one study reported a slight impact on e-learning on skills, but the difference was not statistically significant, either (p=0.13, MD 0.03, 95% CI -0.09 to 0.69). And third, no results on nurses or student nurses' satisfaction could be reported as the statistical data from three possible studies were not available. Overall, there was no statistical difference between groups in e-learning and traditional learning relating to nurses' or student nurses' knowledge, skills and satisfaction. E-learning can, however, offer an alternative method of education. In future, more studies following the CONSORT and QUOROM statements are needed to evaluate the effects of these interventions. Copyright © 2013 Elsevier Ltd

  6. An e-learning course in medical immunology: does it improve learning outcome?

    Science.gov (United States)

    Boye, Sondre; Moen, Torolf; Vik, Torstein

    2012-01-01

    E-learning is used by most medical students almost daily and several studies have shown e-learning to improve learning outcome in small-scale interventions. However, few studies have explored the effects of e-learning in immunology. To study the effect of an e-learning package in immunology on learning outcomes in a written integrated examination and to examine student satisfaction with the e-learning package. All second-year students at a Norwegian medical school were offered an animated e-learning package in basic immunology as a supplement to the regular teaching. Each student's log-on-time was recorded and linked with the student's score on multiple choice questions included in an integrated end-of-the-year written examination. Student satisfaction was assessed through a questionnaire. The intermediate-range students (interquartile range) on average scored 3.6% better on the immunology part of the examination per hour they had used the e-learning package (p = 0.0046) and log-on-time explained 17% of the variance in immunology score. The best and the less skilled students' examination outcomes were not affected by the e-learning. The e-learning was well appreciated among the students. Use of an e-learning package in immunology in addition to regular teaching improved learning outcomes for intermediate-range students.

  7. Design, Development, and Evaluation of an Automated e-Learning Tutorial System to Instruct Pre-Service Special Educators in the Malay Braille Code

    National Research Council Canada - National Science Library

    Lee, Lay Wah; Mohamed, Abdul Rashid; Altamimi, Ahmed A

    .... Evaluation of the system was carried out using a multi-step evaluation framework. Seventy seven pre-service special educators at a university in northern Malaysia learnt braille through this system and evaluated the system using a survey instrument...

  8. Structural intervention distance for evaluating causal graphs.

    Science.gov (United States)

    Peters, Jonas; Bühlmann, Peter

    2015-03-01

    Causal inference relies on the structure of a graph, often a directed acyclic graph (DAG). Different graphs may result in different causal inference statements and different intervention distributions. To quantify such differences, we propose a (pre-)metric between DAGs, the structural intervention distance (SID). The SID is based on a graphical criterion only and quantifies the closeness between two DAGs in terms of their corresponding causal inference statements. It is therefore well suited for evaluating graphs that are used for computing interventions. Instead of DAGs, it is also possible to compare CPDAGs, completed partially DAGs that represent Markov equivalence classes. The SID differs significantly from the widely used structural Hamming distance and therefore constitutes a valuable additional measure. We discuss properties of this distance and provide a (reasonably) efficient implementation with software code available on the first author's home page.

  9. Building a Smart E-Portfolio Platform for Optimal E-Learning Objects Acquisition

    Directory of Open Access Journals (Sweden)

    Chih-Kun Ke

    2013-01-01

    Full Text Available In modern education, an e-portfolio platform helps students in acquiring e-learning objects in a learning activity. Quality is an important consideration in evaluating the desirable e-learning object. Finding a means of determining a high quality e-learning object from a large number of candidate e-learning objects is an important requirement. To assist student learning in a modern e-portfolio platform, this work proposed an optimal selection approach determining a reasonable e-learning object from various candidate e-learning objects. An optimal selection approach which uses advanced information techniques is proposed. Each e-learning object undergoes a formalization process. An Information Retrieval (IR technique extracts and analyses key concepts from the student’s previous learning contexts. A context-based utility model computes the expected utility values of various e-learning objects based on the extracted key concepts. The expected utility values of e-learning objects are used in a multicriteria decision analysis to determine the optimal selection order of the candidate e-learning objects. The main contribution of this work is the demonstration of an effective e-learning object selection method which is easy to implement within an e-portfolio platform and which makes it smarter.

  10. Effectiveness of an e-learning curriculum on occupational health for music performers.

    Science.gov (United States)

    Su, Yu-Huei; Lin, Yaw-Jen; Tang, Hsin-Yi Jean; Su, Mei-Ju; Chen, Heng-Shuen

    2012-09-01

    The purpose of this study was (1) to evaluate the effectiveness of the e-learning curriculum and (2) to explore the type of questions raised by students through the "Health Promotion for Music Performers" (HPMP) e-learning curriculum. This study was primarily a pedagogical research composed of a pre- and postintervention design coupled with a 1-month longitudinal knowledge retention measurement. The intervention, the HPMP e-learning curriculum, was implemented over 14 weeks, once a week, for a total of 14 classes. Each class consisted of a 60-min prerecorded lecture followed by a 40-min real-time interactive discussion. The interdisciplinary faculty panel consisted of experts from the field of music and medicine. The Self-Assessment Questionnaire (SAQ) was used to evaluate knowledge changes concerning (1) Practice and Performance issues and (2) Health and Life Style issues. Fifteen graduate-level music students participated in the study. The SAQ scores on the 1-month follow-up test for Practice and Performance issues were significantly higher than the pretest (t=2.731, plearning course enhanced student awareness of Practice and Performance issues but did not have as significant an impact on student awareness of Health and Lifestyle issues.

  11. The theoretical base of e-learning and its role in surgical education.

    Science.gov (United States)

    Evgeniou, Evgenios; Loizou, Peter

    2012-01-01

    The advances in Internet and computer technology offer many solutions that can enhance surgical education and increase the effectiveness of surgical teaching. E-learning plays an important role in surgical education today, with many e-learning projects already available on the Internet. E-learning is based on a mixture of educational theories that derive from behaviorist, cognitivist, and constructivist educational theoretical frameworks. CAN EDUCATIONAL THEORY IMPROVE E-LEARNING?: Conventional educational theory can be applied to improve the quality and effectiveness of e-learning. The theory of "threshold concepts" and educational theories on reflection, motivation, and communities of practice can be applied when designing e-learning material. E-LEARNING IN SURGICAL EDUCATION: E-learning has many advantages but also has weaknesses. Studies have shown that e-learning is an effective teaching method that offers high levels of learner satisfaction. Instead of trying to compare e-learning with traditional methods of teaching, it is better to integrate in e-learning elements of traditional teaching that have been proven to be effective. E-learning can play an important role in surgical education as a blended approach, combined with more traditional methods of teaching, which offer better face-to-interaction with patients and colleagues in different circumstances and hands on practice of practical skills. National provision of e-learning can make evaluation easier. The correct utilization of Internet and computer resources combined with the application of valid conventional educational theory to design e-learning relevant to the various levels of surgical training can be effective in the training of future surgeons. Copyright © 2012 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

  12. Interoperability in pedagogical e-learning services

    OpenAIRE

    Queirós, Ricardo

    2009-01-01

    The ultimate goal of this research plan is to improve the learning experience of students through the combination of pedagogical eLearning services. Service oriented architectures are already being used in eLearning but in this work the focus is on services of pedagogical value, rather then on generic services adapted from other business systems. This approach to the architecture of eLearning platforms raises challenges addressed by this work, namely: conceptual modeling of the pedagogica...

  13. Business Models for E-Learning

    OpenAIRE

    MICHAEL H. BREITNER; Hoppe, Gabriela

    2003-01-01

    E(Electronic)-learning becomes more and more important. Reasons are the paramount importance of knowledge, life-time learning, globalization and mobility. Not all providers of e-learning products succeed in closing the gap between production costs and revenues. Especially in the academic sector e-learning projects suffer more and more from decreasing funding. For many currently active research groups it is essential to market their research results, e. g. e-learning applications, in order to ...

  14. E-learning in student education

    Directory of Open Access Journals (Sweden)

    Woźniak Marta

    2013-01-01

    Full Text Available In this article the authors reflect on what is distance education. The authors show conditions for distance education implementation. The article shows the barriers to the implementation of e-learning at universities. The article also shows how the information society results in the development of e-learning. Then the article shows a distance learning - case study of Andrzej Frycz Modrzewski Krakow University e-learning platform.

  15. Impact of eLearning Perception and eLearning Advantages on eLearning for Stress Management (Mediating Role of eLearning for Corporate Training)

    OpenAIRE

    Aamir Sarwar; Chitapa Ketavan; Nadeem Shafique Butt

    2015-01-01

    The objective of the study was to develop a model with and without the mediator comparing direct and indirect Impacts using Bootstrap (Two tailed significance results to be used), options for manufacturing, services sectors and overall and finding out the significance of the relationship. Study tried to find out the Impact of eLearning Perception and eLearning Advantages on eLearning for Stress Management with eLearning for Corporate Training as a mediator. This is a cross sectional study con...

  16. Assessing students' readiness towards e-learning

    Science.gov (United States)

    Rahim, Nasrudin Md; Yusoff, Siti Hawa Mohd; Latif, Shahida Abd

    2014-07-01

    The usage of e-Learning methodology has become a new attraction for potential students as shown by some higher learning institutions in Malaysia. As such, Universiti Selangor (Unisel) should be ready to embark on e-Learning teaching and learning in the near future. The purpose of the study is to gauge the readiness of Unisel's students in e-Learning environment. A sample of 110 students was chosen to participate in this study which was conducted in January 2013. This sample consisted of students from various levels of study that are foundation, diploma and degree program. Using a structured questionnaire, respondents were assessed on their basic Internet skills, access to technology required for e-Learning and their attitude towards characteristics of successful e-Learning student based on study habits, abilities, motivation and time management behaviour. The result showed that respondents did have access to technology that are required for e-Learning environment, and respondents were knowledgeable regarding the basic Internet skills. The finding also showed that respondents' attitude did meet all characteristics of successful e-Learning student. Further analysis showed that there is no significant relationshipeither among gender, level of study or faculty with those characteristics. As a conclusion, the study shows that current Unisel's students are ready to participate in e-Learning environment if the institution decided to embark on e-Learning methodology.

  17. ROI of E-Learning: Closing in.

    Science.gov (United States)

    Harris, Paul

    2003-01-01

    Discusses the difficulty in measuring the return on investment in e-learning. Describes multilevel measurements, including participant expectations, cost effectiveness, speed, and performance improvement. (JOW)

  18. ECONOMIC EVALUATIONS OF INTERVENTIONS FOR TRANSTIBIAL AMPUTEES

    Science.gov (United States)

    Highsmith, M. Jason; Kahle, Jason T.; Lewandowski, Amanda; Klenow, Tyler D.; Orriola, John J.; Miro, Rebecca M.; Hill, Owen T.; Raschke, Sylvia Ursula; Orendurff, Michael S.; Highsmith, James T.; Sutton, Bryce S.

    2016-01-01

    Transtibial amputation (TTA) is life-altering emotionally, functionally, and economically. The economic impact to all stakeholders is largely unknown, as is the cost-effectiveness of prosthetic intervention. This scoping report’s purpose was to determine if there is sufficient evidence to conduct a formal systematic review or meta-analysis in any particular prosthetic intervention area and to determine if any evidence statements could be synthesized relative to economic evaluation of interventions provided to patients with TTA. The scoping review revealed six articles representing three topical areas of transtibial care: Care Models, Prosthetic Treatment, and Prosthetic Sockets. All six articles were cost-identification or cost-consequence design and included a total of 704 subjects. Presently, it can be concluded with moderate confidence that specific weight-bearing and total-contact sockets for transtibial amputees are functionally and economically equivalent in the short term when costs, delivery time, and all stakeholder perspectives are considered. Long-term socket outcomes are relatively unexplored. Further primary research is needed beyond this to determine cost-effectiveness for other areas of transtibial prosthetic care although clinical outcomes are somewhat established through systematic review and meta-analysis in other areas of care. Conversely, evaluation of narrative economic reports relative to transtibial care may be sufficient to warrant further analysis. Guidance from the profession may also be useful in devising a strategy for how to assure economic analyses are a routine element of future prosthetic science. PMID:28066519

  19. E-learning: controlling costs and increasing value.

    Science.gov (United States)

    Walsh, Kieran

    2015-04-01

    E-learning now accounts for a substantial proportion of medical education provision. This progress has required significant investment and this investment has in turn come under increasing scrutiny so that the costs of e-learning may be controlled and its returns maximised. There are multiple methods by which the costs of e-learning can be controlled and its returns maximised. This short paper reviews some of those methods that are likely to be most effective and that are likely to save costs without compromising quality. Methods might include accessing free or low-cost resources from elsewhere; create short learning resources that will work on multiple devices; using open source platforms to host content; using in-house faculty to create content; sharing resources between institutions; and promoting resources to ensure high usage. Whatever methods are used to control costs or increase value, it is most important to evaluate the impact of these methods.

  20. A Proposed Framework between Internal, External and Pedagogy Dimensions in Adoption of Interactive Multimedia e-Learning

    Science.gov (United States)

    Lahwal, Fathia; Al-Ajlan, Ajlan S.; Amain, Mohamad

    2016-01-01

    This study focuses on interactive multimedia e-learning aims to improve our understanding about the dynamics of e-learning. The objective is to critical evaluate and better understand the interrelationships in the proposed framework between internal, external and the pedagogy dimensions in adoption of interactive multimedia and e-learning. It…

  1. A Context-Based Approach to E-Learning Quality

    DEFF Research Database (Denmark)

    Kjærgaard, Hanne Wacher; Kjeldsen, Lars Peter

    2011-01-01

    The aim of the article is to provide new, operational knowledge concerning implementation and quality assurance of e-learning. This is done through the merging of the two models presented in Högskoleverket’s report (Högskoleverket, 2008) and the article, ”The quality of evaluation is enhanced, when...... the model used is contextualized”2 (Kjeldsen, Laursen, & Mark, 2010) respectively. The article builds on the basic assumption that staff who are introduced to e-learning need to know why they must acquire new knowledge and skills, and what it will take for them to reach a position where they master the new...

  2. The Influence of Cache Organization on E-learning Environments

    Directory of Open Access Journals (Sweden)

    Ayman Al-Nsour

    2009-06-01

    Full Text Available In this study, the performance of an e-learning environment is analyzed and evaluated in terms of average network traffic and upload/download rates under various cache memory organizations. In particular, we study the influence of three cache organizations, namely fully associative, direct, and set associative caches. As a result of this work, we recommend the set associative cache memory organization with the LFU replacement policy, as this led to optimal performance in e-learning environments with the highest hit ratio and upload/download rates.

  3. Can E-Learning Change Work Practices?

    Science.gov (United States)

    Noesgaard, Signe Schack

    2016-01-01

    Stand-alone e-learning is unlikely to change work practices. This claim contrasts with a comprehensive body of research arguing that e-learning is at least as effective as face-to-face instruction in improving work performance. Such a comparison is, however, problematic. On the one hand, it relies on the premise that face-to-face instruction is…

  4. Instructional design for integrated e-learning

    NARCIS (Netherlands)

    Van Merriënboer, Jeroen; Bastiaens, Theo; Hoogveld, Bert

    2010-01-01

    Van Merriënboer, J. J. G., Bastiaens, T., & Hoogveld, A. W. M. (2004). Instructional design for integrated e-learning. In W. Jochems, J. van Merriënboer & E. J. R. Koper (Eds.), Integrated E-learning. Implications for pedagogy, technology & organization (pp. 13-23). London: RoutledgeFalmer.

  5. Psychology for the Classroom: E-Learning

    Science.gov (United States)

    Woollard, John

    2011-01-01

    "Psychology for the Classroom: E-Learning" is a lively and accessible introduction to the field of technology-supported teaching and learning and the educational psychology associated with those developments. Offering a substantial and useful analysis of e-learning, this practical book includes current research, offers a grounding in both theory…

  6. A Distributed Intelligent E-Learning System

    Science.gov (United States)

    Kristensen, Terje

    2016-01-01

    An E-learning system based on a multi-agent (MAS) architecture combined with the Dynamic Content Manager (DCM) model of E-learning, is presented. We discuss the benefits of using such a multi-agent architecture. Finally, the MAS architecture is compared with a pure service-oriented architecture (SOA). This MAS architecture may also be used within…

  7. New e-learning method using databases

    Directory of Open Access Journals (Sweden)

    Andreea IONESCU

    2012-10-01

    Full Text Available The objective of this paper is to present a new e-learning method that use databases. The solution could pe implemented for any typeof e-learning system in any domain. The article will purpose a solution to improve the learning process for virtual classes.

  8. E-Learning Strategy for Earning Learners

    Science.gov (United States)

    Singaravelu, G.

    2011-01-01

    The study enlightens the effectiveness of e-learning strategy in learning English among the in-service teachers who are studying B.Ed in School of Distance Education, Bharathiar University, Coimbatore. E-learning strategy is a life long learning strategy for earning in-service teachers. It is a strategy of remaining in employment, which can be…

  9. E-Learning in the Corporate University

    Science.gov (United States)

    Homan, Gill; Macpherson, Allan

    2005-01-01

    Purpose: To explore the development of e-learning within the context of corporate universities with the aim of informing the debate on e-learning and establishing key areas of concern for emerging corporate universities. Design/methodology/approach: Three case reviews of large leading edge organizations in different sectors. Findings: Whilst…

  10. E-Learning, Time and Unconscious Thinking

    Science.gov (United States)

    Mathew, David

    2014-01-01

    This article views the temporal dimensions of e-learning through a psychoanalytic lens, and asks the reader to consider links between online learning and psychoanalysis. It argues that time and its associated philosophical puzzles impinge on both psychoanalytic theory and on e-learning at two specific points. The first is in the distinction…

  11. Artificial intelligent e-learning architecture

    Science.gov (United States)

    Alharbi, Mafawez; Jemmali, Mahdi

    2017-03-01

    Many institutions and university has forced to use e learning, due to its ability to provide additional and flexible solutions for students and researchers. E-learning In the last decade have transported about the extreme changes in the distribution of education allowing learners to access multimedia course material at any time, from anywhere to suit their specific needs. In the form of e learning, instructors and learners live in different places and they do not engage in a classroom environment, but within virtual universe. Many researches have defined e learning based on their objectives. Therefore, there are small number of e-learning architecture have proposed in the literature. However, the proposed architecture has lack of embedding intelligent system in the architecture of e learning. This research argues that unexplored potential remains, as there is scope for e learning to be intelligent system. This research proposes e-learning architecture that incorporates intelligent system. There are intelligence components, which built into the architecture.

  12. Elementos para el diseño de planes de evaluación de programas de teleformación en la empresa. [Elements for evaluation plans design about e-learning programs in the company area

    Directory of Open Access Journals (Sweden)

    Genoveva Ramos

    2005-11-01

    Full Text Available From a broad research framework, this paper’s objective is to reflect on different ways to develop E-learning evaluation plans for companies whose employees are in continuous training. Two empirical studies are presented that provide substantive references for identifying the standards, indicators and variables that can be considered for this type of evaluation plan. The results of different kinds of analyses have resulted in a guideline of standards usable in an Evaluation Protocol, and an outline to facilitate the planning and development of these kinds of evaluations. Desde una perspectiva amplia, este artículo tiene como objetivo aportar elementos de reflexión y algunas soluciones en investigación evaluativa, a fin de abordar y orientar los planes de evaluación de la teleformación en el ámbito de la formación continua en la empresa. Se presentan dos estudios empíricos que identifican estándares, indicadores y variables que puedan ser considerados en este tipo de planes de evaluación. Se propone una estructura de estándares utilizable en el marco de un Protocolo de Evaluación.

  13. Development of Usability Criteria for E-Learning Content Development Software

    Science.gov (United States)

    Celik, Serkan

    2012-01-01

    Revolutionary advancements have been observed in e-learning technologies though an amalgamated evaluation methodology for new generation e-learning content development tools is not available. The evaluation of educational software for online use must consider its usability and as well as its pedagogic effectiveness. This study is a first step…

  14. Success Factors for e-Learning in a Developing Country: A Case Study of Serbia

    Science.gov (United States)

    Raspopovic, Miroslava; Jankulovic, Aleksandar; Runic, Jovana; Lucic, Vanja

    2014-01-01

    In this paper, DeLone and McLean's updated information system model was used to evaluate the success of an e-Learning system and its courses in a transitional country like Serbia. In order to adapt this model to an e-Learning system, suitable success metrics were chosen for each of the evaluation stages. Furthermore, the success metrics for…

  15. e-Learning Continuance Intention: Moderating Effects of User e-Learning Experience

    Science.gov (United States)

    Lin, Kan-Min

    2011-01-01

    This study explores the determinants of the e-learning continuance intention of users with different levels of e-learning experience and examines the moderating effects of e-learning experience on the relationships among the determinants. The research hypotheses are empirically validated using the responses received from a survey of 256 users. The…

  16. The E-Learning Setting Circle: First Steps toward Theory Development in E-Learning Research

    Science.gov (United States)

    Rüth, Marco; Kaspar, Kai

    2017-01-01

    E-learning projects and related research generate an increasing amount of evidence within and across various disciplines and contexts. The field is very heterogeneous as e-learning approaches are often characterized by rather unique combinations of situational factors that guide the design and realization of e-learning in a bottom-up fashion.…

  17. Can E-learning change work practices?

    DEFF Research Database (Denmark)

    Noesgaard, Signe Schack

    2016-01-01

    Stand-alone e-learning is unlikely to change work practices. This claim contrasts with a comprehensive body of research arguing that e-learning is at least as effective as face-to-face instruction in improving work performance. Such a comparison is, however, problematic. On the one hand, it relies...... on the premise that face-to-face instruction is effective in changing work behaviors. This article argues that instruction—whether e-learning, face-to-face, or a blend of both—cannot stand alone. Individualized on-the-job scaffolding of employees is needed for meaningful learning transfer and sustainable...... behavior change to occur. On the other hand, e-learning can be as important as face-to-face instruction in preparing the ground for advancing work practices, when e-learning is designed in acknowledgement of its strength and limitations. In outlining the above arguments, this article contributes a four...

  18. E-learning implementation from strategic perspective

    DEFF Research Database (Denmark)

    Lin, Chih-Cheng; Ma, Zheng; Chang, Chi-Cheng

    2012-01-01

    E-learning is spreading not only in the USA but also in the UK. Most available literature concentrates on e-learning platforms, but do not explore the factors related to e-learning implementation from a strategic or organisational perspective. Many academic institutes and their IT departments...... are now facing the challenges of selecting and implementing the right e-learning solutions. In order to understand the entire process associated with e-learning implementation in higher institutes which has not yet been a linear process but came probably with top-down, bottom-up, or flowers blooming...... approach. However, the transform process is extremely complex. To make sense of this complexity, the authors adopted strategic IS management profile (Sabherwal et al., 2001) into the research. To explore this speculation, the research uses a qualitative constructivist approach. Based on an exhaustive case...

  19. Effectiveness of e-learning in hospitals.

    Science.gov (United States)

    Chuo, Yinghsiang; Liu, Chuangchun; Tsai, Chunghung

    2015-01-01

    Because medical personnel share different work shifts (i.e., three work shifts) and do not have a fixed work schedule, implementing timely, flexible, and quick e-learning methods for their continued education is imperative. Hospitals are currently focusing on developing e-learning. This study aims to explore the key factors that influence the effectiveness of e-learning in medical personnel. This study recruited medical personnel as the study participants and collected sample data by using the questionnaire survey method. This study is based on the information systems success model (IS success model), a significant model in MIS research. This study found that the factors (i.e., information quality, service quality, convenience, and learning climate) influence the e-learning satisfaction and in turn influence effectiveness in medical personnel. This study provided recommendations to medical institutions according to the derived findings, which can be used as a reference when establishing e-learning systems in the future.

  20. E-Learning Approach in Teacher Training

    Directory of Open Access Journals (Sweden)

    A. Seda YUCEL

    2006-10-01

    Full Text Available There has been an increasing interest in e-learning in teacher training at universities during the last ten years. With the developing technology, educational methods have differed as well as many other processes. Firstly, a definition on e-learning as a new approach should be given. E-learning could shortly be defined as a web-based educational system on platform with Internet, Intranet or computer access. The concept of e-learning has two main subtitles as synchronized (where a group of students and an instructor actualize an online conference meeting in a computer environment an asynchronized (where individuals actualize self-training in computer environments. Students have access to the course contents whenever they want and communicate with their peers or teachers via communication tools such as e-mail and forums. In order the distance learning system to succeed in e-learning, the program should be planned as both synchronized and asynchronized.

  1. Synergies through blending "on site" learning with e-learning internationally - evaluating the global seminar on environment and sustainable food systems

    DEFF Research Database (Denmark)

    Larsen, Jane Bech; Christensen, Dorthe; Sriskandarajah, Nadarajah

    2005-01-01

    The Global Seminar is an international course, which builds on the premise that knowledge construction occurs when students explore real global issues and delemmas, take positions in relation to these, discuss those positions in an argumentative format and finally, reflect on and re-evaluate thei...

  2. Blended learning with Moodle in medical statistics: an assessment of knowledge, attitudes and practices relating to e-learning.

    Science.gov (United States)

    Luo, Li; Cheng, Xiaohua; Wang, Shiyuan; Zhang, Junxue; Zhu, Wenbo; Yang, Jiaying; Liu, Pei

    2017-09-19

    Blended learning that combines a modular object-oriented dynamic learning environment (Moodle) with face-to-face teaching was applied to a medical statistics course to improve learning outcomes and evaluate the impact factors of students' knowledge, attitudes and practices (KAP) relating to e-learning. The same real-name questionnaire was administered before and after the intervention. The summed scores of every part (knowledge, attitude and practice) were calculated using the entropy method. A mixed linear model was fitted using the SAS PROC MIXED procedure to analyse the impact factors of KAP. Educational reform, self-perceived character, registered permanent residence and hours spent online per day were significant impact factors of e-learning knowledge. Introversion and middle type respondents' average scores were higher than those of extroversion type respondents. Regarding e-learning attitudes, educational reform, community number, Internet age and hours spent online per day had a significant impact. Specifically, participants whose Internet age was no greater than 6 years scored 7.00 points lower than those whose Internet age was greater than 10 years. Regarding e-learning behaviour, educational reform and parents' literacy had a significant impact, as the average score increased 10.05 points (P learning KAP. Additionally, this type of blended course can be implemented in many other curriculums.

  3. Basic Burns Management E-Learning: A New Teaching Tool.

    Science.gov (United States)

    Egro, Francesco M

    Burns teaching is organized only in a few medical schools in the United Kingdom. An e-learning tutorial was developed with the objective of incorporating burns teaching within the medical school curriculum. A 33-webpage e-learning was created, covering topics such as local and general response to burns, assessment of burns, first aid, primary and secondary survey, and referral guidelines. Medical student satisfaction was then evaluated using a 12-question feedback survey rated based on a Likert scale from 1 (very poor) to 5 (very good). The 12-question survey was completed by a total of 18 medical students ranging from second to fourth years (second = 17%, third = 22%, fourth = 61%). While only a couple of students had received prior burns teaching, 50% of the cohort had an interest to pursue surgery as a career. The majority of students (72%) would be interested to have an e-learning module on basic burns management in their medical curriculum. The means of all domains specific to the e-learning were rated as "good" or "very good." Students' rating for ease of use was 87%, usefulness was 88%, relevance to the medical curriculum was 90%, clarity and quality of content were 78% and 83%, respectively, design was 79%, and the overall satisfaction with this e-learning was 87%. The "Basic Burns Management" e-learning tutorial can provide an efficient and effective means of information delivery to medical students and junior doctors, allowing easy and fast incorporation of burns teaching within the medical curriculum and in other medical teaching settings.

  4. [E-learning and university nursing education: an overview of reviews].

    Science.gov (United States)

    De Caro, Walter; Marucci, Anna Rita; Giordani, Mauro; Sansoni, Julita

    2014-01-01

    The increasing use of digital technologies and e-learning in nursing education and the health professions was also reflected in the time to many studies and reviews. The aim of this overview was to analyze education through e-learning technologies for nursing and health professional students. A comprehensive search of literature was conducted using database PubMed/MEDLINE, Ebsco/CINAHL, 2003-2013. The search strategy resulted in the inclusion, in first instance, of 9732 items. After the reduction of duplicates, applying limits and other parameters of inclusion/exclusion and, at the end, evaluation of quality through AMSTARD check list, we included in this overview, 22 reviews. The analized reviews were allowed to spread in different topic areas: study population (students and faculty), e-learning methods (blended learning Game/3D/situated learning) and evaluation (information technology, learning satisfaction comparison of e-learning with the traditional teaching methods) This overview demonstrates that e-learning in nursing academic education is a valid alternative to traditional learning. If e-learning activities are well structured and modulated, some advantages and economies are clear possible. Regard effects of e-learning on the improvement of ability, data are at the momenti limited when compared to traditional learning. Often e-learning appear as an adjunct respect traditional learning, but is necessary consider e-learning and digital tecnology as priority for the future of education of nursing students.

  5. Empirical investigation of e-learning acceptance and assimilation: A structural equation model

    Directory of Open Access Journals (Sweden)

    Said S. Al-Gahtani

    2016-01-01

    Full Text Available E-learning has become progressively more vital for academia and corporate training and has potentially become one of the most significant developments and applications in Information Technologies (ITs. This study used a quantitative approach seeking a causative explanation of the decision behavior of individuals toward the acceptance and assimilation of e-learning in academic settings. A survey of 286 participants (students was conducted to collect the research data. Our study framework was based on the third version of the Technology Acceptance Model (i.e., TAM3 and the data were analyzed using structural equation modeling in order to determine the factors that influence the learners’ intention to use e-learning. Results show the predicting (promoting/inhibiting factors of e-learning technology acceptance, while also examining some related post-implementation interventions expected to contribute to the acceptance and assimilation of e-learning systems. Our results also indicate that TAM3 holds well in the Arabian culture and also outline valuable outcomes such as: managerial interventions and controls for better organizational e-learning management that can lead to greater acceptance and effective utilization. Hopefully, this study provides a roadmap to more understanding of the success factors and post-implementation interventions contributing to the acceptance and assimilation of e-learning systems in developing countries.

  6. Evaluation of an e-learning package to improve understanding of blood-borne viruses amongst prison staff in Wales, UK.

    Science.gov (United States)

    Ellen Perrett, Stephanie; Erricker, Mark; Lyons, Marion

    2014-01-01

    The purpose of this paper is to provide education on blood-borne viruses (BBVs) to prison staff to help reduce stigma within the prisons, improve the care prisoners receive and reduce the risk of occupational transmission. An e-module was used to improve staff understanding of hepatitis B (HBV), hepatitis C (HCV) and HIV at a prison in Wales, UK. An assessment was used to gather data on prison staff understanding of BBVs prior to undertaking the e-module. In total, 530/697 (76 per cent) prison staff completed the BBV e-module. Average pre- and post-course assessment scores were 8.6/11 and 10.85/11, respectively. Most staff understood the modes of hepatitis transmission, however, gaps in understanding were highlighted. In total, 22 per cent of staff believed HBV and HCV were airborne, 9 per cent believed transmission occurred through sharing cutlery. In total, 31 per cent of staff believed prisoners with hepatitis should declare their status to the prison. Practical implications: The e-module significantly improved staff understanding of BBVs and should be incorporated into future prison training packages. Future education should include how BBVs are not transmitted with an emphasis on casual contact. Medical confidentiality in prisons should also be addressed. Improving understanding will help reduce the stigma of BBVs within prison and improve the multidisciplinary care the prisoner receives. To the authors knowledge this is the first published evaluation of a BBV learning package for custodial staff. Evaluation of this educational package demonstrates a unique and valuable insight into the general understanding of BBVs by prison staff in Wales, UK.

  7. E-learning Paradigms and The Development of E-learning Strategy

    DEFF Research Database (Denmark)

    Duus, Henrik Johannsen

    2006-01-01

    The e-learning area is characterized by a magnitude of different products, systems and approaches. The variations can also be observed in differences in the views and notions of e-learning among business people, researchers and journalists. This article attempts to disentangle the area by using...... economic and sociological theories, the theories of marketing management and strategy as well as practical experience gained by the author while working with leading edge suppliers of e-learning. On this basis, a distinction between knowledge creation e-learning and knowledge transfer e-learning....... The selection of which paradigm to use in the development of an e-learning strategy may prove crucial for success. Implications for the development of an e-learning strategy in businesses and learning institutions are outlined....

  8. E-Learning: Future of Education

    Directory of Open Access Journals (Sweden)

    SUMIT GOYAL

    2012-09-01

    Full Text Available This paper highlights the significance of E-learning in modern education and discusses its technical aspect, market, pros and cons, comparison with instructor led training and possibility of weather E-learning will replace the old classroom teaching. Presently the concept of E-learning is becoming very popular as the numbers of internet savvy users are increasing. E-learning gives the advantage of 24x7 and 365 days a year round access as compared to Instructor-Led Training, which is one time class that must be scheduled. E-learning is cost effective as course content once developed could be easily used and modified for teaching and training. E-learning also provides students freedom from carrying heavy school bags and stop cutting of trees for the sake of paper, pencil and rubber. E-learning is the future of education as it is interactive, interesting and entertaining way of learning, and will soon replace the paper books in the form of touch screen tablets.

  9. Neurological assessment with validated tools in general ICU: multicenter, randomized, before and after, pragmatic study to evaluate the effectiveness of an e-learning platform for continuous medical education.

    Science.gov (United States)

    Mistraletti, Giovanni; Umbrello, Michele; Anania, Stefania; Andrighi, Elisa; DI Carlo, Alessandra; Martinetti, Federica; Barello, Serena; Sabbatini, Giovanni; Formenti, Paolo; Maraffi, Tommaso; Marrazzo, Francesco; Palo, Alessandra; Bellani, Giacomo; Russo, Riccarda; Francesconi, Silvia; Valdambrini, Federico; Cigada, Marco; Riccardi, Francesca; Moja, Egidio A; Iapichino, Gaetano

    2017-02-01

    International guidelines recommend systematic assessment of pain, agitation/sedation and delirium with validated scales for all ICU patients. However, these evaluations are often not done. We have created an e-learning training platform for the continuous medical education, and assessed its efficacy in increasing the use of validated tools by all medical and nursing staff of the participating ICUs during their daily practice. Multicenter, randomized, before and after study. The eight participating centers were randomized in two groups, and received training at different times. The use of validated tools (Verbal Numeric Rating or Behavioral Pain Scale for pain; Richmond Agitation-Sedation Scale for agitation; Confusion Assessment Method for the ICU for delirium) was evaluated from clinical data recorded in medical charts during a week, with follow-up up to six months after the training. All the operators were invited to complete a questionnaire, at baseline and after the training. Among the 374 nurses and physicians involved, 140 (37.4%) completed at least one of the three courses. The assessment of pain (38.1 vs. 92.9%, Pe-learning program shows encouraging effectiveness, and the increase in the use of validated tools for neurological monitoring in critically ill patients lasts over time.

  10. Conversational Agents in E-Learning

    Science.gov (United States)

    Kerry, Alice; Ellis, Richard; Bull, Susan

    This paper discusses the use of natural language or 'conversational' agents in e-learning environments. We describe and contrast the various applications of conversational agent technology represented in the e-learning literature, including tutors, learning companions, language practice and systems to encourage reflection. We offer two more detailed examples of conversational agents, one which provides learning support, and the other support for self-assessment. Issues and challenges for developers of conversational agent systems for e-learning are identified and discussed.

  11. How to Succeed at e-Learning

    CERN Document Server

    Donnelly, Peter; Benson, Joel

    2012-01-01

    A basic guide to getting the best from e-learning for medical students, teachers and all healthcare professionals How to Succeed at e-Learning answers the needs of all healthcare professionals either starting or continuing their studies but not knowing where to begin with e-learning. It is a valuable guide for learners in undergraduate and postgraduate medicine as well as related health professionals and essential for teachers of medicine who are beginning to transfer from print to electronic teaching and need to understand effective methods of presentation.

  12. E-Learning Readiness in Public Secondary Schools in Kenya

    Science.gov (United States)

    Ouma, Gordon O.; Awuor, Fredrick M.; Kyambo, Benjamin

    2013-01-01

    As e-learning becomes useful to learning institutions worldwide, an assessment of e-learning readiness is essential for the successful implementation of e-learning as a platform for learning. Success in e-learning can be achieved by understanding the level of readiness of e-learning environments. To facilitate schools in Kenya to implement…

  13. The effectiveness of internet-based e-learning on clinician behavior and patient outcomes: a systematic review protocol.

    Science.gov (United States)

    Sinclair, Peter; Kable, Ashley; Levett-Jones, Tracy

    2015-01-01

    research, not least the use of comparative design studies. Comparison between e-learning and traditional teaching methods are illogical and methodologically flawed because comparison groups are heterogeneous, lack uniformity and have multiple confounders that cannot be adjusted for.As early as 1994, researchersin computer-assisted learning were citing these limitations and called for a fresh research agenda in this area. Cookrepeated this call in 2005 and again in 2009 and noted a paucity of research related to patient or clinical practice outcomes. Electronic learning is not an educational panacea and research needs to progress from pre- and post-interventional and comparative designs that evaluate knowledge increases and user satisfaction. It is time to move towards determining whether improved self-efficacy or knowledge gained through e-learning improves patient outcomes or influences clinical behavior change and whether these changes are sustained. In order to develop the empirical evidence base in e-learning, research needs to be guided by established theoretical frameworks and use validated instruments to move from assessing knowledge generation towards improving our understanding of whether e-learning improves HCP behavior and more importantly, patient outcomes.One suitable framework that is congruent with e-learning research is Kirkpatrick'sfour levels of evaluation. Kirkpatrick's model is hierarchically based with level one relating to student reaction and how well the learner is satisfied with the education program. Level two pertains to learning and the evaluation of knowledge, level three expands on this and considers whether the education has influenced behavior. In the context of this review, behavior change is any practice that is intrinsically linked with the outcomes of the e-learning program undertaken. Finally, level four evaluates the impact on outcomes such as cost benefit or quality improvements.The majority of e-learning research has focused on

  14. An Analysis of Factors Affecting Community College Students' Expectations on E-Learning

    Science.gov (United States)

    Kilic-Cakmak, Ebru; Karatas, Sercin; Ocak, Mehmet Akif

    2009-01-01

    There are many factors that affect the e-learning process. Instructor, assessment and evaluation, communication, and technical support are among the leading factors. It is obvious that these factors influence the effectiveness of e-learning and may be related to different expectations of e-learners. Therefore, this study focuses on examining the…

  15. Does Supply Always Come on the Heels of Demand? Matches and Mismatches in E-Learning

    Science.gov (United States)

    Sridharan, Bhavani; Deng, Hepu; Kinshuk

    2014-01-01

    Developing sustainable e-learning requires a better understanding of the perceptions and preferences of e-learning providers and e-learners on the four crucial dimensions for elearning success including pedagogies, technologies, learning resources and management of learning resources. There is, however, little research on evaluating whether these…

  16. Collegewide Promotion of E-Learning/Active Learning and Faculty Development

    Science.gov (United States)

    Ogawa, Nobuyuki; Shimizu, Akira

    2016-01-01

    Japanese National Institutes of Technology have revealed a plan to strongly promote e-Learning and active learning under the common schematization of education in over 50 campuses nationwide. Our e-Learning and ICT-driven education practiced for more than fifteen years were highly evaluated, and is playing a leading role in promoting e-Learning…

  17. Effectiveness of e-learning in continuing medical education for occupational physicians

    NARCIS (Netherlands)

    Hugenholtz, Nathalie I. R.; de Croon, Einar M.; Smits, Paul B.; van Dijk, Frank J. H.; Nieuwenhuijsen, Karen

    2008-01-01

    Background Within a clinical context e-learning is comparable to traditional approaches of continuing medical education (CME). However, the occupational health context differs and until now the effect of postgraduate e-learning among occupational physicians (OPs) has not been evaluated. Aim To

  18. Quality in E-Learning: A Framework for Promoting and Assuring Quality in Virtual Institutions

    Science.gov (United States)

    Masoumi, D.; Lindstrom, B.

    2012-01-01

    With the growing demand for e-learning along with striving for excellence associated with globalization, there are worldwide calls for enhancing and assuring quality in e-learning, specifically in the context of the developing countries. Such calls for quality enhancement, accountability, added value, value for money, self-evaluation, and role…

  19. An Adaptive Scaffolding E-Learning System for Middle School Students' Physics Learning

    Science.gov (United States)

    Chen, Ching-Huei

    2014-01-01

    This study presents a framework that utilizes cognitive and motivational aspects of learning to design an adaptive scaffolding e-learning system. It addresses scaffolding processes and conditions for designing adaptive scaffolds. The features and effectiveness of this adaptive scaffolding e-learning system are discussed and evaluated. An…

  20. Organizational Approach to the Ergonomic Examination of E-Learning Modules

    Science.gov (United States)

    Lavrov, Evgeniy; Kupenko, Olena; Lavryk, Tetiana; Barchenko, Natalia

    2013-01-01

    With a significant increase in the number of e-learning resources the issue of quality is of current importance. An analysis of existing scientific and methodological literature shows the variety of approaches, methods and tools to evaluate e-learning materials. This paper proposes an approach based on the procedure for estimating parameters of…

  1. The Domains for the Multi-Criteria Decisions about E-Learning Systems

    Science.gov (United States)

    Uysal, Murat Pasa

    2012-01-01

    Developments in computer and information technologies continue to give opportunities for designing advanced E-learning systems while entailing objective and technical evaluation methodologies. Design and development of E-learning systems require time-consuming and labor-intensive processes; therefore any decision about these systems and their…

  2. E-Learning in Pharmacology and Pharmacy

    Directory of Open Access Journals (Sweden)

    Thomas Efferth

    2011-08-01

    Full Text Available Computer-based learning facilitates a shift from externally controlled to self-directed learning. Universities and other educational institutions are challenged by these developments and must react appropriately to meet the requirements of education. The term e-learning has been coined to describe a wide range of diverse learning and teaching strategies based on the use of electronic devices. Recently developed concepts in the science of education and learning provide appropriate frameworks for novel e-learning scenarios. The present review introduces strategies and concepts for the implementation of e-learning in academic and non-academic programs and gives an overview of current e-learning activities in pharmacology.

  3. E-learning programs in oncology

    DEFF Research Database (Denmark)

    Degerfält, Jan; Sjöstedt, Staffan; Fransson, Per

    2017-01-01

    BACKGROUND: E-learning is an established concept in oncological education and training. However, there seems to be a scarcity of long-term assessments of E-learning programs in oncology vis-á-vis their structural management and didactic value. This study presents descriptive, nationwide data from...... 2005 to 2014. E-learning oncology programs in chemotherapy, general oncology, pain management, palliative care, psycho-social-oncology, and radiotherapy, were reviewed from our databases. Questionnaires of self-perceived didactic value of the programs were examined 2008-2014. RESULTS: The total number...... of trainees were 4693, allocated to 3889 individuals. The trainees included medical doctors (MDs; n = 759), registered nurses (RNs; n = 2359), radiation therapy technologists (n = 642), and, social and health care assistants (SHCAs; n = 933). The E-learning covered 29 different program classifications...

  4. E-learning platforms and accessibility

    Directory of Open Access Journals (Sweden)

    Daniela Adami

    2007-01-01

    Full Text Available Riflessioni sull’accessibilita’ delle piattaforme e-learning da parte di non vedenti. L’argomento viene affrontano raccontando l’esperienza di un corsista SSIS con difficolta’ visive.

  5. FACET CLASSIFICATIONS OF E-LEARNING TOOLS

    Directory of Open Access Journals (Sweden)

    Olena Yu. Balalaieva

    2013-12-01

    Full Text Available The article deals with the classification of e-learning tools based on the facet method, which suggests the separation of the parallel set of objects into independent classification groups; at the same time it is not assumed rigid classification structure and pre-built finite groups classification groups are formed by a combination of values taken from the relevant facets. An attempt to systematize the existing classification of e-learning tools from the standpoint of classification theory is made for the first time. Modern Ukrainian and foreign facet classifications of e-learning tools are described; their positive and negative features compared to classifications based on a hierarchical method are analyzed. The original author's facet classification of e-learning tools is proposed.

  6. E-Learning, the Lucent Way.

    Science.gov (United States)

    Gold, Martha

    2003-01-01

    Lucent Technologies extends its product training to customers and business partners. This practice allows both employees and customers to access e-learning selections for their training and information needs. (JOW)

  7. A European perspective on e-learning

    DEFF Research Database (Denmark)

    Dirckinck-Holmfeld, Lone

    2004-01-01

    E-learning at Work , edited by Anne Marie Kanstrup. Roskilde Universitetsforlag, pages Pp.15-29. 2004 Short description: Based on a survey of 149 European e-learning and adult vocational training projects, the author presents examples of how ICT facilitates a positive change and development...... that focus is on designing the technical tools rather than on the use of tools for e-learning in general, where ICT is just one integrated element among many: objective, motivation, ways to learning, profession, workplace etc. The rojects also reveal that different European countries move at different paces...... of workplace-related learning. Abstract: Based on a survey of 149 European e-learning and adult vocational training projects, the author presents examples of how ICT facilitates a positive change and development of workplace-related learning.The chapter ends with a suggestion for a historical categorisation...

  8. Using Randomized Controlled Trials to Evaluate Interventions for Releasing Prisoners

    Science.gov (United States)

    Pettus-Davis, Carrie; Howard, Matthew Owen; Dunnigan, Allison; Scheyett, Anna M.; Roberts-Lewis, Amelia

    2016-01-01

    Randomized controlled trials (RCTs) are rarely used to evaluate social and behavioral interventions designed for releasing prisoners. Objective: We use a pilot RCT of a social support intervention (Support Matters) as a case example to discuss obstacles and strategies for conducting RCT intervention evaluations that span prison and community…

  9. Adaptive e-learning to improve dietary behaviour: a systematic review and cost-effectiveness analysis.

    Science.gov (United States)

    Harris, J; Felix, L; Miners, A; Murray, E; Michie, S; Ferguson, E; Free, C; Lock, K; Landon, J; Edwards, P

    2011-10-01

    UK public health policy strongly advocates dietary change for the improvement of population health and emphasises the importance of individual empowerment to improve health. A new and evolving area in the promotion of dietary behavioural change is 'e-learning', the use of interactive electronic media to facilitate teaching and learning on a range of issues including health. The high level of accessibility, combined with emerging advances in computer processing power, data transmission and data storage, makes interactive e-learning a potentially powerful and cost-effective medium for improving dietary behaviour. This review aims to assess the effectiveness and cost-effectiveness of adaptive e-learning interventions for dietary behaviour change, and also to explore potential psychological mechanisms of action and components of effective interventions. Electronic bibliographic databases (Cumulative Index to Nursing and Allied Health Literature, The Cochrane Library, Dissertation Abstracts, EMBASE, Education Resources Information Center, Global Health, Health Economic Evaluations Database, Health Management Information Consortium, MEDLINE, PsycINFO and Web of Science) were searched for the period January 1990 to November 2009. Reference lists of included studies and previous reviews were also screened; authors were contacted and trial registers were searched. Studies were included if they were randomised controlled trials, involving participants aged ≥ 13 years, which evaluated the effectiveness of interactive software programs for improving dietary behaviour. Primary outcomes were measures of dietary behaviours, including estimated intakes or changes in intake of energy, nutrients, dietary fibre, foods or food groups. Secondary outcome measures were clinical outcomes such as anthropometry or blood biochemistry. Psychological mediators of dietary behaviour change were also investigated. Two review authors independently screened results and extracted data from

  10. Successful e-learning programme on the detection of child abuse in emergency departments: a randomised controlled trial.

    Science.gov (United States)

    Smeekens, A E F N; Broekhuijsen-van Henten, D M; Sittig, J S; Russel, I M B; ten Cate, O Th J; Turner, N M; van de Putte, E M

    2011-04-01

    To evaluate the effectiveness of an electronic learning (e-learning) programme on the performance of nurses in the recognition of child abuse in a simulated case in the Emergency Department (ED). Blinded, randomised controlled trial using pre- and postintervention design. The ED of a University Medical Center in the Netherlands. 38 ED nurses were included, 25 nurses were analysed. Half of the participants followed a 2-hour e-learning programme focused on the recognition of child abuse, the others acted as a control group. Individual performance during a case-simulated parent interview to detect child abuse and self-reported self-efficacy for the detection of child abuse. Performance on the simulation was scored by an expert panel using a standardised assessment form which was designed to score quantity and quality of the questions posed by the nurse (minimum score 0; maximum score 114). During post-test, nurses in the intervention group performed significantly better during the simulation than the control group, (89 vs 71, 95% CI 2.9 to 33.3), and reported higher self-efficacy (502 vs 447, 95% CI -25.4 to 134.7). Performance in detecting child abuse correlated positively with the self-efficacy score (Spearman correlation 0.387, p value 0.056). Comparing post- and pretest results separately for the intervention and the control group showed a significant increase in performance in the intervention group. E-learning improved the performance in case simulations and the self-efficacy of the nurses in the ED in the detection of child abuse. Wider implementation of the e-learning programme to improve the first step in the detection of child abuse is recommended.

  11. Building institutional capability in e-learning design

    Directory of Open Access Journals (Sweden)

    Gilly Salmon

    2008-12-01

    Full Text Available We detail the research, development and initial outcomes of an intervention process to promote capability building in designing for e-learning at a dual mode university in the UK. The process, called CARPE DIEM, was built on a pilot study and became a Higher Education Academy ‘Pathfinder' project named ADELIE. We report on the model workshop, its deployment, research and development over a 12-month period with a variety of subject groups working in small teams with learning technologists, pedagogical facilitators and librarians. Outcomes include improved scores on an institutional e-learning benchmarking exercise and increased capability for designing for online activities for students in the Virtual Learning Environment (VLE. The model is stable enough to be tried in other institutions and continues to develop in scope.

  12. The effects of neurologic assessment E-learning in nurses.

    Science.gov (United States)

    Shin, Ji Yeon; Issenberg, S Barry; Roh, Young Sook

    2017-10-01

    A firm understanding of the preliminary assessment of a patient with neurological disorders is needed for ensuring optimal patient outcomes. The purpose of this study is to evaluate the effects of using e-learning on neurologic assessment knowledge, ability, and self-confidence among nurses. This study used a non-equivalent control group pretest-posttest design. Nurses working in the neurology and neurosurgery wards, Republic of Korea PARTICIPANTS: A convenience sample of 50 nurses was assigned to either the experimental group (n=24) or the control group (n=26). The experimental group participated in the self-directed e-learning program related to neurologic assessment, and control group underwent self-directed learning with handout. Knowledge, ability, and self-confidence were measured at pretest and posttest. There were no significant differences in knowledge (U=270, p=0.399) and self-confidence (U=241.5, p=0.171) between the two groups. Nurses in the experimental group showed higher neurologic assessment ability compared with those in the control group (U=199, p=0.028). Self-directed neurologic assessment e-learning induced improvement in the neurologic assessment ability among nurses. Self-directed e-learning can be applied for improving competencies in neurologic assessment. Copyright © 2017 Elsevier Ltd. All rights reserved.

  13. Development of e-learning for English class

    Directory of Open Access Journals (Sweden)

    Agustina Noni

    2018-01-01

    Full Text Available In the twenty first century, teachers are required to have a digital literacy skill. They must be able to integrate technology in learning process. It was already conducted by a teacher in one of public junior high schools in Jakarta. She searched the materials from the internet but she had a problem to adjust the learning materials to her students’ needs and characteristics. Therefore, this study was undertaken to explore deeply how to develop e-learning in English class based on her students’ needs and characteristics. This study employed research and development methodology. The participants were an English teacher and the first graders of junior high school. The result showed that this e-learning used PHP, Framework Bookstrap and MySQL. The e-learning also used Adobe Flash and Adobe Illustrator to make some animated videos. It consisted of listening, reading, and grammar which the topic focused on descriptive texts comprising some themes referring to 2013 curriculum. Those themes were people, animal, thing, place, and occupation. The development of e-learning deserved to be implemented after it was validated by the expert, evaluated by the teacher and tested to the students. It is expected to contribute as supplemental learning media in English learning process.

  14. Measuring the e-Learning Autonomy of Distance Education Students

    Directory of Open Access Journals (Sweden)

    Mehmet Firat

    2016-08-01

    Full Text Available Previous studies have provided evidence that learner autonomy is an important factor in academic achievement. However, few studies have investigated the autonomy of distance education students in e-learning environments. The purpose of this study is to evaluate the e-learning autonomy of distance education students who are responsible for their own learning. For this purpose, as the first step of the study, an e-learning autonomy scale was developed. Analyses of the validity and reliability of the scale were carried out with the participation of 1,152 distance education students from Anadolu University, Open Education System. The scale has an internal consistency coefficient of α = 0.952 and a single factorial model that explains 66.58% of the total variance. The scale was implemented with 3,293 students from 42 different programs. According to the findings, student autonomy in e-learning environments is directly proportional to level of ICT use but not affected by program or gender.

  15. The E-learning Circle – a holistic software design tool for e-learning

    OpenAIRE

    Kolås, Line; Staupe, Arvid

    2010-01-01

    The article introduces the E-learning Circle, a tool developed to assure the quality of the software design process of e-learning systems, considering pedagogical principles as well as technology. The E-learning Circle consists of a number of concentric circles which are divided into three sectors. The content of the inner circles is based on pedagogical principles, while the outer circle specifies how the pedagogical principles may be implemented with technology. The circle’s centre is dedic...

  16. Building E-Learning Strategy and Developing E-Learning Action Plan in Higher Education

    OpenAIRE

    Polla, Gerardus

    2011-01-01

    Building an e-learning strategy and developing e-learning action plan requires two fundamental thing: first is adequate knowledge about what you want to accomplish, and the second is a willingness to articulate your plan in a meaningful way to all your stakeholders. Before the work begins, identify the key stakeholders who should participate in the strategy development. This paper intends to enlighten how to build an e-learning strategy in higher educations with some strategies that must be c...

  17. Trials of Intervention Principles: Evaluation Methods for Evolving Behavioral Intervention Technologies.

    Science.gov (United States)

    Mohr, David C; Schueller, Stephen M; Riley, William T; Brown, C Hendricks; Cuijpers, Pim; Duan, Naihua; Kwasny, Mary J; Stiles-Shields, Colleen; Cheung, Ken

    2015-07-08

    In recent years, there has been increasing discussion of the limitations of traditional randomized controlled trial (RCT) methodologies for the evaluation of eHealth and mHealth interventions, and in particular, the requirement that these interventions be locked down during evaluation. Locking down these interventions locks in defects and eliminates the opportunities for quality improvement and adaptation to the changing technological environment, often leading to validation of tools that are outdated by the time that trial results are published. Furthermore, because behavioral intervention technologies change frequently during real-world deployment, even if a tested intervention were deployed in the real world, its shelf life would be limited. We argue that RCTs will have greater scientific and public health value if they focus on the evaluation of intervention principles (rather than a specific locked-down version of the intervention), allowing for ongoing quality improvement modifications to the behavioral intervention technology based on the core intervention principles, while continuously improving the functionality and maintaining technological currency. This paper is an initial proposal of a framework and methodology for the conduct of trials of intervention principles (TIPs) aimed at minimizing the risks of in-trial changes to intervention technologies and maximizing the potential for knowledge acquisition. The focus on evaluation of intervention principles using clinical and usage outcomes has the potential to provide more generalizable and durable information than trials focused on a single intervention technology.

  18. e-Vocabulary and e-Learning

    Directory of Open Access Journals (Sweden)

    Ana-María Fernández-Pampillón

    2017-03-01

    Full Text Available A vocabulary is a linguistic resource that helps manage, query and retrieve information and/or knowledge via words. If vocabularies are built and used in electronic format, they are referred as e-vocabularies. E-vocabularies have been used in Education to help teachers and students to, amongst many issues, (1 comprehend and relate the concepts and the objects of a given knowledge domain; (2 understand and learn languages, be they specialized or not; and (3 identify, describe and query knowledge and digital educational resources. Despite its utility, it is in this field where vocabularies seem to be less systematically developed, known, studied, analyzed, compared and/or linked. For this reason, we thought it was an opportunity to edit a dedicated volume with real experiences concerning the construction, use and evaluation of electronic vocabularies relating to education, and their application to the Internet and e-learning. The result is, finally, this Special Issue with five papers that represent part of the current state-of-the-art in the construction and use of e-vocabularies and education.

  19. Effect of an interactive E-learning tool for delirium on patient and nursing outcomes in a geriatric hospital setting: findings of a before-after study.

    Science.gov (United States)

    Detroyer, Elke; Dobbels, Fabienne; Teodorczuk, Andrew; Deschodt, Mieke; Depaifve, Yves; Joosten, Etienne; Milisen, Koen

    2018-01-19

    Education of healthcare workers is a core element of multicomponent delirium strategies to improve delirium care and, consequently, patient outcomes. However, traditional educational strategies are notoriously difficult to implement. E-learning is hypothesised to be easier and more cost effective, but research evaluating effectiveness of delirium education through e-learning is scarce at present. Aim is to determine the effect of a nursing e-learning tool for delirium on: (1) in-hospital prevalence, duration and severity of delirium or mortality in hospitalized geriatric patients, and (2) geriatric nurses' knowledge and recognition regarding delirium. A before-after study in a sample of patients enrolled pre-intervention (non-intervention cohort (NIC); n = 81) and post-intervention (intervention cohort (IC); n = 79), and nurses (n = 17) of a geriatric ward (university hospital). The intervention included an information session about using the e-learning tool, which consisted of 11 e-modules incorporating development of knowledge and skills in the prevention, detection and management of delirium, and the completion of a delirium e-learning tool during a three-month period. Key patient outcomes included in-hospital prevalence and duration of delirium (Confusion Assessment Method), delirium severity (Delirium Index) and mortality (in-hospital; 12 months post-admission); key nurse outcomes included delirium knowledge (Delirium Knowledge Questionnaire) and recognition (Case vignettes). Logistic regression and linear mixed models were used to analyse patient data; Wilcoxon Signed Rank tests, McNemar's or paired t-tests for nursing data. No significant difference was found between the IC and NIC for in-hospital prevalence (21.5% versus 25.9%; p = 0.51) and duration of delirium (mean 4.2 ± SD 4.8 days versus 4.9 ± SD 4.8 days; p = 0.38). A trend towards a statistically significant lower delirium severity (IC versus NIC: difference estimate

  20. The Future of e-Learning in Medical Education: Current Trend and Future Opportunity

    Directory of Open Access Journals (Sweden)

    Sara Kim

    2006-09-01

    Full Text Available A wide range of e-learning modalities are widely integrated in medical education. However, some of the key questions related to the role of e-learning remain unanswered, such as (1 what is an effective approach to integrating technology into pre-clinical vs. clinical training?; (2 what evidence exists regarding the type and format of e-learning technology suitable for medical specialties and clinical settings?; (3 which design features are known to be effective in designing on-line patient simulation cases, tutorials, or clinical exams?; and (4 what guidelines exist for determining an appropriate blend of instructional strategies, including online learning, face-to-face instruction, and performance-based skill practices? Based on the existing literature and a variety of e-learning examples of synchronous learning tools and simulation technology, this paper addresses the following three questions: (1 what is the current trend of e-learning in medical education?; (2 what do we know about the effective use of e-learning?; and (3 what is the role of e-learning in facilitating newly emerging competency-based training? As e-learning continues to be widely integrated in training future physicians, it is critical that our efforts in conducting evaluative studies should target specific e-learning features that can best mediate intended learning goals and objectives. Without an evolving knowledge base on how best to design e-learning applications, the gap between what we know about technology use and how we deploy e-learning in training settings will continue to widen.

  1. Success Factors for e-Learning in a Developing Country: A Case Study of Serbia

    OpenAIRE

    Miroslava Raspopovic1, 1, 1, and 2; Aleksandar Jankulovic; Jovana Runic; Vanja Lucic

    2014-01-01

    In this paper, DeLone and McLean’s updated information system model was used to evaluate the success of an e-Learning system and its courses in a transitional country like Serbia. In order to adapt this model to an e-Learning system, suitable success metrics were chosen for each of the evaluation stages. Furthermore, the success metrics for e-Learning evaluation are expanded by providing several systems for quantifying the given success metrics. The results presented in this paper are based o...

  2. E-learning in medical education in resource constrained low- and middle-income countries

    Science.gov (United States)

    2013-01-01

    Background In the face of severe faculty shortages in resource-constrained countries, medical schools look to e-learning for improved access to medical education. This paper summarizes the literature on e-learning in low- and middle-income countries (LMIC), and presents the spectrum of tools and strategies used. Methods Researchers reviewed literature using terms related to e-learning and pre-service education of health professionals in LMIC. Search terms were connected using the Boolean Operators “AND” and “OR” to capture all relevant article suggestions. Using standard decision criteria, reviewers narrowed the article suggestions to a final 124 relevant articles. Results Of the relevant articles found, most referred to e-learning in Brazil (14 articles), India (14), Egypt (10) and South Africa (10). While e-learning has been used by a variety of health workers in LMICs, the majority (58%) reported on physician training, while 24% focused on nursing, pharmacy and dentistry training. Although reasons for investing in e-learning varied, expanded access to education was at the core of e-learning implementation which included providing supplementary tools to support faculty in their teaching, expanding the pool of faculty by connecting to partner and/or community teaching sites, and sharing of digital resources for use by students. E-learning in medical education takes many forms. Blended learning approaches were the most common methodology presented (49 articles) of which computer-assisted learning (CAL) comprised the majority (45 articles). Other approaches included simulations and the use of multimedia software (20 articles), web-based learning (14 articles), and eTutor/eMentor programs (3 articles). Of the 69 articles that evaluated the effectiveness of e-learning tools, 35 studies compared outcomes between e-learning and other approaches, while 34 studies qualitatively analyzed student and faculty attitudes toward e-learning modalities. Conclusions E-learning

  3. E-learning in medical education in resource constrained low- and middle-income countries.

    Science.gov (United States)

    Frehywot, Seble; Vovides, Yianna; Talib, Zohray; Mikhail, Nadia; Ross, Heather; Wohltjen, Hannah; Bedada, Selam; Korhumel, Kristine; Koumare, Abdel Karim; Scott, James

    2013-02-04

    In the face of severe faculty shortages in resource-constrained countries, medical schools look to e-learning for improved access to medical education. This paper summarizes the literature on e-learning in low- and middle-income countries (LMIC), and presents the spectrum of tools and strategies used. Researchers reviewed literature using terms related to e-learning and pre-service education of health professionals in LMIC. Search terms were connected using the Boolean Operators "AND" and "OR" to capture all relevant article suggestions. Using standard decision criteria, reviewers narrowed the article suggestions to a final 124 relevant articles. Of the relevant articles found, most referred to e-learning in Brazil (14 articles), India (14), Egypt (10) and South Africa (10). While e-learning has been used by a variety of health workers in LMICs, the majority (58%) reported on physician training, while 24% focused on nursing, pharmacy and dentistry training. Although reasons for investing in e-learning varied, expanded access to education was at the core of e-learning implementation which included providing supplementary tools to support faculty in their teaching, expanding the pool of faculty by connecting to partner and/or community teaching sites, and sharing of digital resources for use by students. E-learning in medical education takes many forms. Blended learning approaches were the most common methodology presented (49 articles) of which computer-assisted learning (CAL) comprised the majority (45 articles). Other approaches included simulations and the use of multimedia software (20 articles), web-based learning (14 articles), and eTutor/eMentor programs (3 articles). Of the 69 articles that evaluated the effectiveness of e-learning tools, 35 studies compared outcomes between e-learning and other approaches, while 34 studies qualitatively analyzed student and faculty attitudes toward e-learning modalities. E-learning in medical education is a means to an end

  4. E-Learning and Economic Development

    Directory of Open Access Journals (Sweden)

    Kelly CAREY

    2005-01-01

    Full Text Available E-Learning and Economic Development Kelly CAREY West Valley College Saratoga, CA, USA Stanko BLATNIK Institute for Symbolic Analysis and Development of Information Technologies Velenje, SLOVENIA ABSTRACT In this article, our experience in the development and realization of e-Learning courses in Slovenia is described and discussed. Slovenia, the most developed republic of former Yugoslavia, became an EU member in May 2004. In 1991, after its independence from Yugoslavia, Slovenia’s transition to a free market economy resulted in lost jobs and an unemployment rate of 12%. In 1999, as the Institute for Symbolic Analysis and Development of Information Technologies, located in Velenje, Slovenia, we decided to offer several online courses to help unemployed people gain the skills and knowledge needed for employability in information technology. We drew on our previous experience teaching online courses at Sarajevo University after the Bosnian war and on the experience of West Valley College from Saratoga, Silicon Valley in e-Learning. Over the last four years, we organized and delivered e-Learning courses in digital media design and production, with good results. Several students found jobs and changed their perception and attitude as they became more self-confident. We believe e-Learning can efficiently enhance lifelong learning and support economic development, especially in new member countries transitioning from former socialistic to free market economies.

  5. Creating an effective learning environment through an E-Learning Instructional Programme (ELIP

    Directory of Open Access Journals (Sweden)

    Maria Jakovljevic

    2009-12-01

    Full Text Available Though numerous research reports have provided a body of information about benefits of e-learning there are barriers such as, asynchronous communication channels, lack of personalisation, which decrease the level of interaction between the learner and instructor [13].The aim of this paper is to discuss and outline a framework on e-learning pedagogical and technology issues which provide a basis for the creation of an e-learning instructional programme (ELIP. The Phase I of this research start with the creation of a framework for an e-learning environment and derivation of the e-learning instructional programme (ELIP; Phase II is aimed to implement a popular audio playback device (iPod and VoIP. In this phase 40 learners, one instructor and three tutors will be observed and their experiences will be evaluated through focus group interviews and documents analysis. This research was based on a qualitative research approach [78],[44].

  6. Training students to use syringe pumps: an experimental comparison of e-learning and classroom training.

    Science.gov (United States)

    Grundgeiger, Tobias; Kolb, Lorenz; Korb, Maximilian O; Mengelkamp, Christoph; Held, Volker

    2016-04-01

    The inadequate use of syringe pumps can jeopardize patient safety, and syringe pump trainings are conducted to manage this risk. A critical step in this risk management process is the learning success of trainees. In the present paper, we compared an e-learning approach with standard classroom training in learning success effectives, trainees' opinion on the trainings, and investigated the relation between technological affinity and learning success. The results showed that e-learning was as effective as classroom training but nursing students' confidence in using the pump and satisfaction with the training was decreased for e-learning compared with classroom training. We discuss the results in context of the nursing e-learning literature. Finally, we discuss the literature for risk identification, risk analysis, risk treatment, and risk monitoring and control in the context of syringe pump training and add the lessons learned from the evaluated e-learning program.

  7. Why we should pay more attention to E-learning

    OpenAIRE

    Maria Toro-Troconis

    2015-01-01

    Background: This paper discusses the benefits of designing a blended learning programme that combines the use of self-directed E-learning and collaborative face-to-face sessions in respiratory medicine at the undergraduate level. Objectives: The paper discusses the Blended Learning Design Tool (BLEnDT©) used to support the design process. This paper presents the findings of the evaluation carried out to identify learning gains and students' attitudes towards the use of tablet devices (iPa...

  8. A Quality Framework for Continuous Improvement of e-Learning: The e-Learning Maturity Model

    Science.gov (United States)

    Marshall, Stephen

    2010-01-01

    The E-Learning Maturity Model (eMM) is a quality improvement framework designed to help institutional leaders assess their institution's e-learning maturity. This paper reviews the eMM, drawing on examples of assessments conducted in New Zealand, Australia, the UK and the USA to show how it helps institutional leaders assess and compare their…

  9. Collaboration in E-Learning: A Study Using the Flexible E-Learning Framework

    Science.gov (United States)

    Vandenhouten, C.; Gallagher-Lepak, S.; Reilly, J.; Ralston-Berg, P.

    2014-01-01

    E-Learning remains a new frontier for many faculty. When compared to the traditional classroom, E- Learning requires the talents of many team members from a variety of departments as well as the use of different teaching and learning strategies. Pedagogy as well as team configurations must change when moving to the online environment. As a result,…

  10. The E-learning Cabaret: do's and don'ts in E-Learning Design

    NARCIS (Netherlands)

    Westera, Wim

    2009-01-01

    Westera, W. (2006). The E-Learning Cabaret: do's and don'ts in E-Learning Design. Book of Abstracts, 12th International Conference on Technology Supported Learning & Teaching, Online Educa Berlin (pp. 169-171). November, 29-December, 1, 2006, Berlin, Germany: ICWE-GmbH.

  11. Effective e-Learning by Thoughtful Design

    Directory of Open Access Journals (Sweden)

    Gordon Joyes

    2009-11-01

    Full Text Available This paper provides an insight into an e-learning design approach that has been used by the author in a wide range of contexts in Higher Education as part of an ongoing enquiry into transforming online teaching and learning within sustainable 'real' courses. A key driver has been the need to engage learners in Higher Education in moving from consumers to producers of knowledge and to engage in communities of practice through the use of online tools for learning. These developments use an analytic framework to support thoughtful e-learning design and insights into the way his framework has been applied are presented through a number of case studies. This work is shaping Web2.0 technologies to match a learning rather than a social agenda by casting them in particular learning activities within specific contexts for particular learning purposes.Keywords: e-learning, activity theory

  12. e-Learning research: emerging issues?

    Directory of Open Access Journals (Sweden)

    Helen Beetham

    2005-12-01

    Full Text Available e-Learning research is an expanding and diversifying field of study. Specialist research units and departments proliferate. Postgraduate courses recruit well in the UK and overseas, with an increasing focus on critical and research-based aspects of the field, as well as the more obvious professional development requirements. Following this year's launch of a National e-Learning Research Centre, it is timely to debate what the field of study should be prioritising for the future. This discussion piece suggests that the focus should fall on questions that are both clear and tractable for researchers, and likely to have a real impact on learners and practitioners. Suggested questions are based on early findings from a series of JISC-funded projects on e-learning and pedagogy.

  13. Evaluating the feasibility and the potential efficacy of e-learning-based speech therapy (EST) as a web application for speech training in dysarthric patients with Parkinson's disease: a case study.

    NARCIS (Netherlands)

    Beijer, L.J.; Rietveld, T.C.; Hoskam, V.; Geurts, A.C.H.; Swart, B.J.M. de

    2010-01-01

    OBJECTIVE: As a Web application for speech training, e-learning-based speech therapy (EST) is assumed to have potential for neurological patients who aim at independent speech training in their home environment. This article reports a case study of a patient with dysarthric speech due to Parkinson's

  14. The Positive Effect of Evaluation on Improving E-Learning Courses Addressed to Adults: A Case Study on the Evolution of the GSLLLY Courses in Greece over a Decade

    Science.gov (United States)

    Korres, Maria Pavlis

    2017-01-01

    The General Secretariat for Lifelong Learning and Youth (GSLLLY), the strategic national entity for Adult Education in Greece, has designed and implemented various e-learning courses offering flexibility beyond time and space restrictions. The courses run in two consecutive periods, the first one from 2008 to 2011 and the second one from 2014 to…

  15. Teaching Syllogistics Using E-learning Tools

    DEFF Research Database (Denmark)

    Øhrstrøm, Peter; Sandborg-Petersen, Ulrik; Thorvaldsen, Steinar

    2016-01-01

    This paper is a study of various strategies for teaching syllogistics as part of a course in basic logic. It is a continuation of earlier studies involving practical experiments with students of Communication using the Syllog system, which makes it possible to develop e-learning tools and to do...... learning analytics based on log-data. The aim of the present paper is to investigate whether the Syllog e-learning tools can be helpful in logic teaching in order to obtain a better understanding of logic and argumentation in general and syllogisms in particular. Four versions of a course in basic logic...... involving different teaching methods will be compared....

  16. E-learn Computed Tomographic Angiography

    DEFF Research Database (Denmark)

    Havsteen, Inger; Christensen, Anders; Nielsen, Jens K

    2012-01-01

    occlusion and "spot sign" in acute intracerebral hemorrhage. We hypothesized that an e-learning program enhances reading skills in physicians of varying experience. METHODS: We developed an HTML-based program with a teaching segment and 2 matching test segments. Tests were taken before and after......BACKGROUND: Computed tomographic angiography (CTA) is widely available in emergency rooms to assess acute stroke patients. To standardize readings and educate new readers, we developed a 3-step e-learning tool based on the test-teach-retest methodology in 2 acute stroke scenarios: vascular...

  17. E-learning statistics: a selective review

    OpenAIRE

    Härdle, Wolfgang Karl; Klinke, Sigbert; Ziegenhagen, Uwe

    2006-01-01

    Modern computing equipment is present at schools and universities at all levels of education. 4 In the statistical sciences computers offer great opportunities to enrich the learning process by the means of e.g. animations, software integration or on-the-fly computations. A personal review of different e-learning platforms for statistics is done in this paper. This review reveals facts that could be taken into account for future e-learning platforms in statistics. One of the most striking dis...

  18. Principles of e-learning systems engineering

    CERN Document Server

    Gilbert, Lester

    2008-01-01

    The book integrates the principles of software engineering with the principles of educational theory, and applies them to the problems of e-learning development, thus establishing the discipline of E-learning systems engineering. For the first time, these principles are collected and organised into the coherent framework that this book provides. Both newcomers to and established practitioners in the field are provided with integrated and grounded advice on theory and practice. The book presents strong practical and theoretical frameworks for the design and development of technology-based mater

  19. Improving e-learning by Emotive Feedback

    DEFF Research Database (Denmark)

    Sharp, Robin; Gjedde, Lisa

    2011-01-01

    This paper considers the use of feedback with emotive elements in order to improve the efficiency of e-learning for teaching complex technical subjects to the general public by stimulation of implicit learning. An example is presented, based on an effort to investigate the current level of IT sec......This paper considers the use of feedback with emotive elements in order to improve the efficiency of e-learning for teaching complex technical subjects to the general public by stimulation of implicit learning. An example is presented, based on an effort to investigate the current level...... for exploration and reflection that is supported by the feedback offered by the system....

  20. Trials of Intervention Principles: Evaluation Methods for Evolving Behavioral Intervention Technologies

    NARCIS (Netherlands)

    Mohr, D.C.; Schueller, S.M.; Riley, W.T.; Brown, C.H.; Cuijpers, P.; Duan, N.; Kwasny, M.J.; Stiles-Shields, C.; Cheung, K.

    2015-01-01

    In recent years, there has been increasing discussion of the limitations of traditional randomized controlled trial (RCT) methodologies for the evaluation of eHealth and mHealth interventions, and in particular, the requirement that these interventions be locked down during evaluation. Locking down

  1. eLearning--Theories, Design, Software and Applications

    Science.gov (United States)

    Ghislandi, Patrizia, Ed.

    2012-01-01

    Chapters in this book include: (1) New e-Learning Environments: e-Merging Networks in the Relational Society (Blanca C. Garcia); (2) Knowledge Building in E-Learning (Xinyu Zhang and Lu Yuhao); (3) E-Learning and Desired Learning Outcomes (Ralph Palliam); (4) Innovative E-Learning Solutions and Environments for Small and Medium Sized Companies…

  2. E-learning for occupational physicians' CME: a study case.

    Science.gov (United States)

    Mazzoleni, M Cristina; Rognoni, Carla; Finozzi, Enrico; Gri, Tommaso; Pagani, Marco; Imbriani, Marcello

    2011-01-01

    The present study reports the results of the evaluation of an e-learning CME course in the field of Occupational Medicine. In particular the following aspects have been investigated: If and how the course contents have met the educational users' needs; The effectiveness of the course in terms of knowledge improvement; Users' behaviour. Attendance data and results of a sample of 1128 attendees have been analyzed via ad hoc developed tools for direct inspection of Moodle CMS database. The results document the effectiveness of the e-learning course, as regards meeting the educational needs of physicians and also the improvement in terms of knowledge and problem solving skill acquisition. Users' behaviour has revealed a certain tendency for passing the tests, more than for pursuing the best possible result. Interaction with the tutor is low.

  3. Parents' Evaluation of the IDEFICS Intervention

    DEFF Research Database (Denmark)

    Nicholls, Stuart G.; Pohlabeln, Hermann; De Bourdeaudhuij, Ilse

    2015-01-01

    Introduction: From April 2008 to August 2010 the Identification and prevention of Dietary- and lifestyle-induced health EFfects In Children and infantS (IDEFICS) intervention aimed to encourage healthier diets, higher physical activity levels and lower stress levels among European children......-type scale. Demographic data were collected as part of the baseline (T0 ) and first follow-up (T1 ) surveys; intervention exposure data was also collected in the T1 follow-up survey. Anthropometric data was collected in the same surveys, and child's weight status was assessed according to Cole and Lobstein....... After initial review of the univariate statistics multilevel logistic regression was conducted to analyse the influence of socio-economic factors, child's weight status and intervention exposure on parental responses. Results: In total 4,997 responses were received. Approval rates were high, and few...

  4. Online faculty development for creating E-learning materials.

    Science.gov (United States)

    Niebuhr, Virginia; Niebuhr, Bruce; Trumble, Julie; Urbani, Mary Jo

    2014-01-01

    Faculty who want to develop e-learning materials face pedagogical challenges of transforming instruction for the online environment, especially as many have never experienced online learning themselves. They face technical challenges of learning new software and time challenges of not all being able to be in the same place at the same time to learn these new skills. The objective of the Any Day Any Place Teaching (ADAPT) faculty development program was to create an online experience in which faculty could learn to produce e-learning materials. The ADAPT curriculum included units on instructional design, copyright principles and peer review, all for the online environment, and units on specific software tools. Participants experienced asynchronous and synchronous methods, including a learning management system, PC-based videoconferencing, online discussions, desktop sharing, an online toolbox and optional face-to-face labs. Project outcomes were e-learning materials developed and participants' evaluations of the experience. Likert scale responses for five instructional units (quantitative) were analyzed for distance from neutral using one-sample t-tests. Interview data (qualitative) were analyzed with assurance of data trustworthiness and thematic analysis techniques. Participants were 27 interprofessional faculty. They evaluated the program instruction as easy to access, engaging and logically presented. They reported increased confidence in new skills and increased awareness of copyright issues, yet continued to have time management challenges and remained uncomfortable about peer review. They produced 22 new instructional materials. Online faculty development methods are helpful for faculty learning to create e-learning materials. Recommendations are made to increase the success of such a faculty development program.

  5. Policy Formulation and Networks of Practice in European eLearning: The Emergence of a European E-Learning Area

    Science.gov (United States)

    Salajan, Florin D.

    2013-01-01

    This article discusses the emergence of a European E-Learning Area (EELA) as a consequence of three factors that can be observed in the e-learning developments over the past decade. The first factor consists of the carving of a policy sector in e-learning via formal instruments such as the eLearning Programme, the Lifelong Learning Programme and…

  6. Knowledge Management in E-Learning Practices

    Science.gov (United States)

    Yilmaz, Yucel

    2012-01-01

    Thanks to extension of IT in educational activities, the difficulties based on time and space are disappearing and the management and the execution of these activities can be implemented more effectively and beneficially. Even though there are significant developments about e-learning both in academic and professional platforms, there are some…

  7. E-Learning Concepts in Higher Education

    DEFF Research Database (Denmark)

    Sorensen, Elsebeth Korsgaard; Mathiasen, Helle; Dalsgaard, Christian

    The main aim of the symposium is to investigate, at both a theoretical and practical level, the quality and sustainability of a variety of models and key concepts of how communication and collaborative e-learning communities may be successfully developed, implemented and supported in higher...... education contexts....

  8. PACS infrastructure supporting e-learning

    Energy Technology Data Exchange (ETDEWEB)

    Mildenberger, Peter, E-mail: milden@radiologie.klinik.uni-mainz.de [University Medicine Mainz, Johannes Gutenberg-University Mainz, Langenbeckstr 1, Mainz (Germany); Brueggemann, Kerstin; Roesner, Freya; Koch, Katja; Ahlers, Christopher [University Medicine Mainz, Johannes Gutenberg-University Mainz, Langenbeckstr 1, Mainz (Germany)

    2011-05-15

    Digital imaging is becoming predominant in radiology. This has implications for teaching support, because conventional film-based concepts are now obsolete. The IHE Teaching File and Clinical Study Export (TCE) profile provides an excellent platform to enhance PACS infrastructure with educational functionality. This can be supplemented with dedicated e-learning tools.

  9. METHODOLOGICAL PROBLEMS OF E-LEARNING DIDACTICS

    Directory of Open Access Journals (Sweden)

    Sergey F. Sergeev

    2015-01-01

    Full Text Available The article is devoted to the discussion of the methodological problems of e-learning, didactic issues the use of advanced networking and Internet technologies to create training systems and simulators based on the methodological principles of non-classical and post-non-classical psychology and pedagogy. 

  10. Preparing Learners for e-Learning.

    Science.gov (United States)

    Piskurich, George M., Ed.

    This book presents methods business organizations and educational institutions can use to prepare their learners to become successful e-learners. "Preparing e-Learners for Self- Directed Learning" (Long) discusses self-direction as a prerequisite to e-learning and gives a list of ways to help enhance learners' self-directedness.…

  11. Quality Criteria For E-Learning Courses.

    Directory of Open Access Journals (Sweden)

    N. V. Morze

    2009-11-01

    Full Text Available The author examines problems of estimation of quality e-learning courses that are designed for platform-based distance learning in the context of the requirements of the Bologna convention and cast the main criteria that should satisfy a course.

  12. IT, E-Learning and Teacher Development

    Science.gov (United States)

    Anderson, Jonathan

    2005-01-01

    This paper traces some of the ways that IT has changed and continues to change our lives, and how information and communication technologies or ICT are changing learning in schools. The real potential of ICT is the way it changes learners and the major focus of the paper is on e-learning, a term that combines pedagogy and technology. For this…

  13. E-learning in virtual communities

    NARCIS (Netherlands)

    Rothkrantz, L.J.M.

    2009-01-01

    In recent years many systems for distance learning have been developed. Even though students have access to learning material any time and any place, current tools for e-learning still have their limitations. The main shortcoming, compared to real life learning is the limited opportunity for human

  14. Social Networking Services in E-Learning

    Science.gov (United States)

    Weber, Peter; Rothe, Hannes

    2016-01-01

    This paper is a report on the findings of a study conducted on the use of the social networking service NING in a cross-location e-learning setting named "Net Economy." We describe how we implemented NING as a fundamental part of the setting through a special phase concept and team building approach. With the help of user statistics, we…

  15. E-Learning: Between Augmentation and Disruption?

    Science.gov (United States)

    Heilesen, Simon B.; Josephsen, Jens

    2008-01-01

    Based on a framework for analysis combining diffusion theory, content layer analysis and sense making, this paper discusses the theme of "e-learning as augmentation or disruption" from the point of view of technological innovation. Two cases of on-campus blended learning at Roskilde University, Denmark, are introduced to illustrate the…

  16. A Personalized e-Learning Framework

    Science.gov (United States)

    Alhawiti, Mohammed M.; Abdelhamid, Yasser

    2017-01-01

    With the advent of web based learning and content management tools, e-learning has become a matured learning paradigm, and changed the trend of instructional design from instructor centric learning paradigm to learner centric approach, and evolved from "one instructional design for many learners" to "one design for one learner"…

  17. Entwicklung eines E-Learning Curriculums für die medizinische Ausbildung [

    Directory of Open Access Journals (Sweden)

    Scholz, Wilfried

    2006-02-01

    Full Text Available [english] An e-learning curriculum will be developed in which content and learning systems suitable to study phases can be utilised. The development of the e-learning curriculum takes place via the connection of established e-learning offers with needs, and subsequent curricular integration. For the evaluation of e-learning offers, a quality criteria catalogue was developed which describes how learning units are embedded into the system, and of what quality they are. Standards were defined against which national and international e-learning offers could be measured. The result is a selection of offers suitable for e-learning which together form a reference directory. Through the illustration of conformity between the contents of the reference directory and requirements, on the basis of location-specific curricula and the medical subject catalogue, location-specific directories are created which represent the relevance of e-learning offers for both courses and examinations. With the location-specific e-learning directories, teachers and learners are provided with an instrument to complement courses with e-learning components. The curricular integration takes place under the influence of the results of the analysis of the target group, as well as the location-specific resources. The efficiency of the practical implementation and the location-specific requirements determine the character of each e-learning curriculum. [german] Es wird ein E-Learning Curriculum erarbeitet, in dem definiert wird, in welchen Studienabschnitten geeignete Inhalte und Lernsysteme eingesetzt werden können. Die Entwicklung des E-Learning Curriculums geschieht über die Verknüpfung von bewerteten E-Learning Angeboten mit dem Bedarf und anschließender curricularer Integration. Zur Bewertung von E-Learning Angeboten wurde ein Qualitätskriterienkatalog entwickelt, der beschreibt wie Lerneinheiten im System eingebettet und von welcher Qualität sie sind. Es wurden Standards

  18. Assessing the effectiveness and cost effectiveness of adaptive e-Learning to improve dietary behaviour: protocol for a systematic review

    Directory of Open Access Journals (Sweden)

    Michie Susan

    2010-04-01

    studies will describe study design, participants, the intervention, and outcomes. Statistical analyses appropriate to the data extracted, and an economic evaluation using a cost-utility analysis, will be undertaken if sufficient data exist, and effective components of successful interventions will be investigated. Discussion This review aims to provide comprehensive evidence of the effectiveness and cost-effectiveness of adaptive e-Learning interventions for dietary behaviour change, and explore potential psychological mechanisms of action and the effective components of effective interventions. This can inform policy makers and healthcare commissioners in deciding whether e-Learning should be part of a comprehensive response to the improvement of dietary behaviour for health, and if so which components should be present for interventions to be effective.

  19. Assessing the effectiveness and cost effectiveness of adaptive e-Learning to improve dietary behaviour: protocol for a systematic review.

    Science.gov (United States)

    Edwards, Phil; Felix, Lambert; Harris, Jody; Ferguson, Elaine; Free, Caroline; Landon, Jane; Lock, Karen; Michie, Susan; Miners, Alec; Murray, Elizabeth

    2010-04-21

    intervention, and outcomes. Statistical analyses appropriate to the data extracted, and an economic evaluation using a cost-utility analysis, will be undertaken if sufficient data exist, and effective components of successful interventions will be investigated. This review aims to provide comprehensive evidence of the effectiveness and cost-effectiveness of adaptive e-Learning interventions for dietary behaviour change, and explore potential psychological mechanisms of action and the effective components of effective interventions. This can inform policy makers and healthcare commissioners in deciding whether e-Learning should be part of a comprehensive response to the improvement of dietary behaviour for health, and if so which components should be present for interventions to be effective.

  20. Usability testing of e-learning: an approach incorporating co-discovery and think-aloud

    CSIR Research Space (South Africa)

    Adebesin, TF

    2009-06-01

    Full Text Available that usability evaluation should be conducted on e- learning applications. Whereas conventional software is frequently used by professionals and business people in the workplace, educational applications are used by learners who must first be able to use them... whether important information is perceived by participants [15]. UT has traditionally been applied to task-based business systems. This study relates to UT in the context of evaluating e-learning applications where the emphasis is on the learning...

  1. Modern technologies of e-learning

    Directory of Open Access Journals (Sweden)

    G. A. gyzy Mamedova

    2017-01-01

    Full Text Available E-learning constitutes a significant competition to traditional education in many countries and has become a major tool for the modernization of education and economic growth. For the development and implementation of successful e-learning systems, we need technologies that allow working with them for any number of users, providing a good learning environment. The article provides an overview of the technologies used in foreign universities for managing e-learning, such as 3D technologies in training programs, interactive technologies, personalization of learning using cloud computing and big data technologies. It is shown that today quite a large number of software and hardware development was created and introduced, implementing various mechanisms of introducing information technologies in the educational process. One of such developments is the use of adaptive technologies in the learning process, allowing the student to adapt to the training material, choose the suitable method of mastering the material, and adjust the intensity of training at different stages of the learning process. Another development of information technologies in education is the use of cloud computing, allowing access to educational resources for teachers, students, and managers of the education system. It was revealed that the use of cloud technologies leads to a significant decrease in material costs for the purchase of expensive equipment and software, educational content from the cloud can be accessed from any device (laptop, smartphone, tablet, etc. and at a convenient time for the learner, it is enough to have Internet connection and a browser. In the e-learning environment, there are many different types of data, both structured and unstructured, processing of which is difficult to implement using traditional statistical methods. For the processing of such data technologies of processing big data are used such as NoSQL and Hadoop. The article shows that the

  2. CLIMANDES climate science e-learning course

    Science.gov (United States)

    Hunziker, Stefan; Giesche, Alena; Jacques-Coper, Martín; Brönnimann, Stefan

    2016-04-01

    Over the past three years, members of the Oeschger Centre for Climate Change Research (OCCR) and the Climatology group at the Institute of Geography at the University of Bern, have developed a new climate science e-learning course as part of the CLIMANDES project. This project is a collaboration between Peruvian and Swiss government, research, and education institutions. The aim of this e-learning material is to strengthen education in climate sciences at the higher education and professional level. The course was recently published in 2015 by Geographica Bernensia, and is hosted online by the Peruvian Servicio Nacional de Meteorología e Hidrología (SENAMHI): http://surmx.com/chamilo/climandes/e-learning/. The course is furthermore available for offline use through USB sticks, and a number of these are currently being distributed to regional training centers around the world by the WMO (World Meteorological Organization). There are eight individual modules of the course that each offer approximately 2 hours of individual learning material, featuring several additional learning activities, such as the online game "The Great Climate Poker" (http://www.climatepoker.unibe.ch/). Overall, over 50 hours of learning material are provided by this course. The modules can be integrated into university lectures, used as single units in workshops, or be combined to serve as a full course. This e-learning course presents a broad spectrum of topics in climate science, including an introduction to climatology, atmospheric and ocean circulation, climate forcings, climate observations and data, working with data products, and climate models. This e-learning course offers a novel approach to teaching climate science to students around the world, particularly through three important features. Firstly, the course is unique in its diverse range of learning strategies, which include individual reading material, video lectures, interactive graphics, responsive quizzes, as well as group

  3. Harmonising Evidence-based medicine teaching: a study of the outcomes of e-learning in five European countries

    Directory of Open Access Journals (Sweden)

    Cabello Juan B

    2008-04-01

    Full Text Available Abstract Background We developed and evaluated the outcomes of an e-learning course for evidence based medicine (EBM training in postgraduate medical education in different languages and settings across five European countries. Methods We measured changes in knowledge and attitudes with well-developed assessment tools before and after administration of the course. The course consisted of five e-learning modules covering acquisition (formulating a question and search of the literature, appraisal, application and implementation of findings from systematic reviews of therapeutic interventions, each with interactive audio-visual learning materials of 15 to 20 minutes duration. The modules were prepared in English, Spanish, German and Hungarian. The course was delivered to 101 students from different specialties in Germany (psychiatrists, Hungary (mixture of specialties, Spain (general medical practitioners, Switzerland (obstetricians-gynaecologists and the UK (obstetricians-gynaecologists. We analysed changes in scores across modules and countries. Results On average across all countries, knowledge scores significantly improved from pre- to post-course for all five modules (p Conclusion E-learning in EBM can be harmonised for effective teaching and learning in different languages, educational settings and clinical specialties, paving the way for development of an international e-EBM course.

  4. Harmonising evidence-based medicine teaching: a study of the outcomes of e-learning in five European countries.

    Science.gov (United States)

    Kulier, Regina; Hadley, Julie; Weinbrenner, Susanne; Meyerrose, Berrit; Decsi, Tamas; Horvath, Andrea R; Nagy, Eva; Emparanza, Jose I; Coppus, Sjors F P J; Arvanitis, Theodoros N; Burls, Amanda; Cabello, Juan B; Kaczor, Marcin; Zanrei, Gianni; Pierer, Karen; Stawiarz, Katarzyna; Kunz, Regina; Mol, Ben W J; Khan, Khalid S

    2008-04-29

    We developed and evaluated the outcomes of an e-learning course for evidence based medicine (EBM) training in postgraduate medical education in different languages and settings across five European countries. We measured changes in knowledge and attitudes with well-developed assessment tools before and after administration of the course. The course consisted of five e-learning modules covering acquisition (formulating a question and search of the literature), appraisal, application and implementation of findings from systematic reviews of therapeutic interventions, each with interactive audio-visual learning materials of 15 to 20 minutes duration. The modules were prepared in English, Spanish, German and Hungarian. The course was delivered to 101 students from different specialties in Germany (psychiatrists), Hungary (mixture of specialties), Spain (general medical practitioners), Switzerland (obstetricians-gynaecologists) and the UK (obstetricians-gynaecologists). We analysed changes in scores across modules and countries. On average across all countries, knowledge scores significantly improved from pre- to post-course for all five modules (p system in their country should have its own programme of research about clinical effectiveness. E-learning in EBM can be harmonised for effective teaching and learning in different languages, educational settings and clinical specialties, paving the way for development of an international e-EBM course.

  5. E-learning vs lecture: which is the best approach to surgical teaching?

    Science.gov (United States)

    Bhatti, I; Jones, K; Richardson, L; Foreman, D; Lund, J; Tierney, G

    2011-04-01

    Most medical teaching is still delivered by traditional face-to-face interaction. E-learning has the potential benefit of instilling deeper learning of topics by virtue of repeated and convenient access to content presented in a range of media. We aimed to evaluate objectively the benefit of educating medical students on a common surgical topic (haemorrhoids), through a website and podcast package vs a traditional lecture. Baseline knowledge was established by a questionnaire given to two different groups of third-year medical students starting their first clinical attachment. Group A (n = 73) was given a lecture and group B (n = 75) was asked to use a website containing text and pictures augmented by a podcast. Students were reassessed using the same preintervention questionnaire, and satisfaction was acquired from details given in a feedback form. There was no difference in knowledge between the two groups at baseline. Both groups demonstrated significant gains in knowledge after intervention (P E-learning supplemented with a podcast results in greater knowledge acquisition when compared with a traditional lecture, without a loss of satisfaction with teaching. Using augmented Web-based educational tools reduces demands on teaching time with no decrease in quality for selected parts of the curriculum. © 2011 The Authors. Colorectal Disease © 2011 The Association of Coloproctology of Great Britain and Ireland.

  6. Quality improvement on chemistry practicum courses through implementation of 5E learning cycle

    Science.gov (United States)

    Merdekawati, Krisna

    2017-03-01

    Two of bachelor of chemical education's competences are having practical skills and mastering chemistry material. Practicum courses are organized to support the competency achievement. Based on observation and evaluation, many problems were found in the implementation of practicum courses. Preliminary study indicated that 5E Learning Cycle can be used as an alternative solution in order to improve the quality of chemistry practicum course. The 5E Learning Cycle can provide positive influence on the achievement of the competence, laboratory skills, and students' understanding. The aim of the research was to describe the feasibility of implementation of 5E Learning Cycle on chemistry practicum courses. The research was based on phenomenology method in qualitative approach. The participants of the research were 5 person of chemistry laboratory manager (lecturers at chemistry and chemistry education department). They concluded that the 5E Learning Cycle could be implemented to improve the quality of the chemistry practicum courses. Practicum guides and assistant competences were organized to support the implementation of 5E Learning Cycle. It needed training for assistants to understand and implement in the stages of 5E Learning Cycle. Preparation of practical guidelines referred to the stages of 5E Learning Cycle, started with the introduction of contextual and applicable materials, then followed with work procedures that accommodate the stage of engagement, exploration, explanation, extension, and evaluation

  7. e-Learning initiatives to support prescribing

    Science.gov (United States)

    Maxwell, Simon; Mucklow, John

    2012-01-01

    Preparing medical students to prescribe is a major challenge of undergraduate education. They must develop an understanding of clinical pharmacology and acquire knowledge about drugs and therapeutics, as well as the skills to prescribe for individual patients in the face of multiple variables. The task of delivering the learning required to achieve these attributes relies upon limited numbers of teachers, who have increasingly busy clinical commitments. There is evidence that training is currently insufficient to meet the demands of the workplace. e-Learning provides an opportunity to improve the learning experience. The advantages for teachers are improved distribution of learning content, ease of update, standardization and tracking of learner activities. The advantages for learners are ease of access, greater interactivity and individual choice concerning the pace and mix of learning. Important disadvantages are the considerable resource required to develop e-Learning projects and difficulties in simulating some aspects of the real world prescribing experience. Pre-requisites for developing an e-Learning programme to support prescribing include academic expertise, institutional support, learning technology services and an effective virtual learning environment. e-Learning content might range from complex interactive learning sessions through to static web pages with links. It is now possible to simulate and provide feedback on prescribing decisions and this will improve with advances in virtual reality. Other content might include a student formulary, self-assessment exercises (e.g. calculations), a glossary and an on-line library. There is some evidence for the effectiveness of e-Learning but better research is required into its potential impact on prescribing. PMID:22509885

  8. e-Learning initiatives to support prescribing.

    Science.gov (United States)

    Maxwell, Simon; Mucklow, John

    2012-10-01

    Preparing medical students to prescribe is a major challenge of undergraduate education. They must develop an understanding of clinical pharmacology and acquire knowledge about drugs and therapeutics, as well as the skills to prescribe for individual patients in the face of multiple variables. The task of delivering the learning required to achieve these attributes relies upon limited numbers of teachers, who have increasingly busy clinical commitments. There is evidence that training is currently insufficient to meet the demands of the workplace. e-Learning provides an opportunity to improve the learning experience. The advantages for teachers are improved distribution of learning content, ease of update, standardization and tracking of learner activities. The advantages for learners are ease of access, greater interactivity and individual choice concerning the pace and mix of learning. Important disadvantages are the considerable resource required to develop e-Learning projects and difficulties in simulating some aspects of the real world prescribing experience. Pre-requisites for developing an e-Learning programme to support prescribing include academic expertise, institutional support, learning technology services and an effective virtual learning environment. e-Learning content might range from complex interactive learning sessions through to static web pages with links. It is now possible to simulate and provide feedback on prescribing decisions and this will improve with advances in virtual reality. Other content might include a student formulary, self-assessment exercises (e.g. calculations), a glossary and an on-line library. There is some evidence for the effectiveness of e-Learning but better research is required into its potential impact on prescribing. © 2012 The Authors. British Journal of Clinical Pharmacology © 2012 The British Pharmacological Society.

  9. Engineering Education through eLearning technology in Spain

    Directory of Open Access Journals (Sweden)

    Juan Carlos Fernández Rodríguez

    2013-03-01

    Full Text Available eLearning kind of education is stirring up all the disciplines in the academic circles, especially since it provides an access to educational areas that are uneasy and traditionally in-person, such as Engineering. Even though it had an outbreak in some of the most prestigious American universities, eLearning has being a reality in Spain for some years now, changing educational and teaching habits. To ensure a proper education is not an easy task with it comes to engineering fields, therefore this article shows an update on the works developed on this issue and the technologies they used. In this report it is given a perspective of the intimate relationship between the eLearning method of learning and the studies of Engineering in Spain, through the TIC development and the current educational legislation. In this regard, teaching examples are given on several subjects of different engineering studies, emphasizing the good results obtained in the abovementioned experiences. Below here is a evaluation on the results obtained in the analyzed studies.

  10. E-learning implementation in superior technical educational system

    Science.gov (United States)

    Musca, Gavril; Mihalache, Andrei; Musca, Elena

    2016-11-01

    E-learning methods apply to most modern and various domains but also represent a great tool for the mechanical educational system where there are a lot of sustained efforts for its implementation. Using, administrating and maintaining an e-learning system for a certain field of study requires knowledge related to computation system's utilization but also the understanding the working mechanisms behind it that allows the system to be fully customized in order to be perfect fitted to the user's needs and requirements. A Moodle based test is evaluated from several points of views such as coherence clarity, concise content, information synthesis capacity and the presentation mode which makes the difference between clear or fuzzy graphical representations or terms. The authors appreciate that the ability of managing information in real time by the professor is a decisive decision in order to successfully implement an e-learning web platform. Updating information and structuring trainee's activities from thoroughgoing study up to their individual proposals for conceived applications leads to a better understanding and practical knowledge of theory.

  11. Evaluating Active Interventions to Reduce Student Procrastination

    OpenAIRE

    Martin, Joshua Deckert

    2015-01-01

    Procrastination is a pervasive problem in education. In computer science, procrastination and lack of necessary time management skills to complete programming projects are viewed as primary causes of student attrition. The most effective techniques known to reduce procrastination are resource-intensive and do not scale well to large classrooms. In this thesis, we examine three course interventions designed to both reduce procrastination and be scalable for large classrooms. Reflective writ...

  12. DEVELOPMENT OF USABILITY CRITERIA FOR E-LEARNING CONTENT DEVELOPMENT SOFTWARE

    Directory of Open Access Journals (Sweden)

    Serkan ÇELIK

    2012-04-01

    Full Text Available Revolutionary advancements have been observed in e-learning technologies though an amalgamated evaluation methodology for new generation e-learning content development tools is not available. The evaluation of educational software for online use must consider its usability and as well as its pedagogic effectiveness. This study is a first step towards the definition of criteria for evaluating e-learning tools. A preliminary user study involving a group of pre-service instructional designers, observed during their interaction with e-learning tools, is reported. Throughout the study, specific usability attributes of these e-learning tools were identified. Participants were assigned to rate the importance of functional and pedagogical competences proposed during the criteria development phase. The findings of the study revealed 31 evaluation criteria under the headings of technical, media, and assessment competences. Among the groups of benchmarks proposed and rated by the users, assessment was considered as the most important one while technical and media features were even.The following step was actual implemention of the usability criteria into evaluation of fifteen leading software used in e-learning across the world. Mostly, tools were observed as having limitations in terms of capabilities. Comparing to the other software, Captivate, Softchalk, and Lectora were regarded as outstanding tools by the participants. Following the discussion on the limitations of the study, some implications for further research were proposed.

  13. Evaluation of radiation risk and work practices during cerebral interventions

    Energy Technology Data Exchange (ETDEWEB)

    Livingstone, Roshan S; Raghuram, L; Korah, Ipeson P; Raj, D Victor [Department of Radiodiagnosis, Christian Medical College, Vellore 632004 (India)

    2003-09-01

    This study was intended to evaluate radiation risk to patients during cerebral interventions and the contribution to this risk from work practices. Thirty nine patients undergoing cerebral interventions in a digital subtraction angiography suite were included in this study. Patients who underwent cerebral interventions were categorised into two groups according to the number of cerebral interventions performed on them, and their effective doses were calculated. The effective dose for patients undergoing a single cerebral intervention (group A) varied from 1.55 to 15.9 mSv and for multiple cerebral interventions (group B) varied from 16.52 to 43.52 mSv. Two patients who underwent multiple cerebral interventions (group B) had alopecia of the irradiated scalp.

  14. Exploring nursing e-learning systems success based on information system success model.

    Science.gov (United States)

    Chang, Hui-Chuan; Liu, Chung-Feng; Hwang, Hsin-Ginn

    2011-12-01

    E-learning is thought of as an innovative approach to enhance nurses' care service knowledge. Extensive research has provided rich information toward system development, courses design, and nurses' satisfaction with an e-learning system. However, a comprehensive view in understanding nursing e-learning system success is an important but less focused-on topic. The purpose of this research was to explore net benefits of nursing e-learning systems based on the updated DeLone and McLean's Information System Success Model. The study used a self-administered questionnaire to collected 208 valid nurses' responses from 21 of Taiwan's medium- and large-scale hospitals that have implemented nursing e-learning systems. The result confirms that the model is sufficient to explore the nurses' use of e-learning systems in terms of intention to use, user satisfaction, and net benefits. However, while the three exogenous quality factors (system quality, information quality, and service quality) were all found to be critical factors affecting user satisfaction, only information quality showed a direct effect on the intention to use. This study provides useful insights for evaluating nursing e-learning system qualities as well as an understanding of nurses' intentions and satisfaction related to performance benefits.

  15. The E-learning Circle – a holistic software design tool for e-learning

    Directory of Open Access Journals (Sweden)

    Arvid Staupe

    2010-07-01

    Full Text Available The article introduces the E-learning Circle, a tool developed to assure the quality of the software design process of e-learning systems, considering pedagogical principles as well as technology. The E-learning Circle consists of a number of concentric circles which are divided into three sectors. The content of the inner circles is based on pedagogical principles, while the outer circle specifies how the pedagogical principles may be implemented with technology. The circle’s centre is dedicated to the subject taught, ensuring focus on the specific subject’s properties. The three sectors represent the student, the teacher and the learning objectives. The strengths of the E-learning Circle are the compact presentation combined with the overview it provides, as well as the usefulness of a design tool dealing with complexity, providing a common language and embedding best practice. The E-learning Circle is not a prescriptive method, but is useful in several design models and processes. The article presents two projects where the E-learning Circle was used as a design tool.

  16. Mentoring Female Entrepreneurs: A Mentors' Training Intervention Evaluation

    Science.gov (United States)

    Sarri, Katerina K.

    2011-01-01

    Purpose: The purpose of this paper is to evaluate the effectiveness of a mentor training intervention for experienced entrepreneurs in order to support and advise new and early stage female entrepreneurs in an attempt to enrich the limited literature of empirical data in the area of mentor training intervention assessment.…

  17. Resident and student education in otolaryngology: A 10-year update on e-learning.

    Science.gov (United States)

    Tarpada, Sandip P; Hsueh, Wayne D; Gibber, Marc J

    2017-07-01

    E-learning, in its most rudimentary form, is the use of Internet-based resources for teaching and learning purposes. In surgical specialties, this definition encompasses the use of virtual patient cases, digital modeling, and online tutorials, as well as standardized video and imaging. As new technological frontiers rapidly emerge within otolaryngology, e-learning may be an effective alternative to traditional teaching. Here we present a systematic review of the literature assessing the efficacy of e-learning for otolaryngology education and a discussion of the relevance of these programs for both medical students and residents within the field. Systematic review. A systematic search of PubMed, Embase, Web of Science, and the Cochrane Library was conducted according to the guidelines defined in the Preferred Reporting Items for Systematic Reviews and Meta-Analyses statement. Twelve studies met inclusion criteria. These studies measured a range of outcomes from basic science anatomical knowledge to clinically relevant endpoints such as diagnostic accuracy. Nearly all of the studies reported greater satisfaction and/or significantly increased objective knowledge using the e-learning intervention compared to traditional techniques. E-learning proves to be a powerful alternative to standard teaching techniques within otolaryngology education for both residents and medical students. Future work should focus on validating specific e-learning programs and accessing long-term knowledge retention using these innovative platforms. NA Laryngoscope, 127:E219-E224, 2017. © 2016 The American Laryngological, Rhinological and Otological Society, Inc.

  18. Naturalistic Inquiry in E-Learning Research

    Directory of Open Access Journals (Sweden)

    Shirley Agostinho

    2005-03-01

    Full Text Available In this article, the author explains how and why one particular qualitative research approach, the naturalistic inquiry paradigm, was implemented in an e-learning research study that investigated the use of the World Wide Web technology in higher education. A framework is presented that situates the research study within the qualitative research literature. The author then justifies how the study was compliant with naturalistic inquiry and concludes by presenting a model for judging the quality of such research. The purpose of this article is to provide an example of how naturalistic inquiry can be implemented in e-learning research that can serve as a guide for researchers undertaking this form of qualitative inquiry. As such, the focus of the article is to illustrate how methodological issues pertaining to naturalistic inquiry were addressed and justified to represent a rigorous research approach rather than presenting the results of the research study.

  19. Innovation Research in E-Learning

    Science.gov (United States)

    Wu, Bing; Xu, WenXia; Ge, Jun

    This study is a productivity review on the literature gleaned from SSCI, SCIE databases concerning innovation research in E-Learning. The result indicates that the number of literature productions on innovation research in ELearning is still growing from 2005. The main research development country is England, and from the analysis of the publication year, the number of papers is increasing peaking in 25% of the total in 2010. Meanwhile the main source title is British Journal of Educational Technology. In addition the subject area concentrated on Education & Educational Research, Computer Science, Interdisciplinary Applications and Computer Science, Software Engineering. Moreover the research focuses on are mainly conceptual research and empirical research, which were used to explore E-Learning in respective of innovation diffusion theory, also the limitations and future research of these research were discussed for further research.

  20. Experience Effect in E-Learning Research

    Science.gov (United States)

    Wu, Bing; Xu, WenXia; Ge, Jun

    This study is a productivity review on the literature gleaned from SSCI, SCIE databases concerning experience in E-Learning research. The result indicates that the number of literature productions on experience effect in ELearning research is still growing from 2005. The main research development country is Croatia, and from the analysis of the publication year, the number of papers is increasing to the peaking in 2010. And the main source title is British Journal of Educational Technology. In addition the subject area concentrated on Education & Educational Research. Moreover the research focuses on are mainly survey research and empirical research, in order to explore experience effect in E-Learning research. Also the limitations and future research of these research were discussed, so that the direction for further research work can be exploited

  1. E-Learning for Power Quality

    Science.gov (United States)

    Bauer, Pavol; Nagy, Istvan

    E-learning with pre-solved animations can provide a better understanding of the status and different network options, compared to complex simulation or a set of equations. In this paper, examples of such animations for e-learning for power quality are presented. Different network options in a centralized or distributed power system and power electronics based compensators are introduced in the form of a new web-based, software learning tool. Power flow congestion and the impact of power electronic compensators on the system, including detailed operations of power electronic based compensators are presented. These compensators include SVCs, Statcom and UPFC presented in this paper. Using these animated tools, both system level and component level operation of these devices are presented. Further the frequent solutions of power factor correction (PFC) applied on low power level of several hundred watts are treated in the paper.

  2. Effective Mind Maps in E-learning

    Directory of Open Access Journals (Sweden)

    Petr Kedaj

    2014-12-01

    Full Text Available This article presents the role of mind maps in creating well-structured e-learning materials and courses, which has become very important with increasing influence of new technologies and alternative study modes. The basic principles of mind mapping are described, including structural components of mind maps, and examples of practical use cases. Based on the identified lack of existing methodical frameworks for creating interactive mind maps for e-learning, we present a set of rules and metrics, which can help to identify points of ineffectiveness, and eliminate redundancies. This framework for creating effective mind maps and its implications are described in details with help of illustrative figures and textual description. The maps that has been created in accordance with this methodology are clear and comprehensible.

  3. E-Learning in Pharmacology and Pharmacy

    OpenAIRE

    Thomas Efferth

    2011-01-01

    Computer-based learning facilitates a shift from externally controlled to self-directed learning. Universities and other educational institutions are challenged by these developments and must react appropriately to meet the requirements of education. The term e-learning has been coined to describe a wide range of diverse learning and teaching strategies based on the use of electronic devices. Recently developed concepts in the science of education and learning provide appropriate frameworks f...

  4. E-LEARNING SYSTEMS USING INTELLECTUAL TECHNIQUES

    Directory of Open Access Journals (Sweden)

    Vasiliy M. Trembatch

    2013-01-01

    Full Text Available The article covers key stages of e-learning systems development. We try and describe reasons for introduction of intellectual education systems, content of modern intellectual techniques. We also present perspectives for development of intellectual education systems using repeatedly employed components (the typical technical solutions. We present the design of an intellectual education system. Demo-examples are offered as well. 

  5. E-learning materials in mathematics education

    OpenAIRE

    Fajfar, Tina

    2012-01-01

    When studying mathematics, most pupils and students need mathematical tools, along with the teachers' explanation. The updated curriculum for mathematics in primary and secondary education also recommends using materials connected to information and communication technology. Although e-learning materials are not directly mentioned in a curricula as a tool for learning mathematics, they should, nevertheless, be considered as a tool which can be used in a class with the help of a teacher or ind...

  6. Maths: from distance to e-learning

    Directory of Open Access Journals (Sweden)

    David Álvarez Jiménez

    2015-08-01

    Full Text Available New technological progress and especially the use of Internet have implied a new paradigm on education, and nowadays one of its most prominent features is the rise of a new approach based on an instruction beyond the solid walls of schools and characterized by mobility. That is, e-learning. However, its origins and concept can be traced in time. This paper, focused on mathematics, deals with its evolution, antecedents and present status.

  7. Ten years of eLearning within the Engineering Education in the Czech Republic

    Directory of Open Access Journals (Sweden)

    Ivana Simonova

    2012-07-01

    Full Text Available This paper deals with the process of eLearning implementation in engineering education. It is structured into four parts which (1 analyze this process in the Czech Republic, (2 evaluate the contribution of eLearning seminars, conferences and competitions held at the Faculty of Informatics and Management, University of Hradec Kralove, Czech Republic, (3 provide reflection of the situation in current research activities in this field and (4 present data collected at the University of Hradec Kralove.

  8. Metrics Feedback Cycle: measuring and improving user engagement in gamified eLearning systems

    OpenAIRE

    Adam Atkins; Vanissa Wanick; Gary Wills

    2017-01-01

    This paper presents the identification, design and implementation of a set of metrics of user engagement in a gamified eLearning application. The 'Metrics Feedback Cycle' (MFC) is introduced as a formal process prescribing the iterative evaluation and improvement of application-wide engagement, using data collected from metrics as input to improve related engagement features. This framework was showcased using a gamified eLearning application as a case study. In this paper, we designed a prot...

  9. E-LEARNING INNOVATIONS IN HIGHER EDUCATION

    Directory of Open Access Journals (Sweden)

    NICOLETA GUDANESCU

    2012-05-01

    Full Text Available This scientific work is presenting the ways to do computer assisted education for students, giving the good practice examples, presenting new electronic learning systems, the advantages and limits and to try to emphasize that these days E-learning is one of the most efficient way to reach education at all levels, specially higher education systems. The objectives of this paper are: to explain the contribution of modern technologies and electronic systems to educational processes, to define the concept of technology based learning, to introduce the electronic tools for education, to present good practice examples in implementing E-learning systems in higher education and corporate environment in Romania and last but not least the new electronic learning systems. Introducing the computers and ITC in educational processes facilitates them and makes the educational system modern and efficient. E - learning innovations offers a core group of professional development courses designed to help anyone achieve professional advancement and personal enrichment. The programs are founded on an extensive experience and understanding of technology-based learning environments. They focus on the most current industry practices for various learning environments and best approaches for multiple learning styles. They ensure that the students get the information and skills needed to achieve more in teaching practice and to confidently enter the distance or online classroom.

  10. Motivation og refleksion i e-learning

    DEFF Research Database (Denmark)

    Majgaard, Gunver; Thisted, Anni

    2009-01-01

    , spilelementer (serious gaming) og opslugthed (flow) og dermed et grundlag for at stimulere refleksion og motivation. Målet med artiklen er at give inspiration til praktikere, som udvikler e-learning til individuelt brug, og som ønsker at gøre e-learning engagerende og motiverende og samtidig opnå væsentlig...... læringsdybde.   Artiklen giver en introduktion til udvalgte teoretikere, som arbejder med motivation og opslugthed og er krydret med eksempler fra en undersøgelse af en individuel e-learning-applikation fra den finansielle sektor, som understøtter social stimulation. Applikationen er udviklet med henblik på......Hvad sker der med motivation og refleksion, når individuel læring understøttes af digitale medier? Individuel læring giver en række begrænsninger på grund af manglende samspil med andre kursister, men samtidig giver digitale læringsmedier muligheder for bevidst at arbejde med læringsstile...

  11. Intervention in child nutrition : evaluation studies in Kenya

    NARCIS (Netherlands)

    Hoorweg, J.C.; Niemeijer, R.

    1989-01-01

    In this monograph three major types of intervention in child nutrition are examined: nutrition education, food supplementation and nutrition rehabilitation. Detailed evaluations were carried out, between 1976 and 1979, of programmes in Central Kenya operating under different ecological

  12. A tailored e-learning program to improve handover in the chain of emergency care: a pre-test post-test study.

    Science.gov (United States)

    Ebben, Remco H A; van Grunsven, Pierre M; Moors, Marie Louise; Aldenhoven, Peter; de Vaan, Jordan; van Hout, Roger; van Achterberg, Theo; Vloet, Lilian C M

    2015-04-16

    To standardize patient handover in the chain of emergency care a handover guideline was developed. The main guideline recommendation is to use the DeMIST model (Demographics, Mechanism of Injury/illness, Injury/Illness, Signs, Treatment given) to structure pre-hospital notification and handover. To benefit from the new guideline, guideline adherence is necessary. As adherence to guidelines in emergency care settings is variable, there is a need to systematically implement the new guideline. For implementation of the guideline we developed a e-learning program tailored to influencing factors. The aim of the study was to evaluate the effectiveness of this e-learning program to improve emergency care professionals' adherence to the handover guideline during pre-hospital notification and handover in the chain of emergency medical service (EMS), emergency medical dispatch (EMD), and emergency department (ED). A prospective pre-test post-test study was conducted. The intervention was a tailored e-learning program that was offered to ambulance crew and emergency medical dispatchers (n=88). Data on adherence included pre-hospital notifications and handovers and were collected through observations and audiotapes before and after the e-learning program. Data were analyzed using X(2)-tests and t-tests. In total, 78/88 (88.6%) professionals followed the e-learning program. During pre- and post-test, 146 and 169 handovers were observed respectively. After the e-learning program, no significant difference in the number of handovers with the DeMIST model (77.9% vs. 73.1%, p=.319) and the number of handovers with the correct sequence of the DeMIST model (69.9% vs. 70.5%, p=.159) existed. During the handover, the number of questions by ED staff and interruptions significantly increased from 49.0% to 68.9% and from 15.2% to 52.7% respectively (both p=.000). Most handovers were performed after patient transfer, this did not change after the intervention (p=.167). The number of

  13. e-Learning for Lifelong Learning in Denmark

    DEFF Research Database (Denmark)

    Buhl, Mie; Andreasen, Lars Birch

    2010-01-01

    The chapter on 'e-Learning for Lifelong Learning in Denmark' is part of an international White Paper, focusing on educational systems, describing status and characteristics and highlighting specific cases of e-learning and of lifelong learning....

  14. Using e-learning to enhance nursing students' pain management education.

    Science.gov (United States)

    Keefe, Gemma; Wharrad, Heather J

    2012-11-01

    Absence of standardised pain curricula has led to wide diversity in the understanding and awareness of pain by healthcare students. Indeed pain management is frequently under-prioritised in nursing education, providing potential to negatively impact upon patient care. Yet the recent addition of Pain to the UK National Health Service's Essence of Care Benchmarks has highlighted the need to address this issue, and in response pain educators have called for the development of high quality, globally accessible e-learning resources in pain management. This study will determine the effectiveness of an e-learning intervention on pain management developed for nursing students. Two variants of an e-learning resource on pain management were developed, each containing the same core content but one with a section focusing on pain assessment and the other on pharmacological management. Nursing students (n=42) were randomly assigned to trial one resource, after which they undertook a questionnaire adapted (to ensure alignment with the content of the e-learning resources) from Ferrell and McCaffrey's Nurses Knowledge and Attitudes Towards Pain Survey. Scores were analysed for each resource and year of study, and compared with scores from a standard non-intervention group completing the questionnaire only (n=164). Scores averaged 19.2% higher for students undertaking the e-learning resources (pe-learning has substantial benefit to enhance pain education in nursing. Copyright © 2012 Elsevier Ltd. All rights reserved.

  15. A STUDY ON THE STAGE OF E-LEARNING DEVELOPMENT IN ROMANIA

    Directory of Open Access Journals (Sweden)

    CRISAN Daniela Alexandra

    2010-07-01

    Full Text Available This paper evaluates the stage of development of the e-learning system in Romania compared to other EU Member States, in the perspective of the newly proposed Europe 2020 strategy for a “smart, sustainable and inclusive growth”. Official statistics are essential in order to monitor these comparisons. Although Romania’s analyzed indicators are not at the level of other EU countries, a modest but increasing uptake of e-Learning services over the past few years can be observed. However, Romania still has major shortcomings in the field of e-Learning, our country being placed at the lower end of the EU-27 ranking in almost all statistics. As an EU Member State since 2007, Romania has to reduce its gap in the shortest possible time. The first steps were taken through implementing e-Learning projects and defining the barriers that stand in the way of an information society for everyone.

  16. THE DOMAINS FOR THE MULTI-CRITERIA DECISIONS ABOUT E-LEARNING SYSTEMS

    Directory of Open Access Journals (Sweden)

    Murat Pasa UYSAL

    2012-04-01

    Full Text Available Developments in computer and information technologies continue to give opportunities for designing advanced E-learning systems while entailing objective and technical evaluation methodologies. Design and development of E-learning systems require time-consuming and labor-intensive processes; therefore any decision about these systems and their analysis needs systematic and structured guidance to lead to better decisions. Multi-Criteria Decision Analysis (MCDA techniques are applicable in instructional technology-related research areas as well as in other academic disciplines. In this study, a conceptual domain model and a decision activity framework is proposed for E-learning systems. Instructional, technological, and administrative decision domains are included in this model. Finally, an illustrative example is given to show that AHP is an effective MCDA method for E-learning-related decisions.

  17. Medical students’ perceptions of using e-learning to enhance the acquisition of consulting skills

    Directory of Open Access Journals (Sweden)

    Warnecke E

    2011-06-01

    Full Text Available BackgroundThis study aims to evaluate medical students’ perception ofthe usefulness and effectiveness of an e-learning packagedeveloped to enhance the acquisition of consulting skills.MethodA survey with mixed method data analysis was conducted.Participants were 67 medical students completing theirthird year primary care rotation as part of a five-year degreeat the University of Tasmania. Participants completed a 10question anonymous online survey after using the elearningpackageResultsOf the participants, 92% found it enjoyable and 95% foundthe e-learning package useful; 75% perceived it to beeffective in increasing their performance and 91% believedit increased their knowledge in consulting skills. Benefits forparticipants’ confidence, style and structure of consultingskills were found.ConclusionParticipants found the e-learning package to be enjoyableand effective. E-learning should be further utilised in ablended learning environment to support face-to-faceteaching in consulting skills.

  18. STUDENT ATTITUDE IDENTIFICATION TOWARDS E-LEARNING COURSE BASED ON BIOSENSOR INFORMATION

    Directory of Open Access Journals (Sweden)

    Santoso Handri

    2011-12-01

    Full Text Available Providing attractive and interesting e-learning course materials as well as delivering normal lectures in class are important issues in an e-learning society. Knowing about this issue, first, it is essential to investigate student interest about topics and types of e-learning courses delivered by measuring the students‘ responses. Thus, this study engages in evaluation of students‘ responses initiated by two distinct e-learning materials; one is characterized by interactive material and the other by non-interactive material based on biosignals—i.e., Blood Pressure (BP, Galvanic Skin Response (GSR, and Electrocardiogram (ECG signals. Use of a multilinear principal component analysis (MPCA was proposed in this study to extract the representative features of student responses. Finally, the classification was performed by a support vector machine (SVM to discriminate between responses of students.

  19. Evaluating social exclusion interventions in university-community partnerships.

    Science.gov (United States)

    Ofek, Yuval

    2017-02-01

    Most university-community partnerships (UCPs) involve elements of community-level social exclusion interventions. As such, they face substantial challenges in management and evaluation. This paper highlights the central challenges associated with evaluation of UCP and other social exclusion interventions at the community level, and suggests methods to overcome them. The main body of the paper presents a case study based on a four-year action research involving evaluation of a social exclusion intervention initiated and implemented by a UCP in Israel. The case study highlights the challenges faced by the evaluation team, the solutions provided, and the contribution of the evaluation to improvement and accountability. Copyright © 2016 Elsevier Ltd. All rights reserved.

  20. Formulating eLearning Support Strategies in Research Universities

    OpenAIRE

    Zellweger, Franziska

    2006-01-01

    In this contribution it is explored how strategic management practice could assist a coordinated approach toward eLearning and what elements of an eLearning support strategy are critical for a successful integration of eLearning in university teaching. After reviewing the literature on strategic management in higher education regarding eLearning and the presentation of the research methodology, conditions for support are identified as an important starting point of a more coordinated ap...

  1. Use of Effective Audio in E-learning Courseware

    OpenAIRE

    Ray, Kisor

    2015-01-01

    E-Learning uses electronic media, information & communication technologies to provide education to the masses. E-learning deliver hypertext, text, audio, images, animation and videos using desktop standalone computer, local area network based intranet and internet based contents. While producing an e-learning content or course-ware, a major decision making factor is whether to use audio for the benefit of the end users. Generally, three types of audio can be used in e-learning: narration, mus...

  2. General overview of the e-learning at the Saxony

    OpenAIRE

    Koehler, T.; Lomovtseva, N.

    2013-01-01

    Today, many universities around the world give e-learning services via internet. The developments around the e-learning at universities in Saxony has increased vigorously in recent years. This paper reflects of general overview of the E-Learning at the Saxony. Now more 50,000 members of eleven Saxonian colleges and universities are currently as a common educational environment uses sharing the OPAL learning platform, which makes the system one of the most frequently used e-learning technologi...

  3. Fidelity in complex behaviour change interventions: a standardised approach to evaluate intervention integrity.

    Science.gov (United States)

    Mars, Tom; Ellard, David; Carnes, Dawn; Homer, Kate; Underwood, Martin; Taylor, Stephanie J C

    2013-11-15

    The aim of this study was to (1) demonstrate the development and testing of tools and procedures designed to monitor and assess the integrity of a complex intervention for chronic pain (COping with persistent Pain, Effectiveness Research into Self-management (COPERS) course); and (2) make recommendations based on our experiences. Fidelity assessment of a two-arm randomised controlled trial intervention, assessing the adherence and competence of the facilitators delivering the intervention. The intervention was delivered in the community in two centres in the UK: one inner city and one a mix of rural and urban locations. 403 people with chronic musculoskeletal pain were enrolled in the intervention arm and 300 attended the self-management course. Thirty lay and healthcare professionals were trained and 24 delivered the courses (2 per course). We ran 31 courses for up to 16 people per course and all were audio recorded. The course was run over three and a half days; facilitators delivered a semistructured manualised course. We designed three measures to evaluate fidelity assessing adherence to the manual, competence and overall impression. We evaluated a random sample of four components from each course (n=122). The evaluation forms were reliable and had good face validity. There were high levels of adherence in the delivery: overall adherence was two (maximum 2, IQR 1.67-2.00), facilitator competence exhibited more variability, and overall competence was 1.5 (maximum 2, IQR 1.25-2.00). Overall impression was three (maximum 4, IQR 2.00-3.00). Monitoring and assessing adherence and competence at the point of intervention delivery can be realised most efficiently by embedding the principles of fidelity measurement within the design stage of complex interventions and the training and assessment of those delivering the intervention. More work is necessary to ensure that more robust systems of fidelity evaluation accompany the growth of complex interventions. ISRCTN

  4. Hybrid E-Learning Tool TransLearning: Video Storytelling to Foster Vicarious Learning within Multi-Stakeholder Collaboration Networks

    Science.gov (United States)

    van der Meij, Marjoleine G.; Kupper, Frank; Beers, Pieter J.; Broerse, Jacqueline E. W.

    2016-01-01

    E-learning and storytelling approaches can support informal vicarious learning within geographically widely distributed multi-stakeholder collaboration networks. This case study evaluates hybrid e-learning and video-storytelling approach "TransLearning" by investigation into how its storytelling e-tool supported informal vicarious…

  5. Evaluating interventions in health: a reconciliatory approach.

    Science.gov (United States)

    Wolff, Jonathan; Edwards, Sarah; Richmond, Sarah; Orr, Shepley; Rees, Geraint

    2012-11-01

    Health-related Quality of Life measures have recently been attacked from two directions, both of which criticize the preference-based method of evaluating health states they typically incorporate. One attack, based on work by Daniel Kahneman and others, argues that 'experience' is a better basis for evaluation. The other, inspired by Amartya Sen, argues that 'capability' should be the guiding concept. In addition, opinion differs as to whether health evaluation measures are best derived from consultations with the general public, with patients, or with health professionals. And there is disagreement about whether these opinions should be solicited individually and aggregated, or derived instead from a process of collective deliberation. These distinctions yield a wide variety of possible approaches, with potentially differing policy implications. We consider some areas of disagreement between some of these approaches. We show that many of the perspectives seem to capture something important, such that it may be a mistake to reject any of them. Instead we suggest that some of the existing 'instruments' designed to measure HR QoLs may in fact successfully already combine these attributes, and with further refinement such instruments may be able to provide a reasonable reconciliation between the perspectives. © 2011 Blackwell Publishing Ltd.

  6. Can complex health interventions be evaluated using routine clinical and administrative data? - a realist evaluation approach.

    Science.gov (United States)

    Riippa, Iiris; Kahilakoski, Olli-Pekka; Linna, Miika; Hietala, Minni

    2014-12-01

    Interventions aimed at improving chronic care typically consist of multiple interconnected parts, all of which are essential to the effect of the intervention. Limited attention has been paid to the use of routine clinical and administrative data in the evolution of these complex interventions. The purpose of this study is to examine the feasibility of routinely collected data when evaluating complex interventions and to demonstrate how a theory-based, realist approach to evaluation may increase the feasibility of routine data. We present a case study of evaluating a complex intervention, namely, the chronic care model (CCM), in Finnish primary health care. Issues typically faced when evaluating the effects of a complex intervention on health outcomes and resource use are identified by using routine data in a natural setting, and we apply context-mechanism-outcome (CMO) approach from the realist evaluation paradigm to improve the feasibility of using routine data in evaluating complex interventions. From an experimentalist approach that dominates the medical literature, routine data collected from a single centre offered a poor starting point for evaluating complex interventions. However, the CMO approach offered tools for identifying indicators needed to evaluate complex interventions. Applying the CMO approach can aid in a typical evaluation setting encountered by primary care managers: one in which the intervention is complex, the primary data source is routinely collected clinical and administrative data from a single centre, and in which randomization of patients into two research arms is too resource consuming to arrange. © 2014 John Wiley & Sons, Ltd.

  7. Methodologies, Tools and New Developments for E-Learning

    Science.gov (United States)

    Pontes, Elvis, Ed.; Silva, Anderson, Ed.; Guelfi, Adilson, Ed.; Kofuji, Sergio Takeo, Ed.

    2012-01-01

    With the resources provided by communication technologies, E-learning has been employed in multiple universities, as well as in wide range of training centers and schools. This book presents a structured collection of chapters, dealing with the subject and stressing the importance of E-learning. It shows the evolution of E-learning, with…

  8. Investigating Agricultural Instructors' Attitudes toward E-Learning in Iran

    Science.gov (United States)

    Mohammadi, Davoud; Hosseini, Seyed Mahmoud; Fami, Hossein Shabanali

    2011-01-01

    With the rapid changes in all types of learning and teaching environments, there is a need to implement electronic learning (e-learning) to train students with new technologies. However the trend of using e-learning as learning and/or teaching tool is now rapidly expanding into education. Although e-learning environments are popular, there is…

  9. Assessing E-Learning Acceptance by University Students in Thailand

    Science.gov (United States)

    Teo, Timothy; Wong, Su Luan; Thammetar, Thapanee; Chattiwat, Wisa

    2011-01-01

    The aim of this study is to assess e-learning acceptance by students, using data collected from 377 students at three public universities in Thailand. Using the "E-learning Acceptance Measure" (Teo, 2010b), participants gave their responses to 21 statements on three factors hypothesised to measure e-learning: tutor quality, perceived…

  10. Implementing E-Learning Designed Courses in General Education

    Science.gov (United States)

    Nuangchalerm, Prasart; Sakkumduang, Krissada; Uhwha, Suleepornn; Chansirisira, Pacharawit

    2014-01-01

    The aim of this study is to implement e-learning designed course for general education. The study employed 3 phases for developing e-learning course: contextual study, designing, and implementing. Two courses general education, 217 undergraduate students are participated the study. Research tool consisted of interview about e-learning form and…

  11. E-Learning Capability Maturity Level in Kingdom of Bahrain

    Science.gov (United States)

    Al-Ammary, Jaflah; Mohammed, Zainab; Omran, Fatima

    2016-01-01

    Despite the effectiveness of using e-learning, educational institutions are still facing many challenges with the e-learning infrastructure and technical aspects, practices and capabilities, and improvement in learning outcome. Hence, a need for framework to benchmark the e-learning capability maturity level and measure the extent to what it is…

  12. Evaluation of Adherence to Nutritional Intervention Through Trajectory Analysis.

    Science.gov (United States)

    Sevilla-Villanueva, B; Gibert, K; Sanchez-Marre, M; Fito, M; Covas, M I

    2017-05-01

    Classical pre-post intervention studies are often analyzed using traditional statistics. Nevertheless, the nutritional interventions have small effects on the metabolism and traditional statistics are not enough to detect these subtle nutrient effects. Generally, this kind of studies assumes that the participants are adhered to the assigned dietary intervention and directly analyzes its effects over the target parameters. Thus, the evaluation of adherence is generally omitted. Although, sometimes, participants do not effectively adhere to the assigned dietary guidelines. For this reason, the trajectory map is proposed as a visual tool where dietary patterns of individuals can be followed during the intervention and can also be related with nutritional prescriptions. The trajectory analysis is also proposed allowing both analysis: 1) adherence to the intervention and 2) intervention effects. The analysis is made by projecting the differences of the target parameters over the resulting trajectories between states of different time-stamps which might be considered either individually or by groups. The proposal has been applied over a real nutritional study showing that some individuals adhere better than others and some individuals of the control group modify their habits during the intervention. In addition, the intervention effects are different depending on the type of individuals, even some subgroups have opposite response to the same intervention.

  13. Creating e-learning games with Unity

    CERN Document Server

    Horachek, David

    2014-01-01

    Unity is a fully integrated development engine providing the required functionality to create games and interactive 3D content, while reducing the time, effort, and cost of developing the content. Nowadays, many people have started to use Unity in an eLearning setting as it allows them to create real-world scenarios, or models, for training purposes. With Unity, one can develop video games that are not only fun, but are also effective teaching and learning tools. When properly designed, an engaging game is an ideal platform for the presentation, testing, and application of learning objectives.

  14. E-LEARNING TOOLS: STRUCTURE, CONTENT, CLASSIFICATION

    Directory of Open Access Journals (Sweden)

    Yuliya H. Loboda

    2012-05-01

    Full Text Available The article analyses the problems of organization of educational process with use of electronic means of education. Specifies the definition of "electronic learning", their structure and content. Didactic principles are considered, which are the basis of their creation and use. Given the detailed characteristics of e-learning tools for methodological purposes. On the basis of the allocated pedagogical problems of the use of electronic means of education presented and complemented by their classification, namely the means of theoretical and technological training, means of practical training, support tools, and comprehensive facilities.

  15. The effectiveness of e-learning

    DEFF Research Database (Denmark)

    Noesgaard, Signe Schack; Ørngreen, Rikke

    2015-01-01

    in multiple ways. At the same time, learning and development professionals within public and private organisations are increasingly being asked to prove the effectiveness of their learning and development initiatives. This paper investigates the effectiveness of e-Learning through an integrative review...... that participants are able to successfully report their own practices, provided certain qualitative survey approaches are used. In this paper, a model for understanding the relationships of the key factors that influence effectiveness is developed. The model categorises these factors from three perspectives...

  16. Evaluation of a Community-Based Aging Intervention Program

    Science.gov (United States)

    Hsu, Hui-Chuan; Wang, Chun-Hou; Chen, Yi-Chun; Chang, Ming-Chen; Wang, Jean

    2010-01-01

    This study evaluated the outcome and process of a community-based aging intervention program for the elderly in Taiwan. The program included education on nutrition and dietary behavior and on physical activities. Outcome and process evaluations were conducted. The program may have had some effects on decreasing some dietary behavioral problems and…

  17. Australian Interventions for Women in Computing: Are We Evaluating

    Directory of Open Access Journals (Sweden)

    Annemieke Craig

    2014-06-01

    Full Text Available There are many reasons why the gender imbalance in computing should be of concern to the profession. Over the last 20 years there have been many intervention programs which attempt to redress this situation and encourage more women into computing. To determine whether an intervention program has made a difference requires evaluation. Program evaluation is the careful collecting of information about a program so that those responsible can make informed decisions regarding the programs. This multi-case study investigation into 14 major programs conducted in Australia shows that many projects are not evaluated due to a lack of time, expertise and money. Without dissemination of detailed evaluations it is not possible to work out which intervention programs should be replicated and which should be modified or abandoned.

  18. The evolution of e-learning and e-learning in evolution

    Directory of Open Access Journals (Sweden)

    Anna Lamandini

    2009-07-01

    Full Text Available In this article the author sets out to compare and analyse models for e-learning that have evolved passing from the characteristics of Web 1.0 to those of Web 2.0, and to propose 2 possible applications: PLE or Personal Learning Environment and VLP or Virtual Learning Place. For each one, specific aspects and guidance are highlighted while recognising that the concept of E- learning has evolved in connection with Lifelong Learning in the programmes and actions of the European Commission.

  19. The evolution of e-learning and e-learning in evolution

    OpenAIRE

    Anna Lamandini

    2009-01-01

    In this article the author sets out to compare and analyse models for e-learning that have evolved passing from the characteristics of Web 1.0 to those of Web 2.0, and to propose 2 possible applications: PLE or Personal Learning Environment and VLP or Virtual Learning Place. For each one, specific aspects and guidance are highlighted while recognising that the concept of E- learning has evolved in connection with Lifelong Learning in the programmes and actions of the European Commission.

  20. Evaluating canalside hedgerows to determine future interventions.

    Science.gov (United States)

    Faiers, Adam; Bailey, Alison

    2005-01-01

    This paper describes a project undertaken during 2001/2002 which developed a method for valuing hedgerows adjacent to the inland waterway network of Great Britain. The method enables the landowner, British Waterways, to manage their valuable environmental asset to achieve a good level of biodiversity and robust habitat balanced against the heavy amenity use the 3000 km canal network endures. Valuation techniques were developed using a combination of new and existing ecological indices for components of biodiversity, hedgerow structure and amenity, and synthesised into an index in an innovative combined approach. The resultant index was then applied to a sample 20 km section of hedge alongside the Grand Union Canal in Southeast England. The results obtained reflect the hedgerows' present value, and highlight factors that might improve or limit their future increase in value. The results from the case study application also demonstrate that there is a positive relationship between hedgerow structure and biodiversity, and that hedgerows in urban areas are less biodiverse and structurally sound than those in rural areas. Furthermore, there is a zone within rural areas influenced by the adjacent urban areas and/or higher amenity use. The paper concludes with an assessment of the approaches' strengths and weaknesses with a view to its compatibility with other hedgerow evaluations, such as HEGS, its use by other agencies or landowners, and to aid hedgerow management and future development.

  1. Evaluation of medical radiation exposure in pediatric interventional radiology procedures

    Energy Technology Data Exchange (ETDEWEB)

    Navarro, Valeria Coelho Costa; Navarro, Marcus Vinicius Teixeira; Oliveira, Aline da Silva Pacheco, E-mail: vccnavarro@gmail.com [Instituto Federal de Educacao, Ciencia e Tecnologia da Bahia (IFBA), Salvador, BA (Brazil); Maia, Ana Figueiredo [Universidade Federal de Sergipe (UFS), Aracaju, SE (Brazil); Oliveira, Adriano Dias Dourado [Sociedade Brasileira de Hemodinamica e Cardiologia Intervencionista, Salvador, BA (Brazil)

    2012-07-15

    Objective: To evaluate pediatric radiation exposure in procedures of interventional radiology in two hospitals in the Bahia state, aiming at contributing to delineate the scenario at the state and national levels. The knowledge of exposure levels will allow an evaluation of the necessity of doses optimization, considering that peculiarities of radiology and pediatrics become even more significant in interventional radiology procedures which involve exposure to higher radiation doses. Materials and Methods: A total of 32 procedures were evaluated in four rooms of the two main hospitals performing pediatric interventional radiology procedures in the Bahia state. Air kerma rate and kerma-area product were evaluated in 27 interventional cardiac and 5 interventional brain procedures. Results: Maximum values for air kerma rate and kerma-area product and air kerma obtained in cardiac procedures were, respectively, 129.9 Gy.cm{sup 2} and 947.0 mGy; and, for brain procedures were 83.3 Gy.cm{sup 2} and 961.0 mGy. Conclusion: The present study results showed exposure values up to 14 times higher than those found in other foreign studies, and approximating those found for procedures in adults. Such results demonstrate excessive exposure to radiation, indicating the need for constant procedures optimization and evaluation of exposure rates. (author)

  2. Tools and methodologies applied to eLearning

    OpenAIRE

    Seoane Pardo, Antonio M.; García-Peñalvo, Francisco José

    2006-01-01

    The aim of this paper is to show how eLearning technologies and methodologies should be useful for teaching and researching Logic. Firstly, a definition and explanation of eLearning and its main modalities will be given. Then, the most important elements and tools of eLearning activities will be shown. Finally, we will give three suggestions to improve learning experience with eLearning applied to Logic. Se muestran diversas tecnologías y metodologías de e-learning útiles en la enseñanza e...

  3. Is there a place for e-learning in infection prevention?

    Science.gov (United States)

    Labeau, Sonia O

    2013-11-01

    In the last few decades, e-learning, a method which integrates information technology and the learning process by using materials delivered through the internet, has become widely used in educational initiatives for healthcare professionals. To evaluate whether there is a place for e-learning in the field of infection prevention. Non-comprehensive review of the literature. E-learning courses in the field of infection prevention and control are still scarce, often restricted to local initiatives and not specifically directed toward critical care providers. Although methodological flaws and potential biases hamper the generalizability of results from some currently available studies, findings related to both learners' satisfaction and effectiveness suggest that e-learning might prove an effective educational tool for the (continuing) education of healthcare providers. Further investigations, including research pertaining to the cost-effectiveness of e-learning, are required to provide a better insight in these issues. Further research is required to determine the (cost)effectiveness of e-learning in general, and in the field of infection prevention and control in particular. Current insights suggest that e-learning should be based Web 2.0 technologies to address a wide range of learning styles and to optimize interactivity. As a gap in the literature was detected with respect to e-learning modules on infection prevention and control which are specifically oriented toward critical care providers, it can be recommended to promote the development and subsequent assessment of such tools that meet high-quality standards. Copyright © 2013 Australian College of Critical Care Nurses Ltd. Published by Elsevier Ltd. All rights reserved.

  4. The Dynamic Integrated Evaluation Model (DIEM): Achieving Sustainability in Organizational Intervention through a Participatory Evaluation Approach.

    Science.gov (United States)

    von Thiele Schwarz, Ulrica; Lundmark, Robert; Hasson, Henna

    2016-10-01

    Recently, there have been calls to develop ways of using a participatory approach when conducting interventions, including evaluating the process and context to improve and adapt the intervention as it evolves over time. The need to integrate interventions into daily organizational practices, thereby increasing the likelihood of successful implementation and sustainable changes, has also been highlighted. We propose an evaluation model-the Dynamic Integrated Evaluation Model (DIEM)-that takes this into consideration. In the model, evaluation is fitted into a co-created iterative intervention process, in which the intervention activities can be continuously adapted based on collected data. By explicitly integrating process and context factors, DIEM also considers the dynamic sustainability of the intervention over time. It emphasizes the practical value of these evaluations for organizations, as well as the importance of their rigorousness for research purposes. Copyright © 2016 John Wiley & Sons, Ltd. Copyright © 2016 John Wiley & Sons, Ltd.

  5. E-LEARNING-IMPLICATIONS FOR ADULT LEARNING

    Directory of Open Access Journals (Sweden)

    Roxana CRIU

    2013-04-01

    Full Text Available If a few decades ago, the education received in school could be in most of the cases enough to go with for the rest of one’s entire life, today the situation has changed dramatically. The individual has to be prepared for a new type of life and training, namely lifelong learning. The individual’s survival in society could depend on his capacity to learn, to re-qualify, to forget what he once learned and to train for the future in an entirely different manner. Within this context, e-learning and distance education can be viable alternatives for the necessary and imperative adaptation process. Modern man’s education has to go beyond the stage of level oriented education (limited in terms of trainee number and training duration and advance towards continuous education, which is able to train the individual irrespective of his location and with no limitations in terms of time. The passage towards the information society involves mutations in the object of the activities, mainly in terms of selecting, storing, preserving, managing and protecting information. Against this extremely fluctuant background, a relevant question rises: is the adult capable of coping, both individually and socially, with the challenge of e-learning?

  6. Anforderungen von Studierenden an e-Learning-Systeme und an die Gestaltung elektronischer Fallbeispiele [Student’s specifications of e-learning systems for case-based teaching

    Directory of Open Access Journals (Sweden)

    von Müller, Lutz

    2013-11-01

    Full Text Available [english] Evolution of case-based teaching (CBT is influenced by student’s specifications and also by improvement of computer-based e-learning systems. In the present single center study of the University of Saarland Medical Center the medical students in the third year compared two case-based e-learning systems. CAMPUS-Classic-Player is an open system with almost unrestricted decision trees whereas the CAMPUS-Card-Player represents an educational structured e-learning platform. Learning from patients and also learning from students will be introduced as our pivotal principle for development of new e-learning strategies.A significantly better evaluation was found for the more structured CAMPUS-Card-Player with respect to profile, clarity, didactics, learning effects, and relevance for exam preparation. The student’s intentions for CBT were clearly focused on usability for preparation of future exams which can be better achieved by the help of more structured e-learning systems. The time to process and answer the cases was about for both players. We therefore propose that the time schedule for most users is limited per case irrespective of the complexity of decision trees, cases or e-learning systems. This remains to be mentioned for the design of future cases. [german] Die Weiterentwicklung von fallbasiertem Lernen wird durch die Anregungen der Studierenden („user“ und durch neue technische Entwicklungen und Möglichkeiten von e-Learning-Systemen bestimmt. In dieser prospektiven monozentrischen Studie am Universitätsklinikum des Saarlandes wurde von Studierenden des 1. und 2. klinischen Semesters Medizin eine offene (CAMPUS-Classic-Player und ein strukturierte e-Learning-Plattform (CAMPUS-Card-Player für die Darstellung elektronischer Fallbeispiele verglichen und bewertet. Signifikant besser evaluiert wurde der CAMPUS-Card-Player in Bezug auf Form, Übersichtlichkeit, Zusatzmaterialien, Didaktik, Lerneffekt, Prüfungsrelevanz und

  7. Intelligent e-Learning Systems: An Educational Paradigm Shift

    Directory of Open Access Journals (Sweden)

    Suman Bhattacharya

    2016-12-01

    Full Text Available Learning is the long process of transforming information as well as experience into knowledge, skills, attitude and behaviors. To make up the wide gap between the demand of increasing higher education and comparatively limited resources, more and more educational institutes are looking into instructional technology. Use of online resources not only reduces the cost of education but also meet the needs of society. Intelligent e-learning has become one of the important channels to reach out to students exceeding geographic boundaries. Besides this, the characteristics of e-learning have complicated the process of education, and have brought challenges to both instructors and students. This paper will focus on the discussion of different discipline of intelligent e-learning like scaffolding based e-learning, personalized e-learning, confidence based e-learning, intelligent tutoring system, etc. to illuminate the educational paradigm shift in intelligent e-learning system.

  8. Making a Case for E - learning: Experiences in E-learning at ...

    African Journals Online (AJOL)

    Research shows that, when activities are well planned, Web-based learners‟ performances can surpass those of students in traditional learning settings. This paper discusses the findings carried out to investigate the effectiveness of e- learning in hybrid and online learning environments at Langston University in ...

  9. Designing and Evaluating Interventions to Halt the Transmission of Tuberculosis.

    Science.gov (United States)

    Dowdy, David W; Grant, Alison D; Dheda, Keertan; Nardell, Edward; Fielding, Katherine; Moore, David A J

    2017-11-03

    To reduce the incidence of tuberculosis, it is insufficient to simply understand the dynamics of tuberculosis transmission. Rather, we must design and rigorously evaluate interventions to halt transmission, prioritizing those interventions most likely to achieve population-level impact. Synergy in reducing tuberculosis transmission may be attainable by combining interventions that shrink the reservoir of latent Mycobacterium tuberculosis infection (preventive therapy), shorten the time between disease onset and treatment initiation (case finding and diagnosis), and prevent transmission in key settings, such as the built environment (infection control). In evaluating efficacy and estimating population-level impact, cluster-randomized trials and mechanistic models play particularly prominent roles. Historical and contemporary evidence suggests that effective public health interventions can halt tuberculosis transmission, but an evidence-based approach based on knowledge of local epidemiology is necessary for success. We provide a roadmap for designing, evaluating, and modeling interventions to interrupt the process of transmission that fuels a diverse array of tuberculosis epidemics worldwide. © The Author 2017. Published by Oxford University Press for the Infectious Diseases Society of America.

  10. E-learning in Type 1 Medical Universities of Iran

    Directory of Open Access Journals (Sweden)

    Mohammad Bagher ROKNI

    2005-07-01

    Full Text Available ABSTRACT Nowadays the Internet is the technological pedestal of organization in the information society and one of the main applications that the Internet offers is the Digital Library (DL. Each society, especially those that claim training of the public, predictably need implementation and endorsement these systems. The time of chalk and board is passed and the globalization and universal village demands a movement targeting to establish an information society. The university is said to be responsible for making "Human". In the era of information explosion, how can a university rely on a physical classroom, a tired teacher and some drowsy students listening to him? Internet "the sweet invention of man" is a bridge, between "slump" and "spurt". It is up to each authority in a university to design, employ, develop and evaluate a system embracing Internet, Multimedia, Network and so on to go parallel in modern era and to introduce the supreme system of E-learning in its program. Of different aspects of E-learning including computer networks, multimedia, search engines, electronic libraries, distance learning, and all that (Piskurich, 2003, most of the type 1 medical universities of Iran exploit, some how or another, all or some of them. These universities including Tehran, Iran, Shahid Beheshti, Mashhad, Isfahan, Tabriz, Shiraz, Ahwaz, and Kerman, at present encompass a powerful link with their audiences regarding digital libraries, search engine and authentic data bases. The present article is going to have a bird's eye view at various capacities of these universities in this regard.

  11. E-learning in radiology: Italian multicentre experience.

    Science.gov (United States)

    Carriero, A; Beomonte Zobel, B; Bonomo, L; Meloni, G; Cotroneo, A; Cova, M; Ettorre, G C; Fugazzola, C; Garlaschi, G; Macarini, L; Pozzi Mucelli, R; Sironi, S; Torricelli, P; Capaccioli, L; Zuiani, C

    2011-10-01

    The aim of our work was to design, implement and evaluate an e-learning programme in favour of trainee radiologists enrolled at the many specialty schools located throughout Italy, in the spirit of "sharing culture". Once a common educational programme and time slot had been identified and planned, the programme was delivered via Internet-based video conferencing once a week for 2-h lectures. Each lecture was followed by interaction between the teaching staff and trainees at the individual sites. The universities involved were Trieste, Udine, Verona, Milano Bicocca, Novara, Varese, Genova, Sassari, Rome "Campus", Rome "Cattolica", Chieti, Foggia, Catania, Modena and Firenze. The University of Rome "Cattolica" participated in the project with two locations: Rome "Policlinico Gemelli" and Rome "Cattolica Campus of Campobasso". Eighteen lectures were conducted, for a total of 36 h. "Transient" connection interruption occurred 13 times for a total of 33 min over 2,160 min of lessons. Video quality and, in particular, details of radiological images shown in slides or moving pictures, were rated as very good by 71% of trainees, good by 24% and satisfactory by 4.5%; no one gave a rating of unsatisfactory. Based on our experience, whereas e-learning in radiology has become established and compulsory, there is the need for legislation that on the one hand protects online teaching activity and on the other allows study and continuing medical education (CME) credits to be recognised.

  12. Studi E-Learning Berbasis Knowledge Management Lingkungan Hidup

    Directory of Open Access Journals (Sweden)

    Prasetya Cahya Saputra

    2013-12-01

    Full Text Available National sustainable development needs to take into account the utilization of environmental natural resources for future generations. For the community, environment is a space or a place to stay for that need to be more preserved than utilized. Collaboration between knowledge of environment and preservation with ICT knowledge can be developed into a management system which is environmental knowledge management systems. Approach on the efficiency and effectiveness of ICT, which include variable timing, capacity, relevance,accessibility, flexibility, accuracy and reliability, can be used to explore the success determinants of communitybased environmental conservation as a central participant. Analysis method of this study uses the Core Processof KM consisting knowledge identification, knowledge aqcuition, knowledge development, knowledge sharing and distribution, knowledge utilization, and knowledge retention. Menawhile, the design method uses objectorientedbased approach (OOAD that contains the UML diagrams, followed by evaluation and verification of test results of the e-learning application prototype which will be measured by IT Balanced Scorecard through four perspectives, namely: (1 government contribution; (2 society orientation, (3 excellent operation, (4future orientation. With the formulation of the critical success factors is then developed a virtual learning model, in order to raise public awareness of the importance of environmental preservation. The result is a prototype model of environmental KMS application or e-learning which will be piloted in a few areas, especially in Jabodetabek.

  13. E-Learning pada Mata kuliah Anatomi dan Fisiologi Manusia: Alternatif untuk Menunjang Perkuliahan yang Lebih Efektif

    Directory of Open Access Journals (Sweden)

    Andi Asmawati Azis

    2015-04-01

    Full Text Available Teknologi informasi telah berkembang sangat pesat, termasuk penerapannya dalam kegiatan pembelajaran. Dampak positif dari perkembangan tersebut, yaitu dengan adanya teknologi e-learning. Teknologi ini dapat menjadi sebuah solusi dan teknologi alternatif untuk digunakan dalam proses pembelajaran. Penelitian ini termasuk penelitian research & development dengan menggunakan model pengembangan Analyze, Design, Develop, Implement, dan Evaluation (ADDIE. Penelitian ini bertujuan untuk menghasilkan e-learning pada matakuliah Anatomi Fisiologi Manusia dan dilaksanakan pada bulan Juli sampai dengan Oktober 2014, di Kelas Anatomi Fisiologi Manusia, Prodi Biologi FMIPA UNM. Berdasarkan hasil penelitian ini diketahui bahwa e-learning sangat bermanfaat dalam meningkatkan efektifitas perkuliahan matakuliah anatomi dan fisiologi manusia. Peningkatan tersebut dapat dilihat dari hasil validasi konten, respon dosen, dan respon mahasiswa, terhadap fasilitas e-learning.Kata kunci: e-learning, anatomi dan fisiologi manusia

  14. Factors Affecting Students Attitudes towards E-Learning

    Directory of Open Access Journals (Sweden)

    Marija Jovic

    2017-09-01

    Full Text Available E-learning is becoming a widespread method of gaining knowledge in a global environment. Accessibility and variety of online content encourage more people to get involved in learning from digital resources. However, there has been limited research exploring the factors that could influence students attitudes regarding e-learning. In this study, field research was conducted to determine which factors affect students attitudes towards e-learning. The questionnaire was developed to collect data about factors that influence attitudes towards e-learning. A total of 286 students were the study cohort. Three factors were identified using principal component analysis: e-learning usefulness, ease of use, and content design. Regression analysis was conducted to determine the strength of the factors influencing attitudes towards e-learning. All factors had a significant influence on attitude towards e-learning. Usefulness of e-learning had the strongest impact on students e-learning intention. Our study will contribute to the existing work in this field by emphasizing the importance of perception of content design on attitudes towards e-learning.

  15. Oncology E-Learning for Undergraduate. A Prospective Randomized Controlled Trial.

    Science.gov (United States)

    da Costa Vieira, René Aloisio; Lopes, Ana Helena; Sarri, Almir José; Benedetti, Zuleica Caulada; de Oliveira, Cleyton Zanardo

    2017-06-01

    The e-learning education is a promising method, but there are few prospective randomized publications in oncology. The purpose of this study was to assess the level of retention of information in oncology from undergraduate students of physiotherapy. A prospective, controlled, randomized, crossover study, 72 undergraduate students of physiotherapy, from the second to fourth years, were randomized to perform a course of physiotherapy in oncology (PHO) using traditional classroom or e-learning. Students were offered the same content of the subject. The teacher in the traditional classroom model and the e-learning students used the Articulate® software. The course tackled the main issues related to PHO, and it was divided into six modules, 18 lessons, evaluated by 126 questions. A diagnosis evaluation was performed previous to the course and after every module. The sample consisted of 67 students, allocated in groups A (n = 35) and B (n = 32), and the distribution was homogeneous between the groups. Evaluating the correct answers, we observed a limited score in the pre-test (average grade 44.6 %), which has significant (p e-learning, a fact that encourages the use of e-learning in oncology. REBECU1111-1142-1963.

  16. E-learning from Learners‘ Perspective

    Directory of Open Access Journals (Sweden)

    Galina Kavaliauskienė

    2012-06-01

    Full Text Available The concept of “e-learning” is ambivalent. On the one hand, it is used to describe the “distant learning”, on the other hand, it refers to “blended learning”. This article focuses on classic “blended learning”, which means combination of face-to-face instruction with online activities. The study examines students’ attitudes to integrating online activities into the traditional English language classroom. The respondents are the University students of three different specializations who study English for Specific Purposes. The frequencies of positive and negative responses to a specially designed questionnaire are analyzed. Not all the students enjoy e-learning in spite of its advantages, which might be expressed due to individual likes and dislikes. Statistical treatment of the students’ responses by means of Software Package for Social Sciences (SPSS includes the computations of correlation coefficients, which indicate the strength of relationships, and their statistical significance.

  17. E-learning and school development

    DEFF Research Database (Denmark)

    Skov Hansen, Line; Sunnevåg, Anne-Karin; Kostøl, Anne

    2011-01-01

    This paper intends to focus on the strengths and challenges of capacity building in school development projects. The paper is based on practical experiences with three different projects CLL (Classroom Management, Learning and Teaching Authority) in Norway, the implementation of the LP- (learning...... environment and pedagogical analysis) model in Denmark as well as professional development of school administrators in a Danish municipality. The total number of participants in these projects is approximately 500 schools and 24 000 teachers and school administrators. One of the challenges about school...... for Knowledge-Based Educational Practice (CVIPP), Denmark have designed projects for developing competences and training based on “blended learning” concepts. The didactic designs, in all three projects, are based on problem-oriented e-learning modules that are approached in teams. Through learning in teams...

  18. Impact on learning of an e-learning module on leukaemia: a randomised controlled trial

    Science.gov (United States)

    2012-01-01

    Background e-learning resources may be beneficial for complex or conceptually difficult topics. Leukaemia is one such topic, yet there are no reports on the efficacy of e-learning for leukaemia. This study compared the learning impact on senior medical students of a purpose-built e-learning module on leukaemia, compared with existing online resources. Methods A randomised controlled trial was performed utilising volunteer senior medical students. Participants were randomly allocated to Study and Control groups. Following a pre-test on leukaemia administered to both groups, the Study group was provided with access to the new e-learning module, while the Control group was directed to existing online resources. A post-test and an evaluation questionnaire were administered to both groups at the end of the trial period. Results Study and Control groups were equivalent in gender distribution, mean academic ability, pre-test performance and time studying leukaemia during the trial. The Study group performed significantly better than the Control group in the post-test, in which the group to which the students had been allocated was the only significant predictor of performance. The Study group’s evaluation of the module was overwhelmingly positive. Conclusions A targeted e-learning module on leukaemia had a significant effect on learning in this cohort, compared with existing online resources. We believe that the interactivity, dialogic feedback and integration with the curriculum offered by the e-learning module contributed to its impact. This has implications for e-learning design in medicine and other disciplines. PMID:22640463

  19. New Perspectives: Using Participatory Photography to Evaluate Widening Participation Interventions

    Science.gov (United States)

    Raven, Neil

    2015-01-01

    With much emphasis now placed upon determining the effectiveness of widening participation (WP) interventions, there is value in identifying evaluation methods best able to provide insights into the impact of this work. One method that has received little attention in the field of WP and yet has considerable potential in this respect is associated…

  20. Evaluation of a Spiritually Focused Intervention with Older Trauma Survivors

    Science.gov (United States)

    Bowland, Sharon; Edmond, Tonya; Fallot, Roger D.

    2012-01-01

    This study evaluated the effectiveness of an 11-session, spiritually focused group intervention with older women survivors (age 55 years and older) of interpersonal trauma (child abuse, sexual assault, or domestic violence) in reducing trauma-related depressive symptoms, posttraumatic stress, and anxiety. Forty-three community-dwelling women…

  1. Evaluation of a school-based intervention programme for South ...

    African Journals Online (AJOL)

    Objective: Parental divorce affects approximately 30 000 South African children annually. This pilot study aimed to evaluate the effectiveness of the Children of Divorce Intervention Programme (CODIP) at two South African schools. CODIP is a preventively oriented group programme which was developed to foster resilience ...

  2. E-Learning as an Opportunity for the Public Administration

    Science.gov (United States)

    Casagranda, Milena; Colazzo, Luigi; Molinari, Andrea; Tomasini, Sara

    In this paper we will describe the results of a learning project in the Public Administration, highlighting the methodological approach based on a blended training model in a context that has never experienced this type of activities. The observations contained in the paper will be focused on the evaluation results of this experience and the redesign elements in term of alternation between the classroom and distance training, methodologies, the value and use of the e-learning platform and learning evaluation. The elements that emerge will also provide the basis for the design of future teaching actions for this context (in which at this moment we are involved). The objective is to identify a "learning model", related also to the use of technological tools that are able to support lifelong learning and to define dynamics and process relating to facilitating learning activities of teachers and tutors.

  3. Self-Regulation and Problem Solving Ability in 7E-Learning Cycle Based Goal Orientation

    Science.gov (United States)

    Mulyono; Noor, N. L.

    2017-04-01

    Goal orientation differences between mastery goals and performance goals can be a cause of high and low self-regulation and problem-solving abilities. To overcome these problems applied 7E-learning cycle in which students learn and develop ways to optimise the power of reason through the learning phase elicit, engage, explore, explain, elaborate, evaluate, and extend. This study aimed to test the effectiveness of learning by 7E-learning cycle and describe self-regulation and mathematics problem solving based on goal-orientation after the implementation 7E-learning cycle. This study used mix method design with research subject is graders XII sciences MA NU Nurul Ulum Jekulo Kudus which divided into goal orientation is mastery goal and performance goal. The independent variable of this research is learning model, while the dependent variable is problem solving and self-regulation. Then, collecting data using scale, interviews and tests. The data processed with the proportion of test, t-test, paired samples t-test, and Normality-gain. The results show problem-solving abilities of students through 7E-learning cycle the average of mathematical problem-solving capability class, self-regulation at 7E-learning cycle is better than the traditional model study. The problem-solving skills at 7E-learning cycle are better than the traditional model study, there is an increase in self-regulation through 7E-learning cycle of 0.4 (medium), and there is an increased problem-solving ability through 7E-learning cycle by 0.79 (high). Based on the qualitative analysis, self-regulation and problem-solving ability after the implementation of 7E-learning cycle students of a mastery goal group are better than the performance goal team. It is suggested to implement 7E-learning cycle to improve self-regulation and problem-solving ability as well as directing and fostering mastery goal on the student in the learning process.

  4. Taking over someone else's e-learning design: challenges trigger change in e-learning beliefs and practices

    Directory of Open Access Journals (Sweden)

    Karen M. Scott

    2014-07-01

    Full Text Available As universities invest in the development of e-learning resources, e-learning sustainability has come under consideration. This has largely focused on the challenges and facilitators of organisational and technological sustainability and scalability, and professional development. Little research has examined the experience of a teacher dealing with e-learning sustainability when taking over a course with an e-learning resource and associated assessment. This research focuses on a teacher who was inexperienced with e-learning technology, yet took over a blended unit of study with an e-learning resource that accounted for one-fifth of the subject assessment and was directed towards academic skills development relevant to the degree program. Taking a longitudinal approach, this research examines the challenges faced by the new teacher and the way she changed the e-learning resource and its implementation over two years. A focus of the research is the way the teacher's reflections on the challenges and changes provided an opportunity and stimulus for change in her e-learning beliefs and practices. This research has implications for the way universities support teachers taking over another teacher's e-learning resource, the need for explicit documentation of underpinning beliefs and structured handover, the benefit of teamwork in developing e-learning resources, and provision of on-going support.

  5. Does competition work as a motivating factor in e-learning?

    DEFF Research Database (Denmark)

    Worm, Bjarne Skjødt; Buch, Steen Vigh

    2014-01-01

    Examinations today are often computerized and the primary motivation and curriculum is often based on the examinations. This study aims to test if competition widgets in e-learning quiz modules improve post-test and follow-up test results and self-evaluation. The secondary aim is to evaluate...

  6. Potential and limitations of e-learning in emergency medicine.

    Science.gov (United States)

    Roe, David; Carley, Simon; Sherratt, Cathy

    2010-02-01

    This paper describes the potential benefits, pitfalls and barriers to adopting e-learning in emergency medicine. While the benefits relating to access, engagement and quality assurance are clear, caution is urged in embracing e-learning for e-learning's sake. It is argued that, if educational strategies are to change, this must be to the benefit of learners and not just for the convenience of access or record keeping. A variety of e-learning approaches are available, but those that promote group discussion or provide feedback from an educator are more likely to lead to successful learning than stand-alone feedback-free modules. A blended approach to learning is advocated where e-learning opportunities form an important but limited part of the overall educational experience. Shop floor and workshop-based teaching should be enhanced with e-learning, not replaced by it.

  7. TRAINING OF E-LEARNING MANAGERS: COMPETENCY APPROACH

    Directory of Open Access Journals (Sweden)

    Nataliia V. Morze

    2017-09-01

    Full Text Available The article analyzes the competencies necessary for the successful professional activity of e-learning managers. The content of the professional qualification "e-learning manager" is revealed. The model of competency system of the e-learning manager is offered. The model, which defines the content, forms, methods and means of training, tools and indicators for assessing the results of training e-learning managers by levels, is substantiated. Examples of competency tasks for forming of professional competencies in innovative teaching methods and technologies, Web 2.0 services, e-learning expertise, e-environment design, IT infrastructure management, and the development of Soft skills are presented. It is proposed to solve the problem of training specialists who will be able not only to use ICT in educational activities, but also to master the competencies of e-learning management.

  8. Reflections on e-Learning Readiness in Albanian Education

    Directory of Open Access Journals (Sweden)

    Ezmolda Barolli

    2009-01-01

    Full Text Available Nowadays e-Learning has been identified to be the future of learning worldwide since the very powerful platform of the Internet has accelerated the speed of communication. Adoption of e-learning has become the latest trend across universities all over the world. Albania is part of a global shift from material resources to knowledge and intellectual resources as the basis for economic growth. Educators across Albania are aware that students must have an education that enables the students to participate successfully in and contribute to the knowledge economy. E-Learning readiness is an initial part of e- Learning development. In order to benefit from e-learning, higher education institutions in Albania should conduct considerable up-front analysis to assess their readiness. In this paper we are trying to examine the status of e-Learning readiness in Albania, analyzing and discussing several components and criteria based on literature.

  9. Vermittlung von Naturheilverfahren in der Veterinärmedizin mittels E-Learning [Teaching methods of alternative therapy in veterinary medicine via e-learning

    Directory of Open Access Journals (Sweden)

    Fidelak, Christian

    2008-11-01

    Full Text Available [english] The Free University’s Veterinary Clinic of Reproduction in the Department of Veterinary Medicine, Berlin, has been offering courses on alternative and complementary veterinary medicine to its students for several years. Due to time constraints and shortages in teaching staff, it has not been possible to satisfy student demand for instruction in these areas. To provide more detailed information as well as more opportunities for discussion and practica, subject area courses were modified in two steps. Initially, blended learning was implemented to include e-learning and in-class formats of instruction. Subsequently, an entire block of courses offered were transferred to e-learning format. Students may now voluntarily register for the e-learning course entitled “Introduction of alternative and complementary veterinary medicine” via the Internet and learn the basic principles of homoeopathy, herbal medicine, acupuncture and other alternative methods in veterinary medicine. After passing this basic course, blended learning courses enable advanced students to learn more about fundamentals of methods in greater detail as well as to perform practica with animal subjects. The evaluation of these courses showed that students rated e-learning to be a reasonable addendum to in-class instruction. More than two thirds of the students recommended an increased integration of e-learning into veterinary education. [german] Die Tierklinik für Fortpflanzung in Berlin bietet den Studierenden der Veterinärmedizin seit einigen Semestern Wahlpflichtkurse zu den Naturheilverfahren an. Der enormen Nachfrage seitens der Studierenden standen personelle und zeitliche Begrenzungen des Lehrpersonals gegenüber. Um den Interessenten dennoch umfangreiche Informationen zu bieten sowie Freiräume für Diskussionen und praktische Übungen zu schaffen, wurde das Ausbildungsangebot in zwei Projektphasen ausgebaut. Zunächst wurde dabei die Methode des Blended

  10. Integration of the e-Learning into the medical university curricula.

    Science.gov (United States)

    Rusnakova, V; Bacharova, L; Simo, J; Krcmeryova, T; Finka, M; Kovac, R

    2012-01-01

    The aim of this contribution was to present the e-Learning introduction in the Slovak Medical University (SMU) with a focus on the implementation phase of the two blended courses - Healthcare Quality and Healthcare Professionals' Ethics. The introduction of the e-Learning was realized during the period 2008-2009 in the partnership of SMU and IBM Company, following strictly the project management approach. The development of the e-module beta-versions was evaluated by the modules' authors using a structured interview. In a consequent pilot testing, the blended courses were evaluated by 23 students of the bachelor program in Rescue health care, and by 61 public health students at the master level program, respectively, using the standardized questionnaires. The tangible results included the documented SMU strategy for the e-Learning integration, six e-Learning modules and evaluation results. The authors' evaluation showed high scores for the experience in collaboration with IBM, as well as for the experience with the LMS environment. The students' evaluation showed a high acceptance of the e-Learning by both part-time and full-time students. The access to Internet was not recognized as a serious barrier. The first experience with the integration of the e-Learning into the curricula of the Slovak Medical University showed the advantage of the systematic approach. The experience with developing the strategy in an interdisciplinary/ intercultural team, the knowledge about specific characteristics of distance learning by the involved SMU staff, and the know-how and skills represented the important benefits. It was demonstrated that the blended learning is recommended as optimal for the education in medical environment (Tab. 4, Fig. 1, Ref. 22).

  11. Active travel intervention and physical activity behaviour: an evaluation.

    Science.gov (United States)

    Norwood, Patricia; Eberth, Barbara; Farrar, Shelley; Anable, Jillian; Ludbrook, Anne

    2014-07-01

    A physically active lifestyle is an important contributor to individual health and well-being. The evidence linking higher physical activity levels with better levels of morbidity and mortality is well understood. Despite this, physical inactivity remains a major global risk factor for mortality and, consequently, encouraging individuals to pursue physically active lifestyles has been an integral part of public health policy in many countries. Physical activity promotion and interventions are now firmly on national health policy agendas, including policies that promote active travel such as walking and cycling. This study evaluates one such active travel initiative, the Smarter Choices, Smarter Places programme in Scotland, intended to encourage uptake of walking, cycling and the use of public transport as more active forms of travel. House to house surveys were conducted before and after the programme intervention, in May/June 2009 and 2012 (12,411 surveys in 2009 and 9542 in 2012), for the evaluation of the programme. This paper analyses the physical activity data collected, focussing on what can be inferred from the initiative with regards to adult uptake of physical activity participation and whether, for those who participated in physical activity, the initiative impacted on meeting recommended physical activity guidelines. The results suggest that the initiative impacted positively on the likelihood of physical activity participation and meeting the recommended physical activity guidelines. Individuals in the intervention areas were on average 6% more likely to meet the physical activity guidelines compared to individuals in the non intervention areas. However, the absolute prevalence of physical activity participation declined in both intervention and control areas over time. Our evaluation of this active transport initiative indicates that similar programmes may aid in contributing to achieving physical activity targets and adds to the international

  12. User Interface Design for E-Learning System

    OpenAIRE

    Suteja, Bernard Renaldy; Harjoko, Agus

    2008-01-01

    With the demand for e-Learning steadily growing and the ongoing struggle to convince the skeptics of thepotential of e-Learning and online virtual classrooms, quality design is the foundation for a successful DEprogram. The design of the instruction and the design of the user interface are critical elements in providingquality education with a virtual, e-Learning model. This White Paper will focus on the design of the e-Learninguser interface (UI). This paper provide examples of user interfac...

  13. Analisis Kualitatif Tampilan Visual Pada Situs E-Learning

    OpenAIRE

    Andi Aulia Hamzah; Achmad Syarief; Ifa Safira Mustikadara

    2013-01-01

    This research attempts to identify the influence of visuals of e-learning websites on learning motivation. The investigated object is e-learning sites of ilmukomputer.com and pendidikan.ws, which presents differences of interactivity. Results of investigation on the visual appearance of both websites indicate that level of complexity of an e-learning website affects the presentation of information for learners. The presented visuals assist learners to dwelve into the subjects, visuals directl...

  14. The evolution of eLearning background, blends and blackboard....

    Science.gov (United States)

    Sleator, Roy D

    2010-01-01

    This review of eLearning is divided into three sections: the first charts the evolution of eLearning from early correspondence courses to the current computer mediated approaches to distributed learning. The second section deals with the concept of blended learning; combining best practice in face-to-face and online learning. The final section focuses on current platform technologies in eLearning and outlines the strengths and weaknesses of learning management systems such as Blackboard.

  15. Enhancing E-Learning through Web Service and Intelligent Agents

    Directory of Open Access Journals (Sweden)

    Nasir Hussain

    2006-04-01

    Full Text Available E-learning is basically the integration of various technologies. E-Learning technology is now maturing and we can find a multiplicity of standards. New technologies such as agents and web services are promising better results. In this paper we have proposed an e-learning architecture that is dependent on intelligent agent systems and web services. These communication technologies will make the architecture more robust, scalable and efficient.

  16. Assessment of instructors' readiness for implementing e-learning in continuing medical education in Iran.

    Science.gov (United States)

    Eslaminejad, Tahereh; Masood, Mona; Ngah, Nor Azilah

    2010-01-01

    E-learning provides new levels of flexibility in learning and teaching. This contribution of e-learning is dependent on the levels of readiness in several critical factors particularly in an educational organization. The purpose of this study was to assess instructors' readiness and to identify the most important factors that affect their readiness in e-learning in CME programs in order to use the effective opportunities that facilitate e-learning in CME programs. A 5-point Likert scale instrument consisting of two domains (technical and pedagogical) was constructed according to four subdomains (knowledge, attitude, skills, and habits) and distributed to 70 faculty members. A factor analysis was employed to extract significant factors. The results revealed that the mean of readiness on e-learning for faculty members was 3.25 ± 0.58 in technical and 3.37 ± 0.49 in pedagogical domains on a 5-point Likert scale (1-5). The factors such as "familiarity with learning management system," "willingness to teach by adopting a new technology," "willingness to use e-learning as a viable alternative," "ability to deliver e-material and to provide e-content for teaching," and "being accustomed to the virtual environment and utilization of the computer and the internet" were extracted on technical readiness domain. In addition, the pedagogical readiness factors were: "familiarity with online teaching principle and method," "willingness to use technology in instruction and material development," "ability to design content for e-material and online course evaluation," and "being accustomed to providing information back up regularly and employing eclectic methods and multiple approaches in teaching." The findings of this study suggest that training should be offered to instructors on a continuous, rather than a one-off basis so that their IT knowledge and skills are upgraded over time. In addition, results indicate that pedagogical innovations are required to develop and implement

  17. The ethics of evaluating obesity intervention studies on children.

    Science.gov (United States)

    Wickins-Drazilova, D; Williams, G

    2011-04-01

    The methodology of the IDEFICS (Identification and prevention of dietary- and lifestyle-induced health effects in children and infants) study raises a number of important ethical questions. Many of these are already well recognised in ethical guidelines that uphold principles of individual and parental consent, confidentiality and scientific review. There are, however, wider issues that require ethical reflection. In this paper, we focus on a set of problems surrounding the evaluation of complex social interventions, and argue that comprehensive and objective evaluation is a much more ethically charged aim than it may first appear. In particular, we contend that standard scientific measures-of body size and biomarkers-convey only part of the story. This is partly because, when we intervene in communities, we are also concerned with complex social effects. These effects are made even more complex by contemporary social anxieties about fat and physical appearance, as well as about the safety and security of children. Such anxieties increase the risk of undesirable side effects that are themselves difficult to gauge. In the face of these and other complexities, we argue that the evaluation of interventions should involve a strong ethical dimension. First, it must include-as does the IDEFICS study-consideration of the opinions of the people affected, who are subjected to interventions in ways that necessarily go beyond individual consent. Second, we suggest that interventions might also be assessed by how much they empower people-and especially those persons, such as children, who are otherwise often disempowered.

  18. LMS and E-learning 2.0. A Second Life for E-learning

    Directory of Open Access Journals (Sweden)

    Eng. Cosmin Olteanu

    2008-12-01

    Full Text Available E-learning 2.0 is a consequence of evolving into Web 2.0. Therefore we can say that Web2.0 : is defined as the “read-write” web which provides all the services and applications to allow individualsto co-create content, collaborate and share it with others that supports user-generated content, that is contentcreated by “users”, rather than specialist authors or publishers using a variety of affordable technologieslike blogs, podcasts and wikis. E-learning 2.0 is about creating and sharing information and knowledgewith others and is about using blogs, wikis, social bookmarking and social networks within an educationalor training context to support a new collaborative approach to learning.

  19. E-learning. Today and tomorrow; E-Learning. Jetzt und in Zukunft

    Energy Technology Data Exchange (ETDEWEB)

    Gelbke, Silvana [Kraftwerksschule e.V., Essen (Germany)

    2010-07-01

    Today, new technologies revolutionize the way of handling information, exchanging knowledge and learning. The definition of the term ''e-learning'' mostly comprehends teaching and learning using a range of electronic media (Internet, CD-ROMs). However, further differentiation is necessary to describe the entire spectrum of methods included in this term. These different approaches are reflected in their implementation by the companies presented. (orig.)

  20. Perancangan User Interface E-learning Berbasis Web

    OpenAIRE

    Suteja, Bernard Renaldy; Harjoko, Agus

    2008-01-01

    E-Learning steadily growing and the ongoing struggle to convince the skeptics of the potential of e-Learning and online virtual classrooms, quality design is the foundation for a successful distance learning program. The design of the instruction and the design of the user interface are critical elements in providing quality education with a virtual, e-Learning model. This White Paper will focus on the design of the e-Learning user interface (UI). This paper provides examples of user interfac...

  1. E-Learning 2.0: Learning Redefined

    OpenAIRE

    Kumar, Rupesh

    2009-01-01

    The conventional e-learning approach emphasizes a learning system more than a learning environment. While traditional e-learning systems continue to be significant, there is a new set of services emerging, embracing the philosophy of Web 2.0. Known as e-learning 2.0, it aims to create a personalized learning environment. E-learning 2.0 combines the use of discrete but complementary tools and web services to support the creation of ad-hoc learning communities. This paper discusses the influenc...

  2. Analisis Kualitatif Tampilan Visual Pada Situs E-Learning

    Directory of Open Access Journals (Sweden)

    Andi Aulia Hamzah

    2013-12-01

    Full Text Available This research attempts to identify the influence of visuals of e-learning websites on learning motivation. The investigated object is e-learning sites of ilmukomputer.com and pendidikan.ws, which presents differences of interactivity. Results of investigation on the visual appearance of both websites indicate that level of complexity of an e-learning website affects the presentation of information for learners. The presented visuals assist learners to dwelve into the subjects, visuals directly influence 33.5% of learners’ motivation. Therefore, one should emphasize visual preparation of information and instruction design when creating an e-learning website.

  3. Uniform presentation of process evaluation results facilitates the evaluation of complex interventions: development of a graph.

    Science.gov (United States)

    Bakker, Franka C; Persoon, Anke; Schoon, Yvonne; Olde Rikkert, Marcel G M

    2015-02-01

    Process evaluation is a highly essential element for the increasing number of studies regarding multi-component interventions. Yet, researchers are challenged to collect and present appropriate process outcomes in such way that it is easy and valuable to be used by other researchers and policy makers in interpreting and comparing intervention effects because of the absence of standards for conducting and publishing process evaluation. This article describes the development of a method to concisely summarize the results of process evaluations of complex multi-component interventions. Development of a graph with the aim to facilitate the reporting of process evaluation's results, based on a narrative review of the literature for process measures used in complex interventions for elderly people. Seventeen articles of process evaluations alongside effect studies of complex interventions were reviewed. From these articles, it was found that process evaluations should address whether the intervention (1) was implemented successfully; (2) was evaluated properly; and (3) can be continued in the future. A flow chart based on the essential components of an adequate process evaluation was developed. A simplified but highly informative figure reporting a summary of the results of the process evaluation is proposed and its use is explained by administering the figure to two studies including a process and effect evaluation of a complex intervention. A graphical approach - which includes the core results of process evaluation and can be used directly in reporting effectiveness studies - will help researchers and policy makers to interpret and compare effects of complex multi-component interventions. © 2014 John Wiley & Sons, Ltd.

  4. Diffusion of an e-learning programme among Danish General Practitioners: A nation-wide prospective survey

    Science.gov (United States)

    Waldorff, Frans Boch; Steenstrup, Annette Plesner; Nielsen, Bente; Rubak, Jens; Bro, Flemming

    2008-01-01

    Background We were unable to identify studies that have considered the diffusion of an e-learning programme among a large population of general practitioners. The aim of this study was to investigate the uptake of an e-learning programme introduced to General Practitioners as part of a nation-wide disseminated dementia guideline. Methods A prospective study among all 3632 Danish GPs. The GPs were followed from the launching of the e-learning programme in November 2006 and 6 months forward. Main outcome measures: Use of the e-learning programme. A logistic regression model (GEE) was used to identify predictors for use of the e-learning programme. Results In the study period, a total of 192 different GPs (5.3%) were identified as users, and 17% (32) had at least one re-logon. Among responders at first login most have learnt about the e-learning programme from written material (41%) or from the internet (44%). A total of 94% of the users described their ability of conducting a diagnostic evaluation as good or excellent. Most of the respondents used the e-learning programme due to general interest (90%). Predictors for using the e-learning programme were Males (OR = 1.4, 95% CI 1.1; 2.0) and members of Danish College of General Practice (OR = 2.2, 95% CI 1.5; 3.1), whereas age, experience and working place did not seem to be influential. Conclusion Only few Danish GPs used the e-learning programme in the first 6 months after the launching. Those using it were more often males and members of Danish College of General Practice. Based on this study we conclude, that an active implementation is needed, also when considering electronic formats of CME like e-learning. Trial Registration ClinicalTrials.gov Identifier: NCT00392483. PMID:18439279

  5. Smart e-Learning: A greater perspective; from the fourth to the fifth generation e-learning

    Directory of Open Access Journals (Sweden)

    Shehab A. Gamalel-Din

    2010-06-01

    This research has focused on improving the effectiveness and quality of web-based e-learning through adapting the course authoring and delivery to match each individual student skills and preferences. In this article, we shed lights on the vision and status of the eight-year Smart e-Learning environment project: The main objective of this project is to employ AI techniques to advance e-learning forward towards the fifth generation e-learning as we envision it. The idea is to embed instructional design theories as well as learning and cognition theories into e-learning environments to provide a more intelligent and, hence, more effective one-to-one e-learning environments. This article only gives a high level overview; however, the more interested reader will be referred to articles describing the work in more technical details.

  6. Interventions to Prevent Suicide: A Literature Review to Guide Evaluation of California's Mental Health Prevention and Early Intervention Initiative

    OpenAIRE

    Acosta, Joie; Ramchand, Rajeev; Jaycox, Lisa H.; Becker, Amariah; Eberhart, Nicole K.

    2013-01-01

    To help inform the evaluation design for CalMHSA's suicide prevention and early intervention initiatives, a review of program evaluation literature was done to assess program effectiveness and identify previously used evaluation methodologies.

  7. Multi-College Bystander Intervention Evaluation for Violence Prevention.

    Science.gov (United States)

    Coker, Ann L; Bush, Heather M; Fisher, Bonnie S; Swan, Suzanne C; Williams, Corrine M; Clear, Emily R; DeGue, Sarah

    2016-03-01

    The 2013 Campus Sexual Violence Elimination Act requires U.S. colleges to provide bystander-based training to reduce sexual violence, but little is known about the efficacy of such programs for preventing violent behavior. This study provides the first multiyear evaluation of a bystander intervention's campus-level impact on reducing interpersonal violence victimization and perpetration behavior on college campuses. First-year students attending three similarly sized public university campuses were randomly selected and invited to complete online surveys in the spring terms of 2010-2013. On one campus, the Green Dot bystander intervention was implemented in 2008 (Intervention, n=2,979) and two comparison campuses had no bystander programming at baseline (Comparison, n=4,132). Data analyses conducted in 2014-2015 compared violence rates by condition over the four survey periods. Multivariable logistic regression was used to estimate violence risk on Intervention relative to Comparison campuses, adjusting for demographic factors and time (2010-2013). Interpersonal violence victimization rates (measured in the past academic year) were 17% lower among students attending the Intervention (46.4%) relative to Comparison (55.7%) campuses (adjusted rate ratio=0.83; 95% CI=0.79, 0.88); a similar pattern held for interpersonal violence perpetration (25.5% in Intervention; 32.2% in Comparison; adjusted rate ratio=0.79; 95% CI=0.71, 0.86). Violence rates were lower on Intervention versus Comparison campuses for unwanted sexual victimization, sexual harassment, stalking, and psychological dating violence victimization and perpetration (pSexual Violence Elimination Act bystander training requirements. Copyright © 2016 American Journal of Preventive Medicine. All rights reserved.

  8. Evaluating guilt and shame in an expressive writing alcohol intervention

    Science.gov (United States)

    Rodriguez, Lindsey M.; Young, Chelsie M.; Neighbors, Clayton; Campbell, Michelle T.; Lu, Qian

    2016-01-01

    Expressive writing interventions have shown positive physical and psychological health benefits over time, with the presumed mechanism being emotional disclosure. However, work utilizing expressive writing in behavior change has been minimal. The current research applied the expressive writing paradigm to reduce drinking intentions among college students, and evaluated the role of event-related guilt and shame in intervention effects. College students (N = 429) completed a baseline survey and were randomly assigned to one of three conditions: Negative (write about a heavy drinking event that was negative); Positive (write about a heavy drinking event that was positive); or Neutral (write about their first day of college). After writing, readiness to change and future drinking intentions were assessed. Results revealed intervention effects on intended drinks per week and intended number of drinks during peak and typical drinking occasions. Participants in the negative condition also displayed higher levels of event-related guilt and shame. Results showed that guilt mediated intervention effects on readiness to change, which also mediated the association between guilt-reparative behavior and drinking intentions. Results provide initial support for an expressive writing intervention on alcohol use and underscore the importance of eliciting emotions associated with reparative behavior when considering negative past experiences and future behavior change. PMID:26074424

  9. Evaluating guilt and shame in an expressive writing alcohol intervention.

    Science.gov (United States)

    Rodriguez, Lindsey M; Young, Chelsie M; Neighbors, Clayton; Campbell, Michelle T; Lu, Qian

    2015-08-01

    Expressive writing interventions have shown positive physical and psychological health benefits over time, with the presumed mechanism being emotional disclosure. However, work utilizing expressive writing in behavior change has been minimal. The current research applied the expressive writing paradigm to reduce drinking intentions among college students, and evaluated the role of event-related guilt and shame in intervention effects. College students (N=429) completed a baseline survey and were randomly assigned to one of three conditions: Negative (write about a heavy drinking event that was negative); Positive (write about a heavy drinking event that was positive); or Neutral (write about their first day of college). After writing, readiness to change and future drinking intentions were assessed. Results revealed intervention effects on intended drinks per week and intended number of drinks during peak and typical drinking occasions. Participants in the negative condition also displayed higher levels of event-related guilt and shame. Results showed that guilt mediated intervention effects on readiness to change, which also mediated the association between guilt-reparative behavior and drinking intentions. Results provide initial support for an expressive writing intervention on alcohol use and underscore the importance of eliciting emotions associated with reparative behavior when considering negative past experiences and future behavior change. Copyright © 2015 Elsevier Inc. All rights reserved.

  10. E-LEARNING FROM NATURE THROUGH E-LESSONS

    Directory of Open Access Journals (Sweden)

    Anca Cristina COLIBABA

    2017-08-01

    Full Text Available The article is a study based on the e-Learning from Nature project (2015-1-IT02-KA201-015133 funded by the European Commission. The project’s main objectives are centred on improving students’ low achievement and stimulating secondary school students’ interest in science subjects. The article focuses on scientific education and its challenges and suggests an innovative approach which connects science with nature. It examines one of the most important project outputs: the e-lessons (short video lessons created within the European partnership and the way they can contribute to increasing students’ motivation to learn science. Participant teachers’ testimonials have also been considered in the general evaluation of this project output.

  11. E-Learning Model in Chronic Kidney Disease Management: a Controlled Clinical Trial.

    Science.gov (United States)

    Barahimi, Hamid; Zolfaghari, Mitra; Abolhassani, Farid; Rahimi Foroushani, Abass; Mohammadi, Aeen; Rajaee, Farahnaz

    2017-07-01

    Chronic kidney disease (CKD) is a challenging health problem. The present study examined impact of self-care education through e-learning on improving kidney function among individuals with CKD. The studied population consisted of CKD patients receiving care at 10 centers for treating noncommunicable diseases in Tehran. Three centers were randomly selected and 39 patients with a glomerular filtration rate (GFR) less than 60 mL/min/1.73 m2, minimum education of grade 9, minimum of 2 years of referrals, and computer literacy of the individual or a first-degree relative were included in the study, while 92 patients were assigned into the control group. Changes in GFR were compared after 6 months following an e-learning program for the patients in the intervention group. The mean change in GFR was 7.5 ± 8.9 mL/min/1.73 m2 for the intervention group after the e-learning intervention, while this was -2.3 ± 8.5 mL/min/1.73 m2. The two groups were also significantly different in terms of age, marital status, education level, mean arterial pressure, and serum high-density lipoprotein level, and therefore, multivariable comparison of GFR was made incorporating these factor into the analysis and showed a significant improvement of GFR in the intervention group. According to the results of this study, effects of the e-learning educational intervention on improvement in kidney function and CKD treatment were established.

  12. Integration of Traditional and E-Learning Methods to Improve Learning Outcomes for Dental Students in Histopathology.

    Science.gov (United States)

    Ariana, Armin; Amin, Moein; Pakneshan, Sahar; Dolan-Evans, Elliot; Lam, Alfred K

    2016-09-01

    Dental students require a basic ability to explain and apply general principles of pathology to systemic, dental, and oral pathology. Although there have been recent advances in electronic and online resources, the academic effectiveness of using self-directed e-learning tools in pathology courses for dental students is unclear. The aim of this study was to determine if blended learning combining e-learning with traditional learning methods of lectures and tutorials would improve students' scores and satisfaction over those who experienced traditional learning alone. Two consecutive cohorts of Bachelor of Dentistry and Oral Health students taking the general pathology course at Griffith University in Australia were compared. The control cohort experienced traditional methods only, while members of the study cohort were also offered self-directed learning materials including online resources and online microscopy classes. Final assessments for the course were used to compare the differences in effectiveness of the intervention, and students' satisfaction with the teaching format was evaluated using questionnaires. On the final course assessments, students in the study cohort had significantly higher scores than students in the control cohort (plearning tools such as virtual microscopy and interactive online resources for delivering pathology instruction can be an effective supplement for developing dental students' competence, confidence, and satisfaction.

  13. Modular Rapid E-Learning Framework (MORELFT in Desktop Virtualization Environment: An Effective Hybrid Implementation in Nurse Education

    Directory of Open Access Journals (Sweden)

    Alaattin PARLAKKILIC

    2015-01-01

    Full Text Available Generally it is not easy for an instructor to prepare and deliver electronic courses via e-learning. Therefore it is necessary to work and develop an easy system. In this context module technology was used to for provide modularity in conducting educational development of e-learning course. Then, rapid e-learning was used for more quick and easy course development. In order to implement modular rapid e-learning, a desktop virtual environment was set up. Modular rapid e-learning was used by teachers and students in a one semester course and student success and reactions were evaluated. And also the overall hybrid system cost was calculated and reported. In implementation we combined modular course design with rapid e-learning and desktop virtualization in education of 3rd year nursing students for a one semester course. The effectiveness of this hybrid method was evaluated with respect to students’ success, students’ opinions and over all cost effectiveness. It was seen that the hybrid method was educationally more effective than traditional method comparing with previous year students' success and fit with students’ requirements. The cost reduction was %41 comparing with traditional desktop and e-learning system.

  14. Pharmacases.de - a student-centered e-learning project of clinical pharmacology.

    Science.gov (United States)

    Zollner, Barbara; Sucha, Michael; Berg, Christoph; Muß, Nadine; Amann, Peter; Amann-Neher, Bernadette; Oestreicher, Dorothee; Engelhardt, Stefan; Sarikas, Antonio

    2013-01-01

    The aim of the project Pharmacases.de was to develop an innovative concept for creating high-quality e-learning content which integrates and promotes the theoretical and cooperative skills of final-year medical students and is easily adoptable by cooperating institutes and hospitals. A peer-teaching concept was developed in which final-year medical students with the elective pharmacology independently researched and wrote e-learning cases of clinical pharmacology ("pharmacases"). Subject-specific expertise was acquired by consulting a peer network of elective students of other disciplines. The created material was subjected to a multi-step peer review and published on the open-access internet platform http://www.pharmacases.de . At present, the website contains 45 e-learning cases, 27 quizzes, and a student-managed discussion forum. Each month, approximately 1200 students access the e-learning content on the website with above-average evaluation results. The didactic concept of Pharmacases.de enabled the efficient generation of high-quality e-learning content in a student-centered and interdisciplinary manner and was well received by the students. It will likely facilitate the transfer of theoretical pharmacological knowledge into clinical practice.

  15. Development of an e-Learning Research Module Using Multimedia Instruction Approach.

    Science.gov (United States)

    Kowitlawakul, Yanika; Chan, Moon Fai; Tan, Sharon Swee Lin; Soong, Alan Swee Kit; Chan, Sally Wai Chi

    2017-03-01

    Students nowadays feel more comfortable with new technologies, which increase their motivation and, as a result, improve their academic performance. In the last two decades, the use of information communication technology has been increasing in many disciplines in higher education. Online learning or e-learning has been used and integrated into the curriculum around the world. A team of nursing faculty and educational technology specialists have developed an e-learning research module and integrate it into the nursing curriculum. The aim was to assist master of nursing and postgraduate nursing students in developing their research knowledge before and throughout their enrollment in the research course. This e-learning module includes interactive multimedia such as audiovisual presentation, graphical theme, animation, case-based learning, and pretest and posttest for each topic area. The module focuses on three main topic areas: (1) basic research principles (for review), (2) quantitative method, and (3) qualitative method. The e-learning module is an innovative use of the information and communication technology to enhance student engagement and learning outcomes in a local context. This article discusses the development journey, piloting process, including the variety of evaluation perspectives, and the ways in which the results influenced the e-learning resource before its wider distribution.

  16. Interventions to reduce injuries among older workers in agriculture: A review of evaluated intervention projects.

    Science.gov (United States)

    Nilsson, Kerstin

    2016-10-17

    The number of older workers is increasing throughout the industrialised world and older workers are known to be more frequent in the injury-prone agricultural sector. This paper sought to extend knowledge by reviewing evaluated intervention studies intended to decrease risks and work injuries among older workers in agriculture. A systematic literature review regarding: evaluated intervention projects on injury prevention, including participants aged 55 years and older, and working in agriculture. This review identified evaluated intervention projects regarding: i) intervention in injury prevention; ii) interventions to increase knowledge in health and safety tasks and practice; and iii) interventions to increase the use of safety equipment in work. The evaluations reviewed showed that the interventions were less successful in involving older agricultural workers than their younger counterparts. The evaluations also showed that the outcome of interventions was generally less positive or brought about no significant difference in risk awareness and behaviour change among older agricultural workers. Many articles and statistics describe injuries in agriculture. Especially older farm workers are one of the groups with most work injuries and deaths. Despite this, an important finding in this review was shortage of implemented and evaluated intervention studies orientated toward reduce injuries among older workers in agriculture. This review also found that no intervention project in the evaluations studied had a clear positive effect. Many intervention studies have problems with or lack of evaluation in the study design. Based on the results in this review, important future research tasks are to improve the design of interventions, devise implementation methods and formulate appropriate evaluation methods to measure the outcome of the interventions. Intervention programmes also need to involve older workers specific physical and cognitive age aspects in the design to

  17. Gender and Equity in e-Learning

    Directory of Open Access Journals (Sweden)

    Jo Coldwell

    2007-12-01

    Full Text Available Literature to date suggests contrary indicators of acceptance of the use of technology to support learning by females. With the increasing adoption of information technology to support teaching and learning, it is imperative that factors which may impede student learning are identified. The research reported here is of a large-scale survey of the perceptions of university students about eLearning and their use of the online learning environment. The aim of the survey was to gather data to inform about online learning practices at the University. The results were explored, amongst other factors, by gender. Findings include no significant differences between the female and male students with respect to being able to use the online learning environment confidently and effectively. In general the female students were more willing to participate in online discussions. However, there was no difference between the female and male students regarding their willingness to voice their opinions online. An unexpected result was the greater value placed by female students on using the online environment for communicating and collaborating with students of diverse background.

  18. E-learning: new strategies and trends

    Directory of Open Access Journals (Sweden)

    Matteo Martini

    2017-01-01

    Full Text Available The aim of this paper is to present a personal point of view on the possible future trends in distance learning. The starting point of this study is represented by a review of the main innovations in digital and information technologies. This step is necessary since the evolution of distance learning is strictly correlated to the evolution of the technology that can be exploited to increase learning quality. The main arguments discussed in this paper are: massive open on-line courses (MOOCs, flipped classrooms and the evolution of the learning objects based on web and on internet technology. Concerning MOOCs, a critical analysis of the status of this type of learning is necessary to understand their possible evolution and/or their substitution. A huge number of case studies demonstrated the validity of the flipped classroom and the possibility to adopt this approach into e-learning is surely interesting. The last part of the paper is instead dedicated to future technologies like: mobile learning, 3D virtual laboratories and internet of things. As discussed, this latest innovations can push the evolution of distance learning offering real student-centered solutions.

  19. E-learning i projektorienteret gruppearbejde

    Directory of Open Access Journals (Sweden)

    Gissur Jonsson

    2004-05-01

    Full Text Available

    Første gang publiceret i UNEV nr. 2: E-læringsplatforme - muligheder og potentialer, januar - marts 2004, red. Tom Nyvand og Michael Pedersen. ISSN 1603-5518.

    Det første væsentlige tiltag, der forsøgte at give en E-learning platform til hele Roskilde Universitetscenter skete i marts 2003, da Budget- og Forretningsudvalget nedsatte en IT-taskforce til formålet. Denne taskforce anbefalede tre fokusområder, hvoraf en var rettet mod de studerende på RUC, og derfor relateret til det pædagogiske sigte i IT-anvendelsen. Fokusområdet udmøntede sig i et udvalg, der skulle anbefale en løsning til en studenterportal til studerende, der skulle samle alle nuværende oplysninger for de studerende, samtidig med at en række nye muligheder indenfor IT-anvendelser skulle inkorporeres. Studenterportalen blev beskrevet i en endelig rapport, og resultatet blev fire ligestillede prioriteter: Administrative forhold, Studieforhold, Tjenester, Workspace.

  20. Early psychosocial intervention in Alzheimer's disease: cost utility evaluation alongside the Danish Alzheimer's Intervention Study (DAISY).

    Science.gov (United States)

    Søgaard, Rikke; Sørensen, Jan; Waldorff, Frans B; Eckermann, Ane; Buss, Dorte V; Phung, Kieu T T; Waldemar, Gunhild

    2014-01-15

    To assess the cost utility of early psychosocial intervention for patients with Alzheimer's disease and their primary caregivers. Cost utility evaluation alongside a multicentre, randomised controlled trial with 3 years of follow-up. Primary care and memory clinics in five Danish districts. 330 community-dwelling patients and their primary caregivers. Psychosocial counselling and support lasting 8-12 months after diagnosis and follow-up at 3, 6, 12 and 36 months in the intervention group or follow-up only in the control group. The primary outcome measure was the cost of additional quality-adjusted life years (QALYs). Costs were measured from a societal perspective, including the costs of healthcare, social care, informal care and production loss. QALYs were estimated separately for the patient and the caregiver before aggregation for the main analysis. None of the observed cost and QALY measures were significantly different between the intervention and control groups, although a tendency was noted for psychosocial care leading to cost increases with informal care that was not outweighed by the tendency for cost savings with formal care. The probability of psychosocial intervention being cost-effective did not exceed 36% for any threshold value. The alternative scenario analysis showed that the probability of cost-effectiveness increased over the range of threshold values used if the cost perspective was restricted to formal healthcare. A multifaceted, psychosocial intervention programme was found unlikely to be cost-effective from a societal perspective. The recommendation for practice in settings that are similar to the Danish setting is to provide follow-up with referral to available local support programmes when needed, and to restrict large multifaceted intervention programmes to patients and caregivers with special needs until further evidence for cost-effectiveness emerges. The study was registered in the Clinical Trial Database as ISRCTN74848736.

  1. Success Factors for e-Learning in a Developing Country: A Case Study of Serbia

    Directory of Open Access Journals (Sweden)

    Miroslava Raspopovic1, 1, 1, and 2

    2014-07-01

    Full Text Available In this paper, DeLone and McLean’s updated information system model was used to evaluate the success of an e-Learning system and its courses in a transitional country like Serbia. In order to adapt this model to an e-Learning system, suitable success metrics were chosen for each of the evaluation stages. Furthermore, the success metrics for e-Learning evaluation are expanded by providing several systems for quantifying the given success metrics. The results presented in this paper are based on courses that were taught both online and traditionally in three different subject areas: graphic design, information technology, and management. Of particular interest were success metrics which can be determined using quantifiable data from the e-Learning system itself, in order to evaluate and find the relationship between students’ academic achievement, usage of learning materials, and students’ satisfaction. The results from different courses were used to illustrate the implementation and evaluation of these success metrics for both online and traditional students.

  2. Evaluation of pharmaceutical lifesaving skills training oriented pharmaceutical intervention

    OpenAIRE

    Zamami, Yoshito; Imai, Toru; Imanishi, Masaki; Takechi, Kenshi; Shiraishi, Naoko; Koyama, Toshihiro; Sagara,Hidenori; Shiino, Yasukazu; Sendo, Toshiaki; Ishizawa, Keisuke

    2016-01-01

    Background Many pharmacists are participating in team-based medical care in emergency hospitals. Therefore, there is a desperate need to improve the education system. In the present study, we provided a ?pharmaceutical lifesaving skills training? to the students in their fifth and sixth year of the pharmaceutical school and evaluated the program?s impact on the students? learning and confidence in their ability to perform pharmaceutical interventions for emergency patients. Methods We conduct...

  3. Reporting a program evaluation: Needs, program plan, intervention, and decisions

    OpenAIRE

    Chacón Moscoso, Salvador; Chaves, Susana Sanduvete; Vidal, Mariona Portell; Teresa Anguera Argilaga, M.

    2013-01-01

    The approach to intervention programs varies depending on the methodological perspective adopted. This means that health professionals lack clear guidelines regarding how best to proceed, and it hinders the accumulation of knowledge. The aim of this paper is to set out the essential and common aspects that should be included in any program evaluation report, thereby providing a useful guide for the professional regardless of the procedural approach used. Furthermore, the paper seeks to ...

  4. HIV/AIDS/STD prevention intervention messages: An evaluation of ...

    African Journals Online (AJOL)

    The aim of this study is to evaluate HIV/AIDS/STD prevention intervention messages on a rural adult (25-49 years) sample in South Africa over a period of 15 months. A representative community sample of 398 adults at time 1 and 382 at time 2 (25-49 years) participated in the study using a three-stage cluster sampling ...

  5. Interoperability Guidelines for Lithuanian E-Learning Management Systems

    Directory of Open Access Journals (Sweden)

    Eugenijus Kurilovas

    2013-08-01

    Full Text Available Purpose – the paper aims to analyse e-learning content and repositories along with the problems of learning organisation interoperability. The main objective of the paper is to analyse scientific research results and the newest international experience in the area and to provide interoperability guidelines and recommendations for the implementation of appropriate Lithuanian state programmes. The learning content and repositories recommendations are designed for the implementation of the Lithuanian education portal project as well as Lithuanian Virtual University (LVU programme’s information services’ (LABT / eLABa and e-learning services’ (LieDM sub-programmes. The whole education institution recommendations are designed for the maintenance and development of LVU programme’s management services’ (LieMSIS system.Design/methodology/approach – methods used for the general analysis of proposed interoperability guidelines (reccomendations were bibliographic research and comparative analysis of Lithuanian and foreign scientific works published in periodicals and large-scale EU-funded interoperability projects deliverables. System analysis and comparative analysis methods were used in order to formulate and analyse systems’ interoperability guidelines and recommendations. The author employed the experimental research method while working in the appropriate EU-funded interoperability projects to form the guidelines (recommendations. In order to summarize the results, the evaluative research method was used.Findings – the international guidelines and recommendations presented in the paper could be suitable for implementation while developing Lithuanian state education information systems such as the Lithuanian education portal, the Lithuanian academic libraries’ (eLABa system, the Lithuanian distance learning system (LieDM, and the Lithuanian universities’ management system (LieMSIS.Research limitations/implications – the paper

  6. Comparison of the eLearning Solution at MUAF in Brno and Polytechnic University in Madrid

    Directory of Open Access Journals (Sweden)

    Tomáš Foltýnek

    2006-01-01

    Full Text Available The necessity of eLearning support of the university studies is setting up (or was setting up at the universities all over the world. This paper compares the eLearning technologies available at Mendel University in Brno (MUAF, Czech Republic, and Polytechnic University in Madrid (UPM, Spain, in the context of different conditions at both universities. The level of using of these technologies and practical experiences with them are evaluated too. In concrete this paper deals with the systems GATE (GAbinete de TeleEducación and AulaWeb, used at the UPM and system ELIS, used at MUAF. The fifteen-year experiences with development of eLearning at UPM are very valuable study material for the developers of the ELIS system. Some, especially conception properties of the ELIS system, can be, on the other hand, useful for inspiration vice versa.

  7. e-Learning for the elderly on drug utilization: A pilot study.

    Science.gov (United States)

    Throfast, Victoria; Hellström, Lina; Hovstadius, Bo; Petersson, Göran; Ericson, Lisa

    2017-05-01

    This study explores the attitudes of elderly people to the use of electronic educational technology (e-learning) on drug utilization, with particular emphasis on the layout, usability, content, and level of knowledge in the tool. e-Learning modules were evaluated by a group of elderly people (aged ⩾65 years, n = 16) via a questionnaire comprising closed and open-ended questions. Both qualitative and quantitative analyses of the responses showed mostly positive reviews. The results indicate that the e-learning modules are a suitable tool for distributing information and education and that they can be managed by elderly individuals who are familiar with computers, allowing them to learn more about medication use.

  8. Selection of suitable e-learning approach using TOPSIS technique with best ranked criteria weights

    Science.gov (United States)

    Mohammed, Husam Jasim; Kasim, Maznah Mat; Shaharanee, Izwan Nizal Mohd

    2017-11-01

    This paper compares the performances of four rank-based weighting assessment techniques, Rank Sum (RS), Rank Reciprocal (RR), Rank Exponent (RE), and Rank Order Centroid (ROC) on five identified e-learning criteria to select the best weights method. A total of 35 experts in a public university in Malaysia were asked to rank the criteria and to evaluate five e-learning approaches which include blended learning, flipped classroom, ICT supported face to face learning, synchronous learning, and asynchronous learning. The best ranked criteria weights are defined as weights that have the least total absolute differences with the geometric mean of all weights, were then used to select the most suitable e-learning approach by using TOPSIS method. The results show that RR weights are the best, while flipped classroom approach implementation is the most suitable approach. This paper has developed a decision framework to aid decision makers (DMs) in choosing the most suitable weighting method for solving MCDM problems.

  9. Expectations and limitations of E-learning in General Practice (ELGP

    Directory of Open Access Journals (Sweden)

    Vollmar, Horst Christian

    2006-11-01

    Full Text Available E-learning and web-based learning can contribute substantially to the increase of knowledge in general practice. During the first congress of e-learning in general practice (ELGP in July 2005 we therefore initiated a two-round Delphi-study, aiming to identify expectations and barriers regarding ELGP. We distributed questionnaires to the 60 participants of the congress who were invited experts in the field. The responses were independently analysed by two of the authors (HCV, JG and were clustered to form 32 theses regarding ELGP. These were then given back to the participants in the second round of the Delphi-process with the objective to express agreement or disagreement. The response-rate was 67 percent (n=40 in the first and 60 percent (n=36 in the second round. The extend of agreement with the theses formed in the first round reached from eight percent (“e-learning is displacing practical teaching and learning” to 97 percent (“e-learning needs convincing didactical concepts” in the second round. The agreement was low (28% with the thesis “e-learning can be financed by pharmaceutical companies” and very high with the theses “e-learning can be an important stimulus in continuous medical education”, “e-learning gets a new focus by blended-learning concepts”, “e-learning needs a strong orientation towards its users”, and “users will have a higher level of media-competence five years from now” (94% each. Chances and impetus of e-learning were rated high, but orientation towards users’ needs and the development of innovative didactical concepts (i.e. blended learning still need to be optimized. The funding of ELGP free from industrial influence will play a major role in implementation. The experts’ responses in the Delphi-process clearly show that ELGP can contribute substantially to pre- and postgraduate medical education, and therefore should be evaluated in systematic studies.

  10. The use of animated agents in e-learning environments: an exploratory, interpretive case study

    Directory of Open Access Journals (Sweden)

    A. Kamil Mahmood

    2006-12-01

    Full Text Available There is increasing interest in the use of animated agents in e-learning environments. However, empirical investigations of their use in online education are limited. Our aim is to provide an empirically based framework for the development and evaluation of animated agents in e-learning environments. Findings suggest a number of challenges, including the multiple dialogue models that animated agents will need to accommodate, the diverse range of roles that pedagogical animated agents can usefully support, the dichotomous relationship that emerges between these roles and that of the lecturer, and student perception of the degree of autonomy that can be afforded to animated agents.

  11. Virtual Classroom: Strategi Pembelajaran Berbasis Synchronous E-Learning

    OpenAIRE

    Suranto, Beni

    2009-01-01

    Synchronous learning adalah interaksi yang berorientasi pada pembelajaran dan difasilitasi denganintruksi-intruksi secara langsung, real-time dan biasanya terjadwal. Synchronous learning berbeda dengankuliah biasa, demo atau penawaran suatu produk, dan aktivitas-aktivitas penyampaian informasi yang lainnya.Synchronous e-Learning adalah Synchronous learning yang dilaksanakan dengan memanfaatkan perangkatelektronik, khususnya komputer dan Internet. Synchronous e-Learning dapat dilaksanakan deng...

  12. Efficiënte softwaretraining met taakgerichte e-learning

    NARCIS (Netherlands)

    Wopereis, Iwan; Van der Baaren, John

    2013-01-01

    Wopereis, I., & Van der Baaren, J. (2013, May). Efficiënte softwaretraining met taakgerichte e-learning [Efficient software training with task-based e-learning]. Paper presented at the Onderwijs Research Dagen [Educational Research Days], Brussels, Belgium. Please see also:

  13. Efficiënte softwaretraining met taakgerichte e-learning

    NARCIS (Netherlands)

    Wopereis, Iwan; Van der Baaren, John

    2013-01-01

    Wopereis, I., & Van der Baaren, J. (2013, May). Efficiënte softwaretraining met taakgerichte e-learning [Efficient software training with task-based e-learning]. Presentation at the Onderwijs Research Dagen [Educational Research Days], Brussels, Belgium. Please see also:

  14. E-Learning--Organizational Infrastructure and Tools for Specific Areas

    Science.gov (United States)

    Pontes, Elvis, Ed.; Silva, Anderson, Ed.; Guelfi, Adilson, Ed.; Kofuji, Sergio Takeo, Ed.

    2012-01-01

    Chapters in this book include: (1) Factors that Influence Academic Teacher's Acceptance of E-Learning Technology in Blended Learning Environment (Snjezana Babic); (2) Towards Economical E-Learning Educational Environments for Physically Challenged Students (Amir Zeid, Sarah S. Sakit, Noor A. Al-AbdulRazzaq, Mariam M. Al-Tattan, Fatima S. Sakit,…

  15. E-Learning--Long-Distance and Lifelong Perspectives

    Science.gov (United States)

    Pontes, Elvis, Ed.; Silva, Anderson, Ed.; Guelfi, Adilson, Ed.; Kofuji, Sergio Takeo, Ed.

    2012-01-01

    Chapters in this book include: (1) Adaptive Model for E-Learning in Secondary School (Todorka Glushkova); (2) Electronic- and Mobile-Learning in Electronics Courses Focused on FPGA (Giovanni Vito Persiano and Sergio Rapuano); (3) Promoting E-Learning in Distance Education Programs in an African Country (Kenneth Addah, Desmond Kpebu and Olivia A.…

  16. E-Learning System Overview Based on Semantic Web

    Science.gov (United States)

    Alsultanny, Yas A.

    2006-01-01

    The challenge of the semantic web is the provision of distributed information with well-defined meaning, understandable for different parties. e-Learning is efficient task relevant and just-in-time learning grown from the learning requirements of the new dynamically changing, distributed business world. In this paper we design an e-Learning system…

  17. Efficient E-Learning by Dint of Cognitive Abilities

    Science.gov (United States)

    Asaph, Amudha; Raja, B. William Dharma

    2016-01-01

    The purpose of this article is to portray the effective ways of utilizing cognitive abilities for efficient e-learning. In the present scenario, globalization and advancements in technology have driven changes in the sphere of social, technological, economic environment and political landscapes at a rapid rate. E-learning is, one among the new…

  18. Promoting Effective E-Learning Practices through the Constructivist Pedagogy

    Science.gov (United States)

    Keengwe, Jared; Onchwari, Grace; Agamba, Joachim

    2014-01-01

    Although rapid advances in technology has allowed for the growth of collaborative e-learning experiences unconstrained by time and space, technology has not been heavily infused in the activities of teaching and learning. This article examines the theory of constructivism as well as the design of e-learning activities using constructivist…

  19. A Framework for Developing Sustainable E-Learning Programmes

    Science.gov (United States)

    Chipere, Ngoni

    2017-01-01

    A framework was created at the University of the West Indies to guide the development of 18 e-learning programmes. The framework is based on three principles for sustainable e-learning design: (1) stakeholder-centredness; (2) cost-effectiveness and (3) high operational efficiency. These principles give rise to nine framework elements: (1) a labour…

  20. E-Learning Change Management: Challenges and Opportunities

    Science.gov (United States)

    Parlakkilic, Alaattin

    2013-01-01

    The role of e-learning technologies entirely depends on the acceptance and execution of required-change in the thinking and behaviour of the users of institutions. The research are constantly reporting that many e-learning projects are falling short of their objectives due to many reasons but on the top is the user resistance to change according…

  1. Inclusive E-Learning - Towards an Integrated System Design.

    Science.gov (United States)

    Patzer, Yasmin; Pinkwart, Niels

    2017-01-01

    At first sight there seem to be issues combining technical accessibility guidelines and educational needs when designing inclusive E-Learning. Furthermore Universal Design for Learning seems to contradict individualization. In this paper we address both issues with an inclusive E-Learning design for the LAYA system, which targets disabled and non-disabled learners.

  2. Collaborative E-Learning Using Semantic Course Blog

    Science.gov (United States)

    Lu, Lai-Chen; Yeh, Ching-Long

    2008-01-01

    Collaborative e-learning delivers many enhancements to e-learning technology; it enables students to collaborate with each other and improves their learning efficiency. Semantic blog combines semantic Web and blog technology that users can import, export, view, navigate, and query the blog. We developed a semantic course blog for collaborative…

  3. Effects of Cooperative E-Learning on Learning Outcomes

    Science.gov (United States)

    Yeh, Shang-Pao; Fu, Hsin-Wei

    2014-01-01

    This study aims to discuss the effects of E-Learning and cooperative learning on learning outcomes. E-Learning covers the dimensions of Interpersonal communication, abundant resources, Dynamic instruction, and Learning community; and, cooperative learning contains three dimensions of Cooperative motive, Social interaction, and Cognition…

  4. Sustainable e-Learning: Toward a Coherent Body of Knowledge

    Science.gov (United States)

    Stepanyan, Karen; Littlejohn, Allison; Margaryan, Anoush

    2013-01-01

    This paper explores the concept of sustainable e-learning. It outlines a scoping review of the sustainability of e-learning practice in higher education. Prior to reporting the outcomes of the review, this paper outlines the rationale for conducting the study. The origins and the meaning of the term "sustainability" are explored, and…

  5. E-Learning versus Blended Learning in Accounting Courses

    Science.gov (United States)

    Megeid, Nevine Sobhy Abdel

    2014-01-01

    E-learning provides opportunities for developing countries like Egypt that expect a promising future in its educational process from the use of modern information and communication technologies. The aim of this research is to investigate and identify factors that influence the use of e-learning in accounting education and to assess students'…

  6. MANAGERIAL SKILLS OF AN E-LEARNING MANAGER

    Directory of Open Access Journals (Sweden)

    Tiron-Tudor Adriana

    2009-05-01

    Full Text Available This article presents some findings of the E-Learning Manager (ELM Project regarding the skills an e-learning manager should possess in order to achieve his/her mission. At this point the project is still in the first stage of it. For the design of the s

  7. Using WiMAX Technology for E-Learning Solutions

    Directory of Open Access Journals (Sweden)

    Paul POCATILU

    2010-07-01

    Full Text Available WiMAX technology is the only solution for isolated locations where e-learning distributed platforms need to be used. This paper focuses on security issues for e-learning solutions, especially when WiMAX technology is used.

  8. Economies of Scale and Scope in E-Learning

    Science.gov (United States)

    Morris, David

    2008-01-01

    Economies of scale are often cited in the higher education literature as being one of the drivers for the deployment of e-learning. They are variously used to support the notions that higher education is becoming more global, that national policy towards e-learning should promote scale efficiencies, that larger institutions will be better able to…

  9. The Adoption Process of Corporate E-Learning in Italy

    Science.gov (United States)

    Comacchio, Anna; Scapolan, AnnaChiara

    2004-01-01

    The diffusion process of e-learning has been, in recent years, at the centre of several studies. These researches focused mainly on the USA case, where there has been an exponential adoption both in the public and private sectors. From this perspective the paper would give a contribution to understand the diffusion process of e-learning in a…

  10. Integration of E-Learning and Knowledge Management.

    Science.gov (United States)

    Woelk, Darrell; Agarwal, Shailesh

    E-Learning technology today is used primarily to handcraft training courses about carefully selected topics for delivery to employees registered for those courses. This paper investigates the integration of e-learning and knowledge management technology to improve the capture, organization and delivery of both traditional training courses and…

  11. E-Learning in a Competitive Firm Setting

    Science.gov (United States)

    Olafsen, Runar Normark; Cetindamar, Dilek

    2005-01-01

    This paper explores the use of e-learning technologies for organisational learning within a commercial environment. A model has been developed to represent those factors that determine organisational learning. This model has been embedded within a case study based on the use of an e-learning program that was developed in order to enhance…

  12. Quality Perception within Corporate E-Learning Providers in Catalonia

    Science.gov (United States)

    Sangra, Albert; Fernandez-Michels, Pedro

    2011-01-01

    Purpose: The paper seeks to describe the Catalan corporate e-learning providers from the perspective of quality perception, quality assessment and quality control. Design/methodology/approach: A literature review reveals key aspects of the definition of quality in e-learning. The results of the review constitute the basis for exploratory research…

  13. E-Learning and Distance Education in Nigeria

    Science.gov (United States)

    Ajadi, Timothy Olugbenga; Salawu, Ibrahim Olatunde; Adeoye, Femi Adetunji

    2008-01-01

    This paper discusses the relevance of e-learning in the position of distance education in Nigeria. It commences by discussing the meaning of e-learning and distance education. It also discusses the historical background of distance education in Nigeria as well as the operations of National Open University of Nigeria (NOUN) as the first federal…

  14. Cell Inquiry: A 5E Learning Cycle Lesson

    Science.gov (United States)

    Wilder, Melinda; Shuttleworth, Phyllis

    2004-01-01

    One dilemma science teachers face every day is balancing the content demands of state and federal testing requirements while providing opportunities for inquiry. Using the 5E learning cycle is a realistic, constructivist way to address this dilemma. The 5E learning cycle leads students through a sequence of learning in which they become engaged in…

  15. Adaptive Learning Environments and e-Learning Standards

    Science.gov (United States)

    Paramythis, Alexandros; Loidl-Reisinger, Susanne

    2004-01-01

    This paper examines the sufficiency of existing e-Learning standards for facilitating and supporting the introduction of adaptive techniques in computer-based learning systems. To that end, the main representational and operational requirements of adaptive learning environments are examined and contrasted against current eLearning standards. The…

  16. A Model for an Adaptive e-Learning Hypermedia System

    Science.gov (United States)

    Mahnane, Lamia; Tayeb, Laskri Mohamed; Trigano, Philippe

    2013-01-01

    Recent years have shown increasing awareness for the importance of adaptivity in e-learning. Since the learning style of each learner is different. Adaptive e-learning hypermedia system (AEHS) must fit different learner's needs. A number of AEHS have been developed to support learning styles as a source for adaptation. However, these systems…

  17. Trajectories of Attaining and Sustaining Quality in E-learning ...

    African Journals Online (AJOL)

    This case study of the Zimbabwe Open University looked at trajectories of attaining and sustaining quality in e-learning in an open and distance teaching university. Data was collected from a purposive sample of 56 students and 15 members of staff from two regional campuses. The study revealed that e-learning should not ...

  18. E-learning: some critical thoughts | Le Grange | South African ...

    African Journals Online (AJOL)

    Currently, a technological revolution is taking place in higher education. The effects of this revolution are increasingly being felt in South Africa. The growth of e-learning has been described as explosive, unprecedented, amazing and disruptive. In this article I raise some critical thoughts about e-learning. In particular I raise ...

  19. Quality Assurance in Distance Education and eLearning ...

    International Development Research Centre (IDRC) Digital Library (Canada)

    24 janv. 2013 ... Quality Assurance in Distance Education and eLearning : Challenges and Solutions from Asia. Couverture du livre Quality Assurance in Distance Education and eLearning : Challenges and Solutions from Asia. Directeur(s) : Insung Jung, Tat Meng Wong et Tian Belawati. Maison(s) d'édition : SAGE, CRDI.

  20. E-Learning Environment for Hearing Impaired Students

    Science.gov (United States)

    Hashim, Hisyamuddin; Tasir, Zaidatun; Mohamad, Siti Khadijah

    2013-01-01

    The usage of technology within the educational department has become more vital by each year passing. One of the most popular technological approaches used is the e-learning environment. The usage of e-learning environment in education involves a wide range of types of students, and this includes the hearing impaired ones. Some adjustment or…

  1. Explaining University Students' Effective Use of E-Learning Platforms

    Science.gov (United States)

    Moreno, Valter; Cavazotte, Flavia; Alves, Isabela

    2017-01-01

    Students' success in e-learning programs depends on how they adopt and embed technology into their learning activities. Drawing on the Technology Acceptance Model, we propose a framework to explain students' intention to use e-learning platforms effectively, that is, their intention to fully exploit system's functionalities in leaning processes,…

  2. Iphras as an E-Learning Platform for Idiomatic Competence

    Science.gov (United States)

    Kiryakova-Dineva, Teodora; Levunlieva, Milena; Kyurova, Vyara

    2017-01-01

    The integration of E-learning has expanded in a variety of directions to a degree that its successful application is of great importance to all sectors of education and training. E-learning can offer unquestionable advantages to everyone involved in both the assessment and the knowledge transfer process (Owens and Floyd 2007; Luchoomun, McLuckie…

  3. Factors for Successful E-Learning: Does Age Matter?

    Science.gov (United States)

    Fleming, Julie; Becker, Karen; Newton, Cameron

    2017-01-01

    Purpose: The purpose of this paper is to examine the factors affecting employees' overall acceptance, satisfaction and future use of e-learning, specifically exploring the impact that age has on the intended future use of e-learning relative to the other potential predictors. Design/Methodology/Approach: The project developed an online survey and…

  4. A Model for Implementing E-Learning in Iranian Organizations

    Science.gov (United States)

    Ghaeni, Emad; Abdehagh, Babak

    2010-01-01

    This article reviews the current status of information and communications technology (ICT) usage and provides a comprehensive outlook on e-learning in both virtual universities and organizations in Iran. A model for e-learning implementation is presented. This model tries to address specific issues in Iranian organizations. (Contains 1 table and 2…

  5. Implementation E-Learning among Jordanian School's Management

    Science.gov (United States)

    Hamadin, Khaled

    2017-01-01

    This study is designed to determine the level of E-learning Implementation in Jordan schools management. The study also investigated the Implementation of secondary School management towards the use of e-learning. A survey research design was used. A questionnaire was adopted and sent to secondary School management (N = 250) in Jordan schools in…

  6. eLearning resources to supplement postgraduate neurosurgery training.

    Science.gov (United States)

    Stienen, Martin N; Schaller, Karl; Cock, Hannah; Lisnic, Vitalie; Regli, Luca; Thomson, Simon

    2017-02-01

    In an increasingly complex and competitive professional environment, improving methods to educate neurosurgical residents is key to ensure high-quality patient care. Electronic (e)Learning resources promise interactive knowledge acquisition. We set out to give a comprehensive overview on available eLearning resources that aim to improve postgraduate neurosurgical training and review the available literature. A MEDLINE query was performed, using the search term "electronic AND learning AND neurosurgery". Only peer-reviewed English-language articles on the use of any means of eLearning to improve theoretical knowledge in postgraduate neurosurgical training were included. Reference lists were crosschecked for further relevant articles. Captured parameters were the year, country of origin, method of eLearning reported, and type of article, as well as its conclusion. eLearning resources were additionally searched for using Google. Of n = 301 identified articles by the MEDLINE search, n = 43 articles were analysed in detail. Applying defined criteria, n = 28 articles were excluded and n = 15 included. Most articles were generated within this decade, with groups from the USA, the UK and India having a leadership role. The majority of articles reviewed existing eLearning resources, others reported on the concept, development and use of generated eLearning resources. There was no article that scientifically assessed the effectiveness of eLearning resources (against traditional learning methods) in terms of efficacy or costs. Only one article reported on satisfaction rates with an eLearning tool. All authors of articles dealing with eLearning and the use of new media in neurosurgery uniformly agreed on its great potential and increasing future use, but most also highlighted some weaknesses and possible dangers. This review found only a few articles dealing with the modern aspects of eLearning as an adjunct to postgraduate neurosurgery training. Comprehensive

  7. Monitoring and Evaluating Psychosocial Intervention Outcomes in Humanitarian Aid.

    Science.gov (United States)

    de Jong, Kaz; Ariti, Cono; van der Kam, Saskia; Mooren, Trudy; Shanks, Leslie; Pintaldi, Giovanni; Kleber, Rolf

    2016-01-01

    Existing tools for evaluating psychosocial interventions (un-validated self-reporting questionnaires) are not ideal for use in non-Western conflict settings. We implement a generic method of treatment evaluation, using client and counsellor feedback, in 18 projects in non-Western humanitarian settings. We discuss our findings from the perspective of validity and suggestions for future research. A retrospective analysis is executed using data gathered from psychosocial projects. Clients (n = 7,058) complete two (complaints and functioning) rating scales each session and counsellors rate the client's status at exit. The client-completed pre- and post-intervention rating scales show substantial changes. Counsellor evaluation of the clients' status shows a similar trend in improvement. All three multivariable models for each separate scale have similar associations between the scales and the investigated variables despite different cultural settings. The validity is good. Limitations are: ratings give only a general impression and clinical risk factors are not measured. Potential ceiling effects may influence change of scales. The intra and inter-rater reliability of the counsellors' rating is not assessed. The focus on client and counsellor perspectives to evaluate treatment outcome seems a strong alternative for evaluation instruments frequently used in psychosocial programming. The session client rated scales helps client and counsellor to set mutual treatment objectives and reduce drop-out risk. Further research should test the scales against a cross-cultural valid gold standard to obtain insight into their clinical relevance.

  8. E-Learning Aided Teaching Photogrammetry in Ncku Taiwan

    Science.gov (United States)

    Tsay, J.-R.

    2011-09-01

    This paper introduces the two e-learning platforms, namely ITeach and Moodle, which are adopted by the author since 1999 to aid teaching the undergraduate courses related to photogrammetry in National Cheng Kung University (NCKU), Taiwan. The experience on e-learning aided teaching over more than ten years shows that e-learning is really a good assistant tool for improving learning and teaching effectiveness. The university provides very convenient and user-friendly assistant tools for the faculty of university so that teachers don't need to spend much time on learning how to use these e-learning systems, and can produce the corresponding e-learning course materials quickly. Therefore, the university professors are able to focus themselves on teaching and researching.

  9. In Search of New Metaphors: E-learning as Hypertext

    DEFF Research Database (Denmark)

    Nortvig, Anne-Mette

    2015-01-01

    and which were referred to in the classroom. Moreover, the space of teaching was found to be widened by technology, and learning was sometimes spoken of as a constant selection of links or paths through a landscape of resources and information. This paper will discuss the use of metaphors in relation...... changed by e-learning technology. To answer this question, emphasis was placed on the linguistic images, concepts, and metaphors that were used in relation to the e-learning setting. Data were collected from participant observation of teaching, focus groups with the e-learning students, interviews...... with the teachers, and participation in e-learning design workshops. The findings showed that teaching in relation to e-learning was oftentimes understood through the metaphor of hypertext with hyperlinks leading to podcasts, videos, and other resources on the Internet, which the students accessed from home...

  10. Evaluation of pharmaceutical lifesaving skills training oriented pharmaceutical intervention.

    Science.gov (United States)

    Zamami, Yoshito; Imai, Toru; Imanishi, Masaki; Takechi, Kenshi; Shiraishi, Naoko; Koyama, Toshihiro; Sagara, Hidenori; Shiino, Yasukazu; Sendo, Toshiaki; Ishizawa, Keisuke

    2016-01-01

    Many pharmacists are participating in team-based medical care in emergency hospitals. Therefore, there is a desperate need to improve the education system. In the present study, we provided a "pharmaceutical lifesaving skills training" to the students in their fifth and sixth year of the pharmaceutical school and evaluated the program's impact on the students' learning and confidence in their ability to perform pharmaceutical interventions for emergency patients. We conducted a pharmaceutical lifesaving skills training program with 12 participants who were in their fifth and six year of pharmaceutical school. We prepared a fictional scenario in which a patient with cardiac arrest has been rushed into a hospital. We measured the participants' level of knowledge of pharmaceutical lifesaving procedures and participants' confidence to perform pharmaceutical interventions before and after the training session. Using the data obtained from type II quantification method, we examined what elements in the content of the pharmaceutical lifesaving skill training attended by pharmacy students will affect the students' confidence to perform pharmaceutical interventions. In addition, using the correspondence structural analysis, we examined which sections of the content of the pharmaceutical lifesaving skill training should be improved in the future. When we evaluated the level of knowledge acquired in pharmaceutical lifesaving skills training, the post-training overall correct answer rate was significantly higher than the pre-training overall correct answer rate. And also, level of participants' confidence to perform pharmaceutical interventions similarly increased after pharmaceutical lifesaving skill training. The influence degree graph indicates that the items likely to have a major impact on the participants' confidence to perform pharmaceutical interventions was "Selecting medicine". According to the correspondence structural analysis graph based on the questionnaire

  11. Usability Testing of a Multimedia e-Learning Resource for Electrolyte and Acid-Base Disorders

    Science.gov (United States)

    Davids, Mogamat Razeen; Chikte, Usuf; Grimmer-Somers, Karen; Halperin, Mitchell L.

    2014-01-01

    The usability of computer interfaces may have a major influence on learning. Design approaches that optimize usability are commonplace in the software development industry but are seldom used in the development of e-learning resources, especially in medical education. We conducted a usability evaluation of a multimedia resource for teaching…

  12. Using Students' Experiences to Derive Quality in an E-Learning System: An Institution's Perspective

    Science.gov (United States)

    Alexander, Shirley; Golja, Tanja

    2007-01-01

    Higher education institutions undertake a range of approaches to evaluating and making judgments about the quality of their e-learning provision. This paper begins by exploring benchmarking as one current strategy in common use in universities to identify and implement quality practices: from the use of checklists (for example, of best practices…

  13. The Influence of E-Learning on the Academic Performance of ...

    African Journals Online (AJOL)

    The aim of this study is then to evaluate the influence of e learning on the academic performance of year II mathematics students in Jimma University, in basic algebra course (fundamental concept of algebra). This study was a Quasi Experimental design whereby students were categorized into three performance levels ...

  14. Teleheath Technology as E-Learning: Learning and Practicing Interprofessional Patient Care

    Science.gov (United States)

    Shortridge, Ann; Ross, Heather; Randall, Ken; Ciro, Carrie; Loving, Gary

    2018-01-01

    Teaching team-based patient competencies to health sciences students has proven to be a challenging endeavor. This paper describes two hands-on learning experiences and their subsequent evaluation. In both of these experiences telehealth technology served as both a distance education e-learning technology, as well as a medium to provide patient…

  15. Assessment of Learners' Attention to E-Learning by Monitoring Facial Expressions for Computer Network Courses

    Science.gov (United States)

    Chen, Hong-Ren

    2012-01-01

    Recognition of students' facial expressions can be used to understand their level of attention. In a traditional classroom setting, teachers guide the classes and continuously monitor and engage the students to evaluate their understanding and progress. Given the current popularity of e-learning environments, it has become important to assess the…

  16. Effect of Improving the Usability of an E-Learning Resource: A Randomized Trial

    Science.gov (United States)

    Davids, Mogamat Razeen; Chikte, Usuf M. E.; Halperin, Mitchell L.

    2014-01-01

    Optimizing the usability of e-learning materials is necessary to reduce extraneous cognitive load and maximize their potential educational impact. However, this is often neglected, especially when time and other resources are limited. We conducted a randomized trial to investigate whether a usability evaluation of our multimedia e-learning…

  17. An Assessment of the Effectiveness of E-learning in Corporate Training Programs.

    Science.gov (United States)

    Strother, Judith B.

    2002-01-01

    E-learning can have economic advantages for corporate training, and evaluations show learner satisfaction. However, research shows mixed results for learning outcomes and translation of training to work performance, and more systematic studies are needed to demonstrate return on investment. This research must be grounded in solid theoretical…

  18. The Importance of Human-Computer Interaction in Radiology E-learning

    NARCIS (Netherlands)

    den Harder, Annemarie M; Frijlingh, Marissa; Ravesloot, Cécile J; Oosterbaan, Anne E; van der Gijp, Anouk

    2015-01-01

    With the development of cross-sectional imaging techniques and transformation to digital reading of radiological imaging, e-learning might be a promising tool in undergraduate radiology education. In this systematic review of the literature, we evaluate the emergence of image interaction

  19. Making Decisions Better: an evaluation of an educational intervention.

    Science.gov (United States)

    Thomson, Carrie Louise; Maskrey, Neal; Vlaev, Ivo

    2017-04-01

    Despite the widespread inclusion of consultation skills in undergraduate healthcare curricula, patient-doctor interactions are often an imparting of evidence or information rather than an exchange. Evidence-based practice may be further enhanced by increasing explicit understanding of decision-making processes used by healthcare professionals and patients. This exploratory investigation evaluated the impact of an educational intervention on understanding of decision-making processes and practice. The effect of session schedule was assessed to inform the future delivery strategy of such approaches. Three groups of primary care health professionals (n = 85) completed questionnaires using Likert scales to assess strength of agreement with decision-making statements exploring four themes - Theory, Applied Theory, Practice and Joint Practice - pre-intervention and post-intervention. Responses were analysed, firstly to assess the impact of the intervention on understanding of decision-making processes and practice across all participants and then by group to determine the effect of session schedules on outcome measures. Overall agreement with the decision-making statements significantly increased after the learning set (Mean = -0.162, SD = 0.355); t(64) = -3.666, p processes and application to clinical practice. The extended learning sessions did not provide additional benefits over and above 2 half days or 1 whole day learning sessions. © 2016 John Wiley & Sons, Ltd.

  20. E-learning Platforms and E-learning Students: Building the Bridge to Success

    Directory of Open Access Journals (Sweden)

    Sérgio GONÇALVES

    2013-07-01

    Full Text Available Normal 0 21 false false false EN-US JA X-NONE /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Tabla normal"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-priority:99; mso-style-parent:""; mso-padding-alt:0cm 5.4pt 0cm 5.4pt; mso-para-margin:0cm; mso-para-margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:12.0pt; font-family:Cambria; mso-ascii-font-family:Cambria; mso-ascii-theme-font:minor-latin; mso-hansi-font-family:Cambria; mso-hansi-theme-font:minor-latin; mso-ansi-language:EN-US;} E-learning platforms are becoming more and more common in education and with organisations. They are seen as a complementary tool to support learning or, as in many cases, as the primary tool to do it (possibly the only one. In traditional learning, teachers can easily get an insight into how their students work and learn, and how they interact in the classroom. However, in online learning, it is more difficult for teachers to see how individual students behave. Affective states and learning styles are determinant in students’ performance. Together with stress, these are crucial factor to success. It is believed that the sole use of an E-learning platform can in itself be a cause of stress for students. Estimating, in a non-invasive way, such parameters, and taking measures to deal with them, are then the goal of this paper. We do not consider the use of dedicated sensors (invasive such as special gloves or wrist bracelets since we intend not to be dependent on specific hardware and also because we believe that such specific hardware can induce for itself some alteration in the parameters being analysed. Our work focuses on the development of a new module (Dynamic Recognition Module to incorporate in Moodle E-learning platform, to accommodate individualized support to E-learning students.

  1. E-learning Platforms and E-learning Students: Building the Bridge to Success

    Directory of Open Access Journals (Sweden)

    Manuel RODRIGUES

    2012-09-01

    Full Text Available Normal 0 21 false false false EN-US JA X-NONE /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Tabla normal"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-priority:99; mso-style-parent:""; mso-padding-alt:0cm 5.4pt 0cm 5.4pt; mso-para-margin:0cm; mso-para-margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:12.0pt; font-family:Cambria; mso-ascii-font-family:Cambria; mso-ascii-theme-font:minor-latin; mso-hansi-font-family:Cambria; mso-hansi-theme-font:minor-latin; mso-ansi-language:EN-US;} E-learning platforms are becoming more and more common in education and with organisations. They are seen as a complementary tool to support learning or, as in many cases, as the primary tool to do it (possibly the only one. In traditional learning, teachers can easily get an insight into how their students work and learn, and how they interact in the classroom. However, in online learning, it is more difficult for teachers to see how individual students behave. Affective states and learning styles are determinant in students’ performance. Together with stress, these are crucial factor to success. It is believed that the sole use of an E-learning platform can in itself be a cause of stress for students. Estimating, in a non-invasive way, such parameters, and taking measures to deal with them, are then the goal of this paper. We do not consider the use of dedicated sensors (invasive such as special gloves or wrist bracelets since we intend not to be dependent on specific hardware and also because we believe that such specific hardware can induce for itself some alteration in the parameters being analysed. Our work focuses on the development of a new module (Dynamic Recognition Module to incorporate in Moodle E-learning platform, to accommodate individualized support to E-learning students.

  2. Evaluation of an ergonomics intervention among Nicaraguan coffee harvesting workers.

    Science.gov (United States)

    Bao, Stephen; Silverstein, Barbara; Stewart, Kate

    2013-01-01

    This study evaluated an ergonomics intervention among Nicaraguan coffee harvesting workers, using electromyography and questionnaire survey techniques. Nicaraguan researchers were involved in the study so that they could gain hands-on experience with ergonomics research and applications, and eventually be the specialists conducting ergonomics interventions in Nicaraguan workplaces. Coffee harvesting activities were studied individually and physical hazards were identified accordingly. The results showed decreased muscle loading on the erector spinae muscle and improved comfort reporting in the back region compared to the commonly used baskets. This fulfils the design objective of a newly developed bag that was used in the intervention to reduce physical workload on the coffee harvesting workers. Workers' opinion survey results showed some issues related to the size of the new bag and the lumbar-shoulder belt mechanism. This information can be used in the modification of the bag in the next design. Key players in the process have been identified. Stimulating ergonomics activities in developing countries is suggested by many experts. This study provided an example from coffee workers in Nicaragua. Commonly used job evaluation procedures and physical load quantification methods were used. Ergonomics researchers and practitioners in developing countries may do similar projects on their own in the future.

  3. Quality of e-Learning: An Analysis Based on e-Learners' Perception of e-Learning

    Science.gov (United States)

    Elango, Rengasamy; Gudep, Vijaya Kumar; Selvam, M.

    2008-01-01

    e-Learning, of late, has been witnessing an unprecedented expansion as an opportunity for higher education. This expanding alternative mode calls for ensuring and imparting a sound and qualitative education. The present study made an attempt to investigate the issues related to the quality dimensions of e-learning. Our results revealed the…

  4. The Effect of the Attitude towards E-learning: The Employees' Intention to Use E-Learning in the Workplace

    Science.gov (United States)

    Yoo, Sun Joo; Han, Seung-Hyun

    2013-01-01

    The purpose of this study is to examine employees' acceptance levels towards e-learning in the workplace. By using "The Unified Theory of Acceptance and Use of Technology" (UTAUT), our model captured the effect of factors influencing employees' intention to use e-learning in the workplace. Data was collected from 261 employees in a food…

  5. Taking over Someone Else's E-Learning Design: Challenges Trigger Change in E-Learning Beliefs and Practices

    Science.gov (United States)

    Scott, Karen M.

    2014-01-01

    As universities invest in the development of e-learning resources, e-learning sustainability has come under consideration. This has largely focused on the challenges and facilitators of organisational and technological sustainability and scalability, and professional development. Little research has examined the experience of a teacher dealing…

  6. Ethical Issues in E-Learning: Insights from the Application of Stakeholder Analysis in Three E-Learning Cases.

    Science.gov (United States)

    Chozos, Polyneikis; Lytras, Miltos; Pouloudi, Nancy

    The application of emerging digital technologies such as e-mail, the World Wide Web and the Internet in the educational setting has received wide acceptance all over the world. Both corporate and academic agendas have recognized the potential advantages of e-learning; however, as a new field, e-learning courses comes with important issues that…

  7. Corporate E-Learning: How Three Healthcare Companies Implement and Measure the Effectiveness of E-Learning

    Science.gov (United States)

    Hodges, Allison

    2009-01-01

    Technological advancements such as the growth of the Internet provide opportunities for learning that are hard to resist. As technology continues to change at a rapid pace, e-learning has become an important priority of corporate education. E-learning is evolving as a way to train and enhance employee value by combining different learning styles…

  8. Adaptation of mathematical educational content in e-learning resources

    Directory of Open Access Journals (Sweden)

    Yuliya V. Vainshtein

    2017-01-01

    algorithms for the educational content in the adaptive e-learning resource made it possible to implement individual educational paths in the electronic environment. For each student it was formed a personal space of mathematical educational content that “adapts” to its level of mastering the material, which contributed to improving the quality of the educational process in mathematical disciplines.In this paper, the methods of mathematical modeling and logicalgnosiological analysis, the theory of graphs and hypergraphs, system analysis, dynamic processes and systems control theory, complex systems design and imitation modelling methods were used.Approbation of the proposed algorithms for the educational content organization of adaptation in the adaptive electronic learning resource for the discipline “Discrete mathematics” showed the productivity of the proposed approach in the teaching process. The obtained results could be used for adaptive electronic educational resources construction in other educational institutions of higher education.Further development of the proposed approach involves the development of a formal model of the educational content adaptation, including control rules, based on the expert evaluation methods and the fuzzy-set theory.

  9. E-learning for education in primary healthcare--turning the hype into reality: a Delphi study.

    Science.gov (United States)

    Gensichen, Jochen; Vollmar, Horst Christian; Sönnichsen, Andreas; Waldmann, Uta-Maria; Sandars, John

    2009-01-01

    E-learning has the potential to provide effective education for general practice, but there are significant difficulties that must be overcome. We initiated a two-round Delphi study, aiming to identify expectations and barriers to e-learning in primary healthcare education. We distributed questionnaires to 60 primary care experts who are also experts in the field of e-learning. Their responses were independently analysed by two of the authors (J.G., H.C.V.) and were clustered to form 32 themes. These were fed back to the participants in a second postal questionnaire with the objective of reaching agreement or disagreement, with a cut-off of 80%. The response rate was 67% (n=40) in the first and 60% (n=36) in the second round. The extent of agreement reached ranged from 8% ("e-learning is displacing practical teaching and learning") to 97% ("e-learning needs convincing didactical concepts"). Agreement was high with the themes "e-learning gets a new focus by mixed learning concepts" and "users will have a higher level of media competence 5 years from now" (94% each). There was a positive attitude to e-learning, but there was concern about the lack of orientation towards users' needs and the poor development of innovative didactical concepts. In implementing e-learning in primary care, education should be independent of financial influence from the healthcare industry in order to eliminate conflicts of interest. The experts' responses show that e-learning in primary healthcare education can contribute substantially to undergraduate, graduate, and continuing medical education, and should therefore be evaluated in systematic studies.

  10. A blended approach to active learning in a physiology laboratory-based subject facilitated by an e-learning component.

    Science.gov (United States)

    Dantas, Arianne M; Kemm, Robert E

    2008-03-01

    Learning via online activities (e-learning) was introduced to facilitate existing face-to-face teaching to encourage more effective student preparation and then informed participation in an undergraduate physiology laboratory-based course. Active learning was encouraged by hypothesis formation and predictions prior to classes, with opportunities for students to amend their e-learning submissions after classes. Automatic or tutor feedback was provided on student submissions. Evaluation of the course was conducted via student questionnaires, individual student interviews, and analysis of student marks in examinations and of the e-learning component. Student feedback on this entire subject in the university-wide quality of teaching survey was very high by University of Melbourne standards and most encouraging for the first implementation of such a curriculum modification. Results from further detailed surveys of student interactions and engagement and correlation analysis between student responses were also very supportive of the effectiveness of the course. There were no significant differences between examination marks in the new course with e-learning and the previous year without e-learning. However, there was a significant correlation between assessment of student e-learning work and their final examination mark. Correlation analysis between various survey responses helped interpret results and strengthened arguments for e-learning and suggested future improvements for student use of e-learning. This mode of e-learning used to support face-to-face learning activities in the laboratory can be adapted for other disciplines and may assist students in developing a greater appreciation and a deeper approach for learning from their practical class experiences.

  11. Pembelajaran Kalkulus Berbasis E-Learning Untuk Menumbuhkan Kreativitas dan Karakter Mahasiswa

    Directory of Open Access Journals (Sweden)

    Supandi Supandi

    2013-12-01

    Full Text Available AbstrakPeneltian ini dilakukan untuk merancang desain pembelajaran Kalkulus berbasis E-learning untuk menumbuhkan kreativitas dan karakter mahasiswa  pada Prodi Pendidikan Matematika. Desain pembelajaran yang dibagi dalam beberapa tahap yakni: Perencanaan perangkat dan sarana yang akan digunakan pada saat pembelajaran, Pembuatan perangkat pembelajaran, Pembuatan media pembelajaran e-learning, Validasi perangkat dan media pebelajaran  dan e-learning oleh para ahli, Revisi hasil validasi oleh para ahli, Pengujian terbatas desain pembelajaran, Evaluasi  dan analisis hasil pengujian, Evaluasi. Dari hasil penelitian menunjukkan bahwa desain pembelajaran dirancang berbentuk RPP, LKM dan Media E-learning dapat digunakan untuk proses pembelajaran dengan sedikit perbaikan. Hasil ujicoba terbatas menunjukan pula bahwa perangkat yang dibuat menumbuhkembangkan kreativitas mahasiswa, yang pada ujungnya adalah  terbentuknya karakter mahasiswa. Kata kunci:   pembelajaran; karakter; kreatif;  elearning   AbstractThe research was designing e-learning on Calculus to increase the creativity and student character in Mathematics Education Study Pogram. The learning design was divided into steps, that was: designing lesson plan and tool which would be used on learning, making lesson plan, making e-learning media, validating the lesson plan, learning kit, and elarning by experts, revising the result of validation process, limited testing of instructional design, evaluation and the result analysis. The research result show that the learning design those are RPP, LKM, and elearning kit could be used with a little implrovement. Limited test result also indicated that the instrument that was made could developed the creativity of student, and buid the student character. Keywords: learning, character; creative; elearning

  12. Evaluation of a physiotherapeutic treatment intervention in "Bell's" facial palsy.

    Science.gov (United States)

    Cederwall, Elisabet; Olsén, Monika Fagevik; Hanner, Per; Fogdestam, Ingemar

    2006-01-01

    The aim of this study was to evaluate a physiotherapeutic treatment intervention in Bell's palsy. A consecutive series of nine patients with Bell's palsy participated in the study. The subjects were enrolled 4-21 weeks after the onset of facial paralysis. The study had a single subject experimental design with a baseline period of 2-6 weeks and a treatment period of 26-42 weeks. The patients were evaluated using a facial grading score, a paresis index and a written questionnaire created for this study. Every patient was taught to perform an exercise program twice daily, including movements of the muscles surrounding the mouth, nose, eyes and forehead. All the patients improved in terms of symmetry at rest, movement and function. In conclusion, patients with remaining symptoms of Bell's palsy appear to experience positive effects from a specific training program. A larger study, however, is needed to fully evaluate the treatment.

  13. A Didactical User Guide for E-Learning in Science

    Science.gov (United States)

    Schuepbach, E.

    2002-12-01

    Development of e-learning courseware differs in many ways from conventional teaching, for example in terms of the role of tutors and students. Not all contents are suitable for e-learning; the construction of interactive graphs and complex animations is time-consuming and should be efficient and advantageous over an in-class lectures. Learning goals and tests are more important in e-learning than in conventional teaching; tests may be conditional, i.e. progression may be made dependent on successful completion of a test. Prior to production of an e-learning course, it is advised to develop a didactical concept, especially if e-learning strategies are missing in an organisation. The expectations on readily available pedagogical guidelines and didactic concepts from the point of view of science content providers are high. Here, concepts of e-pedagogy are introduced, and the highlights of a Didactical User Guide for E-Learning produced by Berne University, Switzerland and published by h.e.p. Publ. Switzerland in fall 2002 are presented. Selected didactic elements such as interactivity, communication, role of tutor and student are illustrated with an e-learning course on tropospheric ozone.

  14. E-LEARNING IN ROMANIAN HIGHER EDUCATION: A study case

    Directory of Open Access Journals (Sweden)

    Laura ASANDULUI

    2008-07-01

    Full Text Available ABSTRACT The accelerated development of the information and communication technologies determined universities, companies and educational institutions to implement alternatives to the traditional teaching methods, thereby leading to the development of e-courses. New Information and Communication Technologies mediating learning represent an important component of education and training systems. In Romania, issues connected to eLearning are comparatively little known, as there are no relevant studies regarding the present situation of eLearning use or of the ways of increasing the level of use of Information and Communication Technologies along with an increase in the efficiency of higher education. The purpose of the study is to explore the level of dissemination of eLearning in the Romanian higher education, regarding both awareness about eLearning as a model and actual participation in such courses, to assess the respondents’ opinion on eLearning, to analyze the perspectives of using e-learning, and the students’ opinions concerning e-learning in comparison with traditional educational model. The paper reports the results of a research that was conducted in Iasi, at the "Alexandru Ioan Cuza" University. Through the application of appropriate statistical methods, the research’ aim was to describe and assess to what extent computers are used for learning of the students in order to highlight any important differences in terms of gender, specialty, and the preferred form of learning for postgraduate courses.

  15. A position paper of the EFLM Committee on Education and Training and Working Group on Distance Education Programmes/E-Learning: developing an e-learning platform for the education of stakeholders in laboratory medicine.

    Science.gov (United States)

    Gruson, Damien; Faure, Gilbert; Gouget, Bernard; Haliassos, Alexandre; Kisikuchin, Darya; Reguengo, Henrique; Topic, Elizabeta; Blaton, Victor

    2013-04-01

    The progress of information and communication technologies has strongly influenced changes in healthcare and laboratory medicine. E-learning, the learning or teaching through electronic means, contributes to the effective knowledge translation in medicine and healthcare, which is an essential element of a modern healthcare system and for the improvement of patient care. E-learning also represents a great vector for the transfer knowledge into laboratory practice, stimulate multidisciplinary interactions, enhance continuing professional development and promote laboratory medicine. The European Federation of Laboratory Medicine (EFLM) has initiated a distance learning program and the development of a collaborative network for e-learning. The EFLM dedicated working group encourages the organization of distance education programs and e-learning courses as well as critically evaluate information from courses, lectures and documents including electronic learning tools. The objectives of the present paper are to provide some specifications for distance learning and be compatible with laboratory medicine practices.

  16. Structure, Content, Delivery, Service, and Outcomes: Quality e-Learning in higher education

    Directory of Open Access Journals (Sweden)

    Colla J. MacDonald

    2005-07-01

    Full Text Available This paper addresses the need for quality e-Learning experiences. We used the Demand-Driven Learning Model (MacDonald, Stodel, Farres, Breithaupt, and Gabriel, 2001 to evaluate an online Masters in Education course. Multiple data collection methods were used to understand the experiences of stakeholders in this case study: the learners, design team, and facilitators. We found that all five dimensions of the model (structure, content, delivery, service, and outcomes must work in concert to implement a quality e-Learning course. Key themes include evolving learner needs, the search for connection, becoming an able e-participant, valued interactions, social construction of content, integration of delivery partners, and mindful weighing of benefits and trade-offs. By sharing insights into what is needed to design and deliver an e-Learning experience, our findings add to the growing knowledge of online learning. Using this model to evaluate perceptions of quality by key stakeholders has led to insights and recommendations on the Demand Driven Learning Model itself which may be useful for researchers in this area and strengthen the model. Quality has been defined in terms of the design of the e-Learning experience, the contextualized experience of learners, and evidence of learning outcomes (Carr and Carr, 2000; Jung 2000; Salmon, 2000. Quality and design of e-Learning courses, however, are sometimes compromised in an “ . . . effort to simply get something up and running��� in response to pressing consumer demands (Dick, 1996, p. 59. Educators and researchers have voiced concern over the lack of rigorous evaluation studies of e-Learning programs (e.g., Arbaugh, 2000; Howell, Saba, Lindsay, and Williams, 2004; Lockyer, Patterson, and Harper, 1999; Robinson, 2001. McGorry (2003 adds, “although the number of courses being delivered via the Internet is increasing rapidly, our knowledge of what makes these courses effective learning experiences

  17. A complex postnatal mental health intervention: Australian translational formative evaluation.

    Science.gov (United States)

    Rowe, Heather J; Wynter, Karen H; Burns, Joanna K; Fisher, Jane R W

    2017-08-01

    Reducing the burden of postnatal maternal mental health problems is an international public health priority. We developed What Were We Thinking (WWWT), a psychoeducation programme for primary postnatal health care that addresses known but neglected risks. We then demonstrated evidence of its effects in a before-and-after controlled study in preventing maternal postnatal mental health problems among women without a psychiatric history participating in the intervention compared to usual care (AOR 0.43; 95% CI 0.21, 0.89) when conducted by specialist nurses. Testing its effectiveness when implemented in routine primary care requires changes at practitioner, organizational and health system levels. This paper describes a programme of translational formative evaluation to inform the protocol for a cluster RCT. Following the UK Medical Research Council (MRC) Guidance for evaluating complex interventions, we conducted a translational formative evaluation using mixed methods. Collection and analysis of postnatal health service documents, semi-structured interviews, group discussions and an online survey were used to investigate service provision, consumers' needs and expectations, clinicians' attitudes and clinical practice, and the implications for health service delivery. Participants were expectant parents, health care providers, health service managers and government policy makers. Results documented current clinical practice, staff training needs, necessary service modifications to standardize advice to parents and include fathers, key priorities and drivers of government health policy, and informed a model of costs and expected health and social outcomes. Implementation of WWWT into routine postnatal care requires adjustments to clinical practice. Staff training, modifications to service opening hours and economic implications for the health system also need to be considered. The MRC Guidance for developing and evaluating complex interventions is a useful framework

  18. Intervention of drudgery reducing technologies in agriculture and impact evaluation.

    Science.gov (United States)

    Mehta, Manju; Gandhi, Sudesh; Dilbaghi, Mamta

    2012-01-01

    Agriculture is main source of livelihood for majority of the population in India. Agriculture has been established as one of the drudgery prone occupation of unorganized sector due to lack of access to improved agricultural technologies. The present study was planned to assess intervention of drudgery reducing technologies in agriculture and its impact evaluation. The drudgery areas/activities in agriculture were identified. Participatory field level skill training for proper use of the ergonomically improved farm technologies were given to men and women in separate groups. An intervention package consisting of improved sickle, wheel hand hoe, capron, cot bag and protective gloves was introduced in village Shahpur. Data were collected to quantify the impact of intervention on the level of drudgery of worker before and after the technology intervention from sample of 30 respondents (15 male and 15 female) selected randomly from village Shahpur. Gain in knowledge and change in awareness level were calculated after the training.Evaluation of field validation of technology on drudgery of men & women was done after its use in the field conditions. A significant gain in awareness was observed among both men(2.6) & women (3.0) whereas the gain in knowledge was more among men (6.6) than women (4.5). In evaluation of field validation of technology on drudgery it was found that all the five technologies reduced the drudgery of men as well as women. However wheel hand hoe was used successfully by men in comparison to women who preferred to use their conventional technology i.e improved long-handled hoe. Evaluation of validation trials of the technologies reported that improved sickle was used successfully by both men & women farmers. More than half of the men farmers (53.3%) & only 13.3 percent women farmers preferred the wheel hand hoe over the traditional one as they found it four times more efficient in terms of time, energy & money saving. Cot bag was preferred by the

  19. A pragmatic cluster randomised trial evaluating three implementation interventions

    Directory of Open Access Journals (Sweden)

    Rycroft-Malone Jo

    2012-08-01

    Full Text Available Abstract Background Implementation research is concerned with bridging the gap between evidence and practice through the study of methods to promote the uptake of research into routine practice. Good quality evidence has been summarised into guideline recommendations to show that peri-operative fasting times could be considerably shorter than patients currently experience. The objective of this trial was to evaluate the effectiveness of three strategies for the implementation of recommendations about peri-operative fasting. Methods A pragmatic cluster randomised trial underpinned by the PARIHS framework was conducted during 2006 to 2009 with a national sample of UK hospitals using time series with mixed methods process evaluation and cost analysis. Hospitals were randomised to one of three interventions: standard dissemination (SD of a guideline package, SD plus a web-based resource championed by an opinion leader, and SD plus plan-do-study-act (PDSA. The primary outcome was duration of fluid fast prior to induction of anaesthesia. Secondary outcomes included duration of food fast, patients’ experiences, and stakeholders’ experiences of implementation, including influences. ANOVA was used to test differences over time and interventions. Results Nineteen acute NHS hospitals participated. Across timepoints, 3,505 duration of fasting observations were recorded. No significant effect of the interventions was observed for either fluid or food fasting times. The effect size was 0.33 for the web-based intervention compared to SD alone for the change in fluid fasting and was 0.12 for PDSA compared to SD alone. The process evaluation showed different types of impact, including changes to practices, policies, and attitudes. A rich picture of the implementation challenges emerged, including inter-professional tensions and a lack of clarity for decision-making authority and responsibility. Conclusions This was a large, complex study and one of the first

  20. A pragmatic cluster randomised trial evaluating three implementation interventions

    Science.gov (United States)

    2012-01-01

    Background Implementation research is concerned with bridging the gap between evidence and practice through the study of methods to promote the uptake of research into routine practice. Good quality evidence has been summarised into guideline recommendations to show that peri-operative fasting times could be considerably shorter than patients currently experience. The objective of this trial was to evaluate the effectiveness of three strategies for the implementation of recommendations about peri-operative fasting. Methods A pragmatic cluster randomised trial underpinned by the PARIHS framework was conducted during 2006 to 2009 with a national sample of UK hospitals using time series with mixed methods process evaluation and cost analysis. Hospitals were randomised to one of three interventions: standard dissemination (SD) of a guideline package, SD plus a web-based resource championed by an opinion leader, and SD plus plan-do-study-act (PDSA). The primary outcome was duration of fluid fast prior to induction of anaesthesia. Secondary outcomes included duration of food fast, patients’ experiences, and stakeholders’ experiences of implementation, including influences. ANOVA was used to test differences over time and interventions. Results Nineteen acute NHS hospitals participated. Across timepoints, 3,505 duration of fasting observations were recorded. No significant effect of the interventions was observed for either fluid or food fasting times. The effect size was 0.33 for the web-based intervention compared to SD alone for the change in fluid fasting and was 0.12 for PDSA compared to SD alone. The process evaluation showed different types of impact, including changes to practices, policies, and attitudes. A rich picture of the implementation challenges emerged, including inter-professional tensions and a lack of clarity for decision-making authority and responsibility. Conclusions This was a large, complex study and one of the first national randomised

  1. A Conceptual Model of eLearning Adoption

    Directory of Open Access Journals (Sweden)

    Muneer Abbad

    2011-05-01

    Full Text Available Internet-based learning systems are being used in many universities and firms but their adoption requires a solid understanding of the user acceptance processes. The technology acceptance model (TAM has been used to test the acceptance of various technologies and software within an e-learning context. This research aims to discuss the main factors of a successful e-learning adoption by students. A conceptual research framework of e-learning adoption is proposed based on the TAM model.

  2. E-Learning in Medical Education in India.

    Science.gov (United States)

    Dhir, Shashi Kant; Verma, Devender; Batta, Meenal; Mishra, Devendra

    2017-10-15

    E-learning, or learning and teaching facilitated and supported through the application of technology, is presently being used widely in all fields of education, and also being utilized extensively in medical education. This narrative review aims to introduce the concept of e-learning, and discuss its need and scope in medical education in India. Experience shows that students and faculty are mostly in favor of adopting e-learning side-by-side with traditional learning, and the advantages far outweigh the likely discomfort associated with adoption of this new method.

  3. An Insight on E-Learning and Cloud Computing Systems

    Directory of Open Access Journals (Sweden)

    Theodoros MITAKOS

    2014-01-01

    Full Text Available In this paper, there is a review of e-learning and its elements according to the international standards. The connection of learners, educational material and open source learning plat-forms is investigated. Trivial educational activities that can be implemented in a LMS are also presented. A special report on a computational model for e-learning, emphasizing on learning graphs and conditions passing from one node to another, is made. In this framework the bene-fits of cloud computing as a model for e-learning are presented.

  4. Des services Web pour le e-Learning

    Directory of Open Access Journals (Sweden)

    Ivan Madjarov

    2005-10-01

    Full Text Available E-Learning platforms aim to provide learners with the most appropriate activities and tools that best fit their needs. This requires animation methods and coordination for modules and pedagogical activities. An e-Learning system can be seen a collection of activities or process, whose functionalities are autonomous functions that may be designed separately as autonomous applications or e-Services, in using Web. This article presents our approach for designing an e-Learning platform that complies with several standards. The work described in this paper has been conducted in the framework of the XESOP project.

  5. Standardization of computer-assisted semen analysis using an e-learning application.

    Science.gov (United States)

    Ehlers, J; Behr, M; Bollwein, H; Beyerbach, M; Waberski, D

    2011-08-01

    Computer-assisted semen analysis (CASA) is primarily used to obtain accurate and objective kinetic sperm measurements. Additionally, AI centers use computer-assessed sperm concentration in the sample as a basis for calculating the number of insemination doses available from a given ejaculate. The reliability of data is often limited and results can vary even when the same CASA systems with identical settings are used. The objective of the present study was to develop a computer-based training module for standardized measurements with a CASA system and to evaluate its training effect on the quality of the assessment of sperm motility and concentration. A digital versatile disc (DVD) has been produced showing the standardization of sample preparation and analysis with the CASA system SpermVision™ version 3.0 (Minitube, Verona, WI, USA) in words, pictures, and videos, as well as the most probable sources of error. Eight test persons educated in spermatology, but with different levels of experience with the CASA system, prepared and assessed 10 aliquots from one prediluted bull ejaculate using the same CASA system and laboratory equipment before and after electronic learning (e-learning). After using the e-learning application, the coefficient of variation was reduced on average for the sperm concentration from 26.1% to 11.3% (P ≤ 0.01), and for motility from 5.8% to 3.1% (P ≤ 0.05). For five test persons, the difference in the coefficient of variation before and after use of the e-learning application was significant (P ≤ 0.05). Individual deviations of means from the group mean before e-learning were reduced compared with individual deviations from the group mean after e-learning. According to a survey, the e-learning application was highly accepted by users. In conclusion, e-learning presents an effective, efficient, and accepted tool for improvement of the precision of CASA measurements. This study provides a model for the standardization of other

  6. Nurses' Attitudes toward Intervening with Smokers: Their Knowledge, Opinion and E-Learning Impact.

    Science.gov (United States)

    Králíková, Eva; Felbrová, Vladislava; Kulovaná, Stanislava; Malá, Kateřina; Nohavová, Iveta; Roubíčková, Eva; Pánková, Alexandra; Bialous, Stella A; Wells, Marjorie J; Brook, Jenny; Sarna, Linda

    2016-12-01

    Numbering about 90,000, nurses represent the largest group of health care providers in the Czech Republic. Therefore, nurses can make a significant impact in the treatment of tobacco dependence, particularly in applying brief interventions to smokers. During 2014, 279 nurses from the Czech Republic participated in an e-learning education programme consisting of two Webcasts with additional web-based resources about smoking cessation in relation to health and treatment options in daily clinical practice, particularly regarding brief intervention methods. Before viewing the e-learning programme, and three months after viewing it, the nurses completed a questionnaire documenting their interventions with smokers and their knowledge, attitudes and opinions regarding nurses' roles in smoking cessation. The responses in all of the following categories significantly improved: usually/always asking patients about smoking from 58% to 69% (OR 1.62, CI=1.14-2.29, p=0.007); recommendations to stop smoking from 56% to 66% (OR 1.46, CI=1.03-2.06, p=0.03); assessing willingness to quit from 49% to 63% (OR 1.72, CI=1.23-2.42, p=0.002); assisting with cessation from 21% to 33% (OR 1.85, CI=1.26-2.71, p=0.002); and recommending a smoke-free home from 39% to 58% (OR 2.16, CI=1.54-3.04, pnurses in the Czech Republic. However, nurses' confidence in helping smokers to quit smoking, their senses of responsibility and determining the appropriateness of these interventions remains inadequate. The nurses' brief intervention skills improved significantly after the completion of the e-learning programme, even though reservations remain among this group. The systematic education of nurses aimed at smoking cessation intervention and analyzing their motivation for treatment may contribute to improved nursing care, and thus lead to a reduction of smoking prevalence in the general population.

  7. Healthcare students' experiences when integrating e-learning and flipped classroom instructional approaches.

    Science.gov (United States)

    Telford, Mark; Senior, Emma

    2017-06-08

    This article describes the experiences of undergraduate healthcare students taking a module adopting a 'flipped classroom' approach. Evidence suggests that flipped classroom as a pedagogical tool has the potential to enhance student learning and to improve healthcare practice. This innovative approach was implemented within a healthcare curriculum and in a module looking at public health delivered at the beginning of year two of a 3-year programme. The focus of the evaluation study was on the e-learning resources used in the module and the student experiences of these; with a specific aim to evaluate this element of the flipped classroom approach. A mixed-methods approach was adopted and data collected using questionnaires, which were distributed across a whole cohort, and a focus group involving ten participants. Statistical analysis of the data showed the positive student experience of engaging with e-learning. The thematic analysis identified two key themes; factors influencing a positive learning experience and the challenges when developing e-learning within a flipped classroom approach. The study provides guidance for further developments and improvements when developing e-learning as part of the flipped classroom approach.

  8. [Implementation of the eLearning project NESTOR. A network for students in traumatology and orthopedics].

    Science.gov (United States)

    Back, D A; Haberstroh, N; Hoff, E; Plener, J; Haas, N P; Perka, C; Schmidmaier, G

    2012-01-01

    Modern internet-based information technologies offer great possibilities to create and improve teaching methods for students. The eLearning tool NESTOR (Network for Students in Traumatology and Orthopedics) presented here was designed to complement the existing clinical teaching in orthopedics and traumatology at the Charité, University Medicine Berlin. Using a learning management system, videos, podcasts, X-ray diagnosis, virtual patients, tests and further tools for learning and study information were combined. After implementation the eLearning project was evaluated by students. The NESTOR project offers various possibilities for knowledge acquisition. Students using the program voluntarily showed a high acceptance whereby 82.4% were very satisfied with the contents offered and 95.3% supported the idea of a future use of NESTOR in teaching. The blended learning approach was positively evaluated by 93.5% of the students. The project received the eLearning seal of quality of the Charité University Medicine Berlin. Using complex eLearning tools, such as the NESTOR project represents a contemporary teaching approach in the teaching of traumatology and orthopedics and should be offered in a blended learning context as they are well accepted by students.

  9. THE BIGGS AND MOORE MODEL IN E-LEARNING: The Role of Motivation and Collaboration as Moderators

    Directory of Open Access Journals (Sweden)

    Matti J. HAVERILA

    2012-04-01

    Full Text Available The purpose of this paper is to report the findings of a research conducted to evaluate the effect of e-learning experience on students’ perceived learning outcomes, and more specifically the role of motivation and collaboration as moderators between the e-learning experience and the learning outcome. The perceived learning outcome was measured with whether the students perceived to learn more in e-learning vis-à-vis traditional learning context. The participants came from an undergraduate course at Tamk University of Applied Sciences in Tampere, Finland. The Biggs and Moore learning model indicates that the process variables (motivation and collaboration in this study have a mediating role. It was found out in this study, however, that these process variables have a moderating role rather than mediating role. Specific recommendations for the practitioners are provided, and implications for educators are discussed. Finally suggestions for further research on e-learning are provided.

  10. Effects of e-learning, lectures, and role playing on nursing students' knowledge acquisition, retention and satisfaction.

    Science.gov (United States)

    Pourghaznein, Tayebeh; Sabeghi, Hakimeh; Shariatinejad, Keyvan

    2015-01-01

    Nursing education can maintain its dynamic quality when it moves toward innovation and modern methods of teaching and learning. Therefore, teachers are required to employ up to date methods in their teaching plans. This study evaluated the effects of e-learning, lectures, and role playing on nursing students' learning, retention, and satisfaction. Sixty nursing students were selected as an experiment and control groups during two consecutive semesters. The educational content was presented as e-learning and role playing during one semester (experiment group) and as lectures in the next semester (control group). A questionnaire containing three parts was used to assess demographics, learning and satisfaction statuses. The questionnaire also included a final openended question to evaluate the students' ideas about the whole course. The mean scores of posttest were 16.13 ± 1.37 using role playing, 15.50 ± 1.44 using e-learning and 16.45 ± 1.23 using lectures. The differences between the mean scores of posttest and pretest were 12.84 ± 1.43, 12.56 ± 1.57, and 13.73 ± 1.53 in the mentioned methods, respectively. Lectures resulted in significantly better learning compared to role playing and e-learning. In contrast, retention rates were significantly lower using lectures than using role playing and e-learning. Students' satisfaction from e-learning was significantly lower than lecturing and role playing. Due to the lower rates of retention following lectures, the teachers are recommended to use student- centered approaches in their lectures. Since students' satisfaction with e-learning was lower than the other methods, further studies are suggested to explore the problems of e-learning in Iran.

  11. E-Learning and Students' Motivation: A Research Study on the Effect of E-Learning on Higher Education

    Directory of Open Access Journals (Sweden)

    Samir Abou El-Seoud

    2014-06-01

    Full Text Available The information technology educational programs at most universities in Egypt face many obstacles that can be overcome using technology enhanced learning. An open source Moodle e-learning platform has been implemented at many universities in Egypt, as an aid to deliver e-content and to provide the institution with various possibilities for implementing asynchronous e-learning web-based modules. This paper shows that the use of interactive features of e-learning increases the motivation of the undergraduate students for the learning process.

  12. Developing a Holistic Approach for E-Learning Accessibility

    Directory of Open Access Journals (Sweden)

    Brian Kelly

    2004-10-01

    Full Text Available The importance of accessibility to digital resources is now widely acknowledged. The W3C WAI has played a significant role in promoting the importance of accessibility and developing a framework for accessible Web resources. The accessibility of e-learning provides additional challenges that may not be faced when providing access to other Web resources. The authors argue that there is a need for a more sophisticated model for addressing e-learning accessibility which takes into account the usability of e-learning, pedagogic issues and student learning styles in addition to technical and resource issues. The authors expand on these issues and propose a holistic model for the development of accessible e-learning resources.

  13. Opportunities and challenges of E-learning in Zambia

    African Journals Online (AJOL)

    technologies and the Joint. 7. Information System Committee (JISC) which guides on using e-learning technologies in education. University of Zambia (UNZA) offers an electronic. 8, library through the UNZA website which is accessible for lecturers ...

  14. Using clinical guidelines in an eLearning context

    NARCIS (Netherlands)

    Blat, Josep; Moghnieh, Ayman; Navarrete, Toni; Santos, Jose Luis; Casado, Francis

    2006-01-01

    Blat, J. et al (2006). Research and adaptation of clinical guidelines for eLearning contexts to facilitate resource sharing and lifelong learning activities. Submitted to the open workshop in Bolton/Manchester, UK. 8 - 12 January 2007.

  15. Designing e-learning solutions with a client centred approach

    DEFF Research Database (Denmark)

    Ørngreen, Rikke; Nielsen, Janni; Levinsen, Karin

    2008-01-01

      This paper claims that the strategies applied in designing e-learning solutions tend to focus on how to proceed after the precondition, e.g., learners requirements, pedagogical choice, etc., have been decided upon. Investigating the HCI research field, we find that the methodological approaches...... as the organisation that has initiated the e-learning project and needs to manage the e-learning system after its development. Through the Client Centred Design and in close collaboration with the client, three strategic issues are uncovered and strategic models are presented for each. These models are complementary...... perspectives in a Client Centred framework that is useable as the starting point for others in developing large scale e-learning projects....

  16. E-LEARNING CHANGE MANAGEMENT: Challenges and opportunities

    Directory of Open Access Journals (Sweden)

    Alaattin PARLAKKILIC

    2013-10-01

    Full Text Available The role of e-learning technologies entirely depends on the acceptance and execution of required-change in the thinking and behaviour of the users of institutions. The research are constantly reporting that many e-learning projects are falling short of their objectives due to many reasons but on the top is the user resistance to change according to the digital requirements of new era. It is argued that the suitable way for change management in e-learning environment is the training and persuading of users with a view to enhance their digital literacy and thus gradually changing the users’ attitude in positive direction. This paper discusses change management in transition to e-learning system considering pedagogical, cost and technical implications. It also discusses challenges and opportunities for integrating these technologies in higher learning institutions with examples from Turkey GATA (Gülhane Askeri Tıp Akademisi-Gülhane Military Medical Academy.

  17. Engineering education through eLearning technology in Spain

    National Research Council Canada - National Science Library

    Rodriguez, Juan Carlos Fernandez; Granados, Jose Javier Rainer; Munoz, Fernando Miralles

    2013-01-01

    eLearning kind of education is stirring up all the disciplines in the academic circles, especially since it provides an access to educational areas that are uneasy and traditionally in-person, such as Engineering...

  18. Mission E-Possible: The Cisco E-Learning Story.

    Science.gov (United States)

    Galagan, Patricia A.

    2001-01-01

    Describes the electronic learning program prescribed by Cisco director John Chambers. To respond to his challenge that the program would have to be exemplary and serve thousands, stakeholders integrated the company's e-learning initiatives. (JOW)

  19. Cultural Challenges in Developing E-Learning Content

    Directory of Open Access Journals (Sweden)

    Marianne Amir Azer

    2011-03-01

    Full Text Available Education is an important component of any nation’s development process. Society has been credited with creating technology, but technology is simultaneously creating society. One of the key benefits of such technology creation includes learning and curriculum development, which is otherwise referred to as e-leaning, and more appropriately referred to as global e-learning. Global e-learning raises some implications, which include communication, culture, and technology, that must be addressed before successful implementation and outcome can occur. In this paper, we discuss cultural related issues such as culture influence on e-learning and the dimensions of cultural variability. In addition, we present the main challenges to provide e-learning opportunities. Finally, a case study for facing the cultural challenges is presented; this will be followed by concluding remarks at the end of this paper.

  20. ELGORM: A REFERENCE MODEL FOR E-LEARNING GOVERNANCE

    OpenAIRE

    LUCIA BLONDET BARUQUE

    2004-01-01

    O e-Learning, cada vez mais, está sendo reconhecido como crucial para o sucesso das organizações. Numa era onde o capital intelectual é considerado o ativo mais valioso de uma empresa, surpreendentemente, não se dá a devida atenção aos riscos e ameaças presentes na adoção de e-learning. O papel crítico que o e-learning está desempenhando nas organizações requer um foco específico em governá-lo. Dessa forma, estamos lançando o termo Governança de e-Learning. Gov...