Web course on medication administration strengthens nursing students' competence prior to graduation.

PubMed

Mettiäinen, Sari; Luojus, Katja; Salminen, Satu; Koivula, Meeri

2014-08-01

Nursing students' competence has been found inadequate in mastering of pharmacotherapy regulations and prescriptions, pharmacology, medical calculations, fractional and decimal numbers, and mathematics on the whole. The study investigated the efficacy of an additional medication administration web course in increasing nursing students' self-evaluated competence on medication administration. Finnish nursing students self-evaluated their medication administration competence before and after the web-based medication course. Design was quasi-experimental. 244 students answered the questionnaire before and 192 after the web course. An online self-evaluation questionnaire was developed to measure students' competence on basic pharmacotherapy, intravenous medication and infusion, blood transfusion and epidural medication. The data was analysed with SPSS 18.0 software using descriptive analyses and comparing sum variables with Man-Whitney U-test. The medication administration web course, which took 8 h on average, significantly improved self-evaluated competence of nursing students in all the fields. Prior to the education most defects were found in matters concerning compatibility and adverse effects of pharmaceuticals and solutions and in epidural medication competency. The education strengthened all these competencies. It is necessary to revise medication administration before graduation and web-based learning can be used in it. Copyright © 2014 Elsevier Ltd. All rights reserved.

Factors, Issues and Interdependencies in the Incorporation of a Web 2.0 Based Learning Environment in Higher Education

ERIC Educational Resources Information Center

Karvounidis, Theodoros; Chimos, Konstantinos; Bersimis, Sotirios; Douligeris, Christos

2018-01-01

This work investigates the effect a Web 2.0 learning environment may have in higher education in adding value to the students' existing competencies. The major issues that this work examines are whether the incorporation of a Web 2.0 environment in higher education has an effect on the students' performance and what are the significant factors…

Web-based education in systems-based practice: a randomized trial.

PubMed

Kerfoot, B Price; Conlin, Paul R; Travison, Thomas; McMahon, Graham T

2007-02-26

All accredited US residency programs are expected to offer curricula and evaluate their residents in 6 general competencies. Medical schools are now adopting similar competency frameworks. We investigated whether a Web-based program could effectively teach and assess elements of systems-based practice. We enrolled 276 medical students and 417 residents in the fields of surgery, medicine, obstetrics-gynecology, and emergency medicine in a 9-week randomized, controlled, crossover educational trial. Participants were asked to sequentially complete validated Web-based modules on patient safety and the US health care system. The primary outcome measure was performance on a 26-item validated online test administered before, between, and after the participants completed the modules. Six hundred forty (92.4%) of the 693 enrollees participated in the study; 512 (80.0%) of the participants completed all 3 tests. Participants' test scores improved significantly after completion of the first module (P<.001). Overall learning from the 9-week Web-based program, as measured by the increase in scores (posttest scores minus pretest scores), was 16 percentage points (95% confidence interval, 14-17 percentage points; P<.001) in public safety topics and 22 percentage points (95% confidence interval, 20-23 percentage points; P<.001) in US health care system topics. A Web-based educational program on systems-based practice competencies generated significant and durable learning across a broad range of medical students and residents.

Web-Based Learning Support for Experimental Design in Molecular Biology: A Top-Down Approach

ERIC Educational Resources Information Center

Aegerter-Wilmsen, Tinri; Hartog, Rob; Bisseling, Ton

2003-01-01

An important learning goal of a molecular biology curriculum is the attainment of a certain competence level in experimental design. Currently, undergraduate students are confronted with experimental approaches in textbooks, lectures and laboratory courses. However, most students do not reach a satisfactory level of competence in the designing of…

Transformation through Expeditionary Change Using Online Learning and Competence-Building Technologies

ERIC Educational Resources Information Center

Norris, Donald M.; Lefrere, Paul

2011-01-01

This paper presents a patterns-based model of the evolution of learning and competence-building technologies, grounded in examples of current practice. The model imagines five simple stages in how institutions use "expeditionary change" to innovate more nimbly. It builds upon three assertions. First, the pervasiveness of web-based…

Promoting clinical competence: using scaffolded instruction for practice-based learning.

PubMed

Tilley, Donna Scott; Allen, Patricia; Collins, Cathie; Bridges, Ruth Ann; Francis, Patricia; Green, Alexia

2007-01-01

Competency-based education is essential for bridging the gap between education and practice. The attributes of competency-based education include an outcomes focus, allowance for increasing levels of competency, learner accountability, practice-based learning, self-assessment, and individualized learning experiences. One solution to this challenge is scaffolded instruction, where collaboration and knowledge facilitate learning. Collaboration refers to the role of clinical faculty who model desired clinical skills then gradually shift responsibility for nursing activity to the student. This article describes scaffolded instruction as applied in a Web-based second-degree bachelor of science in nursing (BSN) program. This second-degree BSN program uses innovative approaches to education, including a clinical component that relies on clinical coaches. Students in the program remain in their home community and complete their clinical hours with an assigned coach. The method will be described first, followed by a description of how the method was applied.

Webquests for English-Language Learners: Essential Elements for Design

ERIC Educational Resources Information Center

Sox, Amanda; Rubinstein-Avila, Eliane

2009-01-01

The authors of this article advocate for the adaptation and use of WebQuests (web-based interdisciplinary collaborative learning units) to integrate technological competencies and content area knowledge development at the secondary level and to support the linguistic needs of English-language learners (ELLs). After examining eight WebQuests, the…

Web-based resources for critical care education.

PubMed

Kleinpell, Ruth; Ely, E Wesley; Williams, Ged; Liolios, Antonios; Ward, Nicholas; Tisherman, Samuel A

2011-03-01

To identify, catalog, and critically evaluate Web-based resources for critical care education. A multilevel search strategy was utilized. Literature searches were conducted (from 1996 to September 30, 2010) using OVID-MEDLINE, PubMed, and the Cumulative Index to Nursing and Allied Health Literature with the terms "Web-based learning," "computer-assisted instruction," "e-learning," "critical care," "tutorials," "continuing education," "virtual learning," and "Web-based education." The Web sites of relevant critical care organizations (American College of Chest Physicians, American Society of Anesthesiologists, American Thoracic Society, European Society of Intensive Care Medicine, Society of Critical Care Medicine, World Federation of Societies of Intensive and Critical Care Medicine, American Association of Critical Care Nurses, and World Federation of Critical Care Nurses) were reviewed for the availability of e-learning resources. Finally, Internet searches and e-mail queries to critical care medicine fellowship program directors and members of national and international acute/critical care listserves were conducted to 1) identify the use of and 2) review and critique Web-based resources for critical care education. To ensure credibility of Web site information, Web sites were reviewed by three independent reviewers on the basis of the criteria of authority, objectivity, authenticity, accuracy, timeliness, relevance, and efficiency in conjunction with suggested formats for evaluating Web sites in the medical literature. Literature searches using OVID-MEDLINE, PubMed, and the Cumulative Index to Nursing and Allied Health Literature resulted in >250 citations. Those pertinent to critical care provide examples of the integration of e-learning techniques, the development of specific resources, reports of the use of types of e-learning, including interactive tutorials, case studies, and simulation, and reports of student or learner satisfaction, among other general reviews of the benefits of utilizing e-learning. Review of the Web sites of relevant critical care organizations revealed the existence of a number of e-learning resources, including online critical care courses, tutorials, podcasts, webcasts, slide sets, and continuing medical education resources, some requiring membership or a fee to access. Respondents to listserve queries (>100) and critical care medicine fellowship director and advanced practice nursing educator e-mail queries (>50) identified the use of a number of tutorials, self-directed learning modules, and video-enhanced programs for critical care education and practice. In all, >135 Web-based education resources exist, including video Web resources for critical care education in a variety of e-learning formats, such as tutorials, self-directed learning modules, interactive case studies, webcasts, podcasts, and video-enhanced programs. As identified by critical care educators and practitioners, e-learning is actively being integrated into critical care medicine and nursing training programs for continuing medical education and competency training purposes. Knowledge of available Web-based educational resources may enhance critical care practitioners' ongoing learning and clinical competence, although this has not been objectively measured to date.

Use of web based systems to support postgraduate medical education.

PubMed

Tochel, C; Beggs, K; Haig, A; Roberts, J; Scott, H; Walker, K; Watson, M

2011-12-01

BACKGROUND To meet the demands of delivering the Foundation programme across a geographically diverse country, two web based systems (ePortfolio and eLearning) were developed to promote accessibility to training material and assessment tools on standardised platforms. This study evaluated the use of both tools throughout an entire academic year. METHODS All Scottish Foundation trainees' online learning and assessment data in 2007/08 were analysed, providing a national breakdown of post specialty, completion rates of mandatory assessments (including summary analysis of anonymised scores), and trainees' use of non-mandatory learning tools. Independent verification of competence data was sought from Deaneries. RESULTS There were high levels of engagement with both the ePortfolio (75-97% assessment completion) and eLearning systems (89-98% induction course completion), and the majority of trainees completed all required elements. There was extensive use of ePortfolio beyond mandatory levels for recording of learning events, including almost 20 000 personal learning records submitted by second year trainees. There was evidence that ePortfolio was used to record achievement of clinical competence rather than to track improvements towards competence (median workplace based assessment scores were 'high' or 'very high'). Online learning modules received positive feedback and its flexible format suited the trainees' working environment. External verification of formal assessment data revealed good correlation with locally stored outcomes, both indicating approximately 99% programme completion rates. CONCLUSIONS Core components of the Foundation programme have been delivered successfully to thousands of trainees across Scotland using web based systems to deliver and support education and assessment. There is great potential for further exploration of this carefully managed, rich dataset at individual, regional, and national levels to inform the future of medical education.

Web-Based Mathematics Progress Monitoring in Second Grade

ERIC Educational Resources Information Center

Salaschek, Martin; Souvignier, Elmar

2014-01-01

We examined a web-based mathematics progress monitoring tool for second graders. The tool monitors the learning progress of two competences, number sense and computation. A total of 414 students from 19 classrooms in Germany were checked every 3 weeks from fall to spring. Correlational analyses indicate that alternate-form reliability was adequate…

Competencies in Organizational E-Learning: Concepts and Tools

ERIC Educational Resources Information Center

Sicilia, Miguel-Angel, Ed.

2007-01-01

"Competencies in Organizational E-Learning: Concepts and Tools" provides a comprehensive view of the way competencies can be used to drive organizational e-learning, including the main conceptual elements, competency gap analysis, advanced related computing topics, the application of semantic Web technologies, and the integration of competencies…

Customizing a clinical data warehouse for housestaff education in practice-based learning and improvement.

PubMed

Lyman, J; Schorling, J; May, N; Scully, K; Sarafian, N; Nadkarni, M; Voss, J

2006-01-01

We developed Systems and Practice Analysis for Resident Competencies (SPARC), a Web-based tool to support teaching the practice-based learning and improvement (PBLI) ACGME competencies. SPARC allows Department of Medicine residents to explore de-identified, population-based data about their patient panels with peer comparisons. Data primarily comes from an existing data warehouse that has been customized for this application. Our preliminary evaluation suggests that it improves residents' abilities in PBLI, is easy to use, and perceived as important and useful by the housestaff.

Customizing a Clinical Data Warehouse for Housestaff Education in Practice-Based Learning and Improvement

PubMed Central

Lyman, J; Schorling, J; May, N; Scully, K; Sarafian, N; Nadkarni, M; Voss, J

2006-01-01

We developed Systems and Practice Analysis for Resident Competencies (SPARC), a Web-based tool to support teaching the practice-based learning and improvement (PBLI) ACGME competencies. SPARC allows Department of Medicine residents to explore de-identified, population-based data about their patient panels with peer comparisons. Data primarily comes from an existing data warehouse that has been customized for this application. Our preliminary evaluation suggests that it improves residents' abilities in PBLI, is easy to use, and is perceived as important and useful by the housestaff. PMID:17238636

Development and evaluation of a web-based breast cancer cultural competency course for primary healthcare providers.

PubMed

Palmer, Richard C; Samson, Raquel; Triantis, Maria; Mullan, Irene D

2011-08-15

To develop and evaluate a continuing medical education (CME) course aimed at improving healthcare provider knowledge about breast cancer health disparities and the importance of cross-cultural communication in provider-patient interactions about breast cancer screening. An interactive web-based CME course was developed and contained information about breast cancer disparities, the role of culture in healthcare decision making, and demonstrated a model of cross-cultural communication. A single group pre-/post-test design was used to assess knowledge changes. Data on user satisfaction was also collected. In all, 132 participants registered for the CME with 103 completing both assessments. Differences between pre-/post-test show a significant increase in knowledge (70% vs. 94%; p < .001). Ninety-five percent of participants agreed that the web based training was an appropriate tool to train healthcare providers about cultural competency and health disparities. There was an overall high level of satisfaction among all users. Users felt that learning objectives were met and the web-based format was appropriate and easy to use and suggests that web-based CME formats are an appropriate tool to teach cultural competency skills. However, more information is needed to understand how the CME impacted practice behaviors.

Competency-based residency training and the web log: modeling practice-based learning and enhancing medical knowledge.

PubMed

Hollon, Matthew F

2015-01-01

By using web-based tools in medical education, there are opportunities to innovatively teach important principles from the general competencies of graduate medical education. Postulating that faculty transparency in learning from uncertainties in clinical work could help residents to incorporate the principles of practice-based learning and improvement (PBLI) in their professional development, faculty in this community-based residency program modeled the steps of PBLI on a weekly basis through the use of a web log. The program confidentially surveyed residents before and after this project about actions consistent with PBLI and knowledge acquired through reading the web log. The frequency that residents encountered clinical situations where they felt uncertain declined over the course of the 24 weeks of the project from a mean frequency of uncertainty of 36% to 28% (Wilcoxon signed rank test, p=0.008); however, the frequency with which residents sought answers when faced with uncertainty did not change (Wilcoxon signed rank test, p=0.39), remaining high at approximately 80%. Residents answered a mean of 52% of knowledge questions correct when tested prior to faculty posts to the blog, rising to a mean of 65% of questions correct when tested at the end of the project (paired t-test, p=0.001). Faculty role modeling of PBLI behaviors and posting clinical questions and answers to a web log led to modest improvements in medical knowledge but did not alter behavior that was already taking place frequently among residents.

Use of knowledge-sharing web-based portal in gross and microscopic anatomy.

PubMed

Durosaro, Olayemi; Lachman, Nirusha; Pawlina, Wojciech

2008-12-01

Changes in worldwide healthcare delivery require review of current medical school curricula structure to develop learning outcomes that ensures mastery of knowledge and clinical competency. In the last 3 years, Mayo Medical School implemented outcomes-based curriculum to encompass new graduate outcomes. Standard courses were replaced by 6-week clinically-integrated didactic blocks separated by student-self selected academic enrichment activities. Gross and microscopic anatomy was integrated with radiology and genetics respectively. Laboratory components include virtual microscopy and anatomical dissection. Students assigned to teams utilise computer portals to share learning experiences. High-resolution computed tomographic (CT) scans of cadavers prior to dissection were made available for correlative learning between the cadaveric material and radiologic images. Students work in teams on assigned presentations that include histology, cell and molecular biology, genetics and genomic using the Nexus Portal, based on DrupalEd, to share their observations, reflections and dissection findings. New generation of medical students are clearly comfortable utilising web-based programmes that maximise their learning potential of conceptually difficult and labor intensive courses. Team-based learning approach emphasising the use of knowledge-sharing computer portals maximises opportunities for students to master their knowledge and improve cognitive skills to ensure clinical competency.

Case-Based Learning with Worked Examples in Complex Domains: Two Experimental Studies in Undergraduate Medical Education

ERIC Educational Resources Information Center

Stark, Robin; Kopp, Veronika; Fischer, Martin R.

2011-01-01

To investigate the effects of example format (erroneous examples vs. correct examples) and feedback format (elaborated feedback vs. knowledge of results feedback) on medical students' diagnostic competence in the context of a web-based learning environment containing case-based worked examples, two studies with a 2 x 2 design were conducted in the…

Competency-based residency training and the web log: modeling practice-based learning and enhancing medical knowledge†

PubMed Central

Hollon, Matthew F.

2015-01-01

Background By using web-based tools in medical education, there are opportunities to innovatively teach important principles from the general competencies of graduate medical education. Objectives Postulating that faculty transparency in learning from uncertainties in clinical work could help residents to incorporate the principles of practice-based learning and improvement (PBLI) in their professional development, faculty in this community-based residency program modeled the steps of PBLI on a weekly basis through the use of a web log. Method The program confidentially surveyed residents before and after this project about actions consistent with PBLI and knowledge acquired through reading the web log. Results The frequency that residents encountered clinical situations where they felt uncertain declined over the course of the 24 weeks of the project from a mean frequency of uncertainty of 36% to 28% (Wilcoxon signed rank test, p=0.008); however, the frequency with which residents sought answers when faced with uncertainty did not change (Wilcoxon signed rank test, p=0.39), remaining high at approximately 80%. Residents answered a mean of 52% of knowledge questions correct when tested prior to faculty posts to the blog, rising to a mean of 65% of questions correct when tested at the end of the project (paired t-test, p=0.001). Conclusions Faculty role modeling of PBLI behaviors and posting clinical questions and answers to a web log led to modest improvements in medical knowledge but did not alter behavior that was already taking place frequently among residents. PMID:26653701

A Framework for Developing Competencies in Open and Distance Learning

ERIC Educational Resources Information Center

Arinto, Patricia B.

2013-01-01

Many open universities and distance education institutions have shifted from a predominantly print-based mode of delivery to an online mode characterised by the use of virtual learning environments and various web technologies. This paper describes the impact of the shift to open and distance e-learning (ODeL), as this trend might be called, on…

Innovative web-based multimedia curriculum improves cardiac examination competency of residents.

PubMed

Criley, Jasminka M; Keiner, Jennifer; Boker, John R; Criley, Stuart R; Warde, Carole M

2008-03-01

Proper diagnosis of cardiac disorders is a core competency of internists. Yet numerous studies have documented that the cardiac examination (CE) skills of physicians have declined compared with those of previous generations of physicians, attributed variously to inadequate exposure to cardiac patients and lack of skilled bedside teaching. With growing concerns about ensuring patient safety and quality of care, public and professional organizations are calling for a renewed emphasis on the teaching and evaluation of clinical skills in residency training. The objective of the study was to determine whether Web training improves CE competency, whether residents retain what they learn, and whether a Web-based curriculum plus clinical training is better than clinical training alone. Journal of Hospital Medicine 2008;3:124-133. (c) 2008 Society of Hospital Medicine. This was a controlled intervention study. The intervention group (34 internal and family medicine interns) participated in self-directed use of a Web-based tutorial and three 1-hour teaching sessions taught by a hospitalist. Twenty-five interns from the prior year served as controls. We assessed overall CE competency and 4 subcategories of CE competency: knowledge, audio skills, visual skills, and audio-visual integration. The over mean score of the intervention group significantly improved, from 54 to 66 (P = .002). This improvement was retained (63.5, P = .05). When compared with end-of-year controls, the intervention group had significantly higher end-of-year CE scores (57 vs. 63.5, P = .05), knowledge (P = .04), and audio skills (P = .01). At the end of the academic year, all improvements were retained (P

EFL Learners' Intercultural Competence Development in an International Web Collaboration Project

ERIC Educational Resources Information Center

Lázár, Ildikó

2015-01-01

This article is based on an analysis of a small sample of data from an international web collaboration project between four classes of English as a foreign language (EFL) learners guided by their English teachers in four different countries in Europe. As few studies have been published about intercultural communication in blended learning EFL…

An Adaptive Web-Based Support to e-Education in Robotics and Automation

NASA Astrophysics Data System (ADS)

di Giamberardino, Paolo; Temperini, Marco

The paper presents the hardware and software architecture of a remote laboratory, with robotics and automation applications, devised to support e-teaching and e-learning activities, at an undergraduate level in computer engineering. The hardware is composed by modular structures, based on the Lego Mindstorms components: they are reasonably sophisticated in terms of functions, pretty easy to use, and sufficiently affordable in terms of cost. Moreover, being the robots intrinsically modular, wrt the number and distribution of sensors and actuators, they are easily and quickly reconfigurable. A web application makes the laboratory and its robots available via internet. The software framework allows the teacher to define, for the course under her/his responsibility, a learning path made of different and differently complex exercises, graduated in terms of the "difficulty" they require to meet and of the "competence" that the solver is supposed to have shown. The learning path of exercises is adapted to the individual learner's progressively growing competence: at any moment, only a subset of the exercises is available (depending on how close their levels of competence and difficulty are to those of the exercises already solved by the learner).

Interactive eLearning - a safe place to practice.

PubMed

Einarson, Elisabeth; Moen, Anne; Kolberg, Ragnhild; Flingtorp, Gry; Linnerud, Eva

2009-01-01

Interactive web-based learning environment offers refreshing opportunities to create innovative solutions to explore and exploit informatics support on-the-job training. We report from a study where a hospital is created a interactive eLearning resource. The modules are creating a safe place to practice - to be used for introduction to the work and preparation for certification or re-certification of competencies.

Web Based Learning Support for Experimental Design in Molecular Biology.

ERIC Educational Resources Information Center

Wilmsen, Tinri; Bisseling, Ton; Hartog, Rob

An important learning goal of a molecular biology curriculum is a certain proficiency level in experimental design. Currently students are confronted with experimental approaches in textbooks, in lectures and in the laboratory. However, most students do not reach a satisfactory level of competence in the design of experimental approaches. This…

Translating Face-to-Face Experiential Learning to Video for a Web-Based Communication Program

ERIC Educational Resources Information Center

Nelles, Laura Jayne; Smith, Cathy M.; Lax, Leila R.; Russell, Lynn

2011-01-01

The cultural, legal and ethical aspects of medical practice in Canada can be problematic for International Medical Graduates (IMGs) to access and learn. The professional behaviours that depend on effective communication often challenge IMGs as they attempt to enter the Canadian medical system. The Communication and Cultural Competence Program…

[Case-based interactive PACS learning: introduction of a new concept for radiological education of students].

PubMed

Scherer, A; Kröpil, P; Heusch, P; Buchbender, C; Sewerin, P; Blondin, D; Lanzman, R S; Miese, F; Ostendorf, B; Bölke, E; Mödder, U; Antoch, G

2011-11-01

Medical curricula are currently being reformed in order to establish superordinated learning objectives, including, e.g., diagnostic, therapeutic and preventive competences. This requires a shifting from traditional teaching methods towards interactive and case-based teaching concepts. Conceptions, initial experiences and student evaluations of a novel radiological course Co-operative Learning In Clinical Radiology (CLICR) are presented in this article. A novel radiological teaching course (CLICR course), which combines different innovative teaching elements, was established and integrated into the medical curriculum. Radiological case vignettes were created for three clinical teaching modules. By using a PC with PACS (Picture Archiving and Communication System) access, web-based databases and the CASUS platform, a problem-oriented, case-based and independent way of learning was supported as an adjunct to the well established radiological courses and lectures. Student evaluations of the novel CLICR course and the radiological block course were compared. Student evaluations of the novel CLICR course were significantly better compared to the conventional radiological block course. Of the participating students 52% gave the highest rating for the novel CLICR course concerning the endpoint overall satisfaction as compared to 3% of students for the conventional block course. The innovative interactive concept of the course and the opportunity to use a web-based database were favorably accepted by the students. Of the students 95% rated the novel course concept as a substantial gain for the medical curriculum and 95% also commented that interactive working with the PACS and a web-based database (82%) promoted learning and understanding. Interactive, case-based teaching concepts such as the presented CLICR course are considered by both students and teachers as useful extensions to the radiological course program. These concepts fit well into competence-oriented curricula.

Effects of Person-Centered Attitudes on Professional and Social Competence in a Blended Learning Paradigm

ERIC Educational Resources Information Center

Motschnig-Pitrik, Renate; Mallich, Katharina

2004-01-01

Web-based technology increases the hours we spend sitting in front of the screens of our computers. But can it also be used in a way to improve our social skills? The blended learning paradigm of Person-Centered e-Learning (PCeL) precisely aims to achieve intellectual as well as social and personal development by combining the benefits of online…

Towards identifying nurse educator competencies required for simulation-based learning: A systemised rapid review and synthesis.

PubMed

Topping, Anne; Bøje, Rikke Buus; Rekola, Leena; Hartvigsen, Tina; Prescott, Stephen; Bland, Andrew; Hope, Angela; Haho, Paivi; Hannula, Leena

2015-11-01

This paper presents the results of a systemised rapid review and synthesis of the literature undertaken to identify competencies required by nurse educators to facilitate simulation-based learning (SBL). An international collaboration undertook a protocol-based search, retrieval and critical review. Web of Science, PubMed, CINAHL Plus, PsycInfo, ERIC, the Cochrane Library and Science Direct. The search was limited to articles published in English, 2002-2012. The search terms used: nurse*, learn*, facilitator, simula*, lecturer, competence, skill*, qualificat*, educator, health care, "patient simulation", "nursing education" and "faculty". The search yielded 2156 "hits", following a review of the abstracts, 72 full-text articles were extracted. These were screened against predetermined inclusion/exclusion criteria and nine articles were retained. Following critical appraisal, the articles were analyzed using an inductive approach to extract statements for categorization and synthesis as competency statements. This review confirmed that there was a modest amount of empirical evidence on which to base a competency framework. Those papers that provided descriptions of educator preparation identified simulation-based workshops, or experiential training, as the most common approaches for enhancing skills. SBL was not associated with any one theoretical perspective. Delivery of SBL appeared to demand competencies associated with planning and designing simulations, facilitating learning in "safe" environments, expert nursing knowledge based on credible clinical realism, reference to evidence-based knowledge and demonstration of professional values and identity. This review derived a preliminary competency framework. This needs further development as a model for educators delivering SBL as part of nursing curricula. Copyright © 2015. Published by Elsevier Ltd.

Technology enhanced learning for occupational and environmental health nursing: a global imperative.

PubMed

Olson, D K; Cohn, S; Carlson, V

2000-04-01

One strategy for decreasing the barriers to higher education and for increasing the competency and performance of the occupational and environmental health nurse in the information age is technology enhanced learning. Technology enhanced learning encompasses a variety of technologies employed in teaching and learning activities of presentation, interaction, and transmission to on campus and distant students. Web based learning is growing faster than any other instructional technology, offering students convenience and a wealth of information.

The MCH navigator: tools for MCH workforce development and lifelong learning.

PubMed

Grason, Holly; Huebner, Colleen; Crawford, Alyssa Kim; Ruderman, Marjory; Taylor, Cathy R; Kavanagh, Laura; Farel, Anita; Wightkin, Joan; Long-White, Deneen; Ramirez, Shokufeh M; Preskitt, Julie; Morrissette, Meredith; Handler, Arden

2015-02-01

Maternal and child health (MCH) leadership requires an understanding of MCH populations and systems as well as continuous pursuit of new knowledge and skills. This paper describes the development, structure, and implementation of the MCH Navigator, a web-based portal for ongoing education and training for a diverse MCH workforce. Early development of the portal focused on organizing high quality, free, web-based learning opportunities that support established learning competencies without duplicating existing resources. An academic-practice workgroup developed a conceptual model based on the MCH Leadership Competencies, the Core Competencies for Public Health Professionals, and a structured review of MCH job responsibilities. The workgroup used a multi-step process to cull the hundreds of relevant, but widely scattered, trainings and select those most valuable for the primary target audiences of state and local MCH professionals and programs. The MCH Navigator now features 248 learning opportunities, with additional tools to support their use. Formative assessment findings indicate that the portal is widely used and valued by its primary audiences, and promotes both an individual's professional development and an organizational culture of continuous learning. Professionals in practice and academic settings are using the MCH Navigator for orientation of new staff and advisors, "just in time" training for specific job functions, creating individualized professional development plans, and supplementing course content. To achieve its intended impact and ensure the timeliness and quality of the Navigator's content and functions, the MCH Navigator will need to be sustained through ongoing partnership with state and local MCH professionals and the MCH academic community.

Social Computing as Next-Gen Learning Paradigm: A Platform and Applications

NASA Astrophysics Data System (ADS)

Margherita, Alessandro; Taurino, Cesare; Del Vecchio, Pasquale

As a field at the intersection between computer science and people behavior, social computing can contribute significantly in the endeavor of innovating how individuals and groups interact for learning and working purposes. In particular, the generation of Internet applications tagged as web 2.0 provides an opportunity to create new “environments” where people can exchange knowledge and experience, create new knowledge and learn together. This chapter illustrates the design and application of a prototypal platform which embeds tools such as blog, wiki, folksonomy and RSS in a unique web-based system. This platform has been developed to support a case-based and project-driven learning strategy for the development of business and technology management competencies in undergraduate and graduate education programs. A set of illustrative scenarios are described to show how a learning community can be promoted, created, and sustained through the technological platform.

Training and Assessing Interprofessional Virtual Teams Using a Web-Based Case System.

PubMed

Dow, Alan W; Boling, Peter A; Lockeman, Kelly S; Mazmanian, Paul E; Feldman, Moshe; DiazGranados, Deborah; Browning, Joel; Coe, Antoinette; Selby-Penczak, Rachel; Hobgood, Sarah; Abbey, Linda; Parsons, Pamela; Delafuente, Jeffrey; Taylor, Suzanne F

2016-01-01

Today, clinical care is often provided by interprofessional virtual teams-groups of practitioners who work asynchronously and use technology to communicate. Members of such teams must be competent in interprofessional practice and the use of information technology, two targets for health professions education reform. The authors created a Web-based case system to teach and assess these competencies in health professions students. They created a four-module, six-week geriatric learning experience using a Web-based case system. Health professions students were divided into interprofessional virtual teams. Team members received profession-specific information, entered a summary of this information into the case system's electronic health record, answered knowledge questions about the case individually, then collaborated asynchronously to answer the same questions as a team. Individual and team knowledge scores and case activity measures--number of logins, message board posts/replies, views of message board posts--were tracked. During academic year 2012-2013, 80 teams composed of 522 students from medicine, nursing, pharmacy, and social work participated. Knowledge scores varied by profession and within professions. Team scores were higher than individual scores (P < .001). Students and teams with higher knowledge scores had higher case activity measures. Team score was most highly correlated with number of message board posts/replies and was not correlated with number of views of message board posts. This Web-based case system provided a novel approach to teach and assess the competencies needed for virtual teams. This approach may be a valuable new tool for measuring competency in interprofessional practice.

Competency-Based Assessment for Clinical Supervisors: Design-Based Research on a Web-Delivered Program

PubMed Central

Williams, Lauren Therese; Grealish, Laurie; Jamieson, Maggie

2015-01-01

Background Clinicians need to be supported by universities to use credible and defensible assessment practices during student placements. Web-based delivery of clinical education in student assessment offers professional development regardless of the geographical location of placement sites. Objective This paper explores the potential for a video-based constructivist Web-based program to support site supervisors in their assessments of student dietitians during clinical placements. Methods This project was undertaken as design-based research in two stages. Stage 1 describes the research consultation, development of the prototype, and formative feedback. In Stage 2, the program was pilot-tested and evaluated by a purposeful sample of nine clinical supervisors. Data generated as a result of user participation during the pilot test is reported. Users’ experiences with the program were also explored via interviews (six in a focus group and three individually). The interviews were transcribed verbatim and thematic analysis conducted from a pedagogical perspective using van Manen’s highlighting approach. Results This research succeeded in developing a Web-based program, “Feed our Future”, that increased supervisors’ confidence with their competency-based assessments of students on clinical placements. Three pedagogical themes emerged: constructivist design supports transformative Web-based learning; videos make abstract concepts tangible; and accessibility, usability, and pedagogy are interdependent. Conclusions Web-based programs, such as Feed our Future, offer a viable means for universities to support clinical supervisors in their assessment practices during clinical placements. A design-based research approach offers a practical process for such Web-based tool development, highlighting pedagogical barriers for planning purposes. PMID:25803172

Web-Browsing Competencies of Pre-Service Adult Facilitators: Implications for Curriculum Transformation and Distance Learning

ERIC Educational Resources Information Center

Theresa, Ofoegbu; Ugwu, Agboeze Matthias; Ihebuzoaju, Anyanwu Joy; Uche, Asogwa

2013-01-01

The study investigated the Web-browsing competencies of pre-service adult facilitators in the southeast geopolitical zone of Nigeria. Survey design was adopted for the study. The population consists of all pre-service adult facilitators in all the federal universities in the southeast geopolitical zone of Nigeria. Accidental sampling technique was…

Second language learning in a family nurse practitioner and nurse midwifery diversity education project.

PubMed

Kelley, Frances J; Klopf, Maria Ignacia

2008-10-01

To describe the Clinical Communication Program developed to integrate second language learning (L2), multimedia, Web-based technologies, and the Internet in an advanced practice nursing education program. Electronic recording devices as well as audio, video editing, Web design, and programming software were used as tools for developing L2 scenarios for practice in clinical settings. The Clinical Communication Program offers opportunities to support both students and faculty members to develop their linguistic and cultural competence skills to serve better their patients, in general, and their students who speak a language other than English, in particular. The program provided 24 h on-demand access for using audio, video, and text exercises via the Internet. L2 education for healthcare providers includes linguistic (listening, speaking, reading, and writing) experiences as well as cultural competence and practices inside and outside the classroom environment as well as online and offline the Internet realm.

A Self-instructional Model to Teach Systems-based Practice and Practice-based Learning and Improvement

PubMed Central

Kimura, Joe; Ladden, MaryJoan D.; March, Elizabeth; Moore, Gordon T.

2008-01-01

Background When mandated as resident competencies in 1999, systems-based practice (SBP) and practice-based learning and improvement (PBLI) were new concepts to many. Objective To describe and evaluate a 4-week clinical elective (Achieving Competence Today—ACT) to teach residents SBP and PBLI. Design ACT consisted of a four-week active learning course and follow-up teaching experience, guided and supported by web-based materials. The curriculum included readings, scheduled activities, work products including an improvement project, and weekly meetings with a non-expert preceptor. The evaluation used a before–after cross-comparison of ACT residents and their peers. Participants Seventy-eight residents and 42 faculty in 18 US Internal Medicine residency programs participated between 2003 and 2005. Results and Main Measurements All residents and faculty preceptors responded to a knowledge test, survey of attitudes, and self-assessment of competency to do 15 tasks related to SBP/PBLI. All measures were normalized to a 100-point scale. Each program’s principal investigator (PI) identified aspects of ACT that were most and least effective in enhancing resident learning. ACT residents’ gains in knowledge (4.4 on a 100-point scale) and self-assessed competency (11.3) were greater than controls’ (−1.9, −8.0), but changes in attitudes were not significantly different. Faculty preceptors’ knowledge scores did not change, but their attitudes became more positive (15.8). PIs found a ready-to-use curriculum effective (rated 8.5 on a 10-point scale). Conclusions ACT increased residents’ knowledge and self-assessment of their own competency and raised faculty’s assessment of the importance of residents’ learning SBP/PBLI. Faculty content expertise is not required for residents to learn SBP/PBLI. PMID:18612719

A self-instructional model to teach systems-based practice and practice-based learning and improvement.

PubMed

Peters, Antoinette S; Kimura, Joe; Ladden, Maryjoan D; March, Elizabeth; Moore, Gordon T

2008-07-01

When mandated as resident competencies in 1999, systems-based practice (SBP) and practice-based learning and improvement (PBLI) were new concepts to many. To describe and evaluate a 4-week clinical elective (Achieving Competence Today-ACT) to teach residents SBP and PBLI. ACT consisted of a four-week active learning course and follow-up teaching experience, guided and supported by web-based materials. The curriculum included readings, scheduled activities, work products including an improvement project, and weekly meetings with a non-expert preceptor. The evaluation used a before-after cross-comparison of ACT residents and their peers. Seventy-eight residents and 42 faculty in 18 US Internal Medicine residency programs participated between 2003 and 2005. RESULTS AND MAIN MEASUREMENTS: All residents and faculty preceptors responded to a knowledge test, survey of attitudes, and self-assessment of competency to do 15 tasks related to SBP/PBLI. All measures were normalized to a 100-point scale. Each program's principal investigator (PI) identified aspects of ACT that were most and least effective in enhancing resident learning. ACT residents' gains in knowledge (4.4 on a 100-point scale) and self-assessed competency (11.3) were greater than controls' (-1.9, -8.0), but changes in attitudes were not significantly different. Faculty preceptors' knowledge scores did not change, but their attitudes became more positive (15.8). PIs found a ready-to-use curriculum effective (rated 8.5 on a 10-point scale). ACT increased residents' knowledge and self-assessment of their own competency and raised faculty's assessment of the importance of residents' learning SBP/PBLI. Faculty content expertise is not required for residents to learn SBP/PBLI.

Strategies to teach family assessment and intervention through an online international curriculum.

PubMed

Anderson, Kathryn Hoehn; Friedemann, Marie-Luise

2010-05-01

A Web-based certificate program for international health professionals to acquire understanding of family health and strategies to implement culturally sensitive health care of families is outlined. In four Web courses and a project, students progress interactively to apply culture, family, and interdisciplinary health system theories to assessments and clinical interventions with families in the interdisciplinary setting. Four online educational strategies to facilitate student success from the virtual classroom to actual clinical care are described: adjusting to the technology, communicating the learning progress openly, giving mutual feedback, and implementing evidence-based family care. Outcomes addressing student learning and skill enhancement, family interaction, and student and faculty experiences in the virtual learning environment are explored. Overall, students learned to work successfully with families in health care, experienced increasing comfort and competency in challenging situations, introduced family care in their work setting, and emerged as leaders while working in interdisciplinary teams.

E-Homebook System: A Web-Based Interactive Education Interface

ERIC Educational Resources Information Center

Chen, Hsi-mei; Yu, Cris; Chang, Cheng-sian

2007-01-01

Children's academic performance and social competence in school is positively associated with parent involvement. However, the researches about educational learning models often ignore the parent part. Moreover, Internet forms a new paradigm, education and communication approach is more complicated than ever. In this paper, we would like to…

The Development and Implementation of a Competency-Based Curriculum for Training in Global Health Research

PubMed Central

Ton, Thanh G. N.; Gladding, Sophia P.; Zunt, Joseph R.; John, Chandy; Nerurkar, Vivek R.; Moyer, Cheryl A.; Hobbs, Nicole; McCoy, Molly; Kolars, Joseph C.

2015-01-01

The Fogarty International Center (FIC) Global Health Fellows Program provides trainees with the opportunity to develop research skills through a mentored research experience, increase their content expertise, and better understand trends in global health research, funding organizations, and pathways to generate support. The Northern Pacific Global Health Fellows Research and Training Consortium, which hosts one of the FIC Global Health Programs, sought to enhance research training by developing, implementing, and evaluating a competency-based curriculum that uses a modular, asynchronous, web-based format. The curriculum has 8 core competencies, 36 learning objectives, and 58 assignments. Nineteen trainees completed their 11-month fellowship, engaged in the curriculum, and provided pre- and post-fellowship self-assessments. Self-assessed scores significantly improved for all competencies. Trainees identified the curriculum as one of the strengths of the program. This competency-based curriculum represents a first step toward creating a framework of global health research competencies on which further efforts could be based. PMID:25371189

Effectiveness of E-Learning for Students Vocational High School Building Engineering Program

NASA Astrophysics Data System (ADS)

Soeparno; Muslim, Supari

2018-04-01

Implementation of vocational learning in accordance with the 2013 curriculum must meet the criteria, one of which is learning to be consistent with advances in technology and information. Technology-based learning in vocational commonly referred to as E-Learning, online (in the network) and WBL (Web-Based Learning). Facts on the ground indicate that based learning technology and information on Vocational High School of Building Engineering is still not going well. The purpose of this research is to know: advantages and disadvantages of learning with E-Learning, conformity of learning with E-Learning with characteristics of students on Vocational High School of Building Engineering and effective learning method based on E-Learning for students on Vocational High School of Building Engineering. Research done by literature method, get the following conclusion as follow: the advantages of E-Learning is learning can be done anywhere and anytime, efficient in accessing materials and tasks, ease of communication and discussion; while the shortage is the need for additional costs for good internet access and lack of social interaction between teachers and students. E-learning is appropriate to basic knowledge competencies, and not appropriate at the level of advanced competencies and skills. Effective E-Learning Based Learning Method on Vocational High School of Building Engineering is a Blended method that is a mix between conventional method and e-learning.

Development of a health care systems curriculum.

PubMed

Pruitt, Zachary; Mhaskar, Rahul; Kane, Bryan G; Barraco, Robert D; DeWaay, Deborah J; Rosenau, Alex M; Bresnan, Kristin A; Greenberg, Marna Rayl

2017-01-01

There is currently no gold standard for delivery of systems-based practice in medical education, and it is challenging to incorporate into medical education. Health systems competence requires physicians to understand patient care within the broader health care system and is vital to improving the quality of care clinicians provide. We describe a health systems curriculum that utilizes problem-based learning across 4 years of systems-based practice medical education at a single institution. This case study describes the application of a problem-based learning approach to system-based practice medical education. A series of behavioral statements, called entrustable professional activities, was created to assess student health system competence. Student evaluation of course curriculum design, delivery, and assessment was provided through web-based surveys. To meet competency standards for system-based practice, a health systems curriculum was developed and delivered across 4 years of medical school training. Each of the health system lectures and problem-based learning activities are described herein. The majority of first and second year medical students stated they gained working knowledge of health systems by engaging in these sessions. The majority of the 2016 graduating students (88.24%) felt that the course content, overall, prepared them for their career. A health systems curriculum in undergraduate medical education using a problem-based learning approach is feasible. The majority of students learning health systems curriculum through this format reported being prepared to improve individual patient care and optimize the health system's value (better care and health for lower cost).

Web-based teaching video packages on anatomical education.

PubMed

Ozer, Mehmet Asim; Govsa, Figen; Bati, Ayse Hilal

2017-11-01

The aim of this study was to study the effect of web-based teaching video packages on medical students' satisfaction during gross anatomy education. The objective was to test the hypothesis that individual preference, which can be related to learning style, influences individual utilization of the video packages developed specifically for the undergraduate medical curriculum. Web-based teaching video packages consisting of Closed Circuit Audiovisual System and Distance Education of Anatomy were prepared. 54 informative application videos each lasting an average 12 min, competent with learning objectives have been prepared. 300 young adults of the medical school on applied anatomy education were evaluated in terms of their course content, exam performance and perceptions. A survey was conducted to determine the difference between the students who did not use teaching packages with those who used it during or after the lecture. A mean of 150 hits for each student per year was indicated. Academic performance of anatomy has been an increase of 10 points. Positive effects of the video packages on anatomy education have manifested on the survey conducted on students. The survey was compiled under twenty different items including effectiveness, providing education opportunity and affecting learning positively. Additionally, the difference was remarkable that the positive ideas of the second year students on learning were statistically significant from that of the third year students. Web-based video packages are helpful, definitive, easily accessible and affordable which enable students with different pace of learning to reach information simultaneously in equal conditions and increase the learning activity in crowded group lectures in cadaver labs. We conclude that personality/learning preferences of individual students influence their use of video packages in the medical curriculum.

Towards Competence-Based Learning Design Driven Remote and Virtual Labs Recommendations for Science Teachers

ERIC Educational Resources Information Center

Zervas, Panagiotis; Sergis, Stylianos; Sampson, Demetrios G.; Fyskilis, Stefanos

2015-01-01

Remote and virtual labs (RVLs) are widely used by science education teachers in their daily teaching practice. This has led to a plethora of RVLs that are offered with or without cost. In order to organise them and facilitate their search and findability, several RVL web-based repositories have been operated. As a result, a key open challenge is…

The Efforts to Improve Mathematics Learning Achievement Results of High School Students as Required by Competency-Based Curriculum and Lesson Level-Based Curriculum

ERIC Educational Resources Information Center

Sidabutar, Ropinus

2016-01-01

The research was aimed to investigate the effect of various, innovated teaching models to improved the student's achievement in various topic in Mathematics. The study was conduct experiment by using innovated teaching with contextual, media and web which are the compared. with conventional teaching method. The result showed the innovation in the…

Social Networking: Developing Intercultural Competence and Fostering Autonomous Learning

ERIC Educational Resources Information Center

Vurdien, Ruby

2014-01-01

With the emergence of Web 2.0, the incorporation of internet-based social networking tools is becoming increasingly popular in the foreign language classes of today. This form of social interaction provides students with the opportunity to express and share their views with their peers, and to create profiles as well as online communities of…

Heuristics and Web Skills Acquisition in Open Learning Environments

ERIC Educational Resources Information Center

Dominguez Figaredo, Daniel

2017-01-01

Web literacy refers to the skills and competencies people need in order to function in societies connected through the Internet. Many of the frameworks for understanding the components of web literacy are limited in value because they rely on conceptual definitions. They do not take into consideration the social practices governing the use and…

Development of a health care systems curriculum

PubMed Central

Pruitt, Zachary; Mhaskar, Rahul; Kane, Bryan G; Barraco, Robert D; DeWaay, Deborah J; Rosenau, Alex M; Bresnan, Kristin A; Greenberg, Marna Rayl

2017-01-01

Background There is currently no gold standard for delivery of systems-based practice in medical education, and it is challenging to incorporate into medical education. Health systems competence requires physicians to understand patient care within the broader health care system and is vital to improving the quality of care clinicians provide. We describe a health systems curriculum that utilizes problem-based learning across 4 years of systems-based practice medical education at a single institution. Methods This case study describes the application of a problem-based learning approach to system-based practice medical education. A series of behavioral statements, called entrustable professional activities, was created to assess student health system competence. Student evaluation of course curriculum design, delivery, and assessment was provided through web-based surveys. Results To meet competency standards for system-based practice, a health systems curriculum was developed and delivered across 4 years of medical school training. Each of the health system lectures and problem-based learning activities are described herein. The majority of first and second year medical students stated they gained working knowledge of health systems by engaging in these sessions. The majority of the 2016 graduating students (88.24%) felt that the course content, overall, prepared them for their career. Conclusion A health systems curriculum in undergraduate medical education using a problem-based learning approach is feasible. The majority of students learning health systems curriculum through this format reported being prepared to improve individual patient care and optimize the health system’s value (better care and health for lower cost). PMID:29138614

Web sites for postpartum depression: convenient, frustrating, incomplete, and misleading.

PubMed

Summers, Audra L; Logsdon, M Cynthia

2005-01-01

To evaluate the content and the technology of Web sites providing information on postpartum depression. Eleven search engines were queried using the words "Postpartum Depression." The top 10 sites in each search engine were evaluated for correct content and technology using the Web Depression Tool, based on the Technology Assessment Model. Of the 36 unique Web sites located, 34 were available to review. Only five Web sites provided >75% correct responses to questions that summarized the current state of the science for postpartum depression. Eleven of the Web sites contained little or no useful information about postpartum depression, despite being among the first 10 Web sites listed by the search engine. Some Web sites contained possibly harmful suggestions for treatment of postpartum depression. In addition, there are many problems with the technology of Web sites providing information on postpartum depression. A better Web site for postpartum depression is necessary if we are to meet the needs of consumers for accurate and current information using technology that enhances learning. Since patient education is a core competency for nurses, it is essential that nurses understand how their patients are using the World Wide Web for learning and how we can assist our patients to find appropriate sites containing correct information.

Communication and collaboration technologies.

PubMed

Cheeseman, Susan E

2012-01-01

This is the third in a series of columns exploring health information technology (HIT) in the neonatal intensive care unit (NICU). The first column provided background information on the implementation of information technology throughout the health care delivery system, as well as the requisite informatics competencies needed for nurses to fully engage in the digital era of health care. The second column focused on information and resources to master basic computer competencies described by the TIGER initiative (Technology Informatics Guiding Education Reform) as learning about computers, computer networks, and the transfer of data.1 This column will provide additional information related to basic computer competencies, focusing on communication and collaboration technologies. Computers and the Internet have transformed the way we communicate and collaborate. Electronic communication is the ability to exchange information through the use of computer equipment and software.2 Broadly defined, any technology that facilitates linking one or more individuals together is a collaborative tool. Collaboration using technology encompasses an extensive range of applications that enable groups of individuals to work together including e-mail, instant messaging (IM ), and several web applications collectively referred to as Web 2.0 technologies. The term Web 2.0 refers to web applications where users interact and collaborate with each other in a collective exchange of ideas generating content in a virtual community. Examples of Web 2.0 technologies include social networking sites, blogs, wikis, video sharing sites, and mashups. Many organizations are developing collaborative strategies and tools for employees to connect and interact using web-based social media technologies.3.

An Adaptive Web-Based Learning Environment for the Application of Remote Sensing in Schools

NASA Astrophysics Data System (ADS)

Wolf, N.; Fuchsgruber, V.; Riembauer, G.; Siegmund, A.

2016-06-01

Satellite images have great educational potential for teaching on environmental issues and can promote the motivation of young people to enter careers in natural science and technology. Due to the importance and ubiquity of remote sensing in science, industry and the public, the use of satellite imagery has been included into many school curricular in Germany. However, its implementation into school practice is still hesitant, mainly due to lack of teachers' know-how and education materials that align with the curricula. In the project "Space4Geography" a web-based learning platform is developed with the aim to facilitate the application of satellite imagery in secondary school teaching and to foster effective student learning experiences in geography and other related subjects in an interdisciplinary way. The platform features ten learning modules demonstrating the exemplary application of original high spatial resolution remote sensing data (RapidEye and TerraSAR-X) to examine current environmental issues such as droughts, deforestation and urban sprawl. In this way, students will be introduced into the versatile applications of spaceborne earth observation and geospatial technologies. The integrated web-based remote sensing software "BLIF" equips the students with a toolset to explore, process and analyze the satellite images, thereby fostering the competence of students to work on geographical and environmental questions without requiring prior knowledge of remote sensing. This contribution presents the educational concept of the learning environment and its realization by the example of the learning module "Deforestation of the rainforest in Brasil".

Development of a Web-based resident profiling tool to support training in practice-based learning and improvement.

PubMed

Lyman, Jason A; Schorling, John; Nadkarni, Mohan; May, Natalie; Scully, Ken; Voss, John

2008-04-01

Multiple factors are driving residency programs to explicitly address practice-based learning and improvement (PBLI), yet few information systems exist to facilitate such training. We developed, implemented, and evaluated a Web-based tool that provides Internal Medicine residents at the University of Virginia Health System with population-based reports about their ambulatory clinical experiences. Residents use Systems and Practice Analysis for Resident Competencies (SPARC) to identify potential areas for practice improvement. Thirty-three (65%) of 51 residents completed a survey assessing SPARC's usefulness, with 94% agreeing that it was a useful educational tool. Twenty-six residents (51%) completed a before-after study indicating increased agreement (5-point Likert scale, with 5=strongly agree) with statements regarding confidence in ability to access population-based data about chronic disease management (mean [SD] 2.5 [1.2] vs. 4.5 [0.5], p < .001, sign test) and information comparing their practice style to that of their peers (2.2 [1.2] vs. 4.6 [0.5], p < .001).

Preparing nurses internationally for emergency planning and response.

PubMed

Weiner, Elizabeth

2006-09-30

Competency-based education provides an international infrastructure for nurses to learn about emergency preparedness and response. The International Nursing Coalition for Mass Casualty Education (INCMCE) has developed competencies for all nurses, as well as online modules for meeting those competencies. In addition, other curriculum resources are available that range from face-to-face classes, web-based modules, and electronic journals, to complete pre-packaged materials. The author of this article describes competencies needed for emergency preparedness identified by Columbia University, Vanderbilt University, and the International Nursing Coalition for Mass Casualty Education, as well as various curriculum resources for emergency planning and response and also processes to prepare nurses for emergency responses. Examples of international "Best Practices" feature programs that provide examples of innovative educational strategies for preparing nurses for emergency response are presented. The author concludes that while curriculum resources are widely available, a better centralized clearinghouse could be made available for both faculty and students.

Project Management Professional Development: An Industry Led Programme.

ERIC Educational Resources Information Center

Gale, Andrew; Brown, Mike

2003-01-01

Describes a modular master's program in project management. Explores relationships between return on investment, management competencies, and learning outcomes in the context of industry-academic partnerships. Discusses the managed learning environment using WebCT. (Contains 40 references.) (SK)

Web-based training for primary healthcare workers in rural China: a qualitative exploration of stakeholders' perceptions.

PubMed

Zhang, Zhixia; Zhan, Xingxin; Li, Yingxue; Hu, Rong; Yan, Weirong

2015-01-01

Equitable access to basic public health services is a priority in China. However, primary healthcare workers' competence to deliver public health services is relatively poor because they lack professional training. Since the availability of web-based training has increased in China, the current study explored stakeholders' perceptions of a web-based training program on basic public health services to understand their thoughts, experiences, and attitudes about it. Six focus group discussions with primary healthcare workers and three with directors of township hospitals, county-level Health Bureaus, and county-level Centers for Disease Control and Prevention were conducted in Yichang City during 2013. Semi-structured topic guides were used to facilitate qualitative data collection. Audio recordings of the sessions were transcribed verbatim and theme analysis was performed. Most of the study's participants, especially the village doctors, had insufficient knowledge of basic public health services. The existing training program for primary healthcare workers consisted of ineffective traditional face-to-face sessions and often posed accessibility problems for the trainees. Most of the study's participants had a positive attitude about web-based learning and expressed a strong desire to receive this novel training approach because of its flexibility and convenience. The perceived barriers to utilizing the web-based training method included poor computer literacy, lack of personal interaction, inadequate infrastructure, and lack of time and motivation. The facilitators of this approach included the training content applicability, the user-friendly and interactive learning format, and policy support. Web-based training on basic public health services is a promising option in rural China. The findings of the study will contribute knowledge to implementation of web-based training in similar settings.

Web-Based Training for Primary Healthcare Workers in Rural China: A Qualitative Exploration of Stakeholders’ Perceptions

PubMed Central

Zhang, Zhixia; Zhan, Xingxin; Li, Yingxue; Hu, Rong; Yan, Weirong

2015-01-01

Background Equitable access to basic public health services is a priority in China. However, primary healthcare workers’ competence to deliver public health services is relatively poor because they lack professional training. Since the availability of web-based training has increased in China, the current study explored stakeholders’ perceptions of a web-based training program on basic public health services to understand their thoughts, experiences, and attitudes about it. Methods Six focus group discussions with primary healthcare workers and three with directors of township hospitals, county-level Health Bureaus, and county-level Centers for Disease Control and Prevention were conducted in Yichang City during 2013. Semi-structured topic guides were used to facilitate qualitative data collection. Audio recordings of the sessions were transcribed verbatim and theme analysis was performed. Results Most of the study’s participants, especially the village doctors, had insufficient knowledge of basic public health services. The existing training program for primary healthcare workers consisted of ineffective traditional face-to-face sessions and often posed accessibility problems for the trainees. Most of the study’s participants had a positive attitude about web-based learning and expressed a strong desire to receive this novel training approach because of its flexibility and convenience. The perceived barriers to utilizing the web-based training method included poor computer literacy, lack of personal interaction, inadequate infrastructure, and lack of time and motivation. The facilitators of this approach included the training content applicability, the user-friendly and interactive learning format, and policy support. Conclusions Web-based training on basic public health services is a promising option in rural China. The findings of the study will contribute knowledge to implementation of web-based training in similar settings. PMID:25961727

Web-based continuing medical education. (II): Evaluation study of computer-mediated continuing medical education.

PubMed

Curran, V R; Hoekman, T; Gulliver, W; Landells, I; Hatcher, L

2000-01-01

Over the years, various distance learning technologies and methods have been applied to the continuing medical education needs of rural and remote physicians. They have included audio teleconferencing, slow scan imaging, correspondence study, and compressed videoconferencing. The recent emergence and growth of Internet, World Wide Web (Web), and compact disk read-only-memory (CD-ROM) technologies have introduced new opportunities for providing continuing education to the rural medical practitioner. This evaluation study assessed the instructional effectiveness of a hybrid computer-mediated courseware delivery system on dermatologic office procedures. A hybrid delivery system merges Web documents, multimedia, computer-mediated communications, and CD-ROMs to enable self-paced instruction and collaborative learning. Using a modified pretest to post-test control group study design, several evaluative criteria (participant reaction, learning achievement, self-reported performance change, and instructional transactions) were assessed by various qualitative and quantitative data collection methods. This evaluation revealed that a hybrid computer-mediated courseware system was an effective means for increasing knowledge (p < .05) and improving self-reported competency (p < .05) in dermatologic office procedures, and that participants were very satisfied with the self-paced instruction and use of asynchronous computer conferencing for collaborative information sharing among colleagues.

Development and alignment of undergraduate medical curricula in a web-based, dynamic Learning Opportunities, Objectives and Outcome Platform (LOOOP).

PubMed

Balzer, Felix; Hautz, Wolf E; Spies, Claudia; Bietenbeck, Andreas; Dittmar, Martin; Sugiharto, Firman; Lehmann, Lars; Eisenmann, Dorothea; Bubser, Florian; Stieg, Markus; Hanfler, Sven; Georg, Waltraud; Tekian, Ara; Ahlers, Olaf

2016-01-01

This study presents a web-based method and its interface ensuring alignment of all parts of a curriculum map including competencies, objectives, teaching and assessment methods, workload and patient availability. Needs, acceptance and effectiveness are shown through a nine-year study. After a comprehensive needs assessment, the curriculum map and a web-based interface "Learning Opportunities, Objectives and Outcome Platform" (LOOOP) were developed according to Harden's conceptual framework of 10-steps for curriculum mapping. The outcome was measured by surveys and results of interdisciplinary MCQ-assessments. The usage rates and functionalities were analysed. The implementation of LOOOP was significantly associated with improved perception of the curriculum structure by teachers and students, quality of defined objectives and their alignment with teaching and assessment, usage by students to prepare examinations and their scores in interdisciplinary MCQ-assessment. Additionally, LOOOP improved the curriculum coordination by faculty, and assisted departments for identifying patient availability for clinical training. LOOOP is well accepted among students and teachers, has positive effect on curriculum development, facilitates effective utilisation of educational resources and improves student's outcomes. Currently, LOOOP is used in five undergraduate medical curricula including 85,000 mapped learning opportunities (lectures, seminars), 5000 registered users (students, teachers) and 380,000 yearly page-visits.

Exploring Student Preconceptions of Readiness for Remote-Online Case-Based Learning: A Case Study

PubMed Central

2016-01-01

Background Case-based learning (CBL) is an educational approach where students work in small, collaborative groups to solve problems. Web-conferencing software provides a platform to present information and share concepts that are vital to CBL. Previous studies have found that participants were resistant to change associated with implementing e-learning; however, strategies to reduce this resistance have not been explored. Objective This study was designed to explore student preconceptions and understanding of remote-online case-based learning (RO-CBL). Methods The study took place during the Bachelor of Physiotherapy program at Monash University, Victoria, Australia, in 2013. The entire third-year cohort (n=73) was invited to participate. The primary outcome of interest was students’ preconceptions of RO-CBL, collected via pre- and posttraining surveys. Results Of the 73 students, 66 completed both surveys (attrition rate 9.6%). Three key themes relevant to student preconceptions of RO-CBL emerged: flexibility in time and location of CBL, readiness or hesitation to change to a Web-based format, and the value of training in RO-CBL that included a demonstration and trial run. Thirty-four percent of the participants were hesitant to move to an online format. Conclusions This study explored students’ preconceptions of Web-based learning and evaluated the change in students’ attitudes after training. The results suggest that educational designers should not assume that students are confident and competent in applying these technologies to professional educational activities. By identifying students’ needs before implementation, training sessions can be designed to target these needs, and improve the understanding of RO-CBL and how it works in practice. This may reduce resistance to change, enhance students’ satisfaction, and ultimately improve the learning experience. PMID:27731854

Exploring Student Preconceptions of Readiness for Remote-Online Case-Based Learning: A Case Study.

PubMed

Nicklen, Peter; Keating, Jennifer L; Maloney, Stephen

2016-04-28

Case-based learning (CBL) is an educational approach where students work in small, collaborative groups to solve problems. Web-conferencing software provides a platform to present information and share concepts that are vital to CBL. Previous studies have found that participants were resistant to change associated with implementing e-learning; however, strategies to reduce this resistance have not been explored. This study was designed to explore student preconceptions and understanding of remote-online case-based learning (RO-CBL). The study took place during the Bachelor of Physiotherapy program at Monash University, Victoria, Australia, in 2013. The entire third-year cohort (n=73) was invited to participate. The primary outcome of interest was students' preconceptions of RO-CBL, collected via pre- and posttraining surveys. Of the 73 students, 66 completed both surveys (attrition rate 9.6%). Three key themes relevant to student preconceptions of RO-CBL emerged: flexibility in time and location of CBL, readiness or hesitation to change to a Web-based format, and the value of training in RO-CBL that included a demonstration and trial run. Thirty-four percent of the participants were hesitant to move to an online format. This study explored students' preconceptions of Web-based learning and evaluated the change in students' attitudes after training. The results suggest that educational designers should not assume that students are confident and competent in applying these technologies to professional educational activities. By identifying students' needs before implementation, training sessions can be designed to target these needs, and improve the understanding of RO-CBL and how it works in practice. This may reduce resistance to change, enhance students' satisfaction, and ultimately improve the learning experience.

The Implementation of Medical Informatics in the National Competence Based Catalogue of Learning Objectives for Undergraduate Medical Education (NKLM).

PubMed

Behrends, Marianne; Steffens, Sandra; Marschollek, Michael

2017-01-01

The National Competence Based Catalogue of Learning Objectives for Undergraduate Medical Education (NKLM) describes medical skills and attitudes without being ordered by subjects or organs. Thus, the NKLM enables systematic curriculum mapping and supports curricular transparency. In this paper we describe where learning objectives related to Medical Informatics (MI) in Hannover coincide with other subjects and where they are taught exclusively in MI. An instance of the web-based MERLIN-database was used for the mapping process. In total 52 learning objectives overlapping with 38 other subjects could be allocated to MI. No overlap exists for six learning objectives describing explicitly topics of information technology or data management for scientific research. Most of the overlap was found for learning objectives relating to documentation and aspects of data privacy. The identification of numerous shared learning objectives with other subjects does not mean that other subjects teach the same content as MI. Identifying common learning objectives rather opens up the possibility for teaching cooperations which could lead to an important exchange and hopefully an improvement in medical education. Mapping of a whole medical curriculum offers the opportunity to identify common ground between MI and other medical subjects. Furthermore, in regard to MI, the interaction with other medical subjects can strengthen its role in medical education.

A systems approach for implementing practice-based learning and improvement and systems-based practice in graduate medical education.

PubMed

Varkey, Prathibha; Karlapudi, Sudhakar; Rose, Steven; Nelson, Roger; Warner, Mark

2009-03-01

The Accreditation Council for Graduate Medical Education (ACGME) initiated its Outcome Project to better prepare physicians-in-training to practice in the rapidly changing medical environment and mandated assessment of competency in six outcomes, including Practice-Based Learning and Improvement (PBLI) and Systems-Based Practice (SBP). Before the initiation of the Outcome Project, these competencies were not an explicit element of most graduate medical education training programs. Since 1999, directors of ACGME-accredited programs nationwide have been challenged to teach and assess these competencies. The authors describe an institution-wide curriculum intended to facilitate the teaching and assessment of PBLI and SBP competencies in the 115 ACGME-accredited residency and fellowship programs (serving 1,327 trainees) sponsored by Mayo School of Graduate Medical Education. Strategies to establish the curriculum in 2005 included development of a Quality Improvement (QI) curriculum Web site, one-on-one consultations with program directors, a three-hour program director workshop, and didactic sessions for residents and fellows on core topics. An interim program director self-assessment survey revealed a 13% increase in perceived ability to measure competency in SBP, no change in their perceived ability to measure competence in PBLI, a 15% increase in their ability to provide written documentation of competence in PBLI, and a 35% increase in their ability to provide written documentation of competence in SBP between 2005 and 2007. Nearly 70% of the programs had trainees participating in QI projects. Further research is needed to evaluate the cost-effectiveness of such a program and to measure its impact on learner knowledge, skills, and attitudes and, ultimately, on patient outcomes.

Web-Based Evidence Based Practice Educational Intervention to Improve EBP Competence among BSN-Prepared Pediatric Bedside Nurses: A Mixed Methods Pilot Study

ERIC Educational Resources Information Center

Laibhen-Parkes, Natasha

2014-01-01

For pediatric nurses, their competence in EBP is critical for providing high-quality care and maximizing patient outcomes. The purpose of this pilot study was to assess and refine a Web-based EBP educational intervention focused on improving EBP beliefs and competence in BSN-prepared pediatric bedside nurses, and to examine the feasibility,…

Developing, Implementing, and Evaluating the Educational Module Students Active Learning via Internet Observations (SALIO) in Undergraduate Nursing Education.

PubMed

Salzmann-Erikson, Martin; Bjuhr, Marie; Mårtensson, Gunilla

2017-04-01

This study aimed not only to describe the development and implementation of the module but also to evaluate the nursing students' perceptions. A cross-sectional design including 101 students who were asked to participate and answer a survey. We describe the development of the pedagogic module Students Active Learning via Internet Observations based on situated learning. The findings show that learning about service users' own lived experiences via web-based platforms was instructive according to the students: 81% agreed to a high or very high degree. Another important finding was that 96% of students responded that the module had clinical relevance for nursing work. We argue that learning that engages students with data that are contextually and culturally situated is important for developing competence in caregiving. © 2015 Wiley Periodicals, Inc.

Nurse leaders and the innovation competence gap.

PubMed

White, Kenneth R; Pillay, Rubin; Huang, Xuan

2016-01-01

Nurses are well-positioned for innovation in health care delivery, although innovation is not generally learned in formal educational programs. The purpose of this study was to assess critical competencies for innovation success among nurse leaders in academia and practice, the perceived gaps on those competencies, and teaching methods that would be helpful in developing competencies related to innovation. A Web-enabled descriptive survey design was used to capture nurse leaders' perceptions of important innovation competencies and how they assess their level of competence in the particular innovation domain. Preferred approaches for innovation pedagogy were also queried. Respondents indicated significant gaps in 18 of 19 innovation competencies. Implications are for inclusion of innovation competencies in formal and continuing nursing education. The most preferred innovation pedagogical approaches are case studies of failures and successes and project- and field-based approaches. Traditional lectures are the least preferred way to address innovation competency gaps. There is a significant gap in innovation competencies among nurse leaders in practice and academia. The way we teach innovation needs to involve closer collaboration between academia and practice. Copyright © 2015 Elsevier Inc. All rights reserved.

A Simulated Learning Environment for Teaching Medicine Dispensing Skills

PubMed Central

Styles, Kim; Sewell, Keith; Trinder, Peta; Marriott, Jennifer; Maher, Sheryl; Naidu, Som

2016-01-01

Objective. To develop an authentic simulation of the professional practice dispensary context for students to develop their dispensing skills in a risk-free environment. Design. A development team used an Agile software development method to create MyDispense, a web-based simulation. Modeled on virtual learning environments elements, the software employed widely available standards-based technologies to create a virtual community pharmacy environment. Assessment. First-year pharmacy students who used the software in their tutorials, were, at the end of the second semester, surveyed on their prior dispensing experience and their perceptions of MyDispense as a tool to learn dispensing skills. Conclusion. The dispensary simulation is an effective tool for helping students develop dispensing competency and knowledge in a safe environment. PMID:26941437

Learning Tools for Knowledge Nomads: Using Personal Digital Assistants (PDAs) in Web-based Learning Environments.

ERIC Educational Resources Information Center

Loh, Christian Sebastian

2001-01-01

Examines how mobile computers, or personal digital assistants (PDAs), can be used in a Web-based learning environment. Topics include wireless networks on college campuses; online learning; Web-based learning technologies; synchronous and asynchronous communication via the Web; content resources; Web connections; and collaborative learning. (LRW)

Development of a Web-based Resident Profiling Tool to Support Training in Practice-based Learning and Improvement

PubMed Central

Schorling, John; Nadkarni, Mohan; May, Natalie; Scully, Ken; Voss, John

2008-01-01

Multiple factors are driving residency programs to explicitly address practice-based learning and improvement (PBLI), yet few information systems exist to facilitate such training. We developed, implemented, and evaluated a Web-based tool that provides Internal Medicine residents at the University of Virginia Health System with population-based reports about their ambulatory clinical experiences. Residents use Systems and Practice Analysis for Resident Competencies (SPARC) to identify potential areas for practice improvement. Thirty-three (65%) of 51 residents completed a survey assessing SPARC’s usefulness, with 94% agreeing that it was a useful educational tool. Twenty-six residents (51%) completed a before–after study indicating increased agreement (5-point Likert scale, with 5=strongly agree) with statements regarding confidence in ability to access population-based data about chronic disease management (mean [SD] 2.5 [1.2] vs. 4.5 [0.5], p < .001, sign test) and information comparing their practice style to that of their peers (2.2 [1.2] vs. 4.6 [0.5], p < .001). PMID:18373150

Multi-institutional validation of a web-based core competency assessment system.

PubMed

Tabuenca, Arnold; Welling, Richard; Sachdeva, Ajit K; Blair, Patrice G; Horvath, Karen; Tarpley, John; Savino, John A; Gray, Richard; Gulley, Julie; Arnold, Teresa; Wolfe, Kevin; Risucci, Donald A

2007-01-01

The Association of Program Directors in Surgery and the Division of Education of the American College of Surgeons developed and implemented a web-based system for end-of-rotation faculty assessment of ACGME core competencies of residents. This study assesses its reliability and validity across multiple programs. Each assessment included ratings (1-5 scale) on 23 items reflecting the 6 core competencies. A total of 4241 end-of-rotation assessments were completed for 332 general surgery residents (> or =5 evaluations each) at 5 sites during the 2004-2005 and 2005-2006 academic years. The mean rating for each resident on each item was computed for each academic year. The mean rating of items representing each competency was computed for each resident. Additional data included USMLE and ABSITE scores, PGY, and status in program (categorical, designated preliminary, and undesignated preliminary). Coefficient alpha was greater than 0.90 for each competency score. Mean ratings for each competency increased significantly (p < 0.01) as a function of PGY. Mean ratings for professionalism and interpersonal/communication skills (IPC) were significantly higher than all other competencies at all PGY levels. Competency ratings of PGY 1 residents correlated significantly with USMLE Step I, ranging from (r = 0.26, p < 0.01) for Professionalism to (r = 0.41, p < 0.001) for Systems-Based Practice. Ratings of Knowledge (r = 0.31, p < 0.01), Practice-Based Learning & Improvement (PBLI; r = 0.22, p < 0.05), and Systems-Based Practice (r = 0.20, p < 0.05) correlated significantly with 2005 ABSITE Total Percentile. Ratings of all competencies correlated significantly with the 2006 ABSITE Total Percentile Score (range: r = 0.20, p < 0.05 for professionalism to r = 0.35, p < 0.001 for knowledge). Categorical and designated preliminary residents received significantly higher ratings (p < 0.05) than nondesignated preliminaries for knowledge, patient care, PBLI, and systems-based practice only. Faculty ratings of core competencies are internally consistent. The pattern of statistically significant correlations between competency ratings and USMLE and ABSITE scores supports the postdictive and concurrent validity, respectively, of faculty perceptions of resident knowledge. The pattern of increased ratings as a function of PGY supports the construct validity of faculty ratings of resident core competencies.

Web-Based Instruction, Learning Effectiveness and Learning Behavior: The Impact of Relatedness

ERIC Educational Resources Information Center

Shieh, Chich-Jen; Liao, Ying; Hu, Ridong

2013-01-01

This study aims to discuss the effects of Web-based Instruction and Learning Behavior on Learning Effectiveness. Web-based Instruction contains the dimensions of Active Learning, Simulation-based Learning, Interactive Learning, and Accumulative Learning; and, Learning Behavior covers Learning Approach, Learning Habit, and Learning Attitude. The…

A novel, web-based application for assessing and enhancing practice-based learning in surgery residency.

PubMed

Wu, Bob J; Dietz, Patrick A; Bordley, James; Borgstrom, David C

2009-01-01

Practice-Based Learning and Improvement (PBLI) is 1 of 6 integral competencies required by the Accreditation Council for Graduate Medical Education (ACGME) for proof of adequate resident training and accreditation of residency programs. Moreover, the Outcome Project of the ACGME is beginning to enforce the provision of documented, objective evidence of resident PBLI. Current assessment tools, such as resident portfolios and performance evaluations, by faculty tend to be qualitative in nature. However, few objective, outcome-based, and quantitative evaluation tools have been developed. A web-based application was designed to assess every consultation performed by senior residents at a university-affiliated general surgery residency. In real time, residents documented patient presentations along with their initial impression and plan. As patient outcomes became available, they were also documented into this application, which allowed residents to self-assess whether their impressions and plans were correct. A running "batting average" (BA) is then calculated based on percentage correct. Seven senior residents participated in this study, which included a total of 459 consults: 222 documented by PGY4 residents and 237 documented by PGY5 residents. The average BA of PGY4 residents in their first 3 months was 82.9%, which was followed by 85.9%, 88.7%, and 94.3% for each of the next 3 quarters. For PGY5 residents, the corresponding results were 96.4%, 94.4%, 93.8%, and 96.4% respectively. A web-based outcome-tracking program is useful for conducting rapid and ongoing evaluation of residents' practice-based learning, generating data for analysis of individual resident knowledge gaps, stimulating self-assessment and targeted learning, as well as providing objective data of PBLI for accreditation purposes.

Web-based learning in professional development: experiences of Finnish nurse managers.

PubMed

Korhonen, Teija; Lammintakanen, Johanna

2005-11-01

The aim of this article is to describe the nurse managers' expectations, attitudes and experiences on web-based learning before and after participation in a web-based course. Information technology has rapidly become more common in health care settings. However, little is known about nurse managers' experiences on web-based learning, although they have a crucial role in promoting the professional development of their staff. Diagnostic assignments (n = 18) written before and interviews (n = 8) taken after the web-based education. The data were analysed by inductive content analysis. Nurse managers found web-based education to be a suitable and modern method of learning. On the basis of their experience they found multiple ways to utilize web-based learning environments in health care. Information technology skills, equipment, support and time were considered essential in web-based learning. Additionally, they found that their own experience might lead to more widespread implementation of web-based learning in health care settings. Information technology skills of nurse managers and staff need to be developed in order to use information technology effectively. In order to learn in a web-based environment, everyone needs the opportunity and access to required resources. Additionally, nurse managers' own experiences are important to promote wider utilization of web-based learning.

Music Technology Competencies for Education: A Proposal for a Pedagogical Architecture for Distance Learning

ERIC Educational Resources Information Center

Rosas, Fátima Weber; Rocha Machado, Leticia; Behar, Patricia Alejandra

2016-01-01

This article proposes a pedagogical architecture (PA) focused on the development of competencies for music technology in education. This PA used free Web 3.0 technologies, mainly those related to production and musical composition. The pedagogical architecture is geared for teachers and those pursing a teaching degree, working in distance…

Competence and Usage of Web 2.0 Technologies by Higher Education Faculty

ERIC Educational Resources Information Center

Soomro, Kamal Ahmed; Zai, Sajid Yousuf; Jafri, Iftikhar Hussain

2015-01-01

Literature on Web 2.0 experiences of higher education faculty in developing countries such as Pakistan is very limited. An insight on awareness and practices of higher education faculty with these tools can be helpful to map strategies and plan of action for adopting latest technologies to support teaching-learning processes in higher education of…

The Web-based CanMEDS Resident Learning Portfolio Project (WEBCAM): how we got started.

PubMed

Glen, Peter; Balaa, Fady; Momoli, Franco; Martin, Louise; Found, Dorothy; Arnaout, Angel

2016-12-01

The CanMEDS framework is ubiquitous in Canadian postgraduate medical education; however, training programs do not have a universal method of assessing competence. We set out to develop a novel portfolio that allowed trainees to generate a longitudinal record of their training and development within the framework. The portfolio provided an objective means for the residency program director to document and evaluate resident progress within the CanMEDS roles.

Effects of Web-Based Support for the Construction of Competence Maps

ERIC Educational Resources Information Center

Stoof, Angela; Martens, Rob L.; van Merrienboer, Jeroen J. G.

2006-01-01

Educationalists experience difficulties with the construction of competence maps that describe final attainment levels of educational programs. Web-based support was developed with three supportive aids: A construction kit, a phenomenarium, and an information bank. Each supportive aid was expected to improve perceived process and product quality…

A Web-Based Learning Support System for Inquiry-Based Learning

NASA Astrophysics Data System (ADS)

Kim, Dong Won; Yao, Jingtao

The emergence of the Internet and Web technology makes it possible to implement the ideals of inquiry-based learning, in which students seek truth, information, or knowledge by questioning. Web-based learning support systems can provide a good framework for inquiry-based learning. This article presents a study on a Web-based learning support system called Online Treasure Hunt. The Web-based learning support system mainly consists of a teaching support subsystem, a learning support subsystem, and a treasure hunt game. The teaching support subsystem allows instructors to design their own inquiry-based learning environments. The learning support subsystem supports students' inquiry activities. The treasure hunt game enables students to investigate new knowledge, develop ideas, and review their findings. Online Treasure Hunt complies with a treasure hunt model. The treasure hunt model formalizes a general treasure hunt game to contain the learning strategies of inquiry-based learning. This Web-based learning support system empowered with the online-learning game and founded on the sound learning strategies furnishes students with the interactive and collaborative student-centered learning environment.

The educational impact of web-based and face-to-face patient deterioration simulation programs: An interventional trial.

PubMed

Chung, Catherine; Cooper, Simon J; Cant, Robyn P; Connell, Cliff; McKay, Angela; Kinsman, Leigh; Gazula, Swapnali; Boyle, Jayne; Cameron, Amanda; Cash, Penny; Evans, Lisa; Kim, Jeong-Ah; Masud, Rana; McInnes, Denise; Norman, Lisa; Penz, Erika; Rotter, Thomas; Tanti, Erin; Breakspear, Tom

2018-05-01

There are international concerns relating to the management of patient deterioration. The "failure to rescue" literature identifies that nursing staff miss cues of deterioration and often fail to call for assistance. Simulation-based educational approaches may improve nurses' recognition and management of patient deterioration. To investigate the educational impact of the First2Act web-based (WB) and face-to-face (F2F) simulation programs. A mixed methods interventional cohort trial with nursing staff from four Australian hospitals. Nursing staff working in four public and private hospital medical wards in the State of Victoria. In 2016, ward nursing staff (n = 74) from a public and private hospital completed three F2F laboratory-based team simulations with a patient actor in teams of three. 56 nursing staff from another public and private hospital individually completed a three-scenario WB simulation program (First2ActWeb) [A 91% participation rate]. Validated tools were used to measure knowledge (multi-choice questionnaire), competence (check-list of actions) and confidence (self-rated) before and after the intervention. Both WB and F2F participants' knowledge, competence and confidence increased significantly after training (p ≤0.001). Skill performance for the WB group increased significantly from 61% to 74% (p ≤ 0.05) and correlated significantly with post-test knowledge (p = 0.014). No change was seen in the F2F groups' performance scores. Course evaluations were positive with median ratings of 4/5 (WB) and 5/5 (F2F). The F2F program received significantly more positive evaluations than the WB program (p < 0.05), particularly with regard to quality of feedback. WB and F2F simulation are effective education strategies with both programs demonstrating positive learning outcomes. WB programs increase ease of access to training whilst F2F enable the development of tactile hands on skills and teamwork. A combined blended learning education strategy is recommended to enhance competence and patient safety. Copyright © 2018 Elsevier Ltd. All rights reserved.

The changing meanings of participation in school-based health education and health promotion: the participants' voices.

PubMed

Simovska, V

2007-12-01

This paper addresses the issue of student participation and learning about health from the perspective of health-promoting schools. The combination of the democratic approach to health-promoting schools, characterized by the concepts of student participation and action competence, and the sociocultural theory of learning provides the conceptual framework for the discussion. The two sets of concepts help the building of a heuristic that views teaching and learning as mutually constitutive, establishing an integrated unit of analysis. Data are generated from a Web-based international project 'Young Minds exploring links between youth, culture and health'. The project has its roots in the European Network of Health Promoting Schools (ENHPS). The methodological framework is constructed as theoretically based qualitative case study, using Web contents analysis and interviews with the participating teachers and students. A model distinguishing between two different qualities of student participation-token and genuine-is used as an analytical tool in analyzing the empirical data. The analysis of the case study illuminated the trajectories of participation in which students learned about health in intentional, relational and purposeful ways. These participation trajectories were viewed as situated in activity structures consisting of a variety of mutual interactions and different forms of participation.

e-Learning competency for practice nurses: an evaluation report.

PubMed

Heartfield, Marie; Morello, Andrea; Harris, Melanie; Lawn, Sharon; Pols, Vincenza; Stapleton, Carolyn; Battersby, Malcolm

2013-01-01

Practice nurses in Australia are now funded to facilitate chronic condition management, including self-management support. Chronic disease management requires an established rapport, support and proactivity between general practitioners, patients and the practice nurses. To achieve this, training in shared decision making is needed. e-Learning supports delivery and achievement of such policy outcomes, service improvements and skill development. However, e-learning effectiveness for health care professionals' is determined by several organisational, economic, pedagogical and individual factors, with positive e-learning experience linked closely to various supports. This paper reinforces previous studies showing nurses' expanding role across general practice teams and reports on some of the challenges of e-learning. Merely providing practice nurses with necessary information via web-based learning systems does not ensure successful learning or progress toward improving health outcomes for patients.

Value of Web-based learning activities for nursing students who speak English as a second language.

PubMed

Koch, Jane; Salamonson, Yenna; Du, Hui Yun; Andrew, Sharon; Frost, Steven A; Dunncliff, Kirstin; Davidson, Patricia M

2011-07-01

There is an increasing need to address the educational needs of students with English as a second language. The authors assessed the value of a Web-based activity to meet the needs of students with English as a second language in a bioscience subject. Using telephone contact, we interviewed 21 Chinese students, 24 non-Chinese students with English as a second language, and 7 native English-speaking students to identify the perception of the value of the intervention. Four themes emerged from the qualitative data: (1) Language is a barrier to achievement and affects self-confidence; (2) Enhancement intervention promoted autonomous learning; (3) Focusing on the spoken word increases interaction capacity and self-confidence; (4) Assessment and examination drive receptivity and sense of importance. Targeted strategies to promote language acculturation and acquisition are valued by students. Linking language acquisition skills to assessment tasks is likely to leverage improvements in competence. Copyright 2011, SLACK Incorporated.

Improving interprofessional competence in undergraduate students using a novel blended learning approach.

PubMed

Riesen, Eleanor; Morley, Michelle; Clendinneng, Debra; Ogilvie, Susan; Ann Murray, Mary

2012-07-01

Interprofessional simulation interventions, especially when face-to-face, involve considerable resources and require that all participants convene in a single location at a specific time. Scheduling multiple people across different programs is an important barrier to implementing interprofessional education interventions. This study explored a novel way to overcome the challenges associated with scheduling interprofessional learning experiences through the use of simulations in a virtual environment (Web.Alive™) where learners interact as avatars. In this study, 60 recent graduates from nursing, paramedic, police, and child and youth service programs participated in a 2-day workshop designed to improve interprofessional competencies through a blend of learning environments that included virtual face-to-face experiences, traditional face-to-face experiences and online experiences. Changes in learners' interprofessional competence were assessed through three outcomes: change in interprofessional attitudes pre- to post-workshop, self-perceived changes in interprofessional competence and observer ratings of performance across three clinical simulations. Results from the study indicate that from baseline to post-intervention, there was significant improvement in learners' interprofessional competence across all outcomes, and that the blended learning environment provided an acceptable way to develop these competencies.

Point-of-care ultrasound education: the increasing role of simulation and multimedia resources.

PubMed

Lewiss, Resa E; Hoffmann, Beatrice; Beaulieu, Yanick; Phelan, Mary Beth

2014-01-01

This article reviews the current technology, literature, teaching models, and methods associated with simulation-based point-of-care ultrasound training. Patient simulation appears particularly well suited for learning point-of-care ultrasound, which is a required core competency for emergency medicine and other specialties. Work hour limitations have reduced the opportunities for clinical practice, and simulation enables practicing a skill multiple times before it may be used on patients. Ultrasound simulators can be categorized into 2 groups: low and high fidelity. Low-fidelity simulators are usually static simulators, meaning that they have nonchanging anatomic examples for sonographic practice. Advantages are that the model may be reused over time, and some simulators can be homemade. High-fidelity simulators are usually high-tech and frequently consist of many computer-generated cases of virtual sonographic anatomy that can be scanned with a mock probe. This type of equipment is produced commercially and is more expensive. High-fidelity simulators provide students with an active and safe learning environment and make a reproducible standardized assessment of many different ultrasound cases possible. The advantages and disadvantages of using low- versus high-fidelity simulators are reviewed. An additional concept used in simulation-based ultrasound training is blended learning. Blended learning may include face-to-face or online learning often in combination with a learning management system. Increasingly, with simulation and Web-based learning technologies, tools are now available to medical educators for the standardization of both ultrasound skills training and competency assessment.

A Structural Equation Model to Analyse the Antecedents to Students' Web-Based Problem-Solving Performance

ERIC Educational Resources Information Center

Hwang, Gwo-Jen; Kuo, Fan-Ray

2015-01-01

Web-based problem-solving, a compound ability of critical thinking, creative thinking, reasoning thinking and information-searching abilities, has been recognised as an important competence for elementary school students. Some researchers have reported the possible correlations between problem-solving competence and information searching ability;…

Quality evaluation on an e-learning system in continuing professional education of nurses.

PubMed

Lin, I-Chun; Chien, Yu-Mei; Chang, I-Chiu

2006-01-01

Maintaining high quality in Web-based learning is a powerful means of increasing the overall efficiency and effectiveness of distance learning. Many studies have evaluated Web-based learning but seldom evaluate from the information systems (IS) perspective. This study applied the famous IS Success model in measuring the quality of a Web-based learning system using a Web-based questionnaire for data collection. One hundred and fifty four nurses participated in the survey. Based on confirmatory factor analysis, the variables of the research model fit for measuring the quality of a Web-based learning system. As Web-based education continues to grow worldwide, the results of this study may assist the system adopter (hospital executives), the learner (nurses), and the system designers in making reasonable and informed judgments with regard to the quality of Web-based learning system in continuing professional education.

Promoting Student Autonomy and Competence Using a Hybrid Model for Teaching Physical Activity

ERIC Educational Resources Information Center

Bachman, Christine; Scherer, Rhonda

2015-01-01

For approximately twenty-years, Web-enhanced learning environments have been popular in higher education. Much research has examined how best practices can integrate technology, pedagogical theories, and resources to enhance learning. Numerous studies of hybrid teaching have revealed mostly positive effects. Yet, very little research has examined…

Examining High-School Students' Preferences toward Learning Environments, Personal Beliefs and Concept Learning in Web-Based Contexts

ERIC Educational Resources Information Center

Yang, Fang-Ying; Chang, Cheng-Chieh

2009-01-01

The purpose of the study is to explore three kinds of personal affective traits among high-school students and their effects on web-based concept learning. The affective traits include personal preferences about web-based learning environments, personal epistemological beliefs, and beliefs about web-based learning. One hundred 11th graders…

Intelligent Web-Based Learning System with Personalized Learning Path Guidance

ERIC Educational Resources Information Center

Chen, C. M.

2008-01-01

Personalized curriculum sequencing is an important research issue for web-based learning systems because no fixed learning paths will be appropriate for all learners. Therefore, many researchers focused on developing e-learning systems with personalized learning mechanisms to assist on-line web-based learning and adaptively provide learning paths…

Distributing vs. Blocking Learning Questions in a Web-Based Learning Environment

ERIC Educational Resources Information Center

Kapp, Felix; Proske, Antje; Narciss, Susanne; Körndle, Hermann

2015-01-01

Effective studying in web-based learning environments (web-LEs) requires cognitive engagement and demands learners to regulate their learning activities. One way to support learners in web-LEs is to provide interactive learning questions within the learning environment. Even though research on learning questions has a long tradition, there are…

Effectiveness of objectivist online instruction on graduate learners' knowledge and competence

NASA Astrophysics Data System (ADS)

Maryannakis, Artemios

Online courses currently offered by aeronautical institutions are unstructured conversions of traditional courses into Web-based courses that lack the learning theory and instructional design principles framework, thus lacking the efficiency and effectiveness in dealing with the academic demands required to prepare aviation/aerospace professionals for the challenges of the technologically driven twenty-first century. The purpose of this study was to compare the effectiveness of two versions of an aeronautical online graduate course on research methods knowledge and competence: a comprehensive objectivist design and an unstructured design. Quantitative, causal comparative, quasi-experimental methodology was utilized. Using criteria derived from literature, criteria were established for the development and eventual online delivery of a comprehensive objectivist instructional design on graduate research methods learning. Results revealed that the comprehensive objectivist design was significantly more effective than its unstructured counterpart on graduate learners' competence in research methods, but found no significant difference in knowledge. It was recommended that aeronautical institutions (a) create programs with critical thinking and problem solving embedded in their curriculum for enhancing learner competence, and (b) thoroughly train every online instructor in the development and use of comprehensive online instruction.

A Reflective E-Learning Journey from the Dawn of CALL to Web 2.0 Intercultural Communicative Competence (ICC)

ERIC Educational Resources Information Center

Orsini-Jones, Marina

2015-01-01

The author reflects on how she has used technology as a language teacher since the mid-1980s. She describes the evolution of technology in language learning pre- and Internet tools, from "blended learning" to social media. She concludes with the telecollaboration projects she has been recently working on and the issues they have found…

Applying a Web and Simulation-Based System for Adaptive Competence Assessment of Spinal Anaesthesia

NASA Astrophysics Data System (ADS)

Hockemeyer, Cord; Nussbaumer, Alexander; Lövquist, Erik; Aboulafia, Annette; Breen, Dorothy; Shorten, George; Albert, Dietrich

The authors present an approach for implementing a system for the assessment of medical competences using a haptic simulation device. Based on Competence based Knowledge Space Theory (CbKST), information on the learners’ competences is gathered from different sources (test questions, data from the simulator, and supervising experts’ assessments).

Exploring organisational competences in Human Factors and UX project work: managing careers, project tactics and organisational strategy.

PubMed

Furniss, Dominic; Curzon, Paul; Blandford, Ann

2018-06-01

Organisational competence in Human Factors and UX (user experience) has not been looked at before despite its relevance to project success. We define organisational competence as the collective competence of the individuals, bringing together their complementary abilities to deliver an outcome that is typically more than the sum of its parts. Twenty-two UX and Human Factors practitioners were interviewed about their project work in two contrasting domains: web design and safety-critical systems to explore organisational competences. Through doing a FRAM analysis, 29 functions and 6 main areas of competences were identified: the central project process; the process of learning about the problem; maintaining and developing client relations; staff development; evolving practices; and the management of documentation for audit and quality control. These dynamic and situated competences form a web of interactions. Managing competences is essential for project success. Implications for managing careers, project tactics and organisational strategy are discussed. Practitioner Summary: Organisational competences impact how routine and non-routine project work is performed, but these have received little attention in the literature. Six key areas of competences in Human Factors and UX project work were identified from practitioner interviews. Managing combinations of adaptive competences is important for developing careers, project tactics and organisational strategies.

Development of Web-Based Learning Environment Model to Enhance Cognitive Skills for Undergraduate Students in the Field of Electrical Engineering

ERIC Educational Resources Information Center

Lakonpol, Thongmee; Ruangsuwan, Chaiyot; Terdtoon, Pradit

2015-01-01

This research aimed to develop a web-based learning environment model for enhancing cognitive skills of undergraduate students in the field of electrical engineering. The research is divided into 4 phases: 1) investigating the current status and requirements of web-based learning environment models. 2) developing a web-based learning environment…

Actualizing Notions of Perspective Transformation Using Web 2.0: Student Views on What Works for Language and Culture Learning

ERIC Educational Resources Information Center

Davidson Devall, Kelly

2015-01-01

The framework of perspective transformation (Mezirow, 1994) provides a rich context for the conceptualization of technology use in language and culture learning. Although others have focused on the processes of becoming interculturally competent (Taylor, 1994) and changing language structures (Foster, 1997), more exploration of how technology aids…

NAWeb 2000: Web-Based Learning - On Track! International Conference on Web-Based Learning. (6th, New Brunswick, Canada, October 14-17, 2000).

ERIC Educational Resources Information Center

Hall, Richard., Ed.

This proceedings of the Sixth International Conference on Web-Based Learning, NAWeb 2000, includes the following papers: "Is a Paradigm Shift Required To Effectively Teach Web-Based Instruction?"; "Issues in Courseware Reuse for a Web-Based Information System"; "The Digital Curriculum Database: Meeting the Needs of Industry and the Challenge of…

Exploring Individual, Social and Organisational Effects on Web 2.0-Based Workplace Learning: A Research Agenda for a Systematic Approach

ERIC Educational Resources Information Center

Zhao, Fang; Kemp, Linzi

2013-01-01

Web 2.0-based workplace learning is defined in this article as informal learning that takes place in the workplace through connections and collaborations mediated by Web 2.0 technology. Web 2.0-based workplace learning has the potential to enhance organisational learning and development. However, little systematic research has been published that…

Development, implementation, and effects of an integrated web-based teaching model in a nursing ethics course.

PubMed

Chao, S-Y; Chang, Y-C; Yang, S C; Clark, M J

2017-08-01

Ethical competence, which is reflected in the ability to detect ethical challenges in clinical situations and engage in deliberate thinking on ethical actions, is one of the core competencies of nursing practice. The purpose of this study was to develop and implement an interactive situational e-learning system, integrating nursing ethical decisions into a nursing ethics course, and to evaluate the effects of this course on student nurses' ethical decision-making competence. The project was designed to be carried out in two phases. In the first phase, an interactive situated e-learning system was developed and integrated into the nursing ethics course. The second phase involved implementing the course and evaluating its effects in a quasi-experimental study. The course intervention was designed for 2h per week over one semester (18weeks). A total of 100 two-year technical college nursing students in their second year of the program participated in the study, with 51 in the experimental group and 49 in the control group. After completing the course, the students in the experimental group showed significant improvement in nursing ethical decision-making competence, including skills in "raising questions," "recognizing differences," "comparing differences," "self-dialogue," "taking action," and "identifying the implications of decisions made," compared to their performance prior to the class. After controlling for factors influencing learning effects, students in the experimental group showed superiority to those in the control group in the competency of "recognizing differences." The students in the experimental group reported that the course pushed them to search for and collect information needed to resolve the ethical dilemma. The interactive situational e-learning system developed by our project was helpful in developing the students' competence in ethical reasoning. The e-learning system and the situational teaching materials used in this study may be applicable in nursing and related professional ethics courses. Copyright © 2017 Elsevier Ltd. All rights reserved.

Web-Based Learning in a Geometry Course

ERIC Educational Resources Information Center

Chan, Hsungrow; Tsai, Pengheng; Huang, Tien-Yu

2006-01-01

This study concerns applying Web-based learning with learner controlled instructional materials in a geometry course. The experimental group learned in a Web-based learning environment, and the control group learned in a classroom. We observed that the learning method accounted for a total variation in learning effect of 19.1% in the 3rd grade and…

A Study of Multimedia Annotation of Web-Based Materials

ERIC Educational Resources Information Center

Hwang, Wu-Yuin; Wang, Chin-Yu; Sharples, Mike

2007-01-01

Web-based learning has become an important way to enhance learning and teaching, offering many learning opportunities. A limitation of current Web-based learning is the restricted ability of students to personalize and annotate the learning materials. Providing personalized tools and analyzing some types of learning behavior, such as students'…

Just-in-Time Teaching Exercises to Engage Students in an Introductory-Level Dinosaur Course

NASA Astrophysics Data System (ADS)

Guertin, Laura A.; Zappe, Sarah E.; Kim, Heeyoung

2007-12-01

The Just-in-Time Teaching (JiTT) technique allows students to be engaged in course material outside of the classroom by answering web-based questions. The responses are summarized and presented to students in class with a follow-up active learning exercise. College students enrolled in an introductory-level general education geoscience course were surveyed over a two-semester period on their engagement level during lecture and perceived learning of course content. Data show that students are able to reflect on their prior knowledge and construct new knowledge with weekly graded JiTT exercises. Despite increasing and competing pressures outside of the classroom, students reported increased learning and engagement in a course with required weekly assignments.

Web-Based Reading Annotation System with an Attention-Based Self-Regulated Learning Mechanism for Promoting Reading Performance

ERIC Educational Resources Information Center

Chen, Chih-Ming; Huang, Sheng-Hui

2014-01-01

Due to the rapid development of information technology, web-based learning has become a dominant trend. That is, learners can often learn anytime and anywhere without being restricted by time and space. Autonomic learning primarily occurs in web-based learning environments, and self-regulated learning (SRL) is key to autonomic learning…

Factors that influence acceptance of web-based e-learning systems for the in-service education of junior high school teachers in Taiwan.

PubMed

Chen, Hong-Ren; Tseng, Hsiao-Fen

2012-08-01

Web-based e-learning is not restricted by time or place and can provide teachers with a learning environment that is flexible and convenient, enabling them to efficiently learn, quickly develop their professional expertise, and advance professionally. Many research reports on web-based e-learning have neglected the role of the teacher's perspective in the acceptance of using web-based e-learning systems for in-service education. We distributed questionnaires to 402 junior high school teachers in central Taiwan. This study used the Technology Acceptance Model (TAM) as our theoretical foundation and employed the Structure Equation Model (SEM) to examine factors that influenced intentions to use in-service training conducted through web-based e-learning. The results showed that motivation to use and Internet self-efficacy were significantly positively associated with behavioral intentions regarding the use of web-based e-learning for in-service training through the factors of perceived usefulness and perceived ease of use. The factor of computer anxiety had a significantly negative effect on behavioral intentions toward web-based e-learning in-service training through the factor of perceived ease of use. Perceived usefulness and motivation to use were the primary reasons for the acceptance by junior high school teachers of web-based e-learning systems for in-service training. Copyright © 2011 Elsevier Ltd. All rights reserved.

Future View: Web Navigation based on Learning User's Browsing Strategy

NASA Astrophysics Data System (ADS)

Nagino, Norikatsu; Yamada, Seiji

In this paper, we propose a Future View system that assists user's usual Web browsing. The Future View will prefetch Web pages based on user's browsing strategies and present them to a user in order to assist Web browsing. To learn user's browsing strategy, the Future View uses two types of learning classifier systems: a content-based classifier system for contents change patterns and an action-based classifier system for user's action patterns. The results of learning is applied to crawling by Web robots, and the gathered Web pages are presented to a user through a Web browser interface. We experimentally show effectiveness of navigation using the Future View.

Web-based versus face-to-face interprofessional team encounters with standardized patients.

PubMed

Lempicki, Kelly A; Holland, Christine S

2018-03-01

Challenges exist in developing interprofessional education (IPE) activities including coordinating schedules and obtaining appropriate space for teams to work. Virtual worlds have been explored as a means to overcome some of these challenges. We sought to develop a web-based interprofessional team interaction with a standardized patient (SP), as compared to a face-to-face SP interaction, focusing on the competency area of interprofessional communication. Interprofessional teams of students were randomized to complete a web-based or face-to-face SP encounter. The web-based encounter was conducted via video conference that students accessed using their own electronic device. Interprofessional communication was evaluated by faculty observers and the SPs. Participants of the web-based encounter also completed a perceptions questionnaire. Interprofessional communication was rated as average/above average by the authors and SPs. Perceptions of the web-based encounter were mixed with not all students willing to complete such an encounter again despite finding it enjoyable and a positive learning experience. The need for adequate preparation was identified, including the opportunity to review the patient case before the encounter. The web-based SP encounter afforded students the opportunity to utilize communication technology to provide patient-centered care while collaborating as an interprofessional team. Video conferencing presents an opportunity to bypass some logistical challenges in scheduling IPE experiences and can be implemented as a co-curricular activity, avoiding course revisions. Additional studies are needed to further explore student and patient perspectives and clarify when, and with what level of trainees, the experiences are most valuable. Copyright © 2017 Elsevier Inc. All rights reserved.

Supporting Self-Regulated Learning in Web 2.0 Contexts

ERIC Educational Resources Information Center

Huang, Yong-Ming; Huang, Yueh-Min; Wang, Chia-Sui; Liu, Chien-Hung; Sandnes, Frode Eika

2012-01-01

Web-based self-learning (WBSL) provides learners with a powerful means of acquiring knowledge. However, WBSL may disorient learners, especially when their skills are inadequate for regulating their learning. In this paper, a Web 2.0 self-regulated learning (Web2SRL) system based on the theory of self-regulated learning is proposed. Learners use…

Applying Adaptive Swarm Intelligence Technology with Structuration in Web-Based Collaborative Learning

ERIC Educational Resources Information Center

Huang, Yueh-Min; Liu, Chien-Hung

2009-01-01

One of the key challenges in the promotion of web-based learning is the development of effective collaborative learning environments. We posit that the structuration process strongly influences the effectiveness of technology used in web-based collaborative learning activities. In this paper, we propose an ant swarm collaborative learning (ASCL)…

A Web-based e-learning course: integration of pathophysiology into pharmacology.

PubMed

Tse, Mimi M Y; Lo, Lisa W L

2008-11-01

The Internet is becoming the preferred place to find information. Millions of people go online in search of health and medical information. Likewise, the demand for Web-based courses is growing. This paper presents the development, utilization, and evaluation of a Web-based e-learning course for nursing students, entitled Integration of Pathophysiology into Pharmacology. The pathophysiology component included cardiovascular, respiratory, central nervous and immune system diseases, while the pharmacology component was developed based on 150 commonly used drugs. One hundred and nineteen Year 1 nursing students took part in the course. The Web-based e-learning course materials were uploaded to a WebCT for students' self-directed learning and attempts to pass two scheduled online quizzes. At the end of the semester, students were given a questionnaire to measure the e-learning experience. Their experience in the e-learning course was a positive one. Students stated that they were able to understand rather than memorize the subject content, and develop their problem solving and critical thinking abilities. Online quizzes yielded satisfactory results. In the focus group interview, students indicated that they appreciated the time flexibility and convenience associated with Web-based learning, and also made good suggestions for enhancing Web-based learning. The Web-based approach is promising for teaching and learning pathophysiology and pharmacology for nurses and other healthcare professionals.

Learning Strategies for Success in a Web-Based Course: A Descriptive Exploration

ERIC Educational Resources Information Center

Hu, Haihong; Gramling, Jennifer

2009-01-01

Web-based distance instruction has become a popular delivery method for education. How are learning strategies helping make the connection between Web-based technologies and educational goals? The purpose of this study was to examine learners' use of self-regulated learning strategies in a Web-based course. Twelve students from an information…

Problem-Based Learning in Web-Based Science Classroom.

ERIC Educational Resources Information Center

Kim, Heeyoung; Chung, Ji-Sook; Kim, Younghoon

The purpose of this paper is to discuss how general problem-based learning (PBL) models and social-constructivist perspectives are applied to the design and development of a Web-based science program, which emphasizes inquiry-based learning for fifth grade students. The paper also deals with the general features and learning process of a Web-based…

Case-Based Web Learning Versus Face-to-Face Learning: A Mixed-Method Study on University Nursing Students.

PubMed

Chan, Aileen Wai-Kiu; Chair, Sek-Ying; Sit, Janet Wing-Hung; Wong, Eliza Mi-Ling; Lee, Diana Tze-Fun; Fung, Olivia Wai-Man

2016-03-01

Case-based learning (CBL) is an effective educational method for improving the learning and clinical reasoning skills of students. Advances in e-learning technology have supported the development of the Web-based CBL approach to teaching as an alternative or supplement to the traditional classroom approach. This study aims to examine the CBL experience of Hong Kong students using both traditional classroom and Web-based approaches in undergraduate nursing education. This experience is examined in terms of the perceived self-learning ability, clinical reasoning ability, and satisfaction in learning of these students. A mixture of quantitative and qualitative approaches was adopted. All Year-3 undergraduate nursing students were recruited. CBL was conducted using the traditional classroom approach in Semester 1, and the Web-based approach was conducted in Semester 2. Student evaluations were collected at the end of each semester using a self-report questionnaire. In-depth, focus-group interviews were conducted at the end of Semester 2. One hundred twenty-two students returned their questionnaires. No difference between the face-to-face and Web-based approaches was found in terms of self-learning ability (p = .947), clinical reasoning ability (p = .721), and satisfaction (p = .083). Focus group interview findings complemented survey findings and revealed five themes that reflected the CBL learning experience of Hong Kong students. These themes were (a) the structure of CBL, (b) the learning environment of Web-based CBL, (c) critical thinking and problem solving, (d) cultural influence on CBL learning experience, and (e) student-centered and teacher-centered learning. The Web-based CBL approach was comparable but not superior to the traditional classroom CBL approach. The Web-based CBL experience of these students sheds light on the impact of Chinese culture on student learning behavior and preferences.

Adding Interactivity to Web Based Distance Learning.

ERIC Educational Resources Information Center

Cafolla, Ralph; Knee, Richard

Web Based Distance Learning (WBDL) is a form of distance learning based on providing instruction mainly on the World Wide Web. This paradigm has limitations, especially the lack of interactivity inherent in the Web. The purpose of this paper is to discuss some of the technologies the authors have used in their courses at Florida Atlantic…

Web-Based Intelligent E-Learning Systems: Technologies and Applications

ERIC Educational Resources Information Center

Ma, Zongmin

2006-01-01

Collecting and presenting the latest research and development results from the leading researchers in the field of e-learning systems, Web-Based Intelligent E-Learning Systems: Technologies and Applications provides a single record of current research and practical applications in Web-based intelligent e-learning systems. This book includes major…

Self Regulated Learning for Developing Nursing Skills via Web-Based

ERIC Educational Resources Information Center

Razak, Rafiza Abdul; Hua, Khor Bee

2013-01-01

The purpose of this study is to find out whether the first year student nurses able to learn and develop the psychomotor skills for basic nursing care using web-based learning environment. More importantly, the researcher investigated whether web-based learning environment using self regulated learning strategy able to help students to apply the…

Blending toward Competency. Early Patterns of Blended Learning and Competency-Based Education in New Hampshire

ERIC Educational Resources Information Center

Freeland, Julia

2014-01-01

As the education field strives to differentiate and personalize learning to cater to each student, two related movements are gaining attention: competency-based education and blended learning. In competency-based models, students advance on the basis of mastery, rather than according to the traditional methods of counting progress in terms of time…

Teacher's Guide for Competency-Based Education Curriculum for Floriculture.

ERIC Educational Resources Information Center

Associated Educational Consultants, Inc., Pittsburgh, PA.

This teacher's guide is designed to facilitate use of the West Virginia floriculture competency-based education (CBE) curriculum by instructors in floriculture programs. The curriculum is organized into 13 learning units, correlated with specific competencies. Each competency includes a learning checklist, learning activities, and evaluative…

The relationships among nurses' job characteristics and attitudes toward web-based continuing learning.

PubMed

Chiu, Yen-Lin; Tsai, Chin-Chung; Fan Chiang, Chih-Yun

2013-04-01

The purpose of this study was to explore the relationships between job characteristics (job demands, job control and social support) and nurses' attitudes toward web-based continuing learning. A total of 221 in-service nurses from hospitals in Taiwan were surveyed. The Attitudes toward Web-based Continuing Learning Survey (AWCL) was employed as the outcome variables, and the Chinese version Job Characteristic Questionnaire (C-JCQ) was administered to assess the predictors for explaining the nurses' attitudes toward web-based continuing learning. To examine the relationships among these variables, hierarchical regression was conducted. The results of the regression analysis revealed that job control and social support positively associated with nurses' attitudes toward web-based continuing learning. However, the relationship of job demands to such learning was not significant. Moreover, a significant demands×job control interaction was found, but the job demands×social support interaction had no significant relationships with attitudes toward web-based continuing learning. Copyright © 2013 Elsevier Ltd. All rights reserved.

The Impact of Web Based Resource Material on Learning Outcome in Open Distance Higher Education

ERIC Educational Resources Information Center

Masrur, Rehana

2010-01-01

One of the most powerful educational option in open and distance education is web-based learning. A blended (hybrid) course combines traditional face to face and web-based learning approaches in an educational environment that is nonspecific as to time and place. The study reported here investigated the impact of web based resource material…

Mining Formative Evaluation Rules Using Web-Based Learning Portfolios for Web-Based Learning Systems

ERIC Educational Resources Information Center

Chen, Chih-Ming; Hong, Chin-Ming; Chen, Shyuan-Yi; Liu, Chao-Yu

2006-01-01

Learning performance assessment aims to evaluate what knowledge learners have acquired from teaching activities. Objective technical measures of learning performance are difficult to develop, but are extremely important for both teachers and learners. Learning performance assessment using learning portfolios or web server log data is becoming an…

Web-Enhanced Learning: Engaging Students in Constructivist Learning

ERIC Educational Resources Information Center

Neo, Mai

2005-01-01

Purpose: The purpose of this paper is to study the impact of a web-based constructivist learning environment, which was developed based on a course given to students in the Faculty of Creative Multimedia (FCM) on student learning. Design/methodology/approach: In this paper, a web-based multimedia-mediated project was developed based on an Internet…

Towards Greater Learner Control: Web Supported Project-Based Learning

ERIC Educational Resources Information Center

Guthrie, Cameron

2010-01-01

Project-based learning has been suggested as an appropriate pedagogy to prepare students in information systems for the realities of the business world. Web-based resources have been used to support such pedagogy with mixed results. The paper argues that the design of web-based learning support to cater to different learning styles may give…

Web-Based Learning Support System

NASA Astrophysics Data System (ADS)

Fan, Lisa

Web-based learning support system offers many benefits over traditional learning environments and has become very popular. The Web is a powerful environment for distributing information and delivering knowledge to an increasingly wide and diverse audience. Typical Web-based learning environments, such as Web-CT, Blackboard, include course content delivery tools, quiz modules, grade reporting systems, assignment submission components, etc. They are powerful integrated learning management systems (LMS) that support a number of activities performed by teachers and students during the learning process [1]. However, students who study a course on the Internet tend to be more heterogeneously distributed than those found in a traditional classroom situation. In order to achieve optimal efficiency in a learning process, an individual learner needs his or her own personalized assistance. For a web-based open and dynamic learning environment, personalized support for learners becomes more important. This chapter demonstrates how to realize personalized learning support in dynamic and heterogeneous learning environments by utilizing Adaptive Web technologies. It focuses on course personalization in terms of contents and teaching materials that is according to each student's needs and capabilities. An example of using Rough Set to analyze student personal information to assist students with effective learning and predict student performance is presented.

Student Perceptions of Learning in a Web-Based Tutorial.

ERIC Educational Resources Information Center

Brescia, William; McAuley, Sean

This case study used both quantitative and qualitative methods to investigate students' perceptions of learning using a Web-based tutorial. Students participated in a Web-based tutorial to learn basic HTML as part of a graduate-level Web design course. Four of five students agreed to participate in the survey and interviews. After completing the…

Pedagogy for teaching and learning cooperatively on the Web: a Web-based pharmacology course.

PubMed

Tse, Mimi M Y; Pun, Sandra P Y; Chan, Moon Fai

2007-02-01

The Internet is becoming a preferred place to find information. Millions of people go online in the search of health and medical information. Likewise, the demand for Web-based courses grows. This article presents the development, utilization and evaluation of a web-based pharmacology course for nursing students. The course was developed based on 150 commonly used drugs. There were 110 year 1 nursing students took part in the course. After attending six hours face to face lecture of pharmacology over three weeks, students were invited to complete a questionnaire (pre-test) about learning pharmacology. The course materials were then uploaded to a WebCT for student's self-directed learning and attempts to pass two scheduled online quizzes. At the end of the semester, students were given the same questionnaire (post-test). There were a significant increase in the understanding compared with memorizing the subject content, the development of problem solving ability in learning pharmacology and becoming an independent learner (p ,0.05). Online quizzes yielded satisfactory results. In the focused group interview, students appreciated the time flexibility and convenience associated with web-based learning, also, they had made good suggestions in enhancing web-based learning. Web-based approach is promising for teaching and learning pharmacology for nurses and other health-care professionals.

The Acquisition of Integrated Science Process Skills in a Web-Based Learning Environment

ERIC Educational Resources Information Center

Saat, Rohaida Mohd

2004-01-01

Web-based learning is becoming prevalent in science learning. Some use specially designed programs, while others use materials available on the Internet. This qualitative case study examined the process of acquisition of integrated science process skills, particularly the skill of controlling variables, in a web-based learning environment among…

The effectiveness of research-based physics learning module with predict-observe-explain strategies to improve the student’s competence

NASA Astrophysics Data System (ADS)

Usmeldi

2018-05-01

The preliminary study shows that many students are difficult to master the concept of physics. There are still many students who have not mastery learning physics. Teachers and students still use textbooks. Students rarely do experiments in the laboratory. One model of learning that can improve students’ competence is a research-based learning with Predict- Observe-Explain (POE) strategies. To implement this learning, research-based physics learning modules with POE strategy are used. The research aims to find out the effectiveness of implementation of research-based physics learning modules with POE strategy to improving the students’ competence. The research used a quasi-experimental with pretest-posttest group control design. Data were collected using observation sheets, achievement test, skill assessment sheets, questionnaire of attitude and student responses to learning implementation. The results of research showed that research-based physics learning modules with POE strategy was effective to improve the students’ competence, in the case of (1) mastery learning of physics has been achieved by majority of students, (2) improving the students competency of experimental class including high category, (3) there is a significant difference between the average score of students’ competence of experimental class and the control class, (4) the average score of the students competency of experimental class is higher than the control class, (5) the average score of the students’ responses to the learning implementation is very good category, this means that most students can implement research-based learning with POE strategies.

Exploring the Influences of Elementary School Students' Learning Motivation on Web-Based Collaborative Learning

ERIC Educational Resources Information Center

Chin-Fei, Huang; Chia-Ju, Liu

2012-01-01

The purpose of this study is to explore the influences of students' learning motivation on Web-based collaborative learning. This study conducted learning materials of Web pages about science and collaborative learning, a motivation questionnaire and interviews were used for data collection. Eighty Grade 5 students and a science teacher were…

The Application of Carl Rogers' Person-Centered Learning Theory to Web-Based Instruction.

ERIC Educational Resources Information Center

Miller, Christopher T.

This paper provides a review of literature that relates research on Carl Rogers' person-centered learning theory to Web-based learning. Based on the review of the literature, a set of criteria is described that can be used to determine how closely a Web-based course matches the different components of Rogers' person-centered learning theory. Using…

Research and Development of Web-Based Virtual Online Classroom

ERIC Educational Resources Information Center

Yang, Zongkai; Liu, Qingtang

2007-01-01

To build a web-based virtual learning environment depends on information technologies, concerns technology supporting learning methods and theories. A web-based virtual online classroom is designed and developed based on learning theories and streaming media technologies. And it is composed of two parts: instructional communicating environment…

University students' emotions, interest and activities in a web-based learning environment.

PubMed

Nummenmaa, Minna; Nummenmaa, Lauri

2008-03-01

Within academic settings, students experience varied emotions and interest towards learning. Although both emotions and interest can increase students' likelihood to engage in traditional learning, little is known about the influence of emotions and interest in learning activities in a web-based learning environment (WBLE). This study examined how emotions experienced while using a WBLE, students' interest towards the course topic and interest towards web-based learning are associated with collaborative visible and non-collaborative invisible activities and 'lurking' in the WBLE. Participants were 99 Finnish university students from five web-based courses. All the students enrolled in the courses filled out pre- and post-test questionnaires of interest, and repeatedly completed an on-line questionnaire on emotions experienced while using the WBLE during the courses. The fluctuation of emotional reactions was positively associated with both visible collaborative and invisible non-collaborative activities in the WBLE. Further, interest towards the web-based learning was positively associated with invisible activity. The results also demonstrated that students not actively participating in the collaborative activities (i.e. lurkers) had more negative emotional experiences during the courses than other students. The results highlight the distinct impacts that emotions and interest have on different web-based learning activities and that they should be considered when designing web-based courses.

Development of a WebQuest as instructional material in teaching biodiversity for grade 8 learners

NASA Astrophysics Data System (ADS)

Genovia, Jerson A.; Eslit, April Rose C.; Tamse, Agnes Lera G.; Barquilla, Manuel B.

2018-01-01

WebQuest is an inquiry-based learning activity that allows students to learn the lesson using the information provided in the internet resources. The study aimed to develop and implement the WebQuest on Biodiversity. Primarily, this research determines the students' performances in the achievement test after WebQuest was implemented to them. Secondly, it is also to investigate on their attitudes towards Biology before and after the activity as well as the level of development of their 21st Century Skills. This research utilized Quasi-experimental Non-randomized One Group Pretest/Posttest Design. The developed WebQuest that is based from the K-12 curriculum competencies were evaluated by selected experts in the Content (2), Pedagogy (2) and ICT (2) to assess the said activity in terms of content, pedagogy and ICT effects. It was then implemented in an intact group of grade 8 students. Findings revealed that the developed WebQuest was rated "Excellent" for Content, Pedagogy and TCT effects. After utilizing the WebQuest activity on Biodiversity, students acquired more knowledge on the topic shows by the mean difference of 2.42, which is highly significant based on t-test result. The overall students' attitude towards Biology as a subject changed positively after they did the activity due to novelty effects and the WebQuest itself with the mean difference of 0.46. Moreover, results shows that the students can developed 21st century skills considering that the Likert scale survey was given only to the students after the activity. Based on the result, 97% of total responses favored to have developed Critical Thinking skills, 98% on Collaboration skills, 97% on Creativity and Innovative skills, 94% on Communication skills, 97% on Self-Decision skills, and 97% on ICT skills. The concentration of percentage of responses differed in two classes because Class A was composed of highlyselected students who underwent an entrance examination upon admission in school and Class B, a highly-generalized students whom have not taken an entrance examination. Respondents in Class A developed those skills mostly in ModerateHigh compared to Class B which developed those skills in Moderate -Slightly High level. In addition, students perceived the said activity as favorable based on the result in the self-assessment procedure. The WebQuest activity also helped them develop their creativity in coming up with the expected learning outputs. Despite the limited supply of personal computer, most of the respondents performed well in the written report, slides and video presentations which majority of the groups' outputs were rated as "Very good". This study recommends that each learner should be provided with personal computer while learning through WebQuest. The administration of pretest in the evaluation for 21st Century skills development so that a higher attitude difference towards Biology will be manifested and to compare the changes of skills development among learners before and after the activity.

The Turkish Version of Web-Based Learning Platform Evaluation Scale: Reliability and Validity Study

ERIC Educational Resources Information Center

Dag, Funda

2016-01-01

The purpose of this study is to determine the language equivalence and the validity and reliability of the Turkish version of the "Web-Based Learning Platform Evaluation Scale" ("Web Tabanli Ögrenme Ortami Degerlendirme Ölçegi" [WTÖODÖ]) used in the selection and evaluation of web-based learning environments. Within this scope,…

Factors that Influence Acceptance of Web-Based E-Learning Systems for the In-Service Education of Junior High School Teachers in Taiwan

ERIC Educational Resources Information Center

Chen, Hong-Ren; Tseng, Hsiao-Fen

2012-01-01

Web-based e-learning is not restricted by time or place and can provide teachers with a learning environment that is flexible and convenient, enabling them to efficiently learn, quickly develop their professional expertise, and advance professionally. Many research reports on web-based e-learning have neglected the role of the teacher's…

An Empirical Study of Instructor Adoption of Web-Based Learning Systems

ERIC Educational Resources Information Center

Wang, Wei-Tsong; Wang, Chun-Chieh

2009-01-01

For years, web-based learning systems have been widely employed in both educational and non-educational institutions. Although web-based learning systems are emerging as a useful tool for facilitating teaching and learning activities, the number of users is not increasing as fast as expected. This study develops an integrated model of instructor…

Web-Based Learning Programs: Use by Learners with Various Cognitive Styles

ERIC Educational Resources Information Center

Chen, Ling-Hsiu

2010-01-01

To consider how Web-based learning program is utilized by learners with different cognitive styles, this study presents a Web-based learning system (WBLS) and analyzes learners' browsing data recorded in the log file to identify how learners' cognitive styles and learning behavior are related. In order to develop an adapted WBLS, this study also…

Does Computer-Based Motor Skill Assessment Training Transfer to Live Assessing?

ERIC Educational Resources Information Center

Kelly, Luke E.; Taliaferro, Andrea; Krause, Jennifer

2012-01-01

Developing competency in motor skill assessment has been identified as a critical need in physical educator preparation. We conducted this study to evaluate (a) the effectiveness of a web-based instructional program--Motor Skill Assessment Program (MSAP)--for developing assessment competency, and specifically (b) whether competency developed by…

[Continuum, the continuing education platform based on a competency matrix].

PubMed

Ochoa Sangrador, C; Villaizán Pérez, C; González de Dios, J; Hijano Bandera, F; Málaga Guerrero, S

2016-04-01

Competency-Based Education is a learning method that has changed the traditional teaching-based focus to a learning-based one. Students are the centre of the process, in which they must learn to learn, solve problems, and adapt to changes in their environment. The goal is to provide learning based on knowledge, skills (know-how), attitude and behaviour. These sets of knowledge are called competencies. It is essential to have a reference of the required competencies in order to identify the need for them. Their acquisition is approached through teaching modules, in which one or more skills can be acquired. This teaching strategy has been adopted by Continuum, the distance learning platform of the Spanish Paediatric Association, which has developed a competency matrix based on the Global Paediatric Education Consortium training program. In this article, a review will be presented on the basics of Competency-Based Education and how it is applied in Continuum. Copyright © 2015 Asociación Española de Pediatría. Published by Elsevier España, S.L.U. All rights reserved.

Proceedings of N.A.Web 2001: The International North America Web-Based Learning Conference (7th, Fredericton, New Brunswick, Canada, October 13-16, 2001).

ERIC Educational Resources Information Center

Ellis, Allan, Ed.; Hall, Rik, Ed.; Li, Jeni, Ed.

NAWeb 2001, the International North America Web-Based Learning Conference, focused on innovative and practical uses of the World Wide Web in teaching and learning. This proceedings contains the following papers: (1) "Roles of Parties Involved in Distance Learning" (Ahlam Al-Bassam, Peter Neubert, Ali Al-Shammari); (2) "The World…

National preceptor development program (PDP) prototype. The third of a 3-part series.

PubMed

Cox, Craig D; Mulherin, Katrina; Walter, Sheila

2018-03-01

Preceptor development is critical to successful delivery of experiential learning. Although many preceptor development programs exist, a more individualized approach to training is needed. To accomplish this a national preceptor development program should be considered based on the continuing professional development model. A detailed prototype for this program has been described. In this final installment of the series, the twelve evidence-based recommendations from the first installment were utilized to construct a prototype for a preceptor development program. Over a three-month period, investigators experimented with different designs and models before approving the final prototype. The prototype took the form of an electronic learning platform. Several categories were integral to the design and included sections entitled preceptor spotlight, mentorship, global outreach, choose your own adventure, continuing professional development, feedback, virtual online community, highlights/advertisements, what's new, competency assessment, and frequently asked questions. A graphic was developed to depict the process by which a preceptor would navigate through the web-based learning platform. The authors purposefully maintained a creative and unlimited vision for preceptor development. This conceptual model is intended to spark discussion and augment, refine, or develop entirely innovative ideas to meet preceptor needs. Development of a preceptor development platform could foster improved competency performance, enhanced interest in learning, and promote continuing professional development. With a greater focus on experiential education in pharmacy, the need for a national preceptor development resource is only expected to increase. Copyright © 2017 Elsevier Inc. All rights reserved.

Web Enhanced Learning and Student Awareness of Strategy Use.

ERIC Educational Resources Information Center

Crozier, Jane

This study continues the research into Web-based learning by examining a mid-level Web-based learning environment as a support for an informal learning experience. The informal learning situation was a group of undergraduate students that were Fellows in the Honors program and who served as the selection committee for the finalists of a global…

Teaching with technology: free Web resources for teaching and learning.

PubMed

Wink, Diane M; Smith-Stoner, Marilyn

2011-01-01

In this bimonthly series, the department editor examines how nurse educators can use Internet and Web-based computer technologies such as search, communication, collaborative writing tools; social networking, and social bookmarking sites; virtual worlds; and Web-based teaching and learning programs. In this article, the department editor and her coauthor describe free Web-based resources that can be used to support teaching and learning.

Supporting Self-Regulated Personalised Learning through Competence-Based Knowledge Space Theory

ERIC Educational Resources Information Center

Steiner, Christina M.; Nussbaumer, Alexander; Albert, Dietrich

2009-01-01

This article presents two current research trends in e-learning that at first sight appear to compete. Competence-Based Knowledge Space Theory (CBKST) provides a knowledge representation framework which, since its invention by Doignon & Falmagne, has been successfully applied in various e-learning systems (for example, Adaptive Learning with…

Selected Styles in Web-Based Educational Research

ERIC Educational Resources Information Center

Mann, Bruce, Ed.

2006-01-01

"Selected Styles in Web-Based Educational Research" is concerned with the most common research styles in Web-based teaching or learning. It is intended for practitioners, educators and students, who wish to learn how to conduct research in online teaching and learning, and helps define style in educational research methodology. To…

A Web-Based Learning System for Software Test Professionals

ERIC Educational Resources Information Center

Wang, Minhong; Jia, Haiyang; Sugumaran, V.; Ran, Weijia; Liao, Jian

2011-01-01

Fierce competition, globalization, and technology innovation have forced software companies to search for new ways to improve competitive advantage. Web-based learning is increasingly being used by software companies as an emergent approach for enhancing the skills of knowledge workers. However, the current practice of Web-based learning is…

The Effect of Teaching Methods and Learning Style on Learning Program Design in Web-Based Education Systems

ERIC Educational Resources Information Center

Hung, Yen-Chu

2012-01-01

The instructional value of web-based education systems has been an important area of research in information systems education. This study investigates the effect of various teaching methods on program design learning for students with specific learning styles in web-based education systems. The study takes first-year Computer Science and…

Learning Styles and Formative Assessment Strategy: Enhancing Student Achievement in Web-Based Learning

ERIC Educational Resources Information Center

Wang, K. H.; Wang, T. H.; Wang, W. L.; Huang, S. C.

2006-01-01

The purpose of this research was to investigate the effects of formative assessment and learning style on student achievement in a Web-based learning environment. A quasi-experimental research design was used. Participants were 455 seventh grade students from 12 classes of six junior high schools. A Web-based course, named BioCAL, combining three…

Applying Web-Enabled Problem-Based Learning and Self-Regulated Learning to Enhance Computing Skills of Taiwan's Vocational Students: A Quasi-Experimental Study of a Short-Term Module

ERIC Educational Resources Information Center

Shen, Pei-Di; Lee, Tsang-Hsiung; Tsai, Chia-Wen

2007-01-01

Contrary to conventional expectations, the reality of computing education in Taiwan's vocational schools is not so practically oriented, and thus reveals much room for improvement. In this context, we conducted a quasi-experiment to examine the effects of applying web-based problem-based learning (PBL), web-based self-regulated learning (SRL), and…

Student Characteristics, Sense of Community, and Cognitive Achievement in Web-Based and Lab-Based Learning Environments

ERIC Educational Resources Information Center

Overbaugh, Richard C.; Lin, ShinYi

2006-01-01

This study investigated differential effects of learning styles and learning orientation on sense of community and cognitive achievement in Web-based and lab-based university course formats. Students in the Web-based sections achieved higher scores at the "remember" and "understand" levels, but not at the "apply" or "analyze" levels. In terms of…

Online Learning: A Comparison of Web-Based and Land-Based Courses

ERIC Educational Resources Information Center

Brown, Joy L. M.

2012-01-01

Distance learning has become more popular in recent years. Due to concern about the quality of web-based courses, the purpose of this study was to explore the differences in web-based versus land-based courses. In this study, the researcher compares web-based and land-based education courses to explore the strengths and weaknesses of each type of…

Learning from WebQuests

NASA Astrophysics Data System (ADS)

Gaskill, Martonia; McNulty, Anastasia; Brooks, David W.

2006-04-01

WebQuests are activities in which students use Web resources to learn about school topics. WebQuests are advocated as constructivist activities and ones generally well regarded by students. Two experiments were conducted in school settings to compare learning using WebQuests versus conventional instruction. Students and teachers both enjoyed WebQuest instruction and spoke highly of it. In one experiment, however, conventional instruction led to significantly greater student learning. In the other, there were no significant differences in the learning outcomes between conventional versus WebQuest-based instruction.

See one, do one, teach one: advanced technology in medical education.

PubMed

Vozenilek, John; Huff, J Stephen; Reznek, Martin; Gordon, James A

2004-11-01

The concept of "learning by doing" has become less acceptable, particularly when invasive procedures and high-risk care are required. Restrictions on medical educators have prompted them to seek alternative methods to teach medical knowledge and gain procedural experience. Fortunately, the last decade has seen an explosion of the number of tools available to enhance medical education: web-based education, virtual reality, and high fidelity patient simulation. This paper presents some of the consensus statements in regard to these tools agreed upon by members of the Educational Technology Section of the 2004 AEM Consensus Conference for Informatics and Technology in Emergency Department Health Care, held in Orlando, Florida. Web-based teaching: 1) Every ED should have access to medical educational materials via the Internet, computer-based training, and other effective education methods for point-of-service information, continuing medical education, and training. 2) Real-time automated tools should be integrated into Emergency Department Information Systems [EDIS] for contemporaneous education. Virtual reality [VR]: 1) Emergency physicians and emergency medicine societies should become more involved in VR development and assessment. 2) Nationally accepted protocols for the proper assessment of VR applications should be adopted and large multi-center groups should be formed to perform these studies. High-fidelity simulation: Emergency medicine residency programs should consider the use of high-fidelity patient simulators to enhance the teaching and evaluation of core competencies among trainees. Across specialties, patient simulation, virtual reality, and the Web will soon enable medical students and residents to... see one, simulate many, do one competently, and teach everyone.

Nurses' Internet self-efficacy and attitudes toward web-based continuing learning.

PubMed

Liang, Jyh-Chong; Wu, Szu-Hsien; Tsai, Chin-Chung

2011-11-01

There are increasing opportunities for nurses to engage in continuing learning via the Internet; hence, it is important to explore nurses' attitudes toward web-based continuing learning. This paper explores 267 Taiwanese clinical nurses' attitudes toward web-based continuing learning. In addition, the role of the nurses' Internet self-efficacy in their attitudes is investigated. This study utilizes two questionnaires to respectively survey the nurses' Internet self-efficacy and their attitudes toward web-based continuing learning. In particular, the Internet Self-efficacy Survey includes two scales: 'Basic self-efficacy' (the perceived confidence of using basic Internet functions, such as the confidence in using a web browser or searching for online information) and 'Advanced self-efficacy' (the perceived confidence of using advanced Internet functions, such as the confidence in online discussion or making online payments). Exploratory factor analyses indicated adequate reliability and validity of the two questionnaires. The regression analyses revealed that both nurses' basic and advanced Internet self-efficacy can positively explain the perceived usefulness, ease of use and friendly feeling when using web-based continuing learning environments, whereas nurses' advanced Internet self-efficacy was the only predictor to explain how they intend to use web-based continuing learning environments more. Copyright © 2010 Elsevier Ltd. All rights reserved.

Developing Web-Based Assessment Strategies for Facilitating Junior High School Students to Perform Self-Regulated Learning in an E-Learning Environment

ERIC Educational Resources Information Center

Wang, Tzu-Hua

2011-01-01

This research refers to the self-regulated learning strategies proposed by Pintrich (1999) in developing a multiple-choice Web-based assessment system, the Peer-Driven Assessment Module of the Web-based Assessment and Test Analysis system (PDA-WATA). The major purpose of PDA-WATA is to facilitate learner use of self-regulatory learning behaviors…

Web-Based Learning Environment Based on Students’ Needs

NASA Astrophysics Data System (ADS)

Hamzah, N.; Ariffin, A.; Hamid, H.

2017-08-01

Traditional learning needs to be improved since it does not involve active learning among students. Therefore, in the twenty-first century, the development of internet technology in the learning environment has become the main needs of each student. One of the learning environments to meet the needs of the teaching and learning process is a web-based learning environment. This study aims to identify the characteristics of a web-based learning environment that supports students’ learning needs. The study involved 542 students from fifteen faculties in a public higher education institution in Malaysia. A quantitative method was used to collect the data via a questionnaire survey by randomly. The findings indicate that the characteristics of a web-based learning environment that support students’ needs in the process of learning are online discussion forum, lecture notes, assignments, portfolio, and chat. In conclusion, the students overwhelmingly agreed that online discussion forum is the highest requirement because the tool can provide a space for students and teachers to share knowledge and experiences related to teaching and learning.

Development and Evaluation of Mechatronics Learning System in a Web-Based Environment

ERIC Educational Resources Information Center

Shyr, Wen-Jye

2011-01-01

The development of remote laboratory suitable for the reinforcement of undergraduate level teaching of mechatronics is important. For the reason, a Web-based mechatronics learning system, called the RECOLAB (REmote COntrol LABoratory), for remote learning in engineering education has been developed in this study. The web-based environment is an…

Lifelong learning strategies in nursing: A systematic review.

PubMed

Qalehsari, Mojtaba Qanbari; Khaghanizadeh, Morteza; Ebadi, Abbas

2017-10-01

Lifelong learning is an expectation in the professional performance of nurses, which is directly related to the success of students in nursing schools. In spite of the considerable attention paid to this issue, lifelong learning strategies are not fully understood. The aim of this study was to clarify lifelong learning strategies of nursing students with respect to international experience. In this systematic review, an extensive investigation was carried out using Persian and English studies in Pub Med, ProQuest, Cochrane, Ovid, Scopus, Web of Science, SID, and Iran Doc using the following keywords: lifelong learning, self-directed learning, lifelong learning model, continuing education, nursing education, and lifelong program. Finally, 22 articles published from 1994 to 2016 were selected for the final analysis. Data extracted from the selected articles was summarized and classified based on the research questions. In this study, 8 main themes, namely intellectual and practical independence, collaborative (cooperative) learning, researcher thinking, persistence in learning, need-based learning, learning management, suitable learning environment, and inclusive growth, were extracted from the article data. Having identified and clarified lifelong learning strategies in nursing, it is recommended to use the research findings in the programs and teaching systems of nursing schools. Use of strategies of lifelong learning will led to increased quality of education, development of nursing competency and finally, increased quality of patient care.

Assessing Therapist Competence: Development of a Performance-Based Measure and Its Comparison With a Web-Based Measure.

PubMed

Cooper, Zafra; Doll, Helen; Bailey-Straebler, Suzanne; Bohn, Kristin; de Vries, Dian; Murphy, Rebecca; O'Connor, Marianne E; Fairburn, Christopher G

2017-10-31

Recent research interest in how best to train therapists to deliver psychological treatments has highlighted the need for rigorous, but scalable, means of measuring therapist competence. There are at least two components involved in assessing therapist competence: the assessment of their knowledge of the treatment concerned, including how and when to use its strategies and procedures, and an evaluation of their ability to apply such knowledge skillfully in practice. While the assessment of therapists' knowledge has the potential to be completed efficiently on the Web, the assessment of skill has generally involved a labor-intensive process carried out by clinicians, and as such, may not be suitable for assessing training outcome in certain circumstances. The aims of this study were to develop and evaluate a role-play-based measure of skill suitable for assessing training outcome and to compare its performance with a highly scalable Web-based measure of applied knowledge. Using enhanced cognitive behavioral therapy (CBT-E) for eating disorders as an exemplar, clinical scenarios for role-play assessment were developed and piloted together with a rating scheme for assessing trainee therapists' performance. These scenarios were evaluated by examining the performance of 93 therapists from different professional backgrounds and at different levels of training in implementing CBT-E. These therapists also completed a previously developed Web-based measure of applied knowledge, and the ability of the Web-based measure to efficiently predict competence on the role-play measure was investigated. The role-play measure assessed performance at implementing a range of CBT-E procedures. The majority of the therapists rated their performance as moderately or closely resembling their usual clinical performance. Trained raters were able to achieve good-to-excellent reliability for averaged competence, with intraclass correlation coefficients ranging from .653 to 909. The measure was also sensitive to change, with scores being significantly higher after training than before as might be expected (mean difference 0.758, P<.001) even when taking account of repeated data (mean difference 0.667, P<.001). The major shortcoming of the role-play measure was that it required considerable time and resources. This shortcoming is inherent in the method. Given this, of most interest for assessing training outcome, scores on the Web-based measure efficiently predicted therapist competence, as judged by the role-play measure (with the Web-based measure having a positive predictive value of 77% and specificity of 78%). The results of this study suggest that while it was feasible and acceptable to assess performance using the newly developed role-play measure, the highly scalable Web-based measure could be used in certain circumstances as a substitute for the more labor-intensive, and hence, more costly role-play method. ©Zafra Cooper, Helen Doll, Suzanne Bailey-Straebler, Kristin Bohn, Dian de Vries, Rebecca Murphy, Marianne E O'Connor, Christopher G Fairburn. Originally published in JMIR Mental Health (http://mental.jmir.org), 31.10.2017.

Online Tobacco Cessation Training and Competency Assessment for Complementary and Alternative Medicine (CAM) Practitioners: Protocol for the CAM Reach Web Study

PubMed Central

Howerter, Amy; Eaves, Emery R; Hall, John R; Buller, David B; Gordon, Judith S

2016-01-01

Background Complementary and alternative medicine (CAM) practitioners, such as chiropractors, acupuncturists, and massage therapists, are a growing presence in the US health care landscape and already provide health and wellness care to significant numbers of patients who use tobacco. For decades, conventional biomedical practitioners have received training to provide evidence-based tobacco cessation brief interventions (BIs) and referrals to cessation services as part of routine clinical care, whereas CAM practitioners have been largely overlooked for BI training. Web-based training has clear potential to meet large-scale training dissemination needs. However, despite the exploding use of Web-based training for health professionals, Web-based evaluation of clinical skills competency remains underdeveloped. Objective In pursuit of a long-term goal of helping CAM practitioners integrate evidence-based practices from US Public Health Service Tobacco Dependence Treatment Guideline into routine clinical care, this pilot protocol aims to develop and test a Web-based tobacco cessation training program tailored for CAM practitioners. Methods In preparation for a larger trial to examine the effect of training on CAM practitioner clinical practice behaviors around tobacco cessation, this developmental study will (1) adapt an existing in-person tobacco cessation BI training program that is specifically tailored for CAM therapists for delivery via the Internet; (2) develop a novel, Web-based tool to assess CAM practitioner competence in tobacco cessation BI skills, and conduct a pilot validation study comparing the competency assessment tool to live video role plays with a standardized patient; (3) pilot test the Web-based training with 120 CAM practitioners (40 acupuncturists, 40 chiropractors, 40 massage therapists) for usability, accessibility, acceptability, and effects on practitioner knowledge, self-efficacy, and competency with tobacco cessation; and (4) conduct qualitative and quantitative formative research on factors influencing practitioner tobacco cessation clinical behaviors (eg, practice environment, peer social influence, and insurance reimbursement). Results Web-training and competency assessment tool development and study enrollment and training activities are complete (N=203 practitioners enrolled). Training completion rates were lower than expected (36.9%, 75/203), necessitating over enrollment to ensure a sufficient number of training completers. Follow-up data collection is in progress. Data analysis will begin immediately after data collection is complete. Conclusions To realize CAM practitioners’ potential to promote tobacco cessation and use of evidence-based treatments, there is a need to know more about the facilitative and inhibitory factors influencing CAM practitioner tobacco intervention behaviors (eg, social influence and insurance reimbursement). Given marked differences between conventional and CAM practitioners, extant knowledge about factors influencing conventional practitioner adoption of tobacco cessation behaviors cannot be confidently extrapolated to CAM practitioners. The potential impact of this study is to expand tobacco cessation and health promotion infrastructure in a new group of health practitioners who can help combat the continuing epidemic of tobacco use. PMID:26740468

How to Enhance Interdisciplinary Competence--Interdisciplinary Problem-Based Learning versus Interdisciplinary Project-Based Learning

ERIC Educational Resources Information Center

Brassler, Mirjam; Dettmers, Jan

2017-01-01

Interdisciplinary competence is important in academia for both employability and sustainable development. However, to date, there are no specific interdisciplinary education models and, naturally, no empirical studies to assess them. Since problem-based learning (PBL) and project-based learning (PjBL) are learning approaches that emphasize…

Otolaryngology Resident Education and the Accreditation Council for Graduate Medical Education Core Competencies: A Systematic Review.

PubMed

Faucett, Erynne A; Barry, Jonnae Y; McCrary, Hilary C; Saleh, Ahlam A; Erman, Audrey B; Ishman, Stacey L

2018-04-01

To date, there have been no reports in the current literature regarding the use of the Accreditation Council for Graduate Medical Education (ACGME) core competencies in otolaryngology residency training. An evaluation may help educators address these core competencies in the training curriculum. To examine the quantity and nature of otolaryngology residency training literature through a systematic review and to evaluate whether this literature aligns with the 6 core competencies. A medical librarian assisted in a search of all indexed years of the PubMed, Embase, Education Resources Information Center (via EBSCOhost), Cochrane Library (Cochrane Database of Systematic Reviews, Cochrane Central Register of Controlled Trials, and Cochrane Methodology Register), Thomson Reuters Web of Science (Science Citation Index Expanded, Social Sciences Citation Index Expanded, Conference Proceedings Citation Index-Science, and Conference Proceedings Citation Index-Social Science and Humanities), Elsevier Scopus, and ClinicalTrials.gov databases to identify relevant English-language studies. Included studies contained original human data and focused on otolaryngology resident education. Data regarding study design, setting, and ACGME core competencies addressed were extracted from each article. Initial searches were performed on May 20, 2015, and updated on October 4, 2016. In this systematic review of 104 unique studies, interpersonal communication skills were reported 15 times; medical knowledge, 48 times; patient care, 44 times; practice-based learning and improvement, 31 times; professionalism, 15 times; and systems-based practices, 10 times. Multiple studies addressed more than 1 core competency at once, and 6 addressed all 6 core competencies. Increased emphasis on nonclinical core competencies is needed, including professionalism, interpersonal and communication skills, and systems-based practices in the otolaryngology residency training curriculum. A formal curriculum addressing nonclinical core competencies should be integrated into otolaryngology residency training.

Situated mathematics teaching within electrical engineering courses

NASA Astrophysics Data System (ADS)

Hennig, Markus; Mertsching, Bärbel; Hilkenmeier, Frederic

2015-11-01

The initial phase of undergraduate engineering degree programmes often comprises courses requiring mathematical expertise which in some cases clearly exceeds school mathematics, but will be imparted only later in mathematics courses. In this article, an approach addressing this challenge by way of example within a fundamentals of electrical engineering course is presented. The concept focuses on gaining specific mathematical knowledge and competencies in the technical context of this course. For this purpose, a complementary blended learning scenario centring around a web-based learning platform and involving an adaptation of the course was developed. The concept particularly considers the heterogeneity of today's student groups and is discussed with regard to related approaches, didactical considerations, and technical implementation. For the interventions, the results of a questionnaire-based evaluation proving students' acceptance and positive influence on examination performance are presented.

Integrating Web 2.0-Based Informal Learning with Workplace Training

ERIC Educational Resources Information Center

Zhao, Fang; Kemp, Linzi J.

2012-01-01

Informal learning takes place in the workplace through connection and collaboration mediated by Web 2.0 applications. However, little research has yet been published that explores informal learning and how to integrate it with workplace training. We aim to address this research gap by developing a conceptual Web 2.0-based workplace learning and…

How Do US Pediatric Residency Programs Teach and Evaluate Community Pediatrics and Advocacy Training?

PubMed

Lichtenstein, Cara; Hoffman, Benjamin D; Moon, Rachel Y

2017-07-01

In 2013, the Accreditation Council for Graduate Medical Education updated requirements for training in community pediatrics and advocacy in pediatric residency programs. In light of this update, the aim of this study was to better understand how community pediatrics is being taught and evaluated in pediatric residency programs in the United States. Cross-sectional exploratory study using a Web-based survey of pediatric residency program directors in September 2014. Questions focused on teaching and evaluation of 10 community pediatrics competencies. Of 85 programs (43% response rate), 30% offered a separate training track and/or 6-block individualized curriculum in community pediatrics or advocacy. More than 75% required all residents to learn 7 of 10 competencies queried. Respondents in urban settings were more likely to teach care of special populations (P = .02) and public speaking (P < .01). Larger programs were more likely to teach (P = .04) and evaluate (P = .02) community-based research. Experiential learning and classroom-based didactics were the most frequent teaching methodologies. Many programs used multiple teaching methodologies for all competencies. Observation was the most frequent evaluation technique used; portfolio review and written reflection were also commonly reported. Our findings show a strong emphasis on community pediatrics and advocacy teaching among responding US pediatric residency programs. Although respondents reported a variety of teaching and evaluation methods, there were few statistically significant differences between programs. Copyright © 2017 Academic Pediatric Association. Published by Elsevier Inc. All rights reserved.

Evaluation Criteria for Nursing Student Application of Evidence-Based Practice: A Delphi Study.

PubMed

Bostwick, Lina; Linden, Lois

2016-06-01

Core clinical evaluation criteria do not exist for measuring prelicensure baccalaureate nursing students' application of evidence-based practice (EBP) during direct care assignments. The study objective was to achieve consensus among EBP nursing experts to create clinical criteria for faculty to use in evaluating students' application of EBP principles. A three-round Delphi method was used. Experts were invited to participate in Web-based surveys. Data were analyzed using qualitative coding and categorizing. Quantitative analyses were descriptive calculations for rating and ranking. Expert consensus occurred in the Delphi rounds. The study provides a set of 10 core clinical evaluation criteria for faculty evaluating students' progression toward competency in their application of EBP. A baccalaureate program curriculum requiring the use of Bostwick's EBP Core Clinical Evaluation Criteria will provide a clear definition for understanding basic core EBP competence as expected for the assessment of student learning. [J Nurs Educ. 2016;55(5):336-341.]. Copyright 2016, SLACK Incorporated.

Barriers to Implementing the ACGME Outcome Project: A Systematic Review of Program Director Surveys.

PubMed

Malik, Mohammad U; Diaz Voss Varela, David A; Stewart, Charles M; Laeeq, Kulsoom; Yenokyan, Gayane; Francis, Howard W; Bhatti, Nasir I

2012-12-01

The Accreditation Council for Graduate Medical Education (ACGME) introduced the Outcome Project in July 2001 to improve the quality of resident education through competency-based learning. The purpose of this systematic review is to determine and explore the perceptions of program directors regarding challenges to implementing the ACGME Outcome Project. We used the PubMed and Web of Science databases and bibliographies for English-language articles published between January 1, 2001, and February 17, 2012. Studies were included if they described program directors' opinions on (1) barriers encountered when attempting to implement ACGME competency-based education, and (2) assessment methods that each residency program was using to implement competency-based education. Articles meeting the inclusion criteria were screened by 2 researchers. The grading criterion was created by the authors and used to assess the quality of each study. The survey-based data reported the opinions of 1076 program directors. Barriers that were encountered include: (1) lack of time; (2) lack of faculty support; (3) resistance of residents to the Outcome Project; (4) insufficient funding; (5) perceived low priority for the Outcome Project; (6) inadequate salary incentive; and (7) inadequate knowledge of the competencies. Of the 6 competencies, those pertaining to patient care and medical knowledge received the most responses from program directors and were given highest priority. The reviewed literature revealed that time and financial constraints were the most important barriers encountered when implementing the ACGME Outcome Project.

Competency-Based Accounting Instruction

ERIC Educational Resources Information Center

Graham, John E.

1977-01-01

Shows how the proposed model (an individualized competency based learning system) can be used effectively to produce a course in accounting principles which adapts to different entering competencies and to different rates and styles of learning. (TA)

Assessing the effect of cognitive styles with different learning modes on learning outcome.

PubMed

Liao, Chechen; Chuang, Shu-Hui

2007-08-01

In this study, similarities and differences in learning outcome associated with individual differences in cognitive styles are examined using the traditional (face-to-face) and web-based learning modes. 140 undergraduate students were categorized as having analytic or holistic cognitive styles by their scores on the Style of Learning and Thinking questionnaire. Four different conditions were studies; students with analytic cognitive style in a traditional learning mode, analytic cognitive style in a web-based learning mode, holistic cognitive style in a traditional learning mode, and holistic cognitive style in a web-based learning mode. Analysis of the data show that analytic style in traditional mode lead to significantly higher performance and perceived satisfaction than in other conditions. Satisfaction did not differ significantly between students with analytic style in web-based learning and those with holistic style in traditional learning. This suggest that integrating different learning modes into the learning environment may be insufficient to improve learners' satisfaction.

A trial of e-simulation of sudden patient deterioration (FIRST2ACT WEB) on student learning.

PubMed

Bogossian, Fiona E; Cooper, Simon J; Cant, Robyn; Porter, Joanne; Forbes, Helen

2015-10-01

High-fidelity simulation pedagogy is of increasing importance in health professional education; however, face-to-face simulation programs are resource intensive and impractical to implement across large numbers of students. To investigate undergraduate nursing students' theoretical and applied learning in response to the e-simulation program-FIRST2ACT WEBTM, and explore predictors of virtual clinical performance. Multi-center trial of FIRST2ACT WEBTM accessible to students in five Australian universities and colleges, across 8 campuses. A population of 489 final-year nursing students in programs of study leading to license to practice. Participants proceeded through three phases: (i) pre-simulation-briefing and assessment of clinical knowledge and experience; (ii) e-simulation-three interactive e-simulation clinical scenarios which included video recordings of patients with deteriorating conditions, interactive clinical tasks, pop up responses to tasks, and timed performance; and (iii) post-simulation feedback and evaluation. Descriptive statistics were followed by bivariate analysis to detect any associations, which were further tested using standard regression analysis. Of 409 students who commenced the program (83% response rate), 367 undergraduate nursing students completed the web-based program in its entirety, yielding a completion rate of 89.7%; 38.1% of students achieved passing clinical performance across three scenarios, and the proportion achieving passing clinical knowledge increased from 78.15% pre-simulation to 91.6% post-simulation. Knowledge was the main independent predictor of clinical performance in responding to a virtual deteriorating patient R(2)=0.090, F(7, 352)=4.962, p<0.001. The use of web-based technology allows simulation activities to be accessible to a large number of participants and completion rates indicate that 'Net Generation' nursing students were highly engaged with this mode of learning. The web-based e-simulation program FIRST2ACTTM effectively enhanced knowledge, virtual clinical performance, and self-assessed knowledge, skills, confidence, and competence in final-year nursing students. Copyright © 2015 Elsevier Ltd. All rights reserved.

The ALIVE program: developing a web-based professional development program for nursing leaders in the home healthcare sector.

PubMed

Lankshear, Sara; Huckstep, Sherri; Lefebre, Nancy; Leiterman, Janis; Simon, Deborah

2010-05-01

Home healthcare nurses often work in isolation and rarely have the opportunity to meet or congregate in one location. As a result, nurse leaders must possess unique leadership skills to supervise and manage a dispersed employee base from a distance. The nature of this dispersed workforce creates an additional challenge in the ability to identify future leaders, facilitate leadership capacity, and enhance skill development to prepare them for future leadership positions. The ALIVE (Actively Leading In Virtual Environments) web-based program was developed to meet the needs of leaders working in virtual environments such as the home healthcare sector. The program, developed through a partnership of three home healthcare agencies, used nursing leaders as content experts to guide program development and as participants in the pilot. Evaluation findings include the identification of key competencies for nursing leaders in the home healthcare sector, development of program learning objectives and participant feedback regarding program content and delivery.

Nurses' Motivations for Web-Based Learning and the Role of Internet Self-Efficacy

ERIC Educational Resources Information Center

Liang, Jyh-Chong; Wu, Szu-Hsien

2010-01-01

The purpose of this study was to investigate clinical nurses' Internet self-efficacy and motivations toward Web-based learning. The sample consisted of 256 volunteer nurses from one selected medical centre in Taiwan. This study used the Internet Self-efficacy Survey (ISS) and the Motivations about Web-based Continuing Learning Survey (MWCL) for…

Meaningful Learning from Practice: Web-Based Video in Professional Preparation Programmes in University

ERIC Educational Resources Information Center

Admiraal, Wilfried

2014-01-01

Web-based video is one of the technologies which can support meaningful learning from practice--in addition to practical benefits such as accessibility of practices, flexibility in updating information, and incorporating video into multimedia resources. A multiple case study was set up on the use of a web-based video learning environment in two…

Ontology-Based Concept Map for Planning a Personalised Learning Path

ERIC Educational Resources Information Center

Chen, Chih-Ming

2009-01-01

Developing personalised web-based learning systems has been an important research issue in e-learning because no fixed learning pathway will be appropriate for all learners. However, most current web-based learning platforms with personalised curriculum sequencing tend to emphasise the learner preferences and interests in relation to personalised…

ICCE/ICCAI 2000 Full & Short Papers (Web-Based Learning).

ERIC Educational Resources Information Center

2000

This document contains full and short papers on World Wide Web-based learning from ICCE/ICCAI 2000 (International Conference on Computers in Education/International Conference on Computer-Assisted Instruction). Topics covered include: design and development of CAL (Computer Assisted Learning) systems; design and development of WBI (Web-Based…

Education in Biomedical and Health Informatics in the Web 3.0 Era: Standards for data, curricula, and activities. Contribution of the IMIA Working Group on Health and Medical Informatics Education.

PubMed

Otero, P; Hersh, W

2011-01-01

Web 3.0 is transforming the World Wide Web by allowing knowledge and reasoning to be gleaned from its content. Describe a new scenario in education and training known as "Education 3.0" that can help in the promotion of learning in health informatics in a collaborative way. Review of the current standards available for curricula and learning activities in in Biomedical and Health Informatics (BMHI) for a Web 3.0 scenario. A new scenario known as "Education 3.0" can provide open educational resources created and reused throughout different institutions and improved by means of an international collaborative knowledge powered by the use of E-learning. Currently there are standards that could be used in identifying and deliver content in education in BMHI in the semantic web era such as Resource Description Format (RDF), Web Ontology Language (OWL) and Sharable Content Object Reference Model (SCORM). In addition, there are other standards to support healthcare education and training. There are few experiences in the use of standards in e-learning in BMHI published in the literature. Web 3.0 can propose new approaches to building the BMHI workforce so there is a need to build tools as knowledge infrastructure to leverage it. The usefulness of standards in the content and competencies of training programs in BMHI needs more experience and research so as to promote the interoperability and sharing of resources in this growing discipline.

Elementary School Teachers' Motivation toward Web-Based Professional Development, and the Relationship with Internet Self-Efficacy and Belief about Web-Based Learning

ERIC Educational Resources Information Center

Kao, Chia-Pin; Wu, Ying-Tien; Tsai, Chin-Chung

2011-01-01

This study was conducted to explore the relationships between teachers' motivation toward web-based professional development, Internet self-efficacy, and beliefs about web-based learning. By gathering questionnaire data from 484 elementary school teachers, this study indicated that the teachers' Internet self-efficacy and behavioral beliefs about…

Teachers' Attitudes toward Web-Based Professional Development, with Relation to Internet Self-Efficacy and Beliefs about Web-Based Learning

ERIC Educational Resources Information Center

Kao, Chia-Pin; Tsai, Chin-Chung

2009-01-01

This study was conducted to explore the relationships between teachers' Internet self-efficacy, beliefs about web-based learning and attitudes toward web-based professional development. The sample of this study included 421 teachers, coming from 20 elementary schools in Taiwan. The three instruments used to assess teachers' Internet self-efficacy…

Recurrent Themes in E-Learning: A Narrative Analysis of Major E-Learning Reports

ERIC Educational Resources Information Center

Waight, Consuelo L.; Willging, Pedro; Wentling, Tim

2004-01-01

E-learning, sometimes referred to as online learning, Web-based learning, distance learning, and technology-based learning, among other names, is a concept that has garnered significant global attention. This broad attention to e-learning has resulted in numerous e-learning reports. In doing extensive Web searches for e-learning reports, the…

Dental practice websites: creating a Web presence.

PubMed

Miller, Syrene A; Forrest, Jane L

2002-07-01

Web technology provides an opportunity for dentists to showcase their practice philosophy, quality of care, office setting, and staff in a creative manner. Having a Website provides a practice with innovative and cost-effective communications and marketing tools for current and potential patients who use the Internet. The main benefits of using a Website to promote one's practice are: Making office time more productive, tasks more timely, follow-up less necessary Engaging patients in an interactive and visual learning process Providing online forms and procedure examples for patients Projecting a competent and current image Tracking the usage of Web pages. Several options are available when considering the development of a Website. These options range in cost based on customization of the site and ongoing support services, such as site updates, technical assistance, and Web usage statistics. In most cases, Websites are less expensive than advertising in the phone book. Options in creating a Website include building one's own, employing a company that offers Website templates, and employing a company that offers customized sites. These development options and benefits will continue to grow as individuals access the Web and more information and sites become available.

Pervasive Knowledge, Social Networks, and Cloud Computing: E-Learning 2.0

ERIC Educational Resources Information Center

Anshari, Muhammad; Alas, Yabit; Guan, Lim Sei

2015-01-01

Embedding Web 2.0 in learning processes has extended learning from traditional based learning-centred to a collaborative based learning-centred institution that emphasises learning anywhere and anytime. While deploying Semantic Web into e-learning offers a broader spectrum of pervasive knowledge acquisition to enrich users' experience in learning.…

Mining Learning Social Networks for Cooperative Learning with Appropriate Learning Partners in a Problem-Based Learning Environment

ERIC Educational Resources Information Center

Chen, Chih-Ming; Chang, Chia-Cheng

2014-01-01

Many studies have identified web-based cooperative learning as an increasingly popular educational paradigm with potential to increase learner satisfaction and interactions. However, peer-to-peer interaction often suffers barriers owing to a failure to explore useful social interaction information in web-based cooperative learning environments.…

Interactive web-based learning modules prior to general medicine advanced pharmacy practice experiences.

PubMed

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

2015-04-25

To implement and evaluate interactive web-based learning modules prior to advanced pharmacy practice experiences (APPEs) on inpatient general medicine. Three clinical web-based learning modules were developed for use prior to APPEs in 4 health care systems. The aim of the interactive modules was to strengthen baseline clinical knowledge before the APPE to enable the application of learned material through the delivery of patient care. For the primary endpoint, postassessment scores increased overall and for each individual module compared to preassessment scores. Postassessment scores were similar among the health care systems. The survey demonstrated positive student perceptions of this learning experience. Prior to inpatient general medicine APPEs, web-based learning enabled the standardization and assessment of baseline student knowledge across 4 health care systems.

Impact of Web Based Learning on EFL: Using On-Line Discussion Forum (ODF) to Enhance Students' Writing Skill

ERIC Educational Resources Information Center

Akmal

2017-01-01

Web based learning is considered as a breakthrough in the teaching of writing skill to the pre-service teachers at University of PGRI Semarang, Indonesia. The students should write argumentative, persuasive, and descriptive essays. This research offers significant contribution in term of the impact of web based learning on writing skill of English…

Can Interactive Web-Based CAD Tools Improve the Learning of Engineering Drawing? A Case Study

ERIC Educational Resources Information Center

Pando Cerra, Pablo; Suárez González, Jesús M.; Busto Parra, Bernardo; Rodríguez Ortiz, Diana; Álvarez Peñín, Pedro I.

2014-01-01

Many current Web-based learning environments facilitate the theoretical teaching of a subject but this may not be sufficient for those disciplines that require a significant use of graphic mechanisms to resolve problems. This research study looks at the use of an environment that can help students learn engineering drawing with Web-based CAD…

Creating Effective Web-Based Learning Environments: Relevant Research and Practice

ERIC Educational Resources Information Center

Wijekumar, Kay

2005-01-01

Web-based learning environments are a great asset only if they are designed well and used as intended. The urgency to create courses in response to the growing demand for online learning has resulted in a hurried push to drop PowerPoint notes into Web-based course management systems (WBCMSs), devise an electronic quiz, put together a few…

The Web Resource Collaboration Center

ERIC Educational Resources Information Center

Dunlap, Joanna C.

2004-01-01

The Web Resource Collaboration Center (WRCC) is a web-based tool developed to help software engineers build their own web-based learning and performance support systems. Designed using various online communication and collaboration technologies, the WRCC enables people to: (1) build a learning and professional development resource that provides…

ChemVoyage: A Web-Based, Simulated Learning Environment with Scaffolding and Linking Visualization to Conceptualization

ERIC Educational Resources Information Center

McRae, Christopher; Karuso, Peter; Liu, Fei

2012-01-01

The Web is now a standard tool for information access and dissemination in higher education. The prospect of Web-based, simulated learning platforms and technologies, however, remains underexplored. We have developed a Web-based tutorial program (ChemVoyage) for a third-year organic chemistry class on the topic of pericyclic reactions to…

Integrating learning assessment and supervision in a competency framework for clinical workplace education.

PubMed

Embo, M; Driessen, E; Valcke, M; van der Vleuten, C P M

2015-02-01

Although competency-based education is well established in health care education, research shows that the competencies do not always match the reality of clinical workplaces. Therefore, there is a need to design feasible and evidence-based competency frameworks that fit the workplace reality. This theoretical paper outlines a competency-based framework, designed to facilitate learning, assessment and supervision in clinical workplace education. Integration is the cornerstone of this holistic competency framework. Copyright © 2014 Elsevier Ltd. All rights reserved.

Nursing students' perception of a Web-based intervention to support learning.

PubMed

Koch, Jane; Andrew, Sharon; Salamonson, Yenna; Everett, Bronwyn; Davidson, Patricia M

2010-08-01

Tailoring information to the needs of the learner is an important strategy in contemporary education settings. Web-based learning support, informed by multimedia theory, comprising interactive quizzes, glossaries with audio, short narrated Power Point(R) presentations, animations and digitised video clips were introduced in a first year Bachelor of Nursing biological sciences subject at a university in metropolitan Sydney. All students enrolled in this unit were invited to obtain access to the site and the number of hits to the site was recorded using the student tracking facility available on WebCT, an online course delivery tool adopted widely by many educational institutions and used in this study. Eighty-five percent of students enrolled in the subject accessed the learning support site. Students' perception of the value of a learning support site was assessed using a web-based survey. The survey was completed by 123 participants, representing a response rate of 22%. Three themes emerged from the qualitative data concerning nursing students' perception of the web-based activities: 'enhances my learning', 'study at my own pace', and 'about the activities: what I really liked/disliked'. Web-based interventions, supplementing a traditionally presented nursing science course were perceived by students to be beneficial in both learning and language development. Although students value interactive, multimedia learning they were not ready to completely abandon traditional modes of learning including face-to-face lectures. The findings of this study contribute to an understanding of how web-based resources can be best used to support students' learning in bioscience. Copyright 2009 Elsevier Ltd. All rights reserved.

Development of a blended model of teaching and learning for nursing students on rostered placement to ensure competence in information and communication technology for professional practice in Ireland.

PubMed

Creedon, Sile A; Cummins, Ann Maria

2012-05-01

Experiences gained from delivering a Health Informatics for Nurses course in a school of nursing and midwifery in a university teaching hospital in Ireland suggest that Web-based courses may facilitate an enhanced understanding of course content. Nursing education must recognize the importance of information and communication technology in nursing to prepare the nursing and midwifery profession to embrace current advances in information and communication technology in healthcare in Ireland, and ultimately to benefit patient care.

Innovation in Open & Distance Learning: Successful Development of Online and Web-Based Learning.

ERIC Educational Resources Information Center

Lockwood, Fred, Ed.; Gooley, Anne, Ed.

This book contains 19 papers examining innovation in open and distance learning through development of online and World Wide Web-based learning. The following papers are included: "Innovation in Distributed Learning: Creating the Environment" (Fred Lockwood); "Innovation in Open and Distance Learning: Some Lessons from Experience…

Learning to Design and Implement Educational Web Sites within Pre-Service Training: a Project-Based Learning Environment and its Impact on Student Teachers

ERIC Educational Resources Information Center

Papastergiou, Marina

2005-01-01

This paper reports on a project-based learning (PBL) environment targeted towards introducing student teachers to the design and development of educational web sites. The participants were 46 student teachers who constructed 16 web sites for primary school. A survey of their views, before and after the projects, and an evaluation of the web sites…

Learning to Design and Implement Educational Web Sites within Pre-Service Training: A Project-Based Learning Environment and Its Impact on Student Teachers

ERIC Educational Resources Information Center

Papastergiou, Marina

2005-01-01

This paper reports on a project-based learning (PBL) environment targeted towards introducing student teachers to the design and development of educational web sites. The participants were 46 student teachers who constructed 16 web sites for primary school. A survey of their views, before and after the projects, and an evaluation of the web sites…

The Chemically Elegant Proton Pump Inhibitors

PubMed Central

Roche, Victoria F.

2006-01-01

Medicinal chemistry instruction at Creighton University is designed to provide an in-depth scientifically grounded and clinically relevant learning experience for pharmacy students. Each topic covered in the 2-semester required course sequence is selected based on the general utility of the compounds in question and/or the therapeutic importance of the drugs in treating life-threatening diseases. All lessons provided to campus- and Web-based students by the author are in the form of a descriptive and conversational narrative and course requirements are in place to assure that students read the lesson prior to the class period in which it is discussed. Learning tools and aids are provided to help students more readily discern the most critical aspects of each lesson, to practice required critical thinking and structure analysis skills, and to self-assess competency in meeting specific learning objectives. This manuscript illustrates this approach by sharing a lesson on the chemistry and clinically relevant structure-activity relationships of proton pump inhibitors. PMID:17149430

Metrological traceability in education: A practical online system for measuring and managing middle school mathematics instruction

NASA Astrophysics Data System (ADS)

Torres Irribarra, D.; Freund, R.; Fisher, W.; Wilson, M.

2015-02-01

Computer-based, online assessments modelled, designed, and evaluated for adaptively administered invariant measurement are uniquely suited to defining and maintaining traceability to standardized units in education. An assessment of this kind is embedded in the Assessing Data Modeling and Statistical Reasoning (ADM) middle school mathematics curriculum. Diagnostic information about middle school students' learning of statistics and modeling is provided via computer-based formative assessments for seven constructs that comprise a learning progression for statistics and modeling from late elementary through the middle school grades. The seven constructs are: Data Display, Meta-Representational Competence, Conceptions of Statistics, Chance, Modeling Variability, Theory of Measurement, and Informal Inference. The end product is a web-delivered system built with Ruby on Rails for use by curriculum development teams working with classroom teachers in designing, developing, and delivering formative assessments. The online accessible system allows teachers to accurately diagnose students' unique comprehension and learning needs in a common language of real-time assessment, logging, analysis, feedback, and reporting.

Evaluation of a web-based family medicine case library for self-directed learning in a third-year clerkship.

PubMed

Morrow, Jay B; Sepdham, Dan; Snell, Laura; Lindeman, Carolyn; Dobbie, Alison

2010-01-01

Web-based cases are well accepted by medical students and enable faculty to deliver equivalent educational experiences to all students. A 2009 literature search revealed no study investigating student use patterns of Web-based case libraries for self-directed learning. We investigated third-year students' use of a Web-based case program for self-directed learning in a family medicine clerkship. We analyzed Design A Case usage patterns of 210 medical students during academic year 2008--2009. We compared board score differences between these students and those from the previous 5 years who did not use Design A Case. We analyzed data from a 13-item survey, administered to a subgroup of 85 students, about the strengths, weaknesses, and acceptability of the program. Students completed, on average, four cases, which was beyond the requirement of three. They reported that the content was highly relevant to cases they saw in clinic. Almost 75% preferred the self-directed Web-based learning over didactics, and most (64%) felt they learned more electronically. Use of the cases was associated with equivalent Board scores versus didactic lectures. In our setting, self-directed learning using a Web-based case program was highly acceptable to students. Web-based cases may provide an option for family medicine educators who wish to deliver equivalent educational experiences across sites.

Evaluation of Webquest in Biology: Teachers' Perception

ERIC Educational Resources Information Center

Osman, Kamisah

2014-01-01

Teaching and learning based on web or web-based learning is a concept which integrates information and technology in education. Teachers and instructors have to assist their learners to learn to function in this information environment. However, teacher trainers and instructors have limited experience in the integration of ICT by using web in…

Supporting online learning with games

NASA Astrophysics Data System (ADS)

Yao, JingTao; Kim, DongWon; Herbert, Joseph P.

2007-04-01

This paper presents a study on Web-based learning support systems that is enhanced with two major subsystems: a Web-based learning game and a learning-oriented Web search. The Internet and theWeb may be considered as a first resource for students seeking for information and help. However, much of the information available online is not related to the course contents or is wrong in the worse case. The search subsystem aims to provide students with precise, relative and adaptable documents about certain courses or classes. Therefore, students do not have to spend time to verify the relationship of documents to the class. The learning game subsystem stimulates students to study, enables students to review their studies and to perform self-evaluation through a Web-based learning game such as a treasure hunt game. During the challenge and entertaining learning and evaluation process, it is hoped that students will eventually understand and master the course concepts easily. The goal of developing such a system is to provide students with an efficient and effective learning environment.

"BreastfeedingBasics": web-based education that meets current knowledge competencies.

PubMed

Lewin, Linda Orkin; O'Connor, Mary E

2012-08-01

The United States has not met the majority of the Centers for Disease Control and Prevention goals for breastfeeding duration. Studies have shown a lack of knowledge about breastfeeding by health care professionals and students (HCP/S). Web-based education can be a cost-effective manner of education for HCP/S. "BreastfeedingBasics" is an online free educational program available for use. This study compares information in "BreastfeedingBasics" to the breastfeeding knowledge competencies recommended by the US Breastfeeding Committee (USBC). It also evaluates usage of "BreastfeedingBasics" by users and health care professional faculty. Using anonymous information from Web site users, the authors compared mean pre-test and post-test scores of the modules as a measure of the knowledge gained by HCP/S users. They evaluated usage by demographic information and used a Web-based survey to assess benefits of usage of "BreastfeedingBasics" to faculty. Overall, 15 020 HCP/S used the Web site between April 1999 and December 2009. "BreastfeedingBasics" meets 8 of the 11 USBC knowledge competencies. Mean post-test scores increased (P < .001) for all modules. Faculty reported its benefits to be free, broad scope, and the ability to be completed on the students' own time; 84% of the faculty combined the use of "BreastfeedingBasics" with clinical work. Use of "BreastfeedingBasics" can help HCP/S meet the USBC core breastfeeding knowledge competencies and gain knowledge. Faculty are satisfied with its use. Wider use of "BreastfeedingBasics" to help improve the knowledge of HCP/S may help in improving breastfeeding outcomes.

Ways to Write a Milestone: Approaches to Operationalizing the Development of Competence in Graduate Medical Education.

PubMed

Leep Hunderfund, Andrea N; Reed, Darcy A; Starr, Stephanie R; Havyer, Rachel D; Lang, Tara R; Norby, Suzanne M

2017-09-01

To identify approaches to operationalizing the development of competence in Accreditation Council for Graduate Medical Education (ACGME) milestones. The authors reviewed all 25 "Milestone Project" documents available on the ACGME Web site on September 11, 2013, using an iterative process to identify approaches to operationalizing the development of competence in the milestones associated with each of 601 subcompetencies. Fifteen approaches were identified. Ten focused on attributes and activities of the learner, such as their ability to perform different, increasingly difficult tasks (304/601; 51%), perform a task better and faster (171/601; 45%), or perform a task more consistently (123/601; 20%). Two approaches focused on context, inferring competence from performing a task in increasingly difficult situations (236/601; 29%) or an expanding scope of engagement (169/601; 28%). Two used socially defined indicators of competence such as progression from "learning" to "teaching," "leading," or "role modeling" (271/601; 45%). One approach focused on the supervisor's role, inferring competence from a decreasing need for supervision or assistance (151/601; 25%). Multiple approaches were often combined within a single set of milestones (mean 3.9, SD 1.6). Initial ACGME milestones operationalize the development of competence in many ways. These findings offer insights into how physicians understand and assess the developmental progression of competence and an opportunity to consider how different approaches may affect the validity of milestone-based assessments. The results of this analysis can inform the work of educators developing or revising milestones, interpreting milestone data, or creating assessment tools to inform milestone-based performance measures.

The operating theatre as classroom: a qualitative study of learning and teaching surgical competencies.

PubMed

Kieu, Violet; Stroud, Leanne; Huang, Paul; Smith, Mitchell; Spychal, Robert; Hunter-Smith, David; Nestel, Debra

2015-01-01

There has been a worldwide movement toward competency-based medical education and training. However, this is the first qualitative study to analyze the perceptions of surgical trainees and surgeons toward competency-based education in the operating theatre. We aim to examine views toward the specific learning and teaching of the nine competencies of the Royal Australasian College of Surgeons (RACS) and to explore perceived ideal conditions and challenges for learning and teaching these competencies in the operating theatre. Individual semi-structured interviews with surgical trainees and surgeons in the specialty of General Surgery. Ten surgical trainees and surgeons who worked together were purposively sampled, for maximum variation, from an outer metropolitan public hospital in Melbourne, Australia, to identify emergent themes relating to learning and teaching surgical competencies in the operating theatre. Five themes were identified as: (1) Learning and teaching specific surgical competencies is through relationship based mentoring and experiential learning; (2) Ideal conditions and challenges in the operating theatre are availability of time and personal attitude; (3) Level of pre-operative briefing was variable; (4) Intra-operative teaching is perceived as structured; and, (5) Post-operative debriefing is recognized as ideal but not consistently performed. Professional relationships are important to both surgical trainees and surgeons in the process of learning and teaching competencies. Ad hoc apprenticeship style learning is perceived to remain prominent in the operating theatre. Sufficient time for training is valued by both groups. The surgical competencies are inherently different to each other. Some appear more difficult to learn and teach in the operating theatre, with technical expertise most readily identified and health advocacy least so. Elements of guided discovery learning and other educational models are described. Further emphasis on structured competency-based teaching methods may be beneficial for surgical trainees, surgeons and other specialties, both in Australia and worldwide.

Developing effective web-based regional anesthesia education: a randomized study evaluating case-based versus non-case-based module design.

PubMed

Kopp, Sandra L; Smith, Hugh M

2011-01-01

Little is known about the use of Web-based education in regional anesthesia training. Benefits of Web-based education include the ability to standardize learning material quality and content, build appropriate learning progressions, use interactive multimedia technologies, and individualize delivery of course materials. The goals of this investigation were (1) to determine whether module design influences regional anesthesia knowledge acquisition, (2) to characterize learner preference patterns among anesthesia residents, and (3) to determine whether learner preferences play a role in knowledge acquisition. Direct comparison of knowledge assessments, learning styles, and learner preferences will be made between an interactive case-based and a traditional textbook-style module design. Forty-three Mayo Clinic anesthesiology residents completed 2 online modules, a knowledge pretest, posttest, an Index of Learning Styles assessment, and a participant satisfaction survey. Interscalene and lumbar plexus regional techniques were selected as the learning content for 4 Web modules constructed using the Blackboard Vista coursework application. One traditional textbook-style module and 1 interactive case-based module were designed for each of the interscalene and lumbar plexus techniques. Participants scored higher on the postmodule knowledge assessment for both of the interscalene and lumbar plexus modules. Postmodule knowledge performance scores were independent of both module design (interactive case-based versus traditional textbook style) and learning style preferences. However, nearly all participants reported a preference for Web-based learning and believe that it should be used in anesthesia resident education. Participants did not feel that Web-base learning should replace the current lecture-based curriculum. All residents scored higher on the postmodule knowledge assessment, but this improvement was independent of the module design and individual learning styles. Although residents believe that online learning should be used in anesthesia training, the results of this study do not demonstrate improved learning or justify the time and expense of developing complex case-based training modules. While there may be practical benefits of Web-based education, educators in regional anesthesia should be cautious about developing curricula based on learner preference data.

Effective Web Videoconferencing for Proctoring Online Oral Exams: A Case Study at Scale in Brazil

ERIC Educational Resources Information Center

Okada, Alexandra; Scott, Peter; Mendonça, Murilo

2015-01-01

The challenging of assessing formal and informal online learning at scale includes various issues. Many universities who are now promoting "Massive Online Open Courses" (MOOC), for instance, focus on relatively informal assessment of participant competence, which is not highly "quality assured". This paper reports best…

Creating an Intentional Web Presence: Strategies for Every Educational Technology Professional

ERIC Educational Resources Information Center

Lowenthal, Patrick R.; Dunlap, Joanna C.; Stitson, Patricia

2016-01-01

Educators are pushing for students, specifically graduates, to be digitally literate in order to successfully read, write, contribute, and ultimately compete in the global market place. Educational technology professionals, as a unique type of learning professional, need to be not only digitally literate--leading and assisting teachers and…

Implementing Linguistic Landscape Investigations with M-Learning for Intercultural Competence Development

ERIC Educational Resources Information Center

Walinski, Jacek Tadeusz

2014-01-01

Portable multimedia devices shape the intensity of intercultural contacts not only through content consumption but also through content creation. Enabling learners to participate in content exchange via the Web 2.0 paradigm (audiences as both media consumers and media creators) can be employed to create new forms of acquiring knowledge. This study…

Developing Digital Competences Using an Educational Software. A Pedagogical Research

ERIC Educational Resources Information Center

Magdas, Ioana; Bontea, Timea

2011-01-01

Many teachers and people in educational institutions consider it necessary to prepare children for living in a computerized society. The Internet offers an incredible number of opportunities for teachers. The Web offer of e-learning open source platforms reached an impressive configuration. In this article, we present an educational software for…

Using Web-Based Exploratory Tasks to Develop Intercultural Competence in a Homogeneous Cultural Environment

ERIC Educational Resources Information Center

Stockwell, Esther

2016-01-01

This study adapted web-based exploratory tasks using WebQuests as a means of enabling students to understand and reflect on both the target and their own culture. Learners actively used various authentic resources selected to meet their linguistic and cognitive needs to complete the tasks. The aim of this study was to help Japanese university…

Practice and effectiveness of web-based problem-based learning approach in a large class-size system: A comparative study.

PubMed

Ding, Yongxia; Zhang, Peili

2018-06-12

Problem-based learning (PBL) is an effective and highly efficient teaching approach that is extensively applied in education systems across a variety of countries. This study aimed to investigate the effectiveness of web-based PBL teaching pedagogies in large classes. The cluster sampling method was used to separate two college-level nursing student classes (graduating class of 2013) into two groups. The experimental group (n = 162) was taught using a web-based PBL teaching approach, while the control group (n = 166) was taught using conventional teaching methods. We subsequently assessed the satisfaction of the experimental group in relation to the web-based PBL teaching mode. This assessment was performed following comparison of teaching activity outcomes pertaining to exams and self-learning capacity between the two groups. When compared with the control group, the examination scores and self-learning capabilities were significantly higher in the experimental group (P < 0.01) compared with the control group. In addition, 92.6% of students in the experimental group expressed satisfaction with the new web-based PBL teaching approach. In a large class-size teaching environment, the web-based PBL teaching approach appears to be more optimal than traditional teaching methods. These results demonstrate the effectiveness of web-based teaching technologies in problem-based learning. Copyright © 2018. Published by Elsevier Ltd.

The experiences of working carers of older people regarding access to a web-based family care support network offered by a municipality.

PubMed

Andersson, Stefan; Erlingsson, Christen; Magnusson, Lennart; Hanson, Elizabeth

2017-09-01

Policy makers in Sweden and other European Member States pay increasing attention as to how best support working carers; carers juggling providing unpaid family care for older family members while performing paid work. Exploring perceived benefits and challenges with web-based information and communication technologies as a means of supporting working carers' in their caregiving role, this paper draws on findings from a qualitative study. The study aimed to describe working carers' experiences of having access to the web-based family care support network 'A good place' (AGP) provided by the municipality to support those caring for an older family member. Content analysis of interviews with nine working carers revealed three themes: A support hub, connections to peers, personnel and knowledge; Experiencing ICT support as relevant in changing life circumstances; and Upholding one's personal firewall. Findings indicate that the web-based family care support network AGP is an accessible, complementary means of support. Utilising support while balancing caregiving, work obligations and responsibilities was made easier with access to AGP; enabling working carers to access information, psychosocial support and learning opportunities. In particular, it provided channels for carers to share experiences with others, to be informed, and to gain insights into medical and care issues. This reinforced working carers' sense of competence, helping them meet caregiving demands and see positive aspects in their situation. Carers' low levels of digital skills and anxieties about using computer-based support were barriers to utilising web-based support and could lead to deprioritising of this support. However, to help carers overcome these barriers and to better match web-based support to working carers' preferences and situations, web-based support must be introduced in a timely manner and must more accurately meet each working carer's unique caregiving needs. © 2016 Nordic College of Caring Science.

Student participation in World Wide Web-based curriculum development of general chemistry

NASA Astrophysics Data System (ADS)

Hunter, William John Forbes

1998-12-01

This thesis describes an action research investigation of improvements to instruction in General Chemistry at Purdue University. Specifically, the study was conducted to guide continuous reform of curriculum materials delivered via the World Wide Web by involving students, instructors, and curriculum designers. The theoretical framework for this study was based upon constructivist learning theory and knowledge claims were developed using an inductive analysis procedure. This results of this study are assertions made in three domains: learning chemistry content via the World Wide Web, learning about learning via the World Wide Web, and learning about participation in an action research project. In the chemistry content domain, students were able to learn chemical concepts that utilized 3-dimensional visualizations, but not textual and graphical information delivered via the Web. In the learning via the Web domain, the use of feedback, the placement of supplementary aids, navigation, and the perception of conceptual novelty were all important to students' use of the Web. In the participation in action research domain, students learned about the complexity of curriculum. development, and valued their empowerment as part of the process.

A Community-Based Research Approach to Develop an Educational Web Portal

ERIC Educational Resources Information Center

Preiser-Houy, Lara; Navarrete, Carlos J.

2011-01-01

Service-learning projects are becoming more prevalent in Information Systems education. This study explores the use of community-based research, a special kind of a service-learning strategy, in an Information Systems web development course. The paper presents a case study of a service-learning project to develop an educational web portal for a…

Design Principles of an Open Agent Architecture for Web-Based Learning Community.

ERIC Educational Resources Information Center

Jin, Qun; Ma, Jianhua; Huang, Runhe; Shih, Timothy K.

A Web-based learning community involves much more than putting learning materials into a Web site. It can be seen as a complex virtual organization involved with people, facilities, and cyber-environment. Tremendous work and manpower for maintaining, upgrading, and managing facilities and the cyber-environment are required. There is presented an…

WebIntera-Classroom: An Interaction-Aware Virtual Learning Environment for Augmenting Learning Interactions

ERIC Educational Resources Information Center

Chen, Jingjing; Xu, Jianliang; Tang, Tao; Chen, Rongchao

2017-01-01

Interaction is critical for successful teaching and learning in a virtual learning environment (VLE). This paper presents a web-based interaction-aware VLE--WebIntera-classroom--which aims to augment learning interactions by increasing the learner-to-content and learner-to-instructor interactions. We design a ubiquitous interactive interface that…

Web-Based Learning Environment: A Theory-Based Design Process for Development and Evaluation

ERIC Educational Resources Information Center

Nam, Chang S.; Smith-Jackson, Tonya L.

2007-01-01

Web-based courses and programs have increasingly been developed by many academic institutions, organizations, and companies worldwide due to their benefits for both learners and educators. However, many of the developmental approaches lack two important considerations needed for implementing Web-based learning applications: (1) integration of the…

Exploring the Influence of Web-Based Portfolio Development on Learning To Teach Elementary Science.

ERIC Educational Resources Information Center

Avraamidou, Lucy; Zembal-Saul, Carla

This study examined how Web-based portfolio development supported reflective thinking and learning within a Professional Development School (PDS). It investigated the evidence-based philosophies developed by prospective teachers as a central part of the Web-based portfolio task, noting how technology contributed to the portfolio task. Participants…

[Problem-based learning, a comparison in the acquisition of transversal competencies].

PubMed

González Pascual, Juan Luis; López Martin, Inmaculada; Toledo Gómez, David

2009-01-01

In the European Higher Education Area (EEES in Spanish reference), a change in the pedagogical model has occurred: from teaching centered on the figure of the professor to learning centered on students, from an integral perspective. This learning must bring together the full set of competencies included in the program requirements necessary to obtain a degree. The specific competencies characterize a profession and distinguish one from others. The transversal competencies surpass the limits of one particular discipline to be potentially developed in all; these are subdivided in three types: instrumental, interpersonal and systemic. The authors describe and compare the acquisition of transversal competencies connected to students' portfolios and Problem-based Learning as pedagogical methods from the perspective of second year nursing students at the European University in Madrid during the 2007-8 academic year To do so, the authors carried out a transversal descriptive study; data was collected by a purpose-made questionnaire the authors developed which they based on the transversal competencies of the Tuning Nursing Project. Variables included age, sex, pedagogical method, perception on acquisition of those 24 competencies by means of a Likert Scale. U de Mann-Whitney descriptive and analytical statistics. The authors conclude that the portfolio and Problem-based Learning are useful pedagogical methods for acquiring transversal competencies; these results coincide with those of other studies. Comparing both methods, the authors share the opinion that the Problem-based Learning method could stimulate the search for information better than the portfolio method.

Developing cultural competence through self-reflection in interprofessional education: Findings from an Australian university.

PubMed

Olson, Rebecca; Bidewell, John; Dune, Tinashe; Lessey, Nkosi

2016-05-01

Interprofessional education and cultural competence are both necessary for health professionals working in interprofessional teams serving diverse populations. Using a pre-post-survey case series design, this study evaluates a novel learning activity designed to encourage self-reflection and cultural competence in an Australian interprofessional education context. Undergraduate health professional students in a large subject viewed three 7-15 minute videos featuring interviews with persons of a minority cultural, linguistic, or sexual group who were living with a disability or managing a health condition. Immediately afterwards, students in interprofessional groups completed a structured activity designed to promote interprofessional and cultural reflection. A localised version of a validated scale measured cultural competence before and after the learning activity. Results suggest the value of video-based learning activities based on real-life examples for improving cultural competence. Despite initially rating themselves highly, 64% of students (n = 273) improved their overall cultural competence, though only by M = 0.13, SD = 0.08, of a 5-point rating-scale interval. A nuanced approach to interpreting results is warranted; even slight increases may indicate improved cultural competence. Suggestions for improving the effectiveness of video-based cultural competence learning activities, based on qualitative findings, are provided. Overall the findings attest to the merit of group discussion in cultural competence learning activities in interprofessional education settings. However, the inclusion of group discussions within such learning activities should hinge on group dynamics.

Roadmap to Measuring Distance Education Instructional Design Competencies

ERIC Educational Resources Information Center

Dooley, Kim E.; Lindner, James R.; Telg, Ricky W.; Irani, Tracy; Moore, Lori; Lundy, Lisa

2007-01-01

This study was designed to measure instructional design competencies as a result of participation in a 9-month Web-based training program called "Roadmap to Effective Distance Education Instructional Design." The researchers used a self-assessment pre- and posttest to determine participant initial and final competence in 12 areas: adult…

Lifelong learning strategies in nursing: A systematic review

PubMed Central

Qalehsari, Mojtaba Qanbari; Khaghanizadeh, Morteza; Ebadi, Abbas

2017-01-01

Background Lifelong learning is an expectation in the professional performance of nurses, which is directly related to the success of students in nursing schools. In spite of the considerable attention paid to this issue, lifelong learning strategies are not fully understood. Objective The aim of this study was to clarify lifelong learning strategies of nursing students with respect to international experience. Methods In this systematic review, an extensive investigation was carried out using Persian and English studies in Pub Med, ProQuest, Cochrane, Ovid, Scopus, Web of Science, SID, and Iran Doc using the following keywords: lifelong learning, self-directed learning, lifelong learning model, continuing education, nursing education, and lifelong program. Finally, 22 articles published from 1994 to 2016 were selected for the final analysis. Data extracted from the selected articles was summarized and classified based on the research questions. Results In this study, 8 main themes, namely intellectual and practical independence, collaborative (cooperative) learning, researcher thinking, persistence in learning, need-based learning, learning management, suitable learning environment, and inclusive growth, were extracted from the article data. Conclusion Having identified and clarified lifelong learning strategies in nursing, it is recommended to use the research findings in the programs and teaching systems of nursing schools. Use of strategies of lifelong learning will led to increased quality of education, development of nursing competency and finally, increased quality of patient care. PMID:29238496

Competence-Related Metadata for Educational Resources that Support Lifelong Competence Development Programmes

ERIC Educational Resources Information Center

Sampson, Demetrios G.

2009-01-01

In the context of the emerging paradigm of Lifelong Learning, competence-based learning is gradually attracting the attention of the Technology-Enhanced Learning community, since it appears to meet the 21st Century learning and training expectations of both individuals and organisations. On the other hand, the paradigm of Learning Objects--as a…

Effectiveness of Web-Based Courses on Technical Learning

ERIC Educational Resources Information Center

Lam, Monica

2009-01-01

The author investigated the effectiveness of Web-based courses on technical learning. The regression results show that the delivery format (Web-based or traditional classroom courses) has no significant effect on student performance. However, although gender is a significant predictor in traditional classroom courses, its effect disappears in…

The Application of Web-Based Teaching and Learning in Tertiary Institution--A Case Study in Hong Kong

ERIC Educational Resources Information Center

Fung, Alex C. W.; Fu, Frank H. K.; Cheung, W. S.

2005-01-01

The experience of a two-year project to promote the use of Web-based teaching and learning at XXX University was presented. A total of 68 courses over two semesters were included in the study. Surveys of students and teachers suggested that the quality of learning and teaching were improved. Over 80% of the students had used Web-based teaching and…

Web-based e-learning and virtual lab of human-artificial immune system.

PubMed

Gong, Tao; Ding, Yongsheng; Xiong, Qin

2014-05-01

Human immune system is as important in keeping the body healthy as the brain in supporting the intelligence. However, the traditional models of the human immune system are built on the mathematics equations, which are not easy for students to understand. To help the students to understand the immune systems, a web-based e-learning approach with virtual lab is designed for the intelligent system control course by using new intelligent educational technology. Comparing the traditional graduate educational model within the classroom, the web-based e-learning with the virtual lab shows the higher inspiration in guiding the graduate students to think independently and innovatively, as the students said. It has been found that this web-based immune e-learning system with the online virtual lab is useful for teaching the graduate students to understand the immune systems in an easier way and design their simulations more creatively and cooperatively. The teaching practice shows that the optimum web-based e-learning system can be used to increase the learning effectiveness of the students.

Effective collaborative learning in biomedical education using a web-based infrastructure.

PubMed

Wu, Yunfeng; Zheng, Fang; Cai, Suxian; Xiang, Ning; Zhong, Zhangting; He, Jia; Xu, Fang

2012-01-01

This paper presents a feature-rich web-based system used for biomedical education at the undergraduate level. With the powerful groupware features provided by the wiki system, the instructors are able to establish a community-centered mentoring environment that capitalizes on local expertise to create a sense of online collaborative learning among students. The web-based infrastructure can help the instructors effectively organize and coordinate student research projects, and the groupware features may support the interactive activities, such as interpersonal communications and data sharing. The groupware features also provide the web-based system with a wide range of additional ways of organizing collaboratively developed materials, which makes it become an effective tool for online active learning. Students are able to learn the ability to work effectively in teams, with an improvement of project management, design collaboration, and technical writing skills. With the fruitful outcomes in recent years, it is positively thought that the web-based collaborative learning environment can perform an excellent shift away from the conventional instructor-centered teaching to community- centered collaborative learning in the undergraduate education.

Complexity theory and the "puzzling" competencies: Systems-based Practice And Practice-based Learning explored.

PubMed

Gonnering, Russell S

2010-01-01

Of all the clinical competencies, the least understood are Systems-Based Practice and Practice-Based Learning and Improvement. With a shift to competency-based education and evaluation across the spectrum of surgical education and practice, a clear understanding of the power and utility of each competency is paramount. Health care operates as a complex adaptive system, with dynamics foreign to many health care professionals and educators. The adaptation and evolution of such a system is related directly to both the individual and the organizational learning of the agents within the system and knowledge management strategies. Far from being "difficult," Systems-Based Practice and Practice-Based Learning form the heart of quality improvement initiatives and future productivity advances in health care. Copyright 2010 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

Using a Learning Styles Inventory to Examine Student Satisfaction with Web-Based Instruction: A 15-Year Study of One Professor's Web-Based Course Instruction

ERIC Educational Resources Information Center

Olliges, Ralph

2017-01-01

This article examines Active Engagement, Active Communication, and Peer Engagement learning practices among various student groups. It examines which tools are most important for increasing student satisfaction with web-based and web-enhanced instruction. Second, it looks at how different tools lead to greater satisfaction among different types of…

Does individual learning styles influence the choice to use a web-based ECG learning programme in a blended learning setting?

PubMed Central

2012-01-01

Background The compressed curriculum in modern knowledge-intensive medicine demands useful tools to achieve approved learning aims in a limited space of time. Web-based learning can be used in different ways to enhance learning. Little is however known regarding its optimal utilisation. Our aim was to investigate if the individual learning styles of medical students influence the choice to use a web-based ECG learning programme in a blended learning setting. Methods The programme, with three types of modules (learning content, self-assessment questions and interactive ECG interpretation training), was offered on a voluntary basis during a face to face ECG learning course for undergraduate medical students. The Index of Learning Styles (ILS) and a general questionnaire including questions about computer and Internet usage, preferred future speciality and prior experience of E-learning were used to explore different factors related to the choice of using the programme or not. Results 93 (76%) out of 123 students answered the ILS instrument and 91 the general questionnaire. 55 students (59%) were defined as users of the web-based ECG-interpretation programme. Cronbach's alpha was analysed with coefficients above 0.7 in all of the four dimensions of ILS. There were no significant differences with regard to learning styles, as assessed by ILS, between the user and non-user groups; Active/Reflective; Visual/Verbal; Sensing/Intuitive; and Sequential/Global (p = 0.56-0.96). Neither did gender, prior experience of E-learning or preference for future speciality differ between groups. Conclusion Among medical students, neither learning styles according to ILS, nor a number of other characteristics seem to influence the choice to use a web-based ECG programme. This finding was consistent also when the usage of the different modules in the programme were considered. Thus, the findings suggest that web-based learning may attract a broad variety of medical students. PMID:22248183

Does individual learning styles influence the choice to use a web-based ECG learning programme in a blended learning setting?

PubMed

Nilsson, Mikael; Östergren, Jan; Fors, Uno; Rickenlund, Anette; Jorfeldt, Lennart; Caidahl, Kenneth; Bolinder, Gunilla

2012-01-16

The compressed curriculum in modern knowledge-intensive medicine demands useful tools to achieve approved learning aims in a limited space of time. Web-based learning can be used in different ways to enhance learning. Little is however known regarding its optimal utilisation. Our aim was to investigate if the individual learning styles of medical students influence the choice to use a web-based ECG learning programme in a blended learning setting. The programme, with three types of modules (learning content, self-assessment questions and interactive ECG interpretation training), was offered on a voluntary basis during a face to face ECG learning course for undergraduate medical students. The Index of Learning Styles (ILS) and a general questionnaire including questions about computer and Internet usage, preferred future speciality and prior experience of E-learning were used to explore different factors related to the choice of using the programme or not. 93 (76%) out of 123 students answered the ILS instrument and 91 the general questionnaire. 55 students (59%) were defined as users of the web-based ECG-interpretation programme. Cronbach's alpha was analysed with coefficients above 0.7 in all of the four dimensions of ILS. There were no significant differences with regard to learning styles, as assessed by ILS, between the user and non-user groups; Active/Reflective; Visual/Verbal; Sensing/Intuitive; and Sequential/Global (p = 0.56-0.96). Neither did gender, prior experience of E-learning or preference for future speciality differ between groups. Among medical students, neither learning styles according to ILS, nor a number of other characteristics seem to influence the choice to use a web-based ECG programme. This finding was consistent also when the usage of the different modules in the programme were considered. Thus, the findings suggest that web-based learning may attract a broad variety of medical students.

Effect of an experiential learning-based programme to foster competence among nurse managers.

PubMed

Kuraoka, Yumiko

2018-03-30

The present study aimed to examine the effect of providing an experiential learning-based programme to foster competence among nurse managers in the early years of their supervisory roles. Nurse managers take supervisory positions without being sufficiently prepared for the task and therefore often experience difficultly in the early years of managerial roles. They need support from their supervisor and require opportunities for development. We developed an experiential learning-based programme for nurse managers in the first 3 years of a supervisory role. Sixty-three nurse managers and their supervisors were enrolled. The programme was evaluated using a one-group pretest-posttest design. The outcome measures were experiential learning, knowledge, social support, competency as a nurse manager, and sense of coherence. Outcomes were compared using paired t tests. Nurse managers showed significantly improved experiential learning (p = .001), knowledge (p < .001) and competence as a nurse manager (p = .002) after participating in this programme. This programme increased knowledge, promoted experiential learning, and improved competence among nurse managers. This experiential learning-based programme for nurse managers in the early years of a supervisory role fostered competence among nurse managers. © 2018 The Authors. Journal of Nursing Management Published by John Wiley & Sons Ltd.

A web-based resource for promoting equity in midwifery education and training: Towards meaningful diversity and inclusion.

PubMed

Effland, Kristin J; Hays, Karen

2018-06-01

Increasing the midwifery workforce requires that aspiring midwives complete education and training, but structural racism and microaggressions impact the lives of underrepresented midwifery students and apprentices, adding stressors and disparities to the usual demanding educational challenges. In order to be resilient, students rely on preceptors, faculty, administrators and institutions to promote equity. Equity-focused learning environments improve student experiences and success rates, and better prepare all students to provide culturally humble and sensitive care to diverse childbearing persons and other essential competencies outlined by the International Confederation of Midwives. The comprehensive web-based resource, www.equitymidwifery.org, is designed to support midwifery educators in promoting equity and social justice in midwifery education and training. The website highlights examples and provides tools including original webinar content and encourages visitors to attend virtual strategy and collaboration calls. It offers a model of continuous professional development that is easily accessible. Copyright © 2018 Elsevier Ltd. All rights reserved.

Using WebQLM to Enhance Performance in Argumentative Writing among Year 12 ESL Students

ERIC Educational Resources Information Center

Tan-Ooi, L. C.; Tan, K. E.

2013-01-01

This study investigated the impact of a designed web-based learning module on Year 12 students' learning of argumentative writing. The module known as WebQuest Learning Module or WebQLM comprises four units of learning. The subjects were 68 Year 12 Arts Stream students in an urban school in Penang. The main objective of this study was to…

A Novel Approach for Enhancing Lifelong Learning Systems by Using Hybrid Recommender System

ERIC Educational Resources Information Center

Kardan, Ahmad A.; Speily, Omid R. B.; Modaberi, Somayyeh

2011-01-01

The majority of current web-based learning systems are closed learning environments where courses and learning materials are fixed, and the only dynamic aspect is the organization of the material that can be adapted to allow a relatively individualized learning environment. In this paper, we propose an evolving web-based learning system which can…

A Research on E - learning Resources Construction Based on Semantic Web

NASA Astrophysics Data System (ADS)

Rui, Liu; Maode, Deng

Traditional e-learning platforms have the flaws that it's usually difficult to query or positioning, and realize the cross platform sharing and interoperability. In the paper, the semantic web and metadata standard is discussed, and a kind of e - learning system framework based on semantic web is put forward to try to solve the flaws of traditional elearning platforms.

Preservice Teachers' Critical Thinking Dispositions and Web 2.0 Competencies

ERIC Educational Resources Information Center

Sendag, Serkan; Erol, Osman; Sezgin, Sezan; Dulkadir, Nihal

2015-01-01

The aim of this study was to investigate the associations between preservice teachers' Web 2.0 competencies and their critical thinking disposition (CTD). The study employed an associational research design using California Critical Thinking Disposition-Inventory (CCTD-I) and a Web 2.0 competency questionnaire including items related to Web 2.0…

University Students' Emotions, Interest and Activities in a Web-Based Learning Environment

ERIC Educational Resources Information Center

Nummenmaa, Minna; Nummenmaa, Lauri

2008-01-01

Background: Within academic settings, students experience varied emotions and interest towards learning. Although both emotions and interest can increase students' likelihood to engage in traditional learning, little is known about the influence of emotions and interest in learning activities in a web-based learning environment (WBLE). Aims: This…

Development of an E-Learning Platform for Vocational Education Systems in Germany

ERIC Educational Resources Information Center

Schober, Andreas; Müller, Frederik; Linden, Sabine; Klois, Martha; Künne, Bernd

2014-01-01

This paper describes an existing web-based learning platform named "Third Place of Learning" (TPL)--"Dritter Lernort". This project's aim is to connect the system of vocational education with digital media by a web-based learning platform. TPL supports student's digital learning by means of interactive examples and exercises.…

Developing Guidelines for Evaluating the Adaptation of Accessible Web-Based Learning Materials

ERIC Educational Resources Information Center

Radovan, Marko; Perdih, Mojca

2016-01-01

E-learning is a rapidly developing form of education. One of the key characteristics of e-learning is flexibility, which enables easier access to knowledge for everyone. Information and communications technology (ICT), which is e-learning's main component, enables alternative means of accessing the web-based learning materials that comprise the…

WebQuest on Conic Sections as a Learning Tool for Prospective Teachers

ERIC Educational Resources Information Center

Kurtulus, Aytac; Ada, Tuba

2012-01-01

WebQuests incorporate technology with educational concepts through integrating online resources with student-centred and activity-based learning. In this study, we describe and evaluate a WebQuest based on conic sections, which we have used with a group of prospective mathematics teachers. The WebQuest entitled: "Creating a Carpet Design Using…

Competence-Based Knowledge Structures for Personalised Learning

ERIC Educational Resources Information Center

Heller, Jurgen; Steiner, Christina; Hockemeyer, Cord; Albert, Dietrich

2006-01-01

Competence-based extensions of Knowledge Space Theory are suggested as a formal framework for implementing key features of personalised learning in technology-enhanced learning. The approach links learning objects and assessment problems to the relevant skills that are taught or required. Various ways to derive these skills from domain ontologies…

The Direction of Web-based Training: A Practitioner's View.

ERIC Educational Resources Information Center

Kilby, Tim

2001-01-01

Web-based training has had achievements and disappointments as online learning has matured. Best practices include user-centered design, knowledge object structures, usability engineering, and formal evaluation. Knowledge management, peer-to-peer learning, and personal learning appliances will continue to alter the online learning landscape. (SK)

Social Learning Preferences of Adult Women Learners in a Competency-Based Online Learning Environment

ERIC Educational Resources Information Center

Lyman, Emily

2013-01-01

In this study a post-assessment survey was analyzed to seek for social learning preferences among women in a competency-based online learning environment. The survey asked what learning resources students used to prepare for the assessment. Each learning resource was given a relative sociability rating. This rating acts as the weighting for a…

Web-Based Social Stories and Games for Children with Autism

ERIC Educational Resources Information Center

Jeekratok, Kanisorn; Chanchalor, Sumalee; Murphy, Elizabeth

2014-01-01

Children with (ASD) may respond well to web--based learning because computers can provide features such as repetition, visual stimuli and independent interactions that appeal to them. However, there has been limited testing of web-based learning especially outside of institutional settings. The study reported on in this paper involved the testing…

Exploring the Relationship between Self-Regulated Vocabulary Learning and Web-Based Collaboration

ERIC Educational Resources Information Center

Liu, Sarah Hsueh-Jui; Lan, Yu-Ju; Ho, Cloudia Ya-Yu

2014-01-01

Collaborative learning has placed an emphasis on co-constructing knowledge by sharing and negotiating meaning for problem-solving activities, and this cannot be accomplished without governing the self-regulatory processes of students. This study employed a Web-based tool, Google Docs, to determine the effects of Web-based collaboration on…

Influence of Structure and Interaction on Student Achievement and Satisfaction in Web-Based Distance Learning

ERIC Educational Resources Information Center

Lee, Hye-Jung; Rha, Ilju

2009-01-01

This study examines the influence of instructional design and management style on student achievement and satisfaction in a web-based distance learning environment. From the literature review, two major instructional design and management styles in web-based distance education were conceptualized as structure and interpersonal interaction. To…

When Creative Problem Solving Strategy Meets Web-Based Cooperative Learning Environment in Accounting Education

ERIC Educational Resources Information Center

Cheng, Kai Wen

2011-01-01

Background: Facing highly competitive and changing environment, cultivating citizens with problem-solving attitudes is one critical vision of education. In brief, the importance of education is to cultivate students with practical abilities. Realizing the advantages of web-based cooperative learning (web-based CL) and creative problem solving…

Competency Based Education Curriculum for Data Processing.

ERIC Educational Resources Information Center

West Virginia State Vocational Curriculum Lab., Cedar Lakes.

This curriculum for data processing is organized into four learning modules. Each module is comprised of four to seven competencies. A student competency sheet provided for each competency is organized into this format: module and competency number and name, performance guide, learning activities, and an evaluation. Where appropriate, student…

A Competency-Based Technical Training Model That Embraces Learning Flexibility and Rewards Competency

ERIC Educational Resources Information Center

Yasinski, Lee

2014-01-01

Today's adult learners are continuously searching for successful programs with added learner flexibility, a positive learning experience, and the best education for their investment. Red Deer College's unique competency based welder apprenticeship training model fulfills this desire for many adult learners.

www.teld.net: Online Courseware Engine for Teaching by Examples and Learning by Doing.

ERIC Educational Resources Information Center

Huang, G. Q.; Shen, B.; Mak, K. L.

2001-01-01

Describes TELD (Teaching by Examples and Learning by Doing), a Web-based online courseware engine for higher education. Topics include problem-based learning; project-based learning; case methods; TELD as a Web server; course materials; TELD as a search engine; and TELD as an online virtual classroom for electronic delivery of electronic…

Website Analysis in an EFL Context: Content Comprehension, Perceptions on Web Usability and Awareness of Reading Strategies

ERIC Educational Resources Information Center

Roy, Debopriyo; Crabbe, Stephen

2015-01-01

Website analysis is an interdisciplinary field of inquiry that focuses on both digital literacy and language competence (Brugger, 2009). Website analysis in an EFL learning context has the potential to facilitate logical thinking and in the process develop functional language proficiency. This study reported on an English language website…

High engagement, high quality: A guiding framework for developing empirically informed asynchronous e-learning programs for health professional educators.

PubMed

Sinclair, Peter M; Levett-Jones, Tracey; Morris, Amanda; Carter, Ben; Bennett, Paul N; Kable, Ashley

2017-03-01

E-learning involves the transfer of skills and knowledge via technology so that learners can access meaningful and authentic educational materials. While learner engagement is important, in the context of healthcare education, pedagogy must not be sacrificed for edu-tainment style instructional design. Consequently, health professional educators need to be competent in the use of current web-based educational technologies so that learners are able to access relevant and engaging e-learning materials without restriction. The increasing popularity of asynchronous e-learning programs developed for use outside of formal education institutions has made this need more relevant. In these contexts, educators must balance design and functionality to deliver relevant, cost-effective, sustainable, and accessible programs that overcome scheduling and geographic barriers for learners. This paper presents 10 guiding design principles and their application in the development of an e-learning program for general practice nurses focused on behavior change. Consideration of these principles will assist educators to develop high quality, pedagogically sound, engaging, and interactive e-learning resources. © 2017 John Wiley & Sons Australia, Ltd.

Procedures can be learned on the Web: a randomized study of ultrasound-guided vascular access training.

PubMed

Chenkin, Jordan; Lee, Shirley; Huynh, Thien; Bandiera, Glen

2008-10-01

Web-based learning has several potential advantages over lectures, such as anytime-anywhere access, rich multimedia, and nonlinear navigation. While known to be an effective method for learning facts, few studies have examined the effectiveness of Web-based formats for learning procedural skills. The authors sought to determine whether a Web-based tutorial is at least as effective as a didactic lecture for learning ultrasound-guided vascular access (UGVA). Participating staff emergency physicians (EPs) and junior emergency medicine (EM) residents with no UGVA experience completed a precourse test and were randomized to either a Web-based or a didactic group. The Web-based group was instructed to use an online tutorial and the didactic group attended a lecture. Participants then practiced on simulators and live models without any further instruction. Following a rest period, participants completed a four-station objective structured clinical examination (OSCE), a written examination, and a postcourse questionnaire. Examination results were compared using a noninferiority data analysis with a 10% margin of difference. Twenty-one residents and EPs participated in the study. There were no significant differences in mean OSCE scores (absolute difference = -2.8%; 95% confidence interval [CI] = -9.3% to 3.8%) or written test scores (absolute difference = -1.4%; 95% CI = -7.8% to 5.0%) between the Web group and the didactic group. Both groups demonstrated similar improvements in written test scores (26.1% vs. 25.8%; p = 0.95). Ninety-one percent (10/11) of the Web group and 80% (8/10) of the didactic group participants found the teaching format to be effective (p = 0.59). Our Web-based tutorial was at least as effective as a traditional didactic lecture for teaching the knowledge and skills essential for UGVA. Participants expressed high satisfaction with this teaching technology. Web-based teaching may be a useful alternative to didactic teaching for learning procedural skills.

It's Not a Matter of Time: Highlights from the 2011 Competency-Based Summit

ERIC Educational Resources Information Center

Sturgis, Chris; Patrick, Susan; Pittenger, Linda

2011-01-01

From Anchorage, Alaska, to Orlando, Florida, and from Gray, Maine, to Yuma, Arizona, one hundred competency-based innovators gathered at the Competency-Based Learning Summit in March 2011. Sponsored by the Council of Chief State School Officers (CCSSO) and the International Association for K-12 Online Learning (iNACOL), the Summit was developed in…

Analysing a Web-Based E-Commerce Learning Community: A Case Study in Brazil.

ERIC Educational Resources Information Center

Joia, Luiz Antonio

2002-01-01

Demonstrates the use of a Web-based participative virtual learning environment for graduate students in Brazil enrolled in an electronic commerce course in a Masters in Business Administration program. Discusses learning communities; computer-supported collaborative work and collaborative learning; influences on student participation; the role of…

Web-Based Learning Design Tool

ERIC Educational Resources Information Center

Bruno, F. B.; Silva, T. L. K.; Silva, R. P.; Teixeira, F. G.

2012-01-01

Purpose: The purpose of this paper is to propose a web-based tool that enables the development and provision of learning designs and its reuse and re-contextualization as generative learning objects, aimed at developing educational materials. Design/methodology/approach: The use of learning objects can facilitate the process of production and…

Wandering: A Web-Based Platform for the Creation of Location-Based Interactive Learning Objects

ERIC Educational Resources Information Center

Barak, Miri; Ziv, Shani

2013-01-01

Wandering is an innovative web-based platform that was designed to facilitate outdoor, authentic, and interactive learning via the creation of location-based interactive learning objects (LILOs). Wandering was integrated as part of a novel environmental education program among middle school students. This paper describes the Wandering platform's…

Competence-Based System Self-Study System for Suggesting Study Materials Links

ERIC Educational Resources Information Center

Nitchot, Athitaya; Gilbert, Lester; Wills, Gary B.

2014-01-01

The article proposes a self-study system which suggests web links to learners. The suggestions depend upon the learner's chosen competences selected from a competence structure for a particular knowledge domain. Three experiments were conducted, where the first compared the perceived usefulness and value of the links generated by different…

Linking Project-Based Interdisciplinary Learning and Recommended Professional Competencies with Business Management, Digital Media, Distance Learning, Engineering Technology, and English

ERIC Educational Resources Information Center

Bender, Melinda; Fulwider, Miles; Stemkoski, Michael J.

2008-01-01

This paper encourages the investigation of real world problems by students and faculty and links recommended student competencies with project based learning. In addition to the traditional course objectives, project-based learning (PBL) uses real world problems for classroom instruction and fieldwork to connect students, instructors, and industry…

Innovate and Evaluate: Expanding the Research Base for Competency-Based Education. AEI Series on Competency-Based Higher Education

ERIC Educational Resources Information Center

Kelly, Andrew P.; Columbus, Rooney

2016-01-01

Competency-based education (CBE) has garnered significant attention lately from reformers and policymakers. Put simply, CBE awards credit based on what students have learned rather than how much time they spend in class. Competency-based programs identify specific competencies, develop assessments to measure mastery of those competencies, and then…

CoP Sensing Framework on Web-Based Environment

NASA Astrophysics Data System (ADS)

Mustapha, S. M. F. D. Syed

The Web technologies and Web applications have shown similar high growth rate in terms of daily usages and user acceptance. The Web applications have not only penetrated in the traditional domains such as education and business but have also encroached into areas such as politics, social, lifestyle, and culture. The emergence of Web technologies has enabled Web access even to the person on the move through PDAs or mobile phones that are connected using Wi-Fi, HSDPA, or other communication protocols. These two phenomena are the inducement factors toward the need of building Web-based systems as the supporting tools in fulfilling many mundane activities. In doing this, one of the many focuses in research has been to look at the implementation challenges in building Web-based support systems in different types of environment. This chapter describes the implementation issues in building the community learning framework that can be supported on the Web-based platform. The Community of Practice (CoP) has been chosen as the community learning theory to be the case study and analysis as it challenges the creativity of the architectural design of the Web system in order to capture the presence of learning activities. The details of this chapter describe the characteristics of the CoP to understand the inherent intricacies in modeling in the Web-based environment, the evidences of CoP that need to be traced automatically in a slick manner such that the evidence-capturing process is unobtrusive, and the technologies needed to embrace a full adoption of Web-based support system for the community learning framework.

The Impact of Peer Review on Creative Self-Efficacy and Learning Performance in Web 2.0 Learning Activities

ERIC Educational Resources Information Center

Liu, Chen-Chung; Lu, Kuan-Hsien; Wu, Leon Yufeng; Tsai, Chin-Chung

2016-01-01

Many studies have pointed out the significant contrast between the creative nature of Web 2.0 learning activities and the structured learning in school. This study proposes an approach to leveraging Web 2.0 learning activities and classroom teaching to help students develop both specific knowledge and creativity based on Csikzentmihalyi's system…

Examining the Potential of Web-Based Multimedia to Support Complex Fine Motor Skill Learning: An Empirical Study

ERIC Educational Resources Information Center

Papastergiou, Marina; Pollatou, Elisana; Theofylaktou, Ioannis; Karadimou, Konstantina

2014-01-01

Research on the utilization of the Web for complex fine motor skill learning that involves whole body movements is still scarce. The aim of this study was to evaluate the impact of the introduction of a multimedia web-based learning environment, which was targeted at a rhythmic gymnastics routine consisting of eight fine motor skills, into an…

Building axiological competence of graduate students by means of project-based learning

NASA Astrophysics Data System (ADS)

Gilmanshina, S. I.; Gilmanshin, I. R.

2015-06-01

The article defines the essence of axiological competence, objectives and pedagogical conditions of its formation among the students of graduate program in Biotechnology. The authors provide requirements for energy-saving technologies project-based learning and specify the application of the latter with the view of competence building.

Perspectives for Electronic Books in the World Wide Web Age.

ERIC Educational Resources Information Center

Bry, Francois; Kraus, Michael

2002-01-01

Discusses the rapid growth of the World Wide Web and the lack of use of electronic books and suggests that specialized contents and device independence can make Web-based books compete with print. Topics include enhancing the hypertext model of XML; client-side adaptation, including browsers and navigation; and semantic modeling. (Author/LRW)

Evaluating Web-Based Learning Systems

ERIC Educational Resources Information Center

Pergola, Teresa M.; Walters, L. Melissa

2011-01-01

Accounting educators continuously seek ways to effectively integrate instructional technology into accounting coursework as a means to facilitate active learning environments and address the technology-driven learning preferences of the current generation of students. Most accounting textbook publishers now provide interactive, web-based learning…

Exploring the Relationships between Web Usability and Students' Perceived Learning in Web-Based Multimedia (WBMM) Tutorials

ERIC Educational Resources Information Center

Mackey, Thomas P.; Ho, Jinwon

2008-01-01

The purpose of this case study is to better understand the relationships between Web usability and students' perceived learning in the design and implementation of Web-based multimedia (WBMM) tutorials in blended courses. Much of the current research in this area focuses on the use of multimedia as a replacement for classroom instruction rather…

The Interface Design and the Usability Testing of a Fossilization Web-Based Learning Environment

ERIC Educational Resources Information Center

Wang, Shiang-Kwei; Yang, Chiachi

2005-01-01

This article describes practical issues related to the design and the development of a Web-Based Learning Environment (Web-LE) for high school students. The purpose of the Fossilization Web-LE was to help students understand the process of fossilization, which is a complex phenomenon and is affected by many factors. The instructional design team…

Assessing the Effect of Web-Based Learning Tools on Student Understanding of Stoichiometry Using Knowledge Space Theory

ERIC Educational Resources Information Center

Arasasingham, Ramesh D.; Taagepera, Mare; Potter, Frank; Martorell, Ingrid; Lonjers, Stacy

2005-01-01

Student achievement in web-based learning tools is assessed by using in-class examination, pretests, and posttests. The study reveals that using mastering chemistry web software in large-scale instruction provides an overall benefit to introductory chemistry students.

Development of Web-Based Learning Application for Generation Z

ERIC Educational Resources Information Center

Hariadi, Bambang; Dewiyani Sunarto, M. J.; Sudarmaningtyas, Pantjawati

2016-01-01

This study aimed to develop a web-based learning application as a form of learning revolution. The form of learning revolution includes the provision of unlimited teaching materials, real time class organization, and is not limited by time or place. The implementation of this application is in the form of hybrid learning by using Google Apps for…

College Students' Conceptions of Learning Management: The Difference between Traditional (Face-to-Face) Instruction and Web-Based Learning Environments

ERIC Educational Resources Information Center

Lin, Hung-Ming; Tsai, Chin-Chung

2011-01-01

This study investigates the differences between students' conceptions of learning management via traditional instruction and Web-based learning environments. The Conceptions of Learning Management Inventory (COLM) was administered to 259 Taiwanese college students majoring in Business Administration. The COLM has six factors (categories), namely,…

An Intelligent Learning Diagnosis System for Web-Based Thematic Learning Platform

ERIC Educational Resources Information Center

Huang, Chenn-Jung; Liu, Ming-Chou; Chu, San-Shine; Cheng, Chih-Lun

2007-01-01

This work proposes an intelligent learning diagnosis system that supports a Web-based thematic learning model, which aims to cultivate learners' ability of knowledge integration by giving the learners the opportunities to select the learning topics that they are interested, and gain knowledge on the specific topics by surfing on the Internet to…

Acceptance of Competency-Based Workplace e-Learning Systems: Effects of Individual and Peer Learning Support

ERIC Educational Resources Information Center

Cheng, Bo; Wang, Minhong; Yang, Stephen J. H.; Kinshuk; Peng, Jun

2011-01-01

Current endeavors to integrate competency-based learning approaches with e-learning systems designed for delivery of training to adult learners in the workplace are growing. However, academic efforts in examining learners' perceptions of, and reactions toward, this technology-delivered pedagogical innovation are limited. Drawing together…

Academic perceptions amongst educators towards eLearning tools in dental education.

PubMed

Handal, Boris; Groenlund, Catherine; Gerzina, Tania

2011-04-01

This paper reports an explorative study about academic educators' perceptions towards learning management systems (LMS) and eLearning tools as used in dental education. Fifty-five educators participated in an online survey which explored their views on eLearning tools within the context of their own professional training background and teaching needs. In general, educators felt that the eLearning LMS (also known as WebCT/Blackboard) was a tool that suited their teaching and learning needs in terms of flexibility, interactivity and accessibility despite a significant level of self-reported lack of competence in the technology. The paper describes current eLearning professional development initiatives in light of these findings. © 2011 FDI World Dental Federation.

Assessing competency in practice-based learning: a foundation for milestones in learning portfolio entries.

PubMed

Webb, Travis P; Merkley, Taylor R; Wade, Thomas J; Simpson, Deborah; Yudkowsky, Rachel; Harris, Ilene

2014-01-01

Graduate medical education is undergoing a dramatic shift toward competency-based assessment of learners. Competency assessment requires clear definitions of competency and validated assessment methods. The purpose of this study is to identify criteria used by surgical educators to judge competence in Practice-Based Learning and Improvement (PBL&I) as demonstrated in learning portfolios. A total of 6 surgical learning and instructional portfolio entries served as documents to be assessed by 3 senior surgical educators. These faculty members were asked to rate and then identify criteria used to assess PBL&I competency. Individual interviews and group discussions were conducted, recorded, and transcribed to serve as the study dataset. Analysis was performed using qualitative methodology to identify themes for the purpose of defining competence in PBL&I. The assessment themes derived are presented with narrative examples to describe the progression of competency. The collaborative coding process resulted in identification of 7 themes associated with competency in PBL&I related to surgical learning and instructional portfolio entries: (1) self-awareness regarding effect of actions; (2) identification and thorough description of learning goals; (3) cases used as catalyst for reflection; (4) reconceptualization with appropriate use and critique of cited literature; (5) communication skills/completeness of entry template; (6) description of future behavioral change; and (7) engagement in process--identifies as personally relevant. The identified themes are consistent with and complement other criteria emerging from reflective practice literature and experiential learning theory. This study provides a foundation for further development of a tool for assessing learner portfolios consistent with the Accreditation Council for Graduate Medical Education's Next Accreditation System requirements. Copyright © 2014 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

The Impact of Web-Based Assessment and Practice on Students' Mathematics Learning Attitudes

ERIC Educational Resources Information Center

Nguyen, Diem M.; Hsieh, Yi-Chuan; Allen, G. Donald

2006-01-01

This study investigates the effects of web-based assessment and practice on improving middle school students' mathematics learning attitudes. With the use of an experimental design and a combination of quantitative and qualitative methods, the study compared and contrasted the attitude achievement of students, who used the web-based assessment and…

NAWeb 99: What Works and Why. International Conference on Web-Based Learning (5th, New Brunswick, Canada, October 2-5, 1999).

ERIC Educational Resources Information Center

Hall, Richard, Ed.

This proceedings of the Fifth International Conference on Web-Based Learning, NAWeb 99, includes the following papers: "Coordinating Different Masters and Customers: Dalhousie's Diploma in Disability Management Program"; "The Design, Development, Implementation, and Evaluation of a Graduate Level Course for Teaching Web-Based Instruction";…

Effects of Locus of Control and Learner-Control on Web-Based Language Learning

ERIC Educational Resources Information Center

Chang, Mei-Mei; Ho, Chiung-Mei

2009-01-01

The study explored the effects of students' locus of control and types of control over instruction on their self-efficacy and performance in a web-based language learning environment. A web-based interactive instructional program focusing on the comprehension of news articles for English language learners was developed in two versions: learner-…

Web-based Cases in Teaching and Learning - the Quality of Discussions and a Stage of Perspective Taking in Asynchronous Communication.

ERIC Educational Resources Information Center

Jarvela, Sanna; Hakkinen, Paivi

2002-01-01

Examines the quality of asynchronous interaction in Web-based conferencing among preservice teachers. The study combines asynchronous conferencing with peer and mentor collaboration to electronically apprentice student learning. Results point out different levels of Web-based discussion: higher-level, progressive, and lower-level discussion. A…

School Gardens Enhance Academic Performance and Dietary Outcomes in Children.

PubMed

Berezowitz, Claire K; Bontrager Yoder, Andrea B; Schoeller, Dale A

2015-08-01

Schools face increasing demands to provide education on healthy living and improve core academic performance. Although these appear to be competing concerns, they may interact beneficially. This article focuses on school garden programs and their effects on students' academic and dietary outcomes. Database searches in CABI, Web of Science, Web of Knowledge, PubMed, Education Full Text, Education Resources Information Center (ERIC), and PsychINFO were conducted through May 2013 for peer-reviewed literature related to school-day garden interventions with measures of dietary and/or academic outcomes. Among 12 identified garden studies with dietary measures, all showed increases/improvements in predictors of fruit and vegetable (FV) consumption. Seven of these also included self-reported FV intake with 5 showing an increase and 2 showing no change. Four additional interventions that included a garden component measured academic outcomes; of these, 2 showed improvements in science achievement and 1 measured and showed improvements in math scores. This small set of studies offers evidence that garden-based learning does not negatively impact academic performance or FV consumption and may favorably impact both. Additional studies with more robust experimental designs and outcome measures are necessary to understand the effects of experiential garden-based learning on children's academic and dietary outcomes. © 2015, American School Health Association.

Food Marketing: Cashier-Checker. Student Material. Competency Based Curriculum.

ERIC Educational Resources Information Center

Froelich, Larry; And Others

This curriculum for food marketing (cashier-checking) is designed to provide entry-level employment skills. It is organized into 13 units which contain one to ten competencies. A student competency sheet provided for each competency is organized into this format: unit and competency number and name, learning steps, learning activities, and…

The Effect of Virtual versus Traditional Learning in Achieving Competency-Based Skills

ERIC Educational Resources Information Center

Mosalanejad, Leili; Shahsavari, Sakine; Sobhanian, Saeed; Dastpak, Mehdi

2012-01-01

Background: By rapid developing of the network technology, the internet-based learning methods are substituting the traditional classrooms making them expand to the virtual network learning environment. The purpose of this study was to determine the effectiveness of virtual systems on competency-based skills of first-year nursing students.…

2013 CAEL Forum & News: Competency-Based Education

ERIC Educational Resources Information Center

Council for Adult and Experiential Learning, 2013

2013-01-01

In 2012, CAEL released the report "Competency-Based Degree Programs in the U.S.: Postsecondary Credentials for Measurable Student Learning and Performance," which examined the current state of competency-based postsecondary education in the U.S., profiling the various types of competency-based, or competency-focused, models that…

Web-Based Instruction (WBI): An Introduction.

ERIC Educational Resources Information Center

Khan, Badrul H.

1998-01-01

Advances in information technology, coupled with changes in society, are creating new paradigms for education. The Web, as a medium of learning and instruction, has the potential to support the creation of well-designed resources. A table of features and components associated with Web-based instruction learning environments is provided.…

Maintenance and Exchange of Learning Objects in a Web Services Based e-Learning System

ERIC Educational Resources Information Center

Vossen, Gottfried; Westerkamp, Peter

2004-01-01

"Web services" enable partners to exploit applications via the Internet. Individual services can be composed to build new and more complex ones with additional and more comprehensive functionality. In this paper, we apply the Web service paradigm to electronic learning, and show how to exchange and maintain learning objects is a…

The Effectiveness of Web-Based Learning Environment: A Case Study of Public Universities in Kenya

ERIC Educational Resources Information Center

Kirui, Paul A.; Mutai, Sheila J.

2010-01-01

Web mining is emerging in many aspects of e-learning, aiming at improving online learning and teaching processes and making them more transparent and effective. Researchers using Web mining tools and techniques are challenged to learn more about the online students' reshaping online courses and educational websites, and create tools for…

The Application of an Adaptive, Web-Based Learning Environment on Oxidation-Reduction Reactions

ERIC Educational Resources Information Center

Own, Zangyuan

2006-01-01

The World Wide Web is increasingly being used as a vehicle for flexible learning, where learning is seen to be free from time, geographical, and participation constraints. In addition to flexibility, the Web facilitates student-centered approaches, creating a motivating and active learning environment. The purpose of this study is to set up an…

Effects of interactive instructional techniques in a web-based peripheral nervous system component for human anatomy.

PubMed

Allen, Edwin B; Walls, Richard T; Reilly, Frank D

2008-02-01

This study investigated the effects of interactive instructional techniques in a web-based peripheral nervous system (PNS) component of a first year medical school human anatomy course. Existing data from 9 years of instruction involving 856 students were used to determine (1) the effect of web-based interactive instructional techniques on written exam item performance and (2) differences between student opinions of the benefit level of five different types of interactive learning objects used. The interactive learning objects included Patient Case studies, review Games, Simulated Interactive Patients (SIP), Flashcards, and unit Quizzes. Exam item analysis scores were found to be significantly higher (p < 0.05) for students receiving the instructional treatment incorporating the web-based interactive learning objects than for students not receiving this treatment. Questionnaires using a five-point Likert scale were analysed to determine student opinion ratings of the interactive learning objects. Students reported favorably on the benefit level of all learning objects. Students rated the benefit level of the Simulated Interactive Patients (SIP) highest, and this rating was significantly higher (p < 0.05) than all other learning objects. This study suggests that web-based interactive instructional techniques improve student exam performance. Students indicated a strong acceptance of Simulated Interactive Patient learning objects.

An Electronic Library-Based Learning Environment for Supporting Web-Based Problem-Solving Activities

ERIC Educational Resources Information Center

Tsai, Pei-Shan; Hwang, Gwo-Jen; Tsai, Chin-Chung; Hung, Chun-Ming; Huang, Iwen

2012-01-01

This study aims to develop an electronic library-based learning environment to support teachers in developing web-based problem-solving activities and analyzing the online problem-solving behaviors of students. Two experiments were performed in this study. In study 1, an experiment on 103 elementary and high school teachers (the learning activity…

An Investigation of Coopetitive Pedagogic Design for Knowledge Creation in Web-Based Learning

ERIC Educational Resources Information Center

Fu, Fong-Ling; Wu, Ya-Ling; Ho, Hsi-Chuan

2009-01-01

Information and communication technologies (ICTs) have created a supportive environment for collaborative learning at the expense of student motivation and engagement. This study attempts to explore the development of a productive learning atmosphere in the context of Web-based learning. An experiment is conducted with university-level students…

Web-Based Evaluation System for Learning Management Systems

ERIC Educational Resources Information Center

Momani, Alaa

2010-01-01

E-learning systems have become an issue in recent years. A learning management system (LMS) is an electronic environment helps the educational society to communicate, exchange information, manage, and schedule the learning process. This study has provided a web-based evaluation system that may help the users to choose the convenient system…

Investigating Learner Affective Performance in Web-Based Learning by Using Entrepreneurship as a Metaphor

ERIC Educational Resources Information Center

Liu, Ming-Chou; Chi, Ming-Hsiao

2012-01-01

In the era of the Internet, factors which influence effective learning in a Web-based learning environment are well worth exploring. In addition to knowledge acquisition and skills training, affect is also an important factor, since successful learning requires excellent affective performance. Thus this study focuses on learners' affective…

Blending problem-based learning with Web technology positively impacts student learning outcomes in acid-base physiology.

PubMed

Taradi, Suncana Kukolja; Taradi, Milan; Radic, Kresimir; Pokrajac, Niksa

2005-03-01

World Wide Web (Web)-based learning (WBL), problem-based learning (PBL), and collaborative learning are at present the most powerful educational options in higher education. A blended (hybrid) course combines traditional face-to-face and WBL approaches in an educational environment that is nonspecific as to time and place. To provide educational services for an undergraduate second-year elective course in acid-base physiology, a rich, student-centered educational Web-environment designed to support PBL was created by using Web Course Tools courseware. The course is designed to require students to work in small collaborative groups using problem solving activities to develop topic understanding. The aim of the study was to identify the impact of the blended WBL-PBL-collaborative learning environment on student learning outcomes. Student test scores and satisfaction survey results from a blended WBL-PBL-based test group (n = 37) were compared with a control group whose instructional opportunities were from a traditional in-class PBL model (n = 84). WBL students scored significantly (t = 3.3952; P = 0.0009) better on the final acid-base physiology examination and expressed a positive attitude to the new learning environment in the satisfaction survey. Expressed in terms of a difference effect, the mean of the treated group (WBL) is at the 76th percentile of the untreated (face-to-face) group, which stands for a "medium" effect size. Thus student progress in the blended WBL-PBL collaborative environment was positively affected by the use of technology.

The Effectiveness of a Web-Based Motor Skill Assessment Training Program

ERIC Educational Resources Information Center

Kelly, Luke E.; Moran, Thomas E.

2010-01-01

The purpose of this study was to evaluate the effectiveness of a web-based, intereactive video assessment program on teaching preservice physical education majors to assess the motor skill of kicking. The program provided component specific feedback through tutorial, guided practice, and competency training options. The 72 participants were…

The Effect of Problem Based Learning on Undergraduate Oral Communication Competency

ERIC Educational Resources Information Center

Mandeville, David S.; Ho, Tiffanie K.; Valdez, Lindy A.

2017-01-01

Purpose: The aim of this study was to ascertain the effect of Problem Based Learning (PBL) on student oral communication competency gains. Methods: Eighty students from two consecutive undergraduate Kinesiology courses (Spring semesters, 2014-15) formed into 29 small groups and were studied. Oral communication competency was assessed using a…

Integrating Soft Skill Competencies through Project-Based Learning across the Information Systems Curriculum

ERIC Educational Resources Information Center

Woodward, Belle S.; Sendall, Patricia; Ceccucci, Wendy

2010-01-01

Contemporary Information Systems graduates will be more marketable in the workplace upon graduation if they have combined competencies in both technical and soft skills: interpersonal communication, teamwork, time management, planning and organizational skills. Team and project-based learning can be used to incorporate soft skill competencies with…

Assessment of Effectiveness of Web-Based Training on Demand

ERIC Educational Resources Information Center

Liu, Chien-Hung; Chiang, Tzu-Chiang; Huang, Yueh-Min

2007-01-01

e-Learning is bringing training to the attention of upper management in a way that other learning technologies have never done. Web-based training will remain predominant to the design and delivery of workplace learning in the 21st century because of its advantages over traditional classroom-based training. A comprehensive framework that…

Web-Based History Learning Environments: Helping All Students Learn and Like History

ERIC Educational Resources Information Center

Okolo, Cynthia M.; Englert, Carol Sue; Bouck, Emily C.; Heutsche, Anne M.

2007-01-01

This article explores the benefits of the Internet to enhance history instruction for all learners. The authors describe a Web-based learning environment, the Virtual History Museum (VHM), that helps teachers create motivating, inquiry-based history units. VHM also allows teachers to build supports for learners with disabilities or other learning…

Redesigning Instruction through Web-based Course Authoring Tools.

ERIC Educational Resources Information Center

Dabbagh, Nada H.; Schmitt, Jeff

1998-01-01

Examines the pedagogical implications of redesigning instruction for Web-based delivery through a case study of an undergraduate computer science course. Initially designed for a traditional learning environment, this course transformed to a Web-based course using WebCT, a Web-based course authoring tool. Discusses the specific features of WebCT.…

MISESS: Web-Based Examination, Evaluation, and Guidance

ERIC Educational Resources Information Center

Tanrikulu, Zuhal

2006-01-01

Many universities are reevaluating their traditional educational methods and providing pedagogical material through the Internet. Some Web-based systems offer a constructionist learning environment, for example, where students can learn by designing their own objects. Providing effective, convenient technology to support learning is important, and…

Impact of Technology Based Instruction on Speech Competency and Presentation Confidence Levels of Hispanic College Students

ERIC Educational Resources Information Center

Mundy, Marie-Anne; Padilla Oviedo, Andres; Ramirez, Juan; Taylor, Nick; Flores, Itza

2014-01-01

One of the main goals of universities is to graduate students who are capable and competent in competing in the workforce. As presentational communication skills are critical in today's job market, Hispanic university students need to be trained to effectively develop and deliver presentational speeches. Web/technology enhanced training techniques…

Discursive Constructions of Web Learning and Education.

ERIC Educational Resources Information Center

Boshier, Roger; Onn, Chia Mun

2000-01-01

Discusses Web-based learning and distance education and compares four discourses and their manifestations in North America and Asia that shape Web educational practice: techno-utopianism, techno-cynicism, techno-zealotry, and techno-structuralism. Concludes that techno-utopian discourse impedes Web development through claims about paradigm shifts…

Training Language Teachers to Sustain Self-Directed Language Learning: An Exploration of Advisers' Experiences on a Web-Based Open Virtual Learning Environment

ERIC Educational Resources Information Center

Bailly, Sophie; Ciekanski, Maud; Guély-Costa, Eglantine

2013-01-01

This article describes the rationale for pedagogical, technological and organizational choices in the design of a web-based and open virtual learning environment (VLE) promoting and sustaining self-directed language learning. Based on the last forty years of research on learner autonomy at the CRAPEL according to Holec's definition (1988), we…

Exploring the Cognitive Loads of High-School Students as They Learn Concepts in Web-Based Environments

ERIC Educational Resources Information Center

Chang, Cheng-Chieh; Yang, Fang-Ying

2010-01-01

This study measured high-school learners' cognitive load as they interacted with different web-based curriculum components, and examined the interactions between cognitive load and web-based concept learning. Participants in this study were 105 11th graders from an academic senior high school in Taiwan. An online, multimedia curriculum on the…

Development of a web-based learning medium on mechanism of labour for nursing students.

PubMed

Gerdprasert, Sailom; Pruksacheva, Tassanee; Panijpan, Bhinyo; Ruenwongsa, Pintip

2010-07-01

This study aimed to develop a web-based learning media on the process and mechanism of labour for the third-year university nursing and midwifery students. This media was developed based on integrating principles of the mechanism of labour with the 5Es inquiry cycle and interactive features of information technology. In this study, the web-based learning unit was used to supplement the conventional lecture as in the traditional teaching. Students' achievements were assessed by using the pre- and post-test on factual knowledge and semi-structured interviews on attitude to the unit. Supplementation with this learning unit made learning significantly more effective than the traditional lecture by itself. The students also showed positive attitude toward the learning unit. Copyright 2009 Elsevier Ltd. All rights reserved.

Transforming Classrooms into Learning Studios: What Does It Take to Make Classrooms a Living Space?

ERIC Educational Resources Information Center

Aslan, Sinem; Reigeluth, Charles M.; Mete, Sinem Emine

2016-01-01

In this article, the authors start with a description of the learner-centered paradigm of education. The key tenets of the paradigm are outlined as: Competency-based student progress, competency-based student assessment and records, personal learning plans, project-based learning, just-in-time instructional support, student as self-directed…

A Virtual Learning Environment for Part-Time MASW Students: An Evaluation of the WebCT

ERIC Educational Resources Information Center

Chan, Charles C.; Tsui, Ming-sum; Chan, Mandy Y. C.; Hong, Joe H.

2008-01-01

This study aims to evaluate the perception of a cohort of social workers studying for a part-time master's program in social work in using the popular Web-based learning platform--World Wide Web Course Tools (WebCT) as a complimentary method of teaching and learning. It was noted that social work profession began incorporating computer technology…

sTeam--Providing Primary Media Functions for Web-Based Computer-Supported Cooperative Learning.

ERIC Educational Resources Information Center

Hampel, Thorsten

The World Wide Web has developed as the de facto standard for computer based learning. However, as a server-centered approach, it confines readers and learners to passive nonsequential reading. Authoring and Web-publishing systems aim at supporting the authors' design process. Consequently, learners' activities are confined to selecting and…

Economics: A Discriminant Analysis of Students' Perceptions of Web-Based Learning.

ERIC Educational Resources Information Center

Usip, Ebenge E.; Bee, Richard H.

1998-01-01

Users and nonusers of Web-based instruction (WBI) in an undergraduate statistics classes at Youngstown State University were surveyed. Users concluded that distance learning via the Web was a good method of obtaining general information and useful tool in improving their academic performance. Nonusers thought the university should provide…

Application of Mobile Agents in Web-Based Learning Environment.

ERIC Educational Resources Information Center

Hong Hong, Kinshuk; He, Xiaoqin; Patel, Ashok; Jesshope, Chris

Web-based learning environments are strongly driven by the information revolution and the Internet, but they have a number of common deficiencies, such as slow access, no adaptivity to the individual student, limitation by bandwidth, and more. This paper outlines the benefits of mobile agents technology, and describes its application in Web-based…

Web-Based Teaching and Learning Approach (WBTLA) Usability in Institutions of Higher Learning in Malaysia

ERIC Educational Resources Information Center

Nordin, Abu Bakar; Alias, Norlidah

2013-01-01

Today teachers in schools and lecturers in institutions of higher learning are endowed with a wide range of new teaching experiences through web-based teaching and learning approaches (WBTLA), which was not possible before through the traditional classroom approach. With the use of WBTLA emerged problems related to usability in technical,…

A Web-Based Educational Setting Supporting Individualized Learning, Collaborative Learning and Assessment

ERIC Educational Resources Information Center

Gogoulou, Agoritsa; Gouli, Evangelia; Grigoriadou, Maria; Samarakou, Maria; Chinou, Dionisia

2007-01-01

In this paper, we present a web-based educational setting, referred to as SCALE (Supporting Collaboration and Adaptation in a Learning Environment), which aims to serve learning and assessment. SCALE enables learners to (i) work on individual and collaborative activities proposed by the environment with respect to learners' knowledge level, (ii)…

Spatial Visualization Learning in Engineering: Traditional Methods vs. a Web-Based Tool

ERIC Educational Resources Information Center

Pedrosa, Carlos Melgosa; Barbero, Basilio Ramos; Miguel, Arturo Román

2014-01-01

This study compares an interactive learning manager for graphic engineering to develop spatial vision (ILMAGE_SV) to traditional methods. ILMAGE_SV is an asynchronous web-based learning tool that allows the manipulation of objects with a 3D viewer, self-evaluation, and continuous assessment. In addition, student learning may be monitored, which…

Learning How to Design a Technology Supported Inquiry-Based Learning Environment

ERIC Educational Resources Information Center

Hakverdi-Can, Meral; Sonmez, Duygu

2012-01-01

This paper describes a study focusing on pre-service teachers' experience of learning how to design a technology supported inquiry-based learning environment using the Internet. As part of their elective course, pre-service science teachers were asked to develop a WebQuest environment targeting middle school students. A WebQuest is an…

Story-Based Pedagogical Agents: A Scaffolding Design Approach for the Process of Historical Inquiry in a Web-Based Self-Learning Environment

ERIC Educational Resources Information Center

Fujimoto, Toru

2010-01-01

The purpose of this research was to design and evaluate a web-based self-learning environment for historical inquiry embedded with different types of instructional support featuring story-based pedagogical agents. This research focused on designing a learning environment by integrating story-based instruction and pedagogical agents as a means to…

Development of national competency-based learning objectives "Medical Informatics" for undergraduate medical education.

PubMed

Röhrig, R; Stausberg, J; Dugas, M

2013-01-01

The aim of this project is to develop a catalogue of competency-based learning objectives "Medical Informatics" for undergraduate medical education (abbreviated NKLM-MI in German). The development followed a multi-level annotation and consensus process. For each learning objective a reason why a physician needs this competence was required. In addition, each objective was categorized according to the competence context (A = covered by medical informatics, B = core subject of medical informatics, C = optional subject of medical informatics), the competence level (1 = referenced knowledge, 2 = applied knowledge, 3 = routine knowledge) and a CanMEDS competence role (medical expert, communicator, collaborator, manager, health advocate, professional, scholar). Overall 42 objectives in seven areas (medical documentation and information processing, medical classifications and terminologies, information systems in healthcare, health telematics and telemedicine, data protection and security, access to medical knowledge and medical signal-/image processing) were identified, defined and consented. With the NKLM-MI the competences in the field of medical informatics vital to a first year resident physician are identified, defined and operationalized. These competencies are consistent with the recommendations of the International Medical Informatics Association (IMIA). The NKLM-MI will be submitted to the National Competence-Based Learning Objectives for Undergraduate Medical Education. The next step is implementation of these objectives by the faculties.

The enhancement model of ICT competence for the teachers of SMP Terbuka in Central Java to support long distance learning program

NASA Astrophysics Data System (ADS)

Widowati, Trisnani; Purwanti, Dwi

2017-03-01

ICT-based learning for SMP Terbuka is a manifestation of the first pillar of DEPDIKNAS Strategic Plan 2005-2009, about the use of ICT as the facility of long distance learning. By implementing ICT-based learning, the communication between the teacher and the students is possible to happen although both parties are in differnet places. The problem in implementing ICT-based learning for SMP Terbuka is the low competence of the teachers in ICT mastery, because this research is aimed to formulate the enhancement model of ICT competence for the teachers of SMP Terbuka in Central Java to support long distance learning program. This research shows that Supervised-Teachers and Tutor Teachers Competence in ICT is still low with the average of Supervised-Teachers competence in operating Ms.Word application of 59.6%, Ms.Excel 55.40%, Power Point 43.40% and internet mastery of 41.8%; while the competence of Tutor Teachers is lower with the average of 40.40% in operating Ms. Word, 35.20% in Ms.Excel, 28.00% in Power Point, and 29% in internet mastery. It means that Supervised-Teachers understand ICT, but they do not master it; while Tutor Teachers have just understood ICT and have a low mastery in Ms.Word. The output of this research is: The new findings of the enhancement model of ICT competence for the teachers of SMP Terbuka in Central Java to support long distance learning program.

A Competence-Based Science Learning Framework Illustrated through the Study of Natural Hazards and Disaster Risk Reduction

ERIC Educational Resources Information Center

Oyao, Sheila G.; Holbrook, Jack; Rannikmäe, Miia; Pagunsan, Marmon M.

2015-01-01

This article proposes a competence-based learning framework for science teaching, applied to the study of "big ideas", in this case to the study of natural hazards and disaster risk reduction (NH&DRR). The framework focuses on new visions of competence, placing emphasis on nurturing connectedness and behavioral actions toward…

Attitudes to the Application of a Web-Based Learning System in a Microbiology Course

ERIC Educational Resources Information Center

Masiello, I.; Ramberg, R.; Lonka, K.

2005-01-01

Computer-based systems have great potential for delivering learning material. Here, a Web-based learning management system is employed by a medical university to support undergraduate courses. The objective was to help the university's staff to understand the readiness and attitudes of students to the use of information technology, their…

Problem-Centered Supplemental Instruction in Biology: Influence on Content Recall, Content Understanding, and Problem Solving Ability

ERIC Educational Resources Information Center

Gardner, Joel; Belland, Brian R.

2017-01-01

To address the need for effective, efficient ways to apply active learning in undergraduate biology courses, in this paper, we propose a problem-centered approach that utilizes supplemental web-based instructional materials based on principles of active learning. We compared two supplementary web-based modules using active learning strategies: the…

Transfer of innovation, knowledge and competencies on the care service for people with acquired disabilities: the European Project "Care for Work".

PubMed

Barchitta, M; Fragapane, S; Consoli, M T; Pennisi, C; Agodi, A

2012-01-01

The growing needs of people with disabilities require to integrate this issue into public health in order to improve political feasibility and to ensure that disability will not be left off from any strategic table. The main aim of the "Care for Work" project was to provide training contents to help workers and unemployed people to adapt their knowledge, skills and competencies to the care services sector in order to facilitate their insertion in a new employment source. The partners participating in the project are Organizations from 5 European countries. The project has been divided into seven Work Packages (WPs): three transversal WPs and four specific WPs, each addressing specific activities necessary to achieve the final objectives of the project. The "Care for Work" learning environment contains specific information and training on the techniques for caring people with acquired physical disabilities, as text documents and short training films. The project combines e-learning (Web 2.0) and mobile learning providing a flexible training platform for workers of care services sector. The "Care for Work" project offers specific training addressed to meet the new existing needs of workers of the care services sector and/or unemployed people. All the information and results of the project are available on the web page: www.careforwork.eu, and the present article is part of the WP "Valorization".

Learning Strategies in Web-Supported Collaborative Project

ERIC Educational Resources Information Center

ChanLin, Lih-Juan

2012-01-01

Web-based learning promotes computer-mediated interaction and student-centred learning in most higher education institutions. To fulfil their academic requirements, students develop appropriate strategies to support learning. Purposes of this study were to: (1) examine the relationship between students study strategies (assessed by Learning and…

[Competence Based Catalogue of Learning Objectives for Rehabilitation, Physical Medicine, Naturopathic Treatment - Revised Version - Joint Recommendations of the German Society of Rehabilitation Science and the German Society of Physical Medicine and Rehabilitation].

PubMed

Mau, Wilfried; Liebl, Max Emanuel; Deck, Ruth; Lange, Uwe; Smolenski, Ulrich Christian; Walter, Susanne; Gutenbrunner, Christoph

2017-12-01

Since the first publication of learning objectives for the interdisciplinary subject "Rehabilitation, Physical Medicine, Naturopathic Treatment" in undergraduate medical education in 2004 a revision is reasonable due to heterogenous teaching programmes in the faculties and the introduction of the National Competence Based Catalogue of Learning Objectives in Medicine as well as the "Masterplan Medical Education 2020". Therefore the German Society of Rehabilitation Science and the German Society of Physical Medicine and Rehabilitation started a structured consensus process using the DELPHI-method to reduce the learning objectives and arrange them more clearly. Objectives of particular significance are emphasised. All learning objectives are assigned to the cognitive and methodological level 1 or to the action level 2. The learning objectives refer to the less detailed National Competence Based Catalogue of Learning Objectives in Medicine. The revised learning objectives will contribute to further progress in competence based and more homogenous medical teaching in core objectives of Rehabilitation, Physical Medicine, and Naturopathic Treatment in the faculties. © Georg Thieme Verlag KG Stuttgart · New York.

Personalisation in Web-Based Learning Environments

ERIC Educational Resources Information Center

Santally, Mohammad Issack; Alain, Senteni

2006-01-01

It is postulated that one of the main problems with e-learning environments is their lack of personalisation. This article presents a comprehensive review of the current work in the field and proposes a framework for research in promoting personalisation in Web-based learning environments. The concepts of adaptability, adaptivity and the…

Web-Based Learning: Cognitive Styles and Instructional Strategies

ERIC Educational Resources Information Center

Alomyan, Hesham Raji

2016-01-01

This paper reports a study, which investigated whether different instructional strategies might interact with individual's cognitive style in learning. A web-based learning package was designed employing three strategies, Interactive Concept Maps, Illustration with Embedded Text and Text-Only. Group Embedded Figure Test was administered to 178…

EVA: An Interactive Web-Based Collaborative Learning Environment

ERIC Educational Resources Information Center

Sheremetov, Leonid; Arenas, Adolfo Guzman

2002-01-01

In this paper, a Web-based learning environment developed within the project called Virtual Learning Spaces (EVA, in Spanish) is described. The environment is composed of knowledge, collaboration, consulting and experimentation spaces as a collection of agents and conventional software components working over the knowledge domains. All user…

Web-Based Virtual Laboratory for Food Analysis Course

NASA Astrophysics Data System (ADS)

Handayani, M. N.; Khoerunnisa, I.; Sugiarti, Y.

2018-02-01

Implementation of learning on food analysis course in Program Study of Agro-industrial Technology Education faced problems. These problems include the availability of space and tools in the laboratory that is not comparable with the number of students also lack of interactive learning tools. On the other hand, the information technology literacy of students is quite high as well the internet network is quite easily accessible on campus. This is a challenge as well as opportunities in the development of learning media that can help optimize learning in the laboratory. This study aims to develop web-based virtual laboratory as one of the alternative learning media in food analysis course. This research is R & D (research and development) which refers to Borg & Gall model. The results showed that assessment’s expert of web-based virtual labs developed, in terms of software engineering aspects; visual communication; material relevance; usefulness and language used, is feasible as learning media. The results of the scaled test and wide-scale test show that students strongly agree with the development of web based virtual laboratory. The response of student to this virtual laboratory was positive. Suggestions from students provided further opportunities for improvement web based virtual laboratory and should be considered for further research.

Web-based Learning and Computer Supported Collaborative Learning for psychomotor skill acquisition: perspectives of medical undergraduate students.

PubMed

Koh, Jansen; Cheung, Jeffrey J H; Mackinnon, Kim; Brett, Clare; Kapralos, Bill; Dubrowski, Adam

2013-01-01

There is a lack of evidence for the use of Web-based Learning (WBL) and Computer Supported Collaborative Learning (CSCL) for acquiring psychomotor skills in medical education. In this study, we surveyed medical undergraduate students attending a simulation based training session for central line insertion on their perspectives and utilization of WBL and CSCL for acquisition of a complex psychomotor skill.

Educating Managers with Tomorrow's Technologies. Research in Management Education and Development Series.

ERIC Educational Resources Information Center

Wankel, Charles, Ed.; DeFillippi, Robert, Ed.

This volume demonstrates how technology is impacting management education and learning in a variety of educational contexts. Some of the issues and trends in management education addressed include: technotrends; web-based management learning; the changing nature of the web as a context for learning; online simulations; web-format case studies;…

A GIS-Interface Web Site: Exploratory Learning for Geography Curriculum

ERIC Educational Resources Information Center

Huang, Kuo Hung

2011-01-01

Although Web-based instruction provides learners with sufficient resources for self-paced learning, previous studies have confirmed that browsing navigation-oriented Web sites possibly hampers users' comprehension of information. Web sites designed as "categories of materials" for navigation demand more cognitive effort from users to orient their…

Introduction to the JASIST Special Topic Issue on Web Retrieval and Mining: A Machine Learning Perspective.

ERIC Educational Resources Information Center

Chen, Hsinchun

2003-01-01

Discusses information retrieval techniques used on the World Wide Web. Topics include machine learning in information extraction; relevance feedback; information filtering and recommendation; text classification and text clustering; Web mining, based on data mining techniques; hyperlink structure; and Web size. (LRW)

Effects of Reflection Category and Reflection Quality on Learning Outcomes during Web-Based Portfolio Assessment Process: A Case Study of High School Students in Computer Application Course

ERIC Educational Resources Information Center

Chou, Pao-Nan; Chang, Chi-Cheng

2011-01-01

This study examines the effects of reflection category and reflection quality on learning outcomes during Web-based portfolio assessment process. Experimental subjects consist of forty-five eight-grade students in a "Computer Application" course. Through the Web-based portfolio assessment system, these students write reflection, and join…

Point of care information services: a platform for self-directed continuing medical education for front line decision makers

PubMed Central

Moja, Lorenzo; Kwag, Koren Hyogene

2015-01-01

The structure and aim of continuing medical education (CME) is shifting from the passive transmission of knowledge to a competency-based model focused on professional development. Self-directed learning is emerging as the foremost educational method for advancing competency-based CME. In a field marked by the constant expansion of knowledge, self-directed learning allows physicians to tailor their learning strategy to meet the information needs of practice. Point of care information services are innovative tools that provide health professionals with digested evidence at the front line to guide decision making. By mobilising self-directing learning to meet the information needs of clinicians at the bedside, point of care information services represent a promising platform for competency-based CME. Several points, however, must be considered to enhance the accessibility and development of these tools to improve competency-based CME and the quality of care. PMID:25655251

Preservice Teachers' Attitudes and Perceptions of the Utility of Web-Based Instruction in the United Arab Emirates

ERIC Educational Resources Information Center

Almekhlafi, Abdurrahman Ghaleb

2005-01-01

Teachers' clear perceptions of technology use and competence in planning and implementation affect their attitudes towards using technology in general and in the classroom in particular (Almekhlafi, 1999). However, the number of research studies to inform implementation of Web-based instruction (WBI) has been low and the interest in student…

Developing a sustainable electronic portfolio (ePortfolio) program that fosters reflective practice and incorporates CanMEDS competencies into the undergraduate medical curriculum.

PubMed

Hall, Pippa; Byszewski, Anna; Sutherland, Stephanie; Stodel, Emma J

2012-06-01

The University of Ottawa (uOttawa) Faculty of Medicine in 2008 launched a revised undergraduate medical education (UGME) curriculum that was based on the seven CanMEDS roles (medical expert, communicator, collaborator, health advocate, manager, scholar, and professional) and added an eighth role of person to incorporate the dimension of mindfulness and personal well-being. In this article, the authors describe the development of an electronic Portfolio (ePortfolio) program that enables uOttawa medical students to document their activities and to demonstrate their development of competence in each of the eight roles. The ePortfolio program supports reflective practice, an important component of professional competence, and provides a means for addressing the "hidden curriculum." It is bilingual, mandatory, and spans the four years of UGME. It includes both an online component for students to document their personal development and for student-coach dialogue, as well as twice-yearly, small-group meetings in which students engage in reflective discussions and learn to give and receive feedback.The authors reflect on the challenges they faced in the development and implementation of the ePortfolio program and share the lessons they have learned along the way to a successful and sustainable program. These lessons include switching from a complex information technology system to a user-friendly, Web-based blog platform; rethinking orientation sessions to ensure that faculty and students understand the value of the ePortfolio program; soliciting student input to improve the program and increase student buy-in; and providing faculty development opportunities and recognition.

Potential of information technology in dental education.

PubMed

Mattheos, N; Stefanovic, N; Apse, P; Attstrom, R; Buchanan, J; Brown, P; Camilleri, A; Care, R; Fabrikant, E; Gundersen, S; Honkala, S; Johnson, L; Jonas, I; Kavadella, A; Moreira, J; Peroz, I; Perryer, D G; Seemann, R; Tansy, M; Thomas, H F; Tsuruta, J; Uribe, S; Urtane, I; Walsh, T F; Zimmerman, J; Walmsley, A D

2008-02-01

The use of information technology (IT) in dentistry is far ranging. In order to produce a working document for the dental educator, this paper focuses on those methods where IT can assist in the education and competence development of dental students and dentists (e.g. e-learning, distance learning, simulations and computer-based assessment). Web pages and other information-gathering devices have become an essential part of our daily life, as they provide extensive information on all aspects of our society. This is mirrored in dental education where there are many different tools available, as listed in this report. IT offers added value to traditional teaching methods and examples are provided. In spite of the continuing debate on the learning effectiveness of e-learning applications, students request such approaches as an adjunct to the traditional delivery of learning materials. Faculty require support to enable them to effectively use the technology to the benefit of their students. This support should be provided by the institution and it is suggested that, where possible, institutions should appoint an e-learning champion with good interpersonal skills to support and encourage faculty change. From a global prospective, all students and faculty should have access to e-learning tools. This report encourages open access to e-learning material, platforms and programs. The quality of such learning materials must have well defined learning objectives and involve peer review to ensure content validity, accuracy, currency, the use of evidence-based data and the use of best practices. To ensure that the developers' intellectual rights are protected, the original content needs to be secure from unauthorized changes. Strategies and recommendations on how to improve the quality of e-learning are outlined. In the area of assessment, traditional examination schemes can be enriched by IT, whilst the Internet can provide many innovative approaches. Future trends in IT will evolve around improved uptake and access facilitated by the technology (hardware and software). The use of Web 2.0 shows considerable promise and this may have implications on a global level. For example, the one-laptop-per-child project is the best example of what Web 2.0 can do: minimal use of hardware to maximize use of the Internet structure. In essence, simple technology can overcome many of the barriers to learning. IT will always remain exciting, as it is always changing and the users, whether dental students, educators or patients are like chameleons adapting to the ever-changing landscape.

Defining and Assessing Learning: Exploring Competency-Based Initiatives. Report of the National Postsecondary Education Cooperative Working Group on Competency-Based Initiatives in Postsecondary Education. Brochure [and] Report.

ERIC Educational Resources Information Center

Jones, Elizabeth A.; Voorhees, Richard A.

This document includes a 3-page brochure describing the main report and the main report. The report explores competency-based models in postsecondary institutions and other learning environments. It is intended primarily as a guide for postsecondary educators who are interested in establishing such efforts at their institutions. The following…

Demonstrable Competence: An Assessment Method for Competency Domains in Learning and Leadership Doctoral Program

ERIC Educational Resources Information Center

Rausch, David W.; Crawford, Elizabeth K.

2013-01-01

Through this paper, we describe how a doctoral program in Learning and Leadership combines the best of both worlds from theory based programs and applied programs. Participants work from their embedded professional practice underpinned with the theoretical constructs of the program's seven foundational competency domains. Competencies are…

Adaptive Semantic and Social Web-based learning and assessment environment for the STEM

NASA Astrophysics Data System (ADS)

Babaie, Hassan; Atchison, Chris; Sunderraman, Rajshekhar

2014-05-01

We are building a cloud- and Semantic Web-based personalized, adaptive learning environment for the STEM fields that integrates and leverages Social Web technologies to allow instructors and authors of learning material to collaborate in semi-automatic development and update of their common domain and task ontologies and building their learning resources. The semi-automatic ontology learning and development minimize issues related to the design and maintenance of domain ontologies by knowledge engineers who do not have any knowledge of the domain. The social web component of the personal adaptive system will allow individual and group learners to interact with each other and discuss their own learning experience and understanding of course material, and resolve issues related to their class assignments. The adaptive system will be capable of representing key knowledge concepts in different ways and difficulty levels based on learners' differences, and lead to different understanding of the same STEM content by different learners. It will adapt specific pedagogical strategies to individual learners based on their characteristics, cognition, and preferences, allow authors to assemble remotely accessed learning material into courses, and provide facilities for instructors to assess (in real time) the perception of students of course material, monitor their progress in the learning process, and generate timely feedback based on their understanding or misconceptions. The system applies a set of ontologies that structure the learning process, with multiple user friendly Web interfaces. These include the learning ontology (models learning objects, educational resources, and learning goal); context ontology (supports adaptive strategy by detecting student situation), domain ontology (structures concepts and context), learner ontology (models student profile, preferences, and behavior), task ontologies, technological ontology (defines devices and places that surround the student), pedagogy ontology, and learner ontology (defines time constraint, comment, profile).

Supporting Professional Development in Special Education with Web-Based Professional Learning Communities: New Possibilities with Web 2.0

ERIC Educational Resources Information Center

Hardman, Elizabeth L.

2012-01-01

This article describes the challenges in organizing professional learning communities (PLCs) in special education, identifies the teacher and student benefits of using a PLC approach to professional development, and discusses the promise and pitfalls of organizing web-based PLCs to engage distributed stakeholders in the practice of special…

From the Mouths of Canadian University Students: Web-Based Information-Seeking Activities for Language Learning

ERIC Educational Resources Information Center

Peters, Martine; Weinberg, Alysse; Sarma, Nandini; Frankoff, Mary

2011-01-01

This article presents student perceptions about different types of web-based activities used to seek information for French language learning. Group interviews were conducted with 71 students in five Canadian universities to elicit data on their use of the Internet for information-seeking activities. These students use the Web for three main…

Pioneering a web-Based Museum in Taiwan: Design and Implementation of Lifelong Distance Learning of Science Education.

ERIC Educational Resources Information Center

Young, Shelley Shwu-Ching; Huang, Yi-Long; Jang, Jyh-Shing Roger

2000-01-01

Describes the development and implementation process of a Web-based science museum in Taiwan. Topics include use of the Internet; lifelong distance learning; museums and the Internet; objectives of the science museum; funding; categories of exhibitions; analysis of Web users; homepage characteristics; graphics and the effect on speed; and future…

Web-Based Two-Tier Diagnostic Test and Remedial Learning Experiment

ERIC Educational Resources Information Center

Lai, Ah-Fur; Chen, Deng-Jyi

2010-01-01

Offering a series of diagnosis and individual remedial learning activities for a general class by means of web and multimedia technology can overcome the dilemma of conventional diagnosis and remedial instruction. The study proposes a three-layer conceptual framework and adopts a two-tier diagnostic test theory to develop a web-based two-tier…

Outcome based education enacted: teachers' tensions in balancing between student learning and bureaucracy.

PubMed

Barman, Linda; Silén, Charlotte; Bolander Laksov, Klara

2014-12-01

This paper reports on how teachers within health sciences education translate outcome-based education (OBE) into practice when they design courses. The study is an empirical contribution to the debate about outcome- and competency-based approaches in health sciences education. A qualitative method was used to study how teachers from 14 different study programmes designed courses before and after OBE was implemented. Using an interpretative approach, analysis of documents and interviews was carried out. The findings show that teachers enacted OBE either to design for more competency-oriented teaching-learning, or to further detail knowledge and thus move towards reductionism. Teachers mainly understood the outcome-based framework as useful to support students' learning, although the demand for accountability created tension and became a bureaucratic hindrance to design for development of professional competence. The paper shows variations of how teachers enacted the same outcome-based framework for instructional design. These differences can add a richer understanding of how outcome- or competency-based approaches relate to teaching-learning at a course level.

Learning Probabilities in Computer Engineering by Using a Competency- and Problem-Based Approach

ERIC Educational Resources Information Center

Khoumsi, Ahmed; Hadjou, Brahim

2005-01-01

Our department has redesigned its electrical and computer engineering programs by adopting a learning methodology based on competence development, problem solving, and the realization of design projects. In this article, we show how this pedagogical approach has been successfully used for learning probabilities and their application to computer…

PLA Binaries in the Context of Competency-Based Assessment

ERIC Educational Resources Information Center

Popova, Viktoria; Clougherty, R. J., Jr.

2014-01-01

In this article, the authors report that, as the importance of competency-based learning (CBL) in higher education discourse surges, it not only further validates prior learning assessment (PLA), but it demonstrates PLA's essential nature as an important framework for assessing learning that has been acquired outside of traditional academia.…

Resident Self-Assessment and Learning Goal Development: Evaluation of Resident-Reported Competence and Future Goals.

PubMed

Li, Su-Ting T; Paterniti, Debora A; Tancredi, Daniel J; Burke, Ann E; Trimm, R Franklin; Guillot, Ann; Guralnick, Susan; Mahan, John D

2015-01-01

To determine incidence of learning goals by competency area and to assess which goals fall into competency areas with lower self-assessment scores. Cross-sectional analysis of existing deidentified American Academy of Pediatrics' PediaLink individualized learning plan data for the academic year 2009-2010. Residents self-assessed competencies in the 6 Accreditation Council for Graduate Medical Education (ACGME) competency areas and wrote learning goals. Textual responses for goals were mapped to 6 ACGME competency areas, future practice, or personal attributes. Adjusted mean differences and associations were estimated using multiple linear and logistic regression. A total of 2254 residents reported 6078 goals. Residents self-assessed their systems-based practice (51.8) and medical knowledge (53.0) competencies lowest and professionalism (68.9) and interpersonal and communication skills (62.2) highest. Residents were most likely to identify goals involving medical knowledge (70.5%) and patient care (50.5%) and least likely to write goals on systems-based practice (11.0%) and professionalism (6.9%). In logistic regression analysis adjusting for postgraduate year (PGY), gender, and degree type (MD/DO), resident-reported goal area showed no association with the learner's relative self-assessment score for that competency area. In the conditional logistic regression analysis, with each learner serving as his or her own control, senior residents (PGY2/3+s) who rated themselves relatively lower in a competency area were more likely to write a learning goal in that area than were PGY1s. Senior residents appear to develop better skills and/or motivation to explicitly turn self-assessed learning gaps into learning goals, suggesting that individualized learning plans may help improve self-regulated learning during residency. Copyright © 2015 Academic Pediatric Association. Published by Elsevier Inc. All rights reserved.

Uniform instruction using web-based, asynchronous technology in a geographically distributed clinical clerkship: analysis of osteopathic medical student participation and satisfaction.

PubMed

Peska, Don N; Lewis, Kadriye O

2010-03-01

As medical schools in the United States increase their class sizes, many institutions are forced to extend their teaching affiliations outside of their immediate communities. Geographic distribution threatens the ability to provide the uniform learning opportunities that students need and accrediting bodies require. To determine if a Web-based, asynchronous learning module can provide an effective, uniform learning opportunity for osteopathic medical students enrolled in clinical clerkship. Third-year osteopathic medical students enrolled in an 8-week core clinical clerkship in surgery were required to participate in a Web-based, asynchronous, interactive instructional module designed to provide opportunities for higher-order thinking through analysis, synthesis, and reflective learning. The quantity and content of students' online course interactions were analyzed to determine quantitative and qualitative features of their course participation. At the completion of the clerkship, students completed a 10-item Likert-type survey of their experience to determine the most helpful attributes of the Web-based learning module. Responses were assigned numerical values from 1 (strongly disagree) to 5 (strongly agree) to obtain a mean score for each question. Sixty-three students completed the Web-based module. The content of their discussions, as determined by message coding, identified the critical thinking needed to acquire abstract conceptualization of the problems presented in a typical surgery clerkship. Students found the content of the module relevant to the clerkship (mean score, 4.18) and valued facilitator feedback (4.00). Although they did not prefer Web-based instruction of classroom lecture (2.66), students indicated that the Web-based module enhanced their overall learning experience in the clerkship (3.30). Web-based technology in the clinical education of third-year osteopathic medical students appears to afford an acceptable teaching alternative when face-to-face instruction cannot be provided. Further study of the impact of instructional design on the quality of higher-order thinking in this domain is needed, as is an appreciation for the dynamics of group learning in a virtual environment.

Design Issues Related to the Evaluation of Learner--Computer Interaction in a Web-Based Environment: Activities v. Tasks

ERIC Educational Resources Information Center

Hemard, Dominique

2006-01-01

If web-based technology is increasingly becoming the central plank of contemporary teaching and learning processes, there is still too little evidence to suggest that it is delivering purposeful learning activities beyond its widely perceived potential as a learning resource providing content and learning objects. This is due in part to the…

Learning in Virtual Forest: A Forest Ecosystem in the Web-Based Learning Environment

ERIC Educational Resources Information Center

Jussila, Terttu; Virtanen, Viivi

2014-01-01

Virtual Forest is a web-based, open-access learning environment about forests designed for primary-school pupils between the ages of 10 and 13 years. It is pedagogically designed to develop an understanding of ecology, to enhance conceptual development and to give a holistic view of forest ecosystems. Various learning tools, such as concept maps,…

A Study on Learning Effect among Different Learning Styles in a Web-Based Lab of Science for Elementary School Students

ERIC Educational Resources Information Center

Sun, Koun-tem; Lin, Yuan-cheng; Yu, Chia-jui

2008-01-01

The purpose of this study is to explore the learning effect related to different learning styles in a Web-based virtual science laboratory for elementary school students. The online virtual lab allows teachers to integrate information and communication technology (ICT) into science lessons. The results of this experimental teaching method…

Designing Web-based telemedicine training for military health care providers.

PubMed

Bangert, D; Doktor, R; Johnson, E

2001-01-01

The purpose of the study was to ascertain those learning objectives that will initiate increased use of telemedicine by military health care providers. Telemedicine is increasingly moving to the center of the health care industry's service offerings. As this migration occurs, health professionals will require training for proper and effective change management. The United States Department of Defense (DoD) is embracing the use of telemedicine and wishes to use Web-based training as a tool for effective change management to increase use. This article summarizes the findings of an educational needs assessment of military health care providers for the creation of the DoD Web-based telemedicine training curriculum. Forty-eight health care professionals were interviewed and surveyed to capture their opinions on what learning objectives a telemedicine training curriculum should include. Twenty learning objectives were found to be needed in a telemedicine training program. These 20 learning objectives were grouped into four learning clusters that formed the structure for the training program. In order of importance, the learning clusters were clinical, technical, organizational, and introduction to telemedicine. From these clusters, five Web-based modules were created, with two addressing clinical learning needs and one for each of the other learning objective clusters.

Design of a Competency Administration Toolset (CAT)

DTIC Science & Technology

2017-03-01

Distribution is unlimited. DESIGN OF A COMPETENCY ADMINISTRATION TOOLSET (CAT) by David Cudd, Justin Letwinsky, Allison Moon, David Rodriguez, Blake......processing, which is perceived to be inefficient in both time and cost. The purpose of this systems engineering project was to design a web-based system

Emerging Web Technologies in Higher Education: A Case of Incorporating Blogs, Podcasts and Social Bookmarks in a Web Programming Course Based on Students' Learning Styles and Technology Preferences

ERIC Educational Resources Information Center

Saeed, Nauman; Yang, Yun; Sinnappan, Suku

2009-01-01

The adoption level of emerging web technologies is on the rise in academic settings. However, a major obstacle in the practice of web-based instruction is the limited understanding of learners' characteristics and perceptions about technology use. Thus there is a need to understand the relationship between students' learning styles and their…

Web-Based Learning - Yes We Can!

NASA Astrophysics Data System (ADS)

Schroeder, Ulrik

Web-based Learning has become a matter of fact at universities. We are now at the edge of new developments with Web 2.0 applications and social software is radically changing the way of how we communicate and share in social networks. Can we expect an analogous revolution for university education 2.0? I will give some arguments that I rather expect an incremental evolution than a radical change. First, I take a look at current eLearning implementations and organizational frameworks and give an example from RWTH Aachen University. Against the background of cognitive theories the utilization of Web 2.0 applications are promising to strengthen 21st century learning. But methods and tools must be adapted to the context of institutional learning as well as the formal regulations must be adjusted vice versa.

WebQuests in Special Primary Education: Learning in a Web-Based Environment

ERIC Educational Resources Information Center

Kleemans, Tijs; Segers, Eliane; Droop, Mienke; Wentink, Hanneke

2011-01-01

The present study investigated the differences in learning gain when performing a WebQuest with a well-defined versus an ill-defined assignment. Twenty boys and twenty girls (mean age 11; 10), attending a special primary education school, performed two WebQuests. In each WebQuest, they performed either a well-defined or an ill-defined assignment.…

Effects of a Web-based course on nursing skills and knowledge learning.

PubMed

Lu, Der-Fa; Lin, Zu-Chun; Li, Yun-Ju

2009-02-01

The purpose of the study was to assess the effectiveness of supplementing traditional classroom teaching with Web-based learning design when teaching intramuscular injection nursing skills. Four clusters of nursing students at a junior college in eastern Taiwan were randomly assigned to experimental and control groups. A total of 147 students (80 in the experimental group, 67 in the control group) completed the study. All participants received the same classroom lectures and skill demonstration. The experimental group interacted using a Web-based course and were able to view the content on demand. The students and instructor interacted via a chatroom, the bulletin board, and e-mail. Participants in the experimental group had significantly higher scores on both intramuscular injection knowledge and skill learning. A Web-based design can be an effective supplementing learning tool for teaching nursing knowledge and skills.

Laying the Foundation for Competency Education: A Policy Guide for the Next Generation Educator Workforce

ERIC Educational Resources Information Center

Pace, Lillian; Worthen, Maria

2014-01-01

This paper provides a vision and set of policy recommendations to help federal, state, and local leaders develop the workforce necessary to support teaching and learning in a competency-based K-12 education system. Part One, Pre-service and Credentialing for K-12 Competency-Based Learning Environments, provides policymakers with a framework and…

[Problem based learning from the perspective of tutors].

PubMed

Navarro Hernández, Nancy; Illesca P, Mónica; Cabezas G, Mirtha

2009-02-01

Problem based learning is a student centered learning technique that develops deductive, constructive and reasoning capacities among the students. Teachers must adapt to this paradigm of constructing rather than transmitting knowledge. To interpret the importance of tutors in problem based learning during a module of Health research and management given to medical, nursing, physical therapy, midwifery, technology and nutrition students. Eight teachers that participated in a module using problem based learning accepted to participate in an in depth interview. The qualitative analysis of the textual information recorded, was performed using the ATLAS software. We identified 662 meaning units, grouped in 29 descriptive categories, with eight emerging meta categories. The sequential and cross-generated qualitative analysis generated four domains: competence among students, competence of teachers, student-centered learning and evaluation process. Multiprofessional problem based learning contributes to the development of generic competences among future health professionals, such as multidisciplinary work, critical capacity and social skills. Teachers must shelter the students in the context of their problems and social situation.

Job requirements compared to medical school education: differences between graduates from problem-based learning and conventional curricula

PubMed Central

2010-01-01

Background Problem-based Learning (PBL) has been suggested as a key educational method of knowledge acquisition to improve medical education. We sought to evaluate the differences in medical school education between graduates from PBL-based and conventional curricula and to what extent these curricula fit job requirements. Methods Graduates from all German medical schools who graduated between 1996 and 2002 were eligible for this study. Graduates self-assessed nine competencies as required at their day-to-day work and as taught in medical school on a 6-point Likert scale. Results were compared between graduates from a PBL-based curriculum (University Witten/Herdecke) and conventional curricula. Results Three schools were excluded because of low response rates. Baseline demographics between graduates of the PBL-based curriculum (n = 101, 49% female) and the conventional curricula (n = 4720, 49% female) were similar. No major differences were observed regarding job requirements with priorities for "Independent learning/working" and "Practical medical skills". All competencies were rated to be better taught in PBL-based curriculum compared to the conventional curricula (all p < 0.001), except for "Medical knowledge" and "Research competence". Comparing competencies required at work and taught in medical school, PBL was associated with benefits in "Interdisciplinary thinking" (Δ + 0.88), "Independent learning/working" (Δ + 0.57), "Psycho-social competence" (Δ + 0.56), "Teamwork" (Δ + 0.39) and "Problem-solving skills" (Δ + 0.36), whereas "Research competence" (Δ - 1.23) and "Business competence" (Δ - 1.44) in the PBL-based curriculum needed improvement. Conclusion Among medical graduates in Germany, PBL demonstrated benefits with regard to competencies which were highly required in the job of physicians. Research and business competence deserve closer attention in future curricular development. PMID:20074350

Job requirements compared to medical school education: differences between graduates from problem-based learning and conventional curricula.

PubMed

Schlett, Christopher L; Doll, Hinnerk; Dahmen, Janosch; Polacsek, Ole; Federkeil, Gero; Fischer, Martin R; Bamberg, Fabian; Butzlaff, Martin

2010-01-14

Problem-based Learning (PBL) has been suggested as a key educational method of knowledge acquisition to improve medical education. We sought to evaluate the differences in medical school education between graduates from PBL-based and conventional curricula and to what extent these curricula fit job requirements. Graduates from all German medical schools who graduated between 1996 and 2002 were eligible for this study. Graduates self-assessed nine competencies as required at their day-to-day work and as taught in medical school on a 6-point Likert scale. Results were compared between graduates from a PBL-based curriculum (University Witten/Herdecke) and conventional curricula. Three schools were excluded because of low response rates. Baseline demographics between graduates of the PBL-based curriculum (n = 101, 49% female) and the conventional curricula (n = 4720, 49% female) were similar. No major differences were observed regarding job requirements with priorities for "Independent learning/working" and "Practical medical skills". All competencies were rated to be better taught in PBL-based curriculum compared to the conventional curricula (all p < 0.001), except for "Medical knowledge" and "Research competence". Comparing competencies required at work and taught in medical school, PBL was associated with benefits in "Interdisciplinary thinking" (Delta + 0.88), "Independent learning/working" (Delta + 0.57), "Psycho-social competence" (Delta + 0.56), "Teamwork" (Delta + 0.39) and "Problem-solving skills" (Delta + 0.36), whereas "Research competence" (Delta--1.23) and "Business competence" (Delta--1.44) in the PBL-based curriculum needed improvement. Among medical graduates in Germany, PBL demonstrated benefits with regard to competencies which were highly required in the job of physicians. Research and business competence deserve closer attention in future curricular development.

The WebQuest: constructing creative learning.

PubMed

Sanford, Julie; Townsend-Rocchiccioli, Judith; Trimm, Donna; Jacobs, Mike

2010-10-01

An exciting expansion of online educational opportunities is occurring in nursing. The use of a WebQuest as an inquiry-based learning activity can offer considerable opportunity for nurses to learn how to analyze and synthesize critical information. A WebQuest, as a constructivist, inquiry-oriented strategy, requires learners to use higher levels of thinking as a means to analyze and apply complex information, providing an exciting online teaching and learning strategy. A WebQuest is an inquiry-oriented lesson format in which most or all of the information learners work with comes from the web. This article provides an overview of the WebQuest as a teaching strategy and provides examples of its use. Copyright 2010, SLACK Incorporated.

Individual Differences: Implications for Web-Based Learning Design

ERIC Educational Resources Information Center

Alomyan, Hesham

2004-01-01

In the past ten years the Web has attracted many educators for purposes of teaching and learning. The main advantage of the Web lies in its non-linear interaction. That is, students can have more control over their learning paths. However, this freedom of control may cause problems for some students, such as disorientation, cognitive overload and…

Cooperative Learning and Web 2.0: A Social Perspective on Critical Thinking

ERIC Educational Resources Information Center

Schipke, Rae Carrington

2018-01-01

This article discusses how cooperative learning as a socioinstructional approach, relates to both socially-based emerging technologies (i.e. Web 2.0) and to critical thinking with respect to co-cognition. It begins with a discussion of the importance of connecting cooperative learning, Web 2.0, and critical thinking. This is followed by the need…

Gender Divide and Acceptance of Collaborative Web 2.0 Applications for Learning in Higher Education

ERIC Educational Resources Information Center

Huang, Wen-Hao David; Hood, Denice Ward; Yoo, Sun Joo

2013-01-01

Situated in the gender digital divide framework, this survey study investigated the role of computer anxiety in influencing female college students' perceptions toward Web 2.0 applications for learning. Based on 432 college students' "Web 2.0 for learning" perception ratings collected by relevant categories of "Unified Theory of Acceptance and Use…

A Web-Based Learning and Assessment System To Support Flexible Education.

ERIC Educational Resources Information Center

Gardner, Lesley; Sheridan, D.; White, D.

2002-01-01

Describes the development of a computer-supported, Web-based learning system, CECIL, at the University of Auckland (New Zealand). Discusses the potential benefits that a university-wide resource management system may have in terms of educational flexibility, such as online learning for distance education, and resource sharing, as well as…

Effects of Unidirectional vs. Reciprocal Teaching Strategies on Web-Based Computer Programming Learning

ERIC Educational Resources Information Center

Shadiev, Rustam; Hwang, Wu-Yuin; Yeh, Shih-Ching; Yang, Stephen J. H.; Wang, Jing-Liang; Han, Lin; Hsu, Guo-Liang

2014-01-01

This study aimed to investigate an effectiveness of unidirectional and reciprocal teaching strategies on programming learning supported by web-based learning system (VPen); particularly, how differently effective these two teaching strategies would work. In this study novice programmers were exposed to three different conditions: 1) applying no…

Development of a Relational Database for Learning Management Systems

ERIC Educational Resources Information Center

Deperlioglu, Omer; Sarpkaya, Yilmaz; Ergun, Ertugrul

2011-01-01

In today's world, Web-Based Distance Education Systems have a great importance. Web-based Distance Education Systems are usually known as Learning Management Systems (LMS). In this article, a database design, which was developed to create an educational institution as a Learning Management System, is described. In this sense, developed Learning…

Exploring Egyptian EFL Students' Learning Styles and Satisfaction with Web-Based Materials

ERIC Educational Resources Information Center

Aliweh, Ahmed Mahmoud

2011-01-01

Due to the increasing demand on the incorporation of web-based materials into Egyptian higher educational institutions, this study examined students' learning styles, satisfaction with online learning, and the relationships between these two variables and students' gender. The study was conducted on 51 EFL college students (24 males and 27…

Students' Reaction to WebCT: Implications for Designing On-Line Learning Environments

ERIC Educational Resources Information Center

Osman, Mohamed Eltahir

2005-01-01

There is a growing number of web-based and web-assisted course development tools and products that can be used to create on-line learning environment. The utility of these products, however, varies greatly depending on their feasibility, prerequisite infrastructure, technical features, interface, and course development and management tools. WebCT…

Designing a WebQuest

ERIC Educational Resources Information Center

Salsovic, Annette R.

2009-01-01

A WebQuest is an inquiry-based lesson plan that uses the Internet. This article explains what a WebQuest is, shows how to create one, and provides an example. When engaged in a WebQuest, students use technology to experience cooperative learning and discovery learning while honing their research, writing, and presentation skills. It has been found…

The Use of Mastery Learning with Competency-Based Grading in an Organic Chemistry Course

ERIC Educational Resources Information Center

Diegelman-Parente, Amy

2011-01-01

Mastery learning is an instructional method based on the idea that students learn best if they fully understand, or master, one concept before moving on to the next and has been shown to be extremely effective in math and science curricula. Competency-based grading is an evaluative tool that allows the faculty member to determine the level of…

The Effect of Using Evolution Textbook Based on ICT and Metacognitive on Cognitive Competence of Biology Students at State University of Padang

NASA Astrophysics Data System (ADS)

Helendra, H.; Fadilah, M.; Arsih, F.

2018-04-01

Implementation of evolution lectures at Biology Department Faculty of Mathematics and Natural Sciences State University of Padang has been considered not optimal. The reasons are the limited availability of textbooks and students' learning attitudes. Because currently the students are very familiar with the internet and even has become a necessity, it has developed textbooks of evolution based on ICT and metacognitive. Selection of ICT based is in order to optimize the utilization of multimedia, and this is very compatible with the development of learning technology. While metacognitive based is in order to train students' learning attitudes to be able to think analysis, creative and evaluative. The aim of this study is to determine the effect of the use of evolution textbooks based on ICT and metacognitive to the cognitive competence of students of Biology Department State University of Padang. The data of this research is students' cognitive competence obtained from the implementation of effectiveness test of evolution textbook in the form of student learning outcomes. The research instrument is a learning result test designed to determine students’ cognitive competence. The subject of the study is a group of students in evolution course consisting of 33 students. Lectures are conducted through face-to-face and online lectures on Edmodo’s platform. The result of data analysis shows that there is an increase of cognitive competence of biology students after learning using ICT and metacognitive based evolution textbook, where average achievement is 77.72 with Percentage of achievement of criteria mastery is 81.25%. Therefore, it can be concluded that the evolution textbook based on ICT and metacognitive is effective in improving cognitive competence of students of Biology Department, Universitas Negeri Padang.

The Impact of Individual, Educational, and Workplace Factors on the Transfer of School-Based Learning into the Workplace

ERIC Educational Resources Information Center

Renta Davids, Ana Inés; Van den Bossche, Piet; Gijbels, David; Fandos Garrido, Manel

2017-01-01

The aim of this study was to investigate the transfer of learning of professional competences from vocational colleges to the workplace context in vocational education. Concretely, the study examined the relations between the professional competences learned at school and the use and further development of those competences at the workplace during…

Competency-Based Behavioral Anchors as Authentication Tools To Document Distance Education Competencies.

ERIC Educational Resources Information Center

Dooley, Kim E.; Lindner, James R.

2002-01-01

A study of 20 graduate students learning distance education methods found that great variance in idnviudal competence at course begining moved to similar levels at course end. Open-ended verification of competence using behavioral anchors worked well as a self-assessment and benchmarking tool to document growth in learning. (Contains 19…

Employing Virtual Humans for Education and Training in X3D/VRML Worlds

ERIC Educational Resources Information Center

Ieronutti, Lucio; Chittaro, Luca

2007-01-01

Web-based education and training provides a new paradigm for imparting knowledge; students can access the learning material anytime by operating remotely from any location. Web3D open standards, such as X3D and VRML, support Web-based delivery of Educational Virtual Environments (EVEs). EVEs have a great potential for learning and training…

The Value of Writing-to-Learn when Using Question Prompts to Support Web-Based Learning in Ill-Structured Domains

ERIC Educational Resources Information Center

Papadopoulos, Pantelis M.; Demetriadis, Stavros N.; Stamelos, Ioannis G.; Tsoukalas, Ioannis A.

2011-01-01

This study investigates the effectiveness of two variants of a prompting strategy that guides students to focus on important issues when learning in an ill-structured domain. Students in three groups studied individually Software Project Management (SPM) cases for a week, using a web-based learning environment designed especially for this purpose.…

From Workbook to Web: Building an Information Literacy OASIS.

ERIC Educational Resources Information Center

Rosen, Jeff; Castro, Gina M.

2002-01-01

Describes a Web-based information literacy tutorial, OASIS (Online Advancement of Student Information Skills), developed at San Francisco State University. Discussion includes: core competencies identified; design structure and content; planning and marketing; problems and partnerships in the pilot year of OASIS; restructuring the OASIS tutorial;…

Promote the Vocational Education Program. Competency-Based Vocational Education Administrator Module Series. Leadership and Training Series No. 58B-9.

ERIC Educational Resources Information Center

Quinn, Karen M.; And Others

Designed to provide pre- and inservice administrators with the skills necessary to select appropriate program development and implementation, and monitor and evaluate their success, this competency-based learning module consists of an introduction and four sequential learning experiences. Each learning experience contains an overview, required and…

Competence-Based Blended Learning in Building Automation: Towards a EU Curriculum in "Domotica"

ERIC Educational Resources Information Center

Sommaruga, L.; De Angelis, E.

2007-01-01

A competence-based approach was applied to a blended learning on line distance training in the Euroinno EU project aimed at vocational training in building automation. The current paper describes the experience gathered during the learning process and the definition of the curriculum. A number of issues emerged during the sessions concerning…

The Intersection of Afterschool and Competency-Based Learning: Emerging Trends, Policy Considerations, and Questions for the Future. AYPF White Paper

ERIC Educational Resources Information Center

Lerner, Jennifer Brown; Tomasello, Jenna; Brand, Betsy; Knowles, George

2016-01-01

Afterschool and competency-based learning are increasingly emerging as student-centered, supportive learning models to prepare students for college and career. This white paper explores the intersection and relationship between these two fields, recommends ideal policy environments for implementing successful programs, provides real-world…

Job requirements compared to dental school education: impact of a case-based learning curriculum.

PubMed

Keeve, Philip L; Gerhards, Ute; Arnold, Wolfgang A; Zimmer, Stefan; Zöllner, Axel

2012-01-01

Case-based learning (CBL) is suggested as a key educational method of knowledge acquisition to improve dental education. The purpose of this study was to assess graduates from a patient-oriented, case-based learning (CBL)-based curriculum as regards to key competencies required at their professional activity. 407 graduates from a patient-oriented, case-based learning (CBL) dental curriculum who graduated between 1990 and 2006 were eligible for this study. 404 graduates were contacted between 2007 and 2008 to self-assess nine competencies as required at their day-to-day work and as taught in dental school on a 6-point Likert scale. Baseline demographics and clinical characteristics were presented as mean ± standard deviation (SD) for continuous variables. To determine whether dental education sufficiently covers the job requirements of physicians, we calculated the mean difference ∆ between the ratings of competencies as required in day-to-day work and as taught in medical school by subtracting those from each other (negative mean difference ∆ indicates deficit; positive mean difference ∆ indicates surplus). Spearman's rank correlation coefficient was calculated to reveal statistical significance (statistical significance p<0.05). 41.6% recipients of the questionnaire responded (n=168 graduates). A homogeneous distribution quantity of the graduate groups concerning gender, graduation date, professional experience and average examination grade was achieved.Comparing competencies required at work and taught in medical school, CBL was associated with benefits in "Research competence" (∆+0.6) "Interdisciplinary thinking" (∆+0.47), "Dental medical knowledge" (∆+0.43), "Practical dental skills" (∆+0.21), "Team work" (∆+0.16) and "Independent learning/working" (∆+0.08), whereas "Problem-solving skills" (∆-0.07), "Psycho-social competence" (∆-0.66) and "Business competence" (∆-2.86) needed improvement in the CBL-based curriculum. CBL demonstrated benefits with regard to competencies which were highly required in the job of dentists. Psycho-social and business competence deserve closer attention in future curricular development.

Relationships among student attitudes, motivation, learning styles, learning strategies, patterns of learning, and achievement: A formative evaluation of distance education via Web-based courses

NASA Astrophysics Data System (ADS)

Shih, Ching-Chun

The World Wide Web (WWW) is the latest in a long line of educational technologies, and the list of courses on it is growing daily. Formative evaluations would help educators enhance teaching and learning in Web-based courses. This study analyzed the relationships between student achievement and the following variables: attitudes, motivation, learning strategies, patterns of learning, learning styles, and selected demographics. It was a population study that included 99 students taking two non-major introductory biology courses offered over the WWW by Iowa State University in the fall of 1997. Seventy-four (75%) students completed a learning style test, an on-line questionnaire, and received a grade by the end of the semester. The learning style test was the Group Embedded Figures Test (GEFT), which classified students as either field-dependent or field-independent. The on-line questionnaire consisted of four scales (attitude, motivation, learning strategies, and patterns of learning), whose pilot-test reliabilities ranged from .71 to .91. The selected demographic variables were gender, class level, previous experience in subject area, hours per week studying and working, computer access, and types of students as off-campus, on-campus, or adult students. Over two-thirds of the students taking the Web-based courses were field-independent learners; however, there were no significant differences (.05 level) in achievement by learning style. Also, different backgrounds of students with different learning styles learned equally well in Web-based courses. The students enjoyed the convenience and self-controlled learning pace and were motivated by competition and high expectations in Web-based learning. They used most the learning strategies of finding important ideas from lectures and memorizing key words of important concepts and least the learning strategy of making charts or tables to organize the material. They seemed more interested in checking their grades than in communicating with the class and instructors via e-mail, discussion netforum or chat netforum. Motivation and learning strategies were the two significant factors that explained more than one-third of student achievement measured by class grade. Educators should assist students in mastering different motivational and learning strategies to help them become self-regulated learners.

Guide to the Competency-Based Learning Survey for Students. REL 2016-165

ERIC Educational Resources Information Center

Ryan, Sarah; Cox, Joshua D.

2016-01-01

Many states are moving away from approaches that base student advancement on credits and "seat time" toward competency-based learning approaches that provide schools with the flexibility to link a student's advancement to mastery of content. Regional Educational Laboratory Northeast & Islands, in partnership with the Northeast…

Rapid Web-Based Platform for Assessment of Orthopedic Surgery Patient Care Milestones: A 2-Year Validation.

PubMed

Gundle, Kenneth R; Mickelson, Dayne T; Cherones, Arien; Black, Jason; Hanel, Doug P

To determine the validity, feasibility, and responsiveness of a new web-based platform for rapid milestone-based evaluations of orthopedic surgery residents. Single academic medical center, including a trauma center and pediatrics tertiary hospital. Forty residents (PG1-5) in an orthopedic residency program and their faculty evaluators. Residents and faculty were trained and supported in the use of a novel trainee-initiated web-based evaluation system. Residents were encouraged to use the system to track progress on patient care subcompetencies. Two years of prospectively collected data were reviewed from residents at an academic program. The primary outcome was Spearman's rank correlation between postgraduate year (PGY) and competency level achieved as a measure of validity. Secondary outcomes assessed feasibility, resident self-evaluation versus faculty evaluation, the distributions among subcompetencies, and responsiveness over time. Between February 2014 and February 2016, 856 orthopedic surgery patient care subcompetency evaluations were completed (1.2 evaluations per day). Residents promptly requested feedback after a procedure (median = 0 days, interquartile range: 0-2), and faculty responded within 2 days in 51% (median = 2 days, interquartile range: 0-13). Primary outcome showed a correlation between PGY and competency level (r = 0.78, p < 0.001), with significant differences in competency among PGYs (p < 0.001 by Kruskal-Wallis rank sum test). Self-evaluations by residents substantially agreed with faculty-assigned competency level (weighted Cohen's κ = 0.72, p < 0.001). Resident classes beginning the study as PGY1, 2, and 3 separately demonstrated gains in competency over time (Spearman's rank correlation 0.39, 0.60, 0.59, respectively, each p < 0.001). There was significant variance in the number of evaluations submitted per subcompetency (median = 43, range: 6-113) and competency level assigned (p < 0.01). Rapid tracking of trainee competency with milestone-based evaluations in a learner-centered mobile platform demonstrated validity, feasibility, and responsiveness. Next Accreditation System-mandated data may be efficiently collected and used for trainee and program self-study. Published by Elsevier Inc.

Evaluation of a Web-Based Professional Development Program (Project ACE) for Teachers of Children with Autism Spectrum Disorders

ERIC Educational Resources Information Center

Rakap, Salih; Jones, Hazel A.; Emery, Alice Kaye

2015-01-01

This article describes the development, implementation, and second-year evaluation of Project Autism Competencies for Endorsement (ACE), a web-based professional development (PD) program that is designed to train teachers currently working in the field to meet the unique and diverse needs of children with autism spectrum disorders (ASDs). A…

Universal Design for Learning and Elementary School Science: Exploring the Efficacy, Use, and Perceptions of a Web-Based Science Notebook

ERIC Educational Resources Information Center

Rappolt-Schlichtmann, Gabrielle; Daley, Samantha G.; Lim, Seoin; Lapinski, Scott; Robinson, Kristin H.; Johnson, Mindy

2013-01-01

Science notebooks can play a critical role in activity-based science learning, but the tasks of recording, organizing, analyzing, and interpreting data create barriers that impede science learning for many students. This study (a) assessed in a randomized controlled trial the potential for a web-based science notebook designed using the Universal…

Development of a Moodle Course for Schoolchildren's Table Tennis Learning Based on Competence Motivation Theory: Its Effectiveness in Comparison to Traditional Training Method

ERIC Educational Resources Information Center

Zou, Junhua; Liu, Qingtang; Yang, Zongkai

2012-01-01

Based on Competence Motivation Theory (CMT), a Moodle course for schoolchildren's table tennis learning was developed (The URL is http://www.bssepp.com, and this course allows guest access). The effects of the course on students' knowledge, perceived competence and interest were evaluated through quantitative methods. The sample of the study…

The WEB 2.0 induced paradigm shift in the e-learning and the role of crowdsourcing in dental education.

PubMed

Thurzo, A; Stanko, P; Urbanova, W; Lysy, J; Suchancova, B; Makovnik, M; Javorka, V

2010-01-01

Authors evaluated the effect of the WEB 2.0 environment on dental education and estimated the difference in retention of knowledge by cephalometric analysis in orthodontics between conventional education and off-line e-learning. Five years of experience with complex web-based e-learning system allowed the evaluation by retrospective analysis and on-line questionnaire. The results revealed the current trends in on-line behavior of students based on the WEB 2.0 innovative technologies like Ajax. Results confirmed an increasing number of resources with a rising frequency of e-learning materials. The study confirmed that e-learning of the same subject is more efficient in immediate examination after the lecture with even better results after 12 and 24 months against the control group (Tab. 3, Fig. 1, Ref. 26).

Clinical Core Competency Training for NASA Flight Surgeons

NASA Technical Reports Server (NTRS)

Polk, J. D.; Schmid, Josef; Hurst, Victor, IV; Doerr, Harold K.; Doerr, Harold K.

2007-01-01

Introduction: The cohort of NASA flight surgeons (FS) is a very accomplished group with varied clinical backgrounds; however, the NASA Flight Surgeon Office has identified that the extremely demanding schedule of this cohort prevents many of these physicians from practicing clinical medicine on a regular basis. In an effort to improve clinical competency, the NASA FS Office has dedicated one day a week for the FS to receive clinical training. Each week, an FS is assigned to one of five clinical settings, one being medical patient simulation. The Medical Operations Support Team (MOST) was tasked to develop curricula using medical patient simulation that would meet the clinical and operational needs of the NASA FS Office. Methods: The MOST met with the Lead FS and Training Lead FS to identify those core competencies most important to the FS cohort. The MOST presented core competency standards from the American Colleges of Emergency Medicine and Internal Medicine as a basis for developing the training. Results: The MOST identified those clinical areas that could be best demonstrated and taught using medical patient simulation, in particular, using high fidelity human patient simulators. Curricula are currently being developed and additional classes will be implemented to instruct the FS cohort. The curricula will incorporate several environments for instruction, including lab-based and simulated microgravity-based environments. Discussion: The response from the NASA FS cohort to the initial introductory class has been positive. As a result of this effort, the MOST has identified three types of training to meet the clinical needs of the FS Office; clinical core competency training, individual clinical refresher training, and just-in-time training (specific for post-ISS Expedition landings). The MOST is continuing to work with the FS Office to augment the clinical training for the FS cohort, including the integration of Web-based learning.

Re-Examining Cognition during Student-Centered, Web-Based Learning

ERIC Educational Resources Information Center

Hannafin, Michael; Hannafin, Kathleen; Gabbitas, Bruce

2009-01-01

During student-centered learning, the individual assumes responsibility for determining learning goals, monitoring progress toward meeting goals, adjusting or adapting approaches as warranted, and determining when individual goals have been adequately addressed. This can be particularly challenging while learning from the World-Wide Web, where…

E-Learning System Overview Based on Semantic Web

ERIC Educational Resources Information Center

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…

Motivational Support in Web 2.0 Learning Environments: A Regression Analysis Based on the Integrative Theory of Motivation, Volition and Performance

ERIC Educational Resources Information Center

Huang, Wen-Hao David; Hood, Denice Ward; Yoo, Sun Joo

2014-01-01

Web 2.0 applications have been widely applied for teaching and learning in US higher education in recent years. Their potential impact on learning motivation and learner performance, however, has not attracted substantial research efforts. To better understand how Web 2.0 applications might impact learners' motivation in higher education…

Web3D Technologies in Learning, Education and Training: Motivations, Issues, Opportunities

ERIC Educational Resources Information Center

Chittaro, Luca; Ranon, Roberto

2007-01-01

Web3D open standards allow the delivery of interactive 3D virtual learning environments through the Internet, reaching potentially large numbers of learners worldwide, at any time. This paper introduces the educational use of virtual reality based on Web3D technologies. After briefly presenting the main Web3D technologies, we summarize the…

Web-Based Learning as a Tool of Knowledge Continuity

ERIC Educational Resources Information Center

Jaaman, Saiful Hafizah; Ahmad, Rokiah Rozita; Rambely, Azmin Sham

2013-01-01

The outbreak of information in a borderless world has prompted lecturers to move forward together with the technological innovation and erudition of knowledge in performing his/her responsibility to educate the young generations to be able to stand above the crowd at the global scene. Teaching and Learning through web-based learning platform is a…

Students' Views about the Problem Based Collaborative Learning Environment Supported by Dynamic Web Technologies

ERIC Educational Resources Information Center

Ünal, Erhan; Çakir, Hasan

2017-01-01

The purpose of this study was to design a problem based collaborative learning environment supported by dynamic web technologies and to examine students' views about this learning environment. The study was designed as a qualitative research. Some 36 students who took an Object Oriented Programming I-II course at the department of computer…

Learning with Web-Based Interactive Objects: An Investigation into Student Perceptions of Effectiveness

ERIC Educational Resources Information Center

Salajan, Florin D.; Perschbacher, Susanne; Cash, Mindy; Talwar, Reena; El-Badrawy, Wafa; Mount, Greg J.

2009-01-01

In its efforts to continue the modernization of its curriculum, the Faculty of Dentistry at the University of Toronto has developed a series of web-based interactive learning applications. This article presents the production cycle of these new interactive learning objects and the preliminary study conducted to measure the students' perception of…

Decreasing Cognitive Load for Learners: Strategy of Web-Based Foreign Language Learning

ERIC Educational Resources Information Center

Zhang, Jianfeng

2013-01-01

Cognitive load is one of the important factors that influence the effectiveness and efficiency of web-based foreign language learning. Cognitive load theory assumes that human's cognitive capacity in working memory is limited and if it overloads, learning will be hampered, so that high level of cognitive load can affect the performance of learning…

Progressive Assessment of Student Engagement with Web-Based Guided Learning

ERIC Educational Resources Information Center

Katuk, Norliza

2013-01-01

Purpose: The purpose of this research is to investigate student engagement in guided web-based learning systems. It looks into students' engagement and their behavioral patterns in two types of guided learning systems (i.e. a fully- and a partially-guided). The research also aims to demonstrate how the engagement evolves from the…

Saudi College Students' Preferences for Synchronous and Asynchronous Web-Based Courses: An Exploratory Study

ERIC Educational Resources Information Center

Al-Jabri, Abdullah

2012-01-01

Technology has become an essential component of the teaching-learning process, and online learning, in particular, has captivated the interest of many educational institutions throughout the world. Web-based learning has provided both students and teachers with new and unique ways of communicating with each other. As a result, many studies have…

Web-Based Lecture Technologies and Learning and Teaching: A Study of Change in Four Australian Universities

ERIC Educational Resources Information Center

Gosper, Maree; McNeill, Margot; Woo, Karen; Phillips, Rob; Preston, Greg; Green, David

2011-01-01

The uptake of web-based lecture technologies for recording and delivering live lectures has increased markedly in recent years. Students have responded positively, and for many their use has transformed learning--freeing them up from rigid timetables by providing choice in lecture attendance and supporting learning by extending the lecture…

Web-Based Lecture Technologies and Learning and Teaching: A Study of Change in Four Australian Universities

ERIC Educational Resources Information Center

Gosper, M.; McNeill, M.; Phillips, R.; Preston, G.; Woo, K.; Green, D.

2010-01-01

The uptake of web-based lecture technologies for recording and delivering live lectures has increased markedly in recent years. Students have responded positively, and for many their use has transformed learning--freeing them up from rigid timetables by providing choice in lecture attendance and supporting learning by extending the lecture…

Web-Based Learning Materials for Higher Education: The MERLOT Repository

ERIC Educational Resources Information Center

Orhun, Emrah

2004-01-01

MERLOT (Multimedia Educational Resource for Learning and Online Teaching) is a web-based open resource designed primarily for faculty and students in higher education. The resources in MERLOT include over 8,000 learning materials and support materials from a wide variety of disciplines that can be integrated within the context of a larger course.…

Use of Interactive Web-Based Exercises for English as a Foreign Language Learning: Learners' Perceptions

ERIC Educational Resources Information Center

Wang, Yen-Hui

2014-01-01

The study investigated the learner perceptions of a CALL component in a blended language learning context. 52 Taiwanese college students attended instructional classroom sessions and did weekly online assignments in the form of interactive web-based exercises over one semester. Their learning performance was measured by means of two computer-based…

Case-Based Learning, Pedagogical Innovation, and Semantic Web Technologies

ERIC Educational Resources Information Center

Martinez-Garcia, A.; Morris, S.; Tscholl, M.; Tracy, F.; Carmichael, P.

2012-01-01

This paper explores the potential of Semantic Web technologies to support teaching and learning in a variety of higher education settings in which some form of case-based learning is the pedagogy of choice. It draws on the empirical work of a major three year research and development project in the United Kingdom: "Ensemble: Semantic…

Applying Web-Based Co-Regulated Learning to Develop Students' Learning and Involvement in a Blended Computing Course

ERIC Educational Resources Information Center

Tsai, Chia-Wen

2015-01-01

This research investigated, via quasi-experiments, the effects of web-based co-regulated learning (CRL) on developing students' computing skills. Two classes of 68 undergraduates in a one-semester course titled "Applied Information Technology: Data Processing" were chosen for this research. The first class (CRL group, n = 38) received…

Empirical Investigation into Motives for Choosing Web-Based Distance Learning Programs

ERIC Educational Resources Information Center

Alkhattabi, Mona

2016-01-01

Today, in association with rapid social and economic changes, there is an increasing level of demand for distance and online learning programs. This study will focus on identifying the main motivational factors for choosing a web-based distance-learning program. Moreover, it will investigate how these factors relate to age, gender, marital status…

Monitoring and analysis of the change process in curriculum mapping compared to the National Competency-based Learning Objective Catalogue for Undergraduate Medical Education (NKLM) at four medical faculties. Part I: Conducive resources and structures

PubMed Central

Lammerding-Koeppel, Maria; Giesler, Marianne; Gornostayeva, Maryna; Narciss, Elisabeth; Wosnik, Annette; Zipfel, Stephan; Griewatz, Jan; Fritze, Olaf

2017-01-01

Objective: After passing of the National Competency-based Learning Objectives Catalogue in Medicine (Nationaler Kompetenzbasierter Lernzielkatalog Medizin, [NKLM, retrieved on 22.03.2016]), the German medical faculties must take inventory and develop their curricula. NKLM contents are expected to be present, but not linked well or sensibly enough in locally grown curricula. Learning and examination formats must be reviewed for appropriateness and coverage of the competences. The necessary curricular transparency is best achieved by systematic curriculum mapping, combined with effective change management. Mapping a complex existing curriculum and convincing a faculty that this will have benefits is not easy. Headed by Tübingen, the faculties of Freiburg, Heidelberg, Mannheim and Tübingen take inventory by mapping their curricula in comparison to the NKLM, using the dedicated web-based MERLIN-database. This two-part article analyses and summarises how NKLM curriculum mapping could be successful in spite of resistance at the faculties. The target is conveying the widest possible overview of beneficial framework conditions, strategies and results. Part I of the article shows the beneficial resources and structures required for implementation of curriculum mapping at the faculties. Part II describes key factors relevant for motivating faculties and teachers during the mapping process. Method: The network project was systematically planned in advance according to steps of project and change management, regularly reflected on and adjusted together in workshops and semi-annual project meetings. From the beginning of the project, a grounded-theory approach was used to systematically collect detailed information on structures, measures and developments at the faculties using various sources and methods, to continually analyse them and to draw a final conclusion (sources: surveys among the project participants with questionnaires, semi-structured group interviews and discussions, guideline-supported individual interviews, informal surveys, evaluation of target agreements and protocols, openly discernible local, regional or over-regional structure-relevant events). Results: The following resources and structures support implementation of curriculum mapping at a faculty: Setting up a coordination agency (≥50% of a full position; support by student assistants), systematic project management, and development of organisation and communication structures with integration of the dean of study and teaching and pilot departments, as well as development of a user-friendly web-based mapping instrument. Acceptance of the mapping was increased particularly by visualisation of the results and early insight into indicative results relevant for the department. Conclusion: Successful NKLM curriculum mapping requires trained staff for coordination, resilient communication structures and a user-oriented mapping database. In alignment with literature, recommendations can be derived to support other faculties that want to map their curriculum. PMID:28293674

Monitoring and analysis of the change process in curriculum mapping compared to the National Competency-based Learning Objective Catalogue for Undergraduate Medical Education (NKLM) at four medical faculties. Part I: Conducive resources and structures.

PubMed

Lammerding-Koeppel, Maria; Giesler, Marianne; Gornostayeva, Maryna; Narciss, Elisabeth; Wosnik, Annette; Zipfel, Stephan; Griewatz, Jan; Fritze, Olaf

2017-01-01

Objective: After passing of the National Competency-based Learning Objectives Catalogue in Medicine (Nationaler Kompetenzbasierter Lernzielkatalog Medizin, [NKLM, retrieved on 22.03.2016]), the German medical faculties must take inventory and develop their curricula. NKLM contents are expected to be present, but not linked well or sensibly enough in locally grown curricula. Learning and examination formats must be reviewed for appropriateness and coverage of the competences. The necessary curricular transparency is best achieved by systematic curriculum mapping, combined with effective change management. Mapping a complex existing curriculum and convincing a faculty that this will have benefits is not easy. Headed by Tübingen, the faculties of Freiburg, Heidelberg, Mannheim and Tübingen take inventory by mapping their curricula in comparison to the NKLM, using the dedicated web-based MER LIN -database. This two-part article analyses and summarises how NKLM curriculum mapping could be successful in spite of resistance at the faculties. The target is conveying the widest possible overview of beneficial framework conditions, strategies and results. Part I of the article shows the beneficial resources and structures required for implementation of curriculum mapping at the faculties. Part II describes key factors relevant for motivating faculties and teachers during the mapping process. Method: The network project was systematically planned in advance according to steps of project and change management, regularly reflected on and adjusted together in workshops and semi-annual project meetings. From the beginning of the project, a grounded-theory approach was used to systematically collect detailed information on structures, measures and developments at the faculties using various sources and methods, to continually analyse them and to draw a final conclusion (sources: surveys among the project participants with questionnaires, semi-structured group interviews and discussions, guideline-supported individual interviews, informal surveys, evaluation of target agreements and protocols, openly discernible local, regional or over-regional structure-relevant events). Results: The following resources and structures support implementation of curriculum mapping at a faculty: Setting up a coordination agency (≥50% of a full position; support by student assistants), systematic project management, and development of organisation and communication structures with integration of the dean of study and teaching and pilot departments, as well as development of a user-friendly web-based mapping instrument. Acceptance of the mapping was increased particularly by visualisation of the results and early insight into indicative results relevant for the department. Conclusion: Successful NKLM curriculum mapping requires trained staff for coordination, resilient communication structures and a user-oriented mapping database. In alignment with literature, recommendations can be derived to support other faculties that want to map their curriculum.

A Natural Fit: Problem-based Learning and Technology Standards.

ERIC Educational Resources Information Center

Sage, Sara M.

2000-01-01

Discusses the use of problem-based learning to meet technology standards. Highlights include technology as a tool for locating and organizing information; the Wolf Wars problem for elementary and secondary school students that provides resources, including Web sites, for information; Web-based problems; and technology as assessment and as a…

Student Experiences with Competency Domains during a Psychiatry Clerkship

ERIC Educational Resources Information Center

West, Donald A.; Nierenberg, David W.

2009-01-01

Objectives: The authors reviewed medical student encounters during 3 years of a required psychiatry clerkship that were recorded on a web-based system of six broad competency domains (similar to ACGME-recommended domains). These were used to determine diagnoses of patients seen, clinical skills practiced, and experiences in interpersonal and…

Concept Mapping Your Web Searches: A Design Rationale and Web-Enabled Application

ERIC Educational Resources Information Center

Lee, Y.-J.

2004-01-01

Although it has become very common to use World Wide Web-based information in many educational settings, there has been little research on how to better search and organize Web-based information. This paper discusses the shortcomings of Web search engines and Web browsers as learning environments and describes an alternative Web search environment…

Competency Based Training. How To Do It--for Trainers. A Guide for Teachers and Trainers on Approaches to Competency Based Training.

ERIC Educational Resources Information Center

Worsnop, Percy J.

This booklet, which is intended for vocational educators/trainers in Australia, explains the principles and techniques of competency-based training (CBT). The following topics are discussed in the first 10 sections: the decision to adopt CBT in Australia; the meaning of competency; teaching and learning to become competent (competency standards as…

A web-based portfolio model as the students' final assignment: Dealing with the development of higher education trend

NASA Astrophysics Data System (ADS)

Utanto, Yuli; Widhanarto, Ghanis Putra; Maretta, Yoris Adi

2017-03-01

This study aims to develop a web-based portfolio model. The model developed in this study could reveal the effectiveness of the new model in experiments conducted at research respondents in the department of curriculum and educational technology FIP Unnes. In particular, the further research objectives to be achieved through this development of research, namely: (1) Describing the process of implementing a portfolio in a web-based model; (2) Assessing the effectiveness of web-based portfolio model for the final task, especially in Web-Based Learning courses. This type of research is the development of research Borg and Gall (2008: 589) says "educational research and development (R & D) is a process used to develop and validate educational production". The series of research and development carried out starting with exploration and conceptual studies, followed by testing and evaluation, and also implementation. For the data analysis, the technique used is simple descriptive analysis, analysis of learning completeness, which then followed by prerequisite test for normality and homogeneity to do T - test. Based on the data analysis, it was concluded that: (1) a web-based portfolio model can be applied to learning process in higher education; (2) The effectiveness of web-based portfolio model with field data from the respondents of large group trial participants (field trial), the number of respondents who reached mastery learning (a score of 60 and above) were 24 people (92.3%) in which it indicates that the web-based portfolio model is effective. The conclusion of this study is that a web-based portfolio model is effective. The implications of the research development of this model, the next researcher is expected to be able to use the guideline of the development model based on the research that has already been conducted to be developed on other subjects.

Impact of a web based interactive simulation game (PULSE) on nursing students' experience and performance in life support training--a pilot study.

PubMed

Cook, Neal F; McAloon, Toni; O'Neill, Philip; Beggs, Richard

2012-08-01

The delivery of effective life support measures is highly associated with the quality, design and implementation of the education that underpins it. Effectively responding to a critical event is a requirement for all nurses illustrating the need for effective educational approaches from pre-registration training through to enhancing and maintaining life support skills after qualification. This paper reports the findings of utilising a web-based multimedia simulation game PULSE (Platform for Undergraduate Life Support Education). The platform was developed to enhance the student experience of life support education, to motivate on-going learning and engagement and to improve psychomotor skills associated with the provision of Intermediate Life Support (ILS) training. Pre training participants played PULSE and during life support training data was collected from an intervention and a control group of final year undergraduate nursing students (N=34). Quantitative analysis of performance took place and qualitative data was generated from a questionnaire assessing the learning experience. A statistically significant difference was found between the competence the groups displayed in the three skills sets of checking equipment, airway assessment and the safe/effective use of defibrillator at ILS level, and PULSE was positively evaluated as an educational tool when used alongside traditional life support training. Copyright © 2011 Elsevier Ltd. All rights reserved.

A model of professional competences in mathematics to update mathematical and didactic knowledge of teachers

NASA Astrophysics Data System (ADS)

Díaz, Verónica; Poblete, Alvaro

2017-07-01

This paper describes part of a research and development project carried out in public elementary schools. Its objective was to update the mathematical and didactic knowledge of teachers in two consecutive levels in urban and rural public schools of Region de Los Lagos and Region de Los Rios of southern Chile. To that effect, and by means of an advanced training project based on a professional competences model, didactic interventions based on types of problems and types of mathematical competences with analysis of contents and learning assessment were designed. The teachers' competence regarding the didactic strategy used and its results, as well as the students' learning achievements are specified. The project made possible to validate a strategy of lifelong improvement in mathematics, based on the professional competences of teachers and their didactic transposition in the classroom, as an alternative to consolidate learning in areas considered vulnerable in two regions of the country.

Using the Journal Club to teach and assess competence in practice-based learning and improvement: a literature review and recommendation for implementation.

PubMed

Lee, Andrew G; Boldt, H Culver; Golnik, Karl C; Arnold, Anthony C; Oetting, Thomas A; Beaver, Hilary A; Olson, Richard J; Carter, Keith

2005-01-01

The traditional journal club has historically been used to teach residents about critically reading and reviewing the literature in order to improve patient care. The Accreditation Council for Graduate Medical Education competencies mandate requires that ophthalmology residency programs both teach and assess practice-based learning and improvement. A systematically conducted review of the literature regarding the use of the journal club in resident medical education was performed to define specific recommendations for implementation of a journal club tool. Selected best practices for a successful journal club were gleaned from the existing medical literature. These include the following: 1) the use of a structured review checklist, 2) explicit written learning objectives, and 3) a formalized meeting structure and process. The journal club might prove to be an excellent tool for the assessment of competencies like practice-based learning which may be difficult to assess by other means. Future study is necessary to determine if journal club can improve educational outcomes and promote lifelong competence in practice-based learning.

Students using visual thinking to learn science in a Web-based environment

NASA Astrophysics Data System (ADS)

Plough, Jean Margaret

United States students' science test scores are low, especially in problem solving, and traditional science instruction could be improved. Consequently, visual thinking, constructing science structures, and problem solving in a web-based environment may be valuable strategies for improving science learning. This ethnographic study examined the science learning of fifteen fourth grade students in an after school computer club involving diverse students at an inner city school. The investigation was done from the perspective of the students, and it described the processes of visual thinking, web page construction, and problem solving in a web-based environment. The study utilized informal group interviews, field notes, Visual Learning Logs, and student web pages, and incorporated a Standards-Based Rubric which evaluated students' performance on eight science and technology standards. The Visual Learning Logs were drawings done on the computer to represent science concepts related to the Food Chain. Students used the internet to search for information on a plant or animal of their choice. Next, students used this internet information, with the information from their Visual Learning Logs, to make web pages on their plant or animal. Later, students linked their web pages to form Science Structures. Finally, students linked their Science Structures with the structures of other students, and used these linked structures as models for solving problems. Further, during informal group interviews, students answered questions about visual thinking, problem solving, and science concepts. The results of this study showed clearly that (1) making visual representations helped students understand science knowledge, (2) making links between web pages helped students construct Science Knowledge Structures, and (3) students themselves said that visual thinking helped them learn science. In addition, this study found that when using Visual Learning Logs, the main overall ideas of the science concepts were usually represented accurately. Further, looking for information on the internet may cause new problems in learning. Likewise, being absent, starting late, and/or dropping out all may negatively influence students' proficiency on the standards. Finally, the way Science Structures are constructed and linked may provide insights into the way individual students think and process information.

Competencies: From Deconstruction to Reconstruction and Back Again, Lessons Learned

PubMed Central

Leach, David C.

2008-01-01

I address the potential impact of the Association of Schools of Public Health’s development of a competency model for the graduate Master of Public Health. I reflect on the model in relation to the Accreditation Council for Graduate Medical Education’s adoption of a competency-based model for medical education. Six lessons learned by the Accreditation Council for Graduate Medical Education that the Association of Schools of Public Health might consider in moving forward are how learning outcomes can be enhanced by using competency models, the effect of competency development processes in “creating a common language” among educators, the benefits and challenges of numerous competencies within a model, the usefulness of the Dreyfus model for progressive competency development, the need for multiple assessment tools used over time, and the value of learning portfolios. PMID:18633085

SOLE: Applying Semantics and Social Web to Support Technology Enhanced Learning in Software Engineering

NASA Astrophysics Data System (ADS)

Colomo-Palacios, Ricardo; Jiménez-López, Diego; García-Crespo, Ángel; Blanco-Iglesias, Borja

eLearning educative processes are a challenge for educative institutions and education professionals. In an environment in which learning resources are being produced, catalogued and stored using innovative ways, SOLE provides a platform in which exam questions can be produced supported by Web 2.0 tools, catalogued and labeled via semantic web and stored and distributed using eLearning standards. This paper presents, SOLE, a social network of exam questions sharing particularized for Software Engineering domain, based on semantics and built using semantic web and eLearning standards, such as IMS Question and Test Interoperability specification 2.1.

Using Web Maps to Analyze the Construction of Global Scale Cognitive Maps

ERIC Educational Resources Information Center

Pingel, Thomas J.

2018-01-01

Game-based Web sites and applications are changing the ways in which students learn the world map. In this study, a Web map-based digital learning tool was used as a study aid for a university-level geography course in order to examine the way in which global scale cognitive maps are constructed. A network analysis revealed that clicks were…

A Case Study of Web-Based Instruction (WBI): The Effectiveness of Using Frontpage Feedback System (FFS) as Metacognition Strategy for Freshmen Biology Teaching

ERIC Educational Resources Information Center

Wang, Tzu-Hua; Wang, Wei-Lung; Wang, Kuo-Hua; Huang, Hsih-Chieh

2004-01-01

This research aims to develop a Metacognition strategy for Web-Based Instruction (WBI) to stimulate reflective questions in biology learning to run Frontpage Feedback System (FFS) embedded in web pages, and thus to evaluate the influence of this internet-teaching style on biology learning among freshmen. According to the questionnaire survey, we…

Difference in Learning among Students Doing Pen-and-Paper Homework Compared to Web-Based Homework in an Introductory Statistics Course

ERIC Educational Resources Information Center

Jonsdottir, Anna Helga; Bjornsdottir, Audbjorg; Stefansson, Gunnar

2017-01-01

A repeated crossover experiment comparing learning among students handing in pen-and-paper homework (PPH) with students handing in web-based homework (WBH) has been conducted. The system used in the experiments, the tutor-web, has been used to deliver homework problems to thousands of students in mathematics and statistics over several years.…

Development and implementation of a competency-based clinical evaluation tool for midwifery education.

PubMed

Woeber, Kate

2018-07-01

The learning goals and evaluation strategies of competency-based midwifery programs must be explicit and well-defined. In the US, didactic learning is evaluated through a standardized certification examination, but standardized clinical competence evaluation is lacking. The Midwifery Competency Assessment Tool (MCAT) has been adapted from the International Confederation of Midwives' (ICM) "Essential Competencies" and from the American College of Nurse-Midwives' (ACNM) "Core Competencies", with student self-evaluation based on Benner's Novice-to-Expert theory. The MCAT allows for the measurement and monitoring of competence development in all domains of full-scope practice over the course of the midwifery program. Strengths of the MCAT are that it provides clear learning goals and performance evaluations for students, ensures and communicates content mapping across a curriculum, and highlights strengths and gaps in clinical opportunities at individual clinical sites and for entire programs. Challenges of the MCAT lie in balancing the number of competency items to be measured with the tedium of form completion, in ensuring the accuracy of student self-evaluation, and in determining "adequate" competence achievement when particular clinical opportunities are limited. Use of the MCAT with competency-based clinical education may facilitate a more standardized approach to clinical evaluation, as well as a more strategic approach to clinical site development and use. Copyright © 2018 Elsevier Ltd. All rights reserved.

Viability of a Web-Based Module for Teaching Electrocardiogram Reading Skills to Psychiatry Residents: Learning Outcomes and Trainee Interest.

PubMed

DeBonis, Katrina; Blair, Thomas R; Payne, Samuel T; Wigan, Katherine; Kim, Sara

2015-12-01

Web-based instruction in post-graduate psychiatry training has shown comparable effectiveness to in-person instruction, but few topics have been addressed in this format. This study sought to evaluate the viability of a web-based curriculum in teaching electrocardiogram (EKG) reading skills to psychiatry residents. Interest in receiving educational materials in this format was also assessed. A web-based curriculum of 41 slides, including eight pre-test and eight post-test questions with emphasis on cardiac complications of psychotropic medications, was made available to all psychiatry residents via email. Out of 57 residents, 30 initiated and 22 completed the module. Mean improvement from pre-test to post-test was 25 %, and all 22 completing participants indicated interest in future web-based instruction. This pilot study suggests that web-based instruction is feasible and under-utilized as a means of teaching psychiatry residents. Potential uses of web-based instruction, such as tracking learning outcomes or patient care longitudinally, are also discussed.

Field Testing Competency-Based Vocational Education Student Learning Guides Developed at Ridge Vocational-Technical Center. From August 1, 1981 to June 30, 1982. Final Report.

ERIC Educational Resources Information Center

Andreyka, Robert E.

This project's main objective was to field test competency-based vocational education (CBVE) student learning guides developed during 1979-1981 at Ridge Vocational-Technical Center (RVTC) (Florida). The learning guides were for six programs: clerical occupations, cosmetology, heavy duty truck/bus mechanics, industrial electricity, masonry, and…

Designing Web-based Telemedicine Training for Military Health Care Providers.

ERIC Educational Resources Information Center

Bangert, David; Doktor, Boert; Johnson, Erik

2001-01-01

Interviews with 48 military health care professionals identified 20 objectives and 4 learning clusters for a telemedicine training curriculum. From these clusters, web-based modules were developed addressing clinical learning, technology, organizational issues, and introduction to telemedicine. (Contains 19 references.) (SK)

Beyond Web-Based Training: Learning Unplugged.

ERIC Educational Resources Information Center

Gayeski, Diane M.

2002-01-01

Discussion of corporate training focuses on the Internet, Web-based training, and the latest trend toward wireless technology. Topics include the emerging workplace, including continuous learning and collaboration and aiding performance; mobile delivery systems for corporate instructional designers; and types of mobile devices, including PDAs…

Building Competency-Based Pathways: Successes and Challenges from Leaders in the Field. A Forum

ERIC Educational Resources Information Center

American Youth Policy Forum, 2011

2011-01-01

This forum provided an overview of competency-based pathways to education and described programs that have successfully utilized these pathways to move all students to success in high school and beyond. Speakers highlighted how innovative learning environments that base student advancement upon mastery of measurable learning objectives have been…

Time to rethink the role of the library in educating doctors: driving information literacy in the clinical environment.

PubMed

Simons, Mary R; Morgan, Michael Kerin; Davidson, Andrew Stewart

2012-10-01

Can information literacy (IL) be embedded into the curriculum and clinical environment to facilitate patient care and lifelong learning? The Australian School of Advanced Medicine (ASAM) provides competence-based programs incorporating patient-centred care and lifelong learning. ASAM librarians use outcomes-based educational theory to embed and assess IL into ASAM's educational and clinical environments. A competence-based IL program was developed where learning outcomes were linked to current patients and assessed with checklists. Weekly case presentations included clinicians' literature search strategies, results, and conclusions. Librarians provided support to clinicians' literature searches and assessed their presentations using a checklist. Outcome data showed clinicians' searching skills improved over time; however, advanced MEDLINE searching remained challenging for some. Recommendations are provided. IL learning that takes place in context using measurable outcomes is more meaningful, is enduring, and likely contributes to patient care. Competence-based assessment drives learning in this environment.

The Impact of Service-Learning on Health Education Students' Cultural Competence

ERIC Educational Resources Information Center

Housman, Jeff; Meaney, Karen S.; Wilcox, Michelle; Cavazos, Arnoldo

2012-01-01

Background: Development of cultural competence in future health educators is often mentioned as a goal of health education preparation programs; however research demonstrating evidence-based methods for development of cultural competence is limited. Purpose: To determine the impact of a service-learning project on development of cultural…

Competency-Based Teaching in Radiology - Implementation and Evaluation of Interactive Workstation-Based Learning to Apply NKLM-Based Content.

PubMed

Koestner, Wolfgang; Otten, Wiebke; Kaireit, Till; Wacker, Frank K; Dettmer, Sabine

2017-11-01

Purpose  New teaching formats are required to implement competency-based teaching in radiology teaching. Therefore, we have established and evaluated two practical competency-based radiological courses. Materials and Methods  The courses were held in a multimedia room with 25 computers and a professional DICOM viewer. Students were taught basic image analysis and presented clinical cases with a DICOM viewer under supervision of an instructor using desktop monitoring software. Two courses (elective course and obligatory course) were evaluated by the students (n = 160 and n = 100) and instructors (n = 9) using an anonymized online survey. Results  Courses were evaluated positively by the students and instructors. From the perspective of the students, the courses increased understanding of cross-sectional anatomy (elective/obligatory course: 97 %/95 %) and radiologic findings (97 %/99 %). Furthermore, the course increased the students' interest in radiology (61 %/65 %). The students considered this way of teaching to be relevant to their future occupation (92 % of students in the obligatory course). The higher incidence of teacher-student interaction and the possibility of independent image analysis were rated positively. The majority of instructors did not observe increased distractibility due to the computers (67 %) or notice worse preparation for MC tests (56 %). However, 56 % of instructors reported greater preparation effort. Conclusion  Practical competency-based radiological teaching using a DICOM viewer is a feasible innovative approach with high acceptance among students and instructors. It fosters competency-based learning as proposed by the model curriculum of the German Radiological Society (DRG) and the National Competency-based Catalogue of Learning Objectives for Undergraduate Medical Education (NKLM). Key Points   · Practical competency-based radiological teaching is highly accepted by students and instructors.. · Students report improved understanding of imaging anatomy and radiological findings.. · Interactive case presentation with a DICOM viewer fosters competency-based learning.. Citation Format · Koestner W, Otten W, Kaireit T et al. Competency-Based Teaching in Radiology - Implementation and Evaluation of Interactive Workstation-Based Learning to Apply NKLM-Based Content. Fortschr Röntgenstr 2017; 189: 1076 - 1085. © Georg Thieme Verlag KG Stuttgart · New York.

Impact of self-assessment questions and learning styles in Web-based learning: a randomized, controlled, crossover trial.

PubMed

Cook, David A; Thompson, Warren G; Thomas, Kris G; Thomas, Matthew R; Pankratz, V Shane

2006-03-01

To determine the effect of self-assessment questions on learners' knowledge and format preference in a Web-based course, and investigate associations between learning styles and outcomes. The authors conducted a randomized, controlled, crossover trial in the continuity clinics of the Mayo-Rochester internal medicine residency program during the 2003-04 academic year. Case-based self-assessment questions were added to Web-based modules covering topics in ambulatory internal medicine. Participants completed two modules with questions and two modules without questions, with sequence randomly assigned. Outcomes included knowledge assessed after each module, format preference, and learning style assessed using the Index of Learning Styles. A total of 121 of 146 residents (83%) consented. Residents had higher test scores when using the question format (mean +/- standard error, 78.9% +/- 1.0) than when using the standard format (76.2% +/- 1.0, p = .006). Residents preferring the question format scored higher (79.7% +/- 1.1) than those preferring standard (69.5% +/- 2.3, p < .001). Learning styles did not affect scores except that visual-verbal "intermediate" learners (80.6% +/- 1.4) and visual learners (77.5% +/- 1.3) did better than verbal learners (70.9% +/- 3.0, p = .003 and p = .033, respectively). Sixty-five of 78 residents (83.3%, 95% CI 73.2-90.8%) preferred the question format. Learning styles were not associated with preference (p > .384). Although the question format took longer than the standard format (60.4 +/- 3.6 versus 44.3 +/- 3.3 minutes, p < .001), 55 of 77 residents (71.4%, 60.0-81.2%) reported that it was more efficient. Instructional methods that actively engage learners improve learning outcomes. These findings hold implications for both Web-based learning and "traditional" educational activities. Future research, in both Web-based learning and other teaching modalities, should focus on further defining the effectiveness of selected instructional methods in specific learning contexts.

A competency-based longitudinal core curriculum in medical neuroscience.

PubMed

Merlin, Lisa R; Horak, Holli A; Milligan, Tracey A; Kraakevik, Jeff A; Ali, Imran I

2014-07-29

Current medical educational theory encourages the development of competency-based curricula. The Accreditation Council for Graduate Medical Education's 6 core competencies for resident education (medical knowledge, patient care, professionalism, interpersonal and communication skills, practice-based learning, and systems-based practice) have been embraced by medical schools as the building blocks necessary for becoming a competent licensed physician. Many medical schools are therefore changing their educational approach to an integrated model in which students demonstrate incremental acquisition and mastery of all competencies as they progress through medical school. Challenges to medical schools include integration of preclinical and clinical studies as well as development of learning objectives and assessment measures for each competency. The Undergraduate Education Subcommittee (UES) of the American Academy of Neurology (AAN) assembled a group of neuroscience educators to outline a longitudinal competency-based curriculum in medical neuroscience encompassing both preclinical and clinical coursework. In development of this curriculum, the committee reviewed United States Medical Licensing Examination content outlines, Liaison Committee on Medical Education requirements, prior AAN-mandated core curricula for basic neuroscience and clinical neurology, and survey responses from educators in US medical schools. The newly recommended curriculum provides an outline of learning objectives for each of the 6 competencies, listing each learning objective in active terms. Documentation of experiences is emphasized, and assessment measures are suggested to demonstrate adequate achievement in each competency. These guidelines, widely vetted and approved by the UES membership, aspire to be both useful as a stand-alone curriculum and also provide a framework for neuroscience educators who wish to develop a more detailed focus in certain areas of study. © 2014 American Academy of Neurology.

Competence, competency-based education, and undergraduate dental education: a discussion paper.

PubMed

Chuenjitwongsa, S; Oliver, R G; Bullock, A D

2018-02-01

The aim of undergraduate dental education is to provide competent dentists to serve societal needs and improve population oral healthcare. Competency-based education has influenced the development of dental education for decades but this term is problematic. This article explores components of competency-based undergraduate health professional education in order to help the dental profession have a better understanding of the context and purposes of undergraduate dental education. This is a discussion paper based on a wide reading of the literature on the education of health professionals with a specific focus on competency-based undergraduate education. Competence comprises an integration of knowledge, skills and attitudes indicating a capability to perform professional tasks safely and ethically. The process of becoming a competent practitioner is complex. Four characteristics of competency-based education are: curriculum components and content shaped by societal needs; focused on student-centred learning; learning achievement; and limited attention to time-based training and numerical targets. Alongside a competency-based approach, undergraduate dental education can be influenced by institutional features and external factors but these receive little consideration in the literature. Understanding competence, competency-based education, and institutional and external factors will help to improve educational quality, define roles and professional development for the dental educator, and inform further research. © 2016 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

Applying Social Tagging to Manage Cognitive Load in a Web 2.0 Self-Learning Environment

ERIC Educational Resources Information Center

Huang, Yueh-Min; Huang, Yong-Ming; Liu, Chien-Hung; Tsai, Chin-Chung

2013-01-01

Web-based self-learning (WBSL) has received a lot of attention in recent years due to the vast amount of varied materials available in the Web 2.0 environment. However, this large amount of material also has resulted in a serious problem of cognitive overload that degrades the efficacy of learning. In this study, an information graphics method is…

How educational innovations and attention to competencies in postgraduate medical education relate to preparedness for practice: the key role of the learning environment.

PubMed

Dijkstra, Ids S; Pols, Jan; Remmelts, Pine; Rietzschel, Eric F; Cohen-Schotanus, Janke; Brand, Paul L P

2015-12-01

Many training programmes in postgraduate medical education (PGME) have introduced competency frameworks, but the effects of this change on preparedness for practice are unknown. Therefore, we explored how elements of competency-based programmes in PGME (educational innovations, attention to competencies and learning environment) were related to perceived preparedness for practice among new consultants. A questionnaire was distributed among 330 new consultants. Respondents rated how well their PGME training programme prepared them for practice, the extent to which educational innovations (portfolio, Mini-CEX) were implemented, and how much attention was paid to CanMEDS competencies during feedback and coaching, and they answered questions on the learning environment and general self-efficacy. Multiple regression and mediation analyses were used to analyze data. The response rate was 43 % (143/330). Controlling for self-efficacy and gender, the learning environment was the strongest predictor of preparedness for practice (B = 0.42, p < 0.001), followed by attention to competencies (B = 0.29, p < 0.01). Educational innovations were not directly related to preparedness for practice. The overall model explained 52 % of the variance in preparedness for practice. Attention to competencies mediated the relationship between educational innovations and preparedness for practice. This mediation became stronger at higher learning environment values. The learning environment plays a key role in determining the degree to which competency-based PGME prepares trainees for independent practice.

Cultural Competence Development, Critical Service Learning, and Latino/a Youth Empowerment: A Qualitative Case Study

ERIC Educational Resources Information Center

Vargas, Lucila C.; Erba, Joseph

2017-01-01

As universities create service-learning programs, educators are experimenting with pedagogical approaches that enhance learning outcomes while benefiting communities. We present a qualitative case study of a radio-based, service-learning program, grounded in a Freirean foundation and aimed at developing the cultural competence and sense of…

Integrating the Problem-Based Learning Approach into a Web-Based English Reading Course

ERIC Educational Resources Information Center

Lin, Lu-Fang

2018-01-01

This study incorporated the problem-based learning (PBL) approach into a web-based English reading course. The purpose of the study was to examine the impact of PBL on the participants' English reading comprehension (RC) and to explore the participants' perceptions of PBL. The present study conducted a comparison of two teaching methods. Two…

Is blended learning and problem-based learning course design suited to develop future public health leaders? An explorative European study.

PubMed

Könings, Karen D; de Jong, Nynke; Lohrmann, Christa; Sumskas, Linas; Smith, Tony; O'Connor, Stephen J; Spanjers, Ingrid A E; Van Merriënboer, Jeroen J G; Czabanowska, Katarzyna

2018-01-01

Public health leaders are confronted with complex problems, and developing effective leadership competencies is essential. The teaching of leadership is still not common in public health training programs around the world. A reconceptualization of professional training is needed and can benefit from innovative educational approaches. Our aim was to explore learners' perceptions of the effectiveness and appeal of a public health leadership course using problem-based, blended learning methods that used virtual learning environment technologies. In this cross-sectional evaluative study, the Self-Assessment Instrument of Competencies for Public Health Leaders was administered before and after an online, blended-learning, problem-based (PBL) leadership course. An evaluation questionnaire was also used to measure perceptions of blended learning, problem-based learning, and tutor functioning among 19 public health professionals from The Netherlands ( n  = 8), Lithuania ( n  = 5), and Austria ( n  = 6).Participants showed overall satisfaction and knowledge gains related to public health leadership competencies in six of eight measured areas, especially Political Leadership and Systems Thinking. Some perceptions of blended learning and PBL varied between the institutions. This might have been caused by lack of experience of the educational approaches, differing professional backgrounds, inexperience of communicating in the online setting, and different expectations towards the course. Blended, problem-based learning might be an effective way to develop leadership competencies among public health professionals in international and interdisciplinary context.

Practical Issues in Developing a Culturally Tailored Physical Activity Promotion Program for Chinese and Korean American Midlife Women: A Pilot Study

PubMed Central

Chee, Wonshik; Kim, Sangmi; Chu, Tsung-Lan; Ji, Xiaopeng; Zhang, Jingwen; Chee, Eunice; Im, Eun-Ok

2016-01-01

Background With advances in computer technologies, Web-based interventions are widely accepted and welcomed by health care providers and researchers. Although the benefits of Web-based interventions on physical activity promotion have been documented, the programs have rarely targeted Asian Americans, including Asian American midlife women. Subsequently, culturally competent Web-based physical activity programs for Asian Americans may be necessary. Objective The purpose of our study was to explore practical issues in developing and implementing a culturally competent Web-based physical activity promotion program for 2 groups of Asian American women—Chinese American and Korean American midlife women—and to provide implications for future research. Methods While conducting the study, the research team members wrote individual memos on issues and their inferences on plausible reasons for the issues. The team had group discussions each week and kept the minutes of the discussions. Then, the memos and minutes were analyzed using a content analysis method. Results We identified practical issues in 4 major idea categories: (1) bilingual translators’ language orientations, (2) cultural sensitivity requirement, (3) low response rate, interest, and retention, and (4) issues in implementation logistics. Conclusions Based on the issues, we make several suggestions for the use of bilingual translators, motivational strategies, and implementation logistics. PMID:27872035

Avatar Web-Based Self-Report Survey System Technology for Public Health Research: Technical Outcome Results and Lessons Learned.

PubMed

Savel, Craig; Mierzwa, Stan; Gorbach, Pamina M; Souidi, Samir; Lally, Michelle; Zimet, Gregory; Interventions, Aids

2016-01-01

This paper reports on a specific Web-based self-report data collection system that was developed for a public health research study in the United States. Our focus is on technical outcome results and lessons learned that may be useful to other projects requiring such a solution. The system was accessible from any device that had a browser that supported HTML5. Report findings include: which hardware devices, Web browsers, and operating systems were used; the rate of survey completion; and key considerations for employing Web-based surveys in a clinical trial setting.

Enhancing Collaborative Learning in Web 2.0-Based E-Learning Systems: A Design Framework for Building Collaborative E-Learning Contents

ERIC Educational Resources Information Center

El Mhouti, Abderrahim; Nasseh, Azeddine; Erradi, Mohamed; Vasquèz, José Marfa

2017-01-01

Today, the implication of Web 2.0 technologies in e-learning allows envisaging new teaching and learning forms, advocating an important place to the collaboration and social interaction. However, in e-learning systems, learn in a collaborative way is not always so easy because one of the difficulties when arranging e-learning courses can be that…

WebMail versus WebApp: Comparing Problem-Based Learning Methods in a Business Research Methods Course

ERIC Educational Resources Information Center

Williams van Rooij, Shahron

2007-01-01

This study examined the impact of two Problem-Based Learning (PBL) approaches on knowledge transfer, problem-solving self-efficacy, and perceived learning gains among four intact classes of adult learners engaged in a group project in an online undergraduate business research methods course. With two of the classes using a text-only PBL workbook…

An Intelligent Web-Based System for Diagnosing Student Learning Problems Using Concept Maps

ERIC Educational Resources Information Center

Acharya, Anal; Sinha, Devadatta

2017-01-01

The aim of this article is to propose a method for development of concept map in web-based environment for identifying concepts a student is deficient in after learning using traditional methods. Direct Hashing and Pruning algorithm was used to construct concept map. Redundancies within the concept map were removed to generate a learning sequence.…

Differences in Learning Preferences by Generational Cohort: Implications for Instructional Design in Corporate Web-Based Learning

ERIC Educational Resources Information Center

Kriegel, Jessica

2013-01-01

In today's global and high-tech economy, the primary contributing factor to sustainable competitive advantage is the strategic development of employees, an organization's only unique asset. However, with four generations actively present in the workforce and the proliferation of web-based learning as a key method for developing…

Unraveling the Motivational Effects and Challenges of Web-Based Collaborative Inquiry Learning across Different Groups of Learners

ERIC Educational Resources Information Center

Raes, Annelies; Schellens, Tammy

2015-01-01

This study deals with the implementation of a web-based collaborative inquiry (WISE) project in secondary science education and unravels the contribution and challenges of this learning approach to foster students' motivation to learn science, and its relation with student and class-level characteristics. An empirical mixed methods study in 13…

Developing Long-Term Computing Skills among Low-Achieving Students via Web-Enabled Problem-Based Learning and Self-Regulated Learning

ERIC Educational Resources Information Center

Tsai, Chia-Wen; Lee, Tsang-Hsiung; Shen, Pei-Di

2013-01-01

Many private vocational schools in Taiwan have taken to enrolling students with lower levels of academic achievement. The authors re-designed a course and conducted a series of quasi-experiments to develop students' long-term computing skills, and examined the longitudinal effects of web-enabled, problem-based learning (PBL) and self-regulated…

Web-Based Instruction and Learning: Analysis and Needs Assessment

NASA Technical Reports Server (NTRS)

Grabowski, Barbara; McCarthy, Marianne; Koszalka, Tiffany

1998-01-01

An analysis and needs assessment was conducted to identify kindergarten through grade 14 (K-14) customer needs with regard to using the World Wide Web (WWW) for instruction and to identify obstacles K-14 teachers face in utilizing NASA Learning Technologies products in the classroom. The needs assessment was conducted as part of the Dryden Learning Technologies Project which is a collaboration between Dryden Flight Research Center (DFRC), Edwards, California and Tne Pennsylvania State University (PSU), University Park, Pennsylvania. The overall project is a multiyear effort to conduct research in the development of teacher training and tools for Web-based science, mathematics and technology instruction and learning.

Peculiarities of Professional Training Standards Development and Implementation within Competency-Based Approach: Foreign Experience

ERIC Educational Resources Information Center

Desyatov, Tymofiy

2015-01-01

The article analyzes the development of competency-based professional training standards and their implementation into educational process in foreign countries. It determines that the main idea of competency-based approach is competency-and-active learning, which aims at complex acquirement of diverse skills and ways of practice activities via…

Occupational Hazards Education for Nursing Staff through Web-Based Learning

PubMed Central

Tung, Chen-Yin; Chang, Chia-Chen; Ming, Jin-Lain; Chao, Keh-Ping

2014-01-01

This study aims to explore the efficiency of using online education as an intervention measure to prevent occupational hazards in a clinical nursing setting. The subjects were 320 female nursing staff from two hospitals in Taiwan. The questionnaire results indicated that the subjects primarily experienced human factor occupational hazards, as well as psychological and social hazards. Specifically, 73.1% and 69.8% of the subjects suffered from poor sleep quality and low back pain, respectively. After web-based learning, the experimental group had higher post-test scores than the control group in terms of knowledge, attitudes, and practices (KAP). However, there was only a significant difference (p < 0.05) in their knowledge about the prevention of occupational hazards. It is suggested that an online discussion may enhance nursing staff’s participation in web-based learning, and further facilitate their comments on negative factors. The findings can highly promote nursing staff’s attitudes and practices toward preventing occupational hazards through web-based learning. PMID:25514154

Tractor Mechanic--Student Material. Competency Based Education Curriculum.

ERIC Educational Resources Information Center

McCann, Edward W.

Developed to assist vocational agricultural mechanics students in learning to be tractor mechanics, this curriculum guide contains all the student competency sheets which comprise this competency-based curriculum. These competency sheets are categorized under sixteen instructional units. The first two units cover employment opportunities and…

Influence of Web Based Cooperative Learning Strategy and Achiever Motivation on Student Study Outcome

ERIC Educational Resources Information Center

Hariadi, Bambang; Wurijanto, Tutut

2016-01-01

The research aimed at examining the effect of instructional strategy (web-based STAD and text-based STAD) and achiever motivation toward student learning outcomes. The research implied quasi-experimental design with nonequivalent control group factorial version. The subjects were undergraduate students of Information Systems of academic year…

Towards Next Generation Activity-Based Learning Systems

ERIC Educational Resources Information Center

Sampson, Demetrios G.; Karampiperis, Pythagoras

2006-01-01

The need for e-learning systems that support a diverse set of pedagogical requirements has been identified as an important issue in web-based education. Until now, significant research and development effort has been devoted to aiming towards web-based educational systems tailored to specific pedagogical approaches. The most advanced of them are…

A Multi-Channel Approach for Collaborative Web-Based Learning

ERIC Educational Resources Information Center

Azeta, A. A.

2008-01-01

This paper describes an architectural framework and a prototype implementation of a web-based multi-channel e-Learning application that allows students, lecturers and the research communities to collaborate irrespective of the communication device a user is carrying. The application was developed based on the concept of "right once run on any…

Exploring the Influence of Web-Based Portfolio Development on Learning to Teach Elementary Science

ERIC Educational Resources Information Center

Avraamidou, Lucy; Zembal-Saul, Carla

2006-01-01

This qualitative case study examined web-based portfolio development in the service of supporting reflective thinking and learning within the innovative context of Professional Development Schools. Specifically, this study investigated the nature of the evidence-based philosophies developed by prospective teachers as the central part of the…

Effects of Mobile Phone-Based App Learning Compared to Computer-Based Web Learning on Nursing Students: Pilot Randomized Controlled Trial

PubMed Central

2015-01-01

Objectives This study aimed to determine the effect of mobile-based discussion versus computer-based discussion on self-directed learning readiness, academic motivation, learner-interface interaction, and flow state. Methods This randomized controlled trial was conducted at one university. Eighty-six nursing students who were able to use a computer, had home Internet access, and used a mobile phone were recruited. Participants were randomly assigned to either the mobile phone app-based discussion group (n = 45) or a computer web-based discussion group (n = 41). The effect was measured at before and after an online discussion via self-reported surveys that addressed academic motivation, self-directed learning readiness, time distortion, learner-learner interaction, learner-interface interaction, and flow state. Results The change in extrinsic motivation on identified regulation in the academic motivation (p = 0.011) as well as independence and ability to use basic study (p = 0.047) and positive orientation to the future in self-directed learning readiness (p = 0.021) from pre-intervention to post-intervention was significantly more positive in the mobile phone app-based group compared to the computer web-based discussion group. Interaction between learner and interface (p = 0.002), having clear goals (p = 0.012), and giving and receiving unambiguous feedback (p = 0.049) in flow state was significantly higher in the mobile phone app-based discussion group than it was in the computer web-based discussion group at post-test. Conclusions The mobile phone might offer more valuable learning opportunities for discussion teaching and learning methods in terms of self-directed learning readiness, academic motivation, learner-interface interaction, and the flow state of the learning process compared to the computer. PMID:25995965

Augmented reality in healthcare education: an integrative review.

PubMed

Zhu, Egui; Hadadgar, Arash; Masiello, Italo; Zary, Nabil

2014-01-01

Background. The effective development of healthcare competencies poses great educational challenges. A possible approach to provide learning opportunities is the use of augmented reality (AR) where virtual learning experiences can be embedded in a real physical context. The aim of this study was to provide a comprehensive overview of the current state of the art in terms of user acceptance, the AR applications developed and the effect of AR on the development of competencies in healthcare. Methods. We conducted an integrative review. Integrative reviews are the broadest type of research review methods allowing for the inclusion of various research designs to more fully understand a phenomenon of concern. Our review included multi-disciplinary research publications in English reported until 2012. Results. 2529 research papers were found from ERIC, CINAHL, Medline, PubMed, Web of Science and Springer-link. Three qualitative, 20 quantitative and 2 mixed studies were included. Using a thematic analysis, we've described three aspects related to the research, technology and education. This study showed that AR was applied in a wide range of topics in healthcare education. Furthermore acceptance for AR as a learning technology was reported among the learners and its potential for improving different types of competencies. Discussion. AR is still considered as a novelty in the literature. Most of the studies reported early prototypes. Also the designed AR applications lacked an explicit pedagogical theoretical framework. Finally the learning strategies adopted were of the traditional style 'see one, do one and teach one' and do not integrate clinical competencies to ensure patients' safety.

Augmented reality in healthcare education: an integrative review

PubMed Central

Zhu, Egui; Hadadgar, Arash; Masiello, Italo

2014-01-01

Background. The effective development of healthcare competencies poses great educational challenges. A possible approach to provide learning opportunities is the use of augmented reality (AR) where virtual learning experiences can be embedded in a real physical context. The aim of this study was to provide a comprehensive overview of the current state of the art in terms of user acceptance, the AR applications developed and the effect of AR on the development of competencies in healthcare. Methods. We conducted an integrative review. Integrative reviews are the broadest type of research review methods allowing for the inclusion of various research designs to more fully understand a phenomenon of concern. Our review included multi-disciplinary research publications in English reported until 2012. Results. 2529 research papers were found from ERIC, CINAHL, Medline, PubMed, Web of Science and Springer-link. Three qualitative, 20 quantitative and 2 mixed studies were included. Using a thematic analysis, we’ve described three aspects related to the research, technology and education. This study showed that AR was applied in a wide range of topics in healthcare education. Furthermore acceptance for AR as a learning technology was reported among the learners and its potential for improving different types of competencies. Discussion. AR is still considered as a novelty in the literature. Most of the studies reported early prototypes. Also the designed AR applications lacked an explicit pedagogical theoretical framework. Finally the learning strategies adopted were of the traditional style ‘see one, do one and teach one’ and do not integrate clinical competencies to ensure patients’ safety. PMID:25071992

iSocial: delivering the Social Competence Intervention for Adolescents (SCI-A) in a 3D virtual learning environment for youth with high functioning autism.

PubMed

Stichter, Janine P; Laffey, James; Galyen, Krista; Herzog, Melissa

2014-02-01

One consistent area of need for students with autism spectrum disorders is in the area of social competence. However, the increasing need to provide qualified teachers to deliver evidence-based practices in areas like social competence leave schools, such as those found in rural areas, in need of support. Distance education and in particular, 3D Virtual Learning, holds great promise for supporting schools and youth to gain social competence through knowledge and social practice in context. iSocial, a distance education, 3D virtual learning environment implemented the 31-lesson social competence intervention for adolescents across three small cohorts totaling 11 students over a period of 4 months. Results demonstrated that the social competence curriculum was delivered with fidelity in the 3D virtual learning environment. Moreover, learning outcomes suggest that the iSocial approach shows promise for social competence benefits for youth.

Applying Web Usage Mining for Personalizing Hyperlinks in Web-Based Adaptive Educational Systems

ERIC Educational Resources Information Center

Romero, Cristobal; Ventura, Sebastian; Zafra, Amelia; de Bra, Paul

2009-01-01

Nowadays, the application of Web mining techniques in e-learning and Web-based adaptive educational systems is increasing exponentially. In this paper, we propose an advanced architecture for a personalization system to facilitate Web mining. A specific Web mining tool is developed and a recommender engine is integrated into the AHA! system in…

Baby Boy Jones Interactive Case-Based Learning Activity: A Web-Delivered Teaching Strategy.

PubMed

Cleveland, Lisa M; Carmona, Elenice Valentim; Paper, Bruce; Solis, Linda; Taylor, Bonnie

2015-01-01

Faced with limited resources, nurse educators are challenged with transforming nursing education while preparing enough qualified nurses to meet future demand; therefore, innovative approaches to teaching are needed. In this article, we describe the development of an innovative teaching activity. Baby Boy Jones is a Web-delivered, case-based learning activity focused on neonatal infection. It was created using e-learning authoring software and delivered through a learning management system.

Web-based learning: pros, cons and controversies.

PubMed

Cook, David A

2007-01-01

Advantages of web-based learning (WBL) in medical education include overcoming barriers of distance and time, economies of scale, and novel instructional methods, while disadvantages include social isolation, up-front costs, and technical problems. Web-based learning is purported to facilitate individualised instruction, but this is currently more vision than reality. More importantly, many WBL instructional designs fail to incorporate principles of effective learning, and WBL is often used for the wrong reasons (e.g., for the sake of technology). Rather than trying to decide whether WBL is superior to or equivalent to other instructional media (research addressing this question will always be confounded), we should accept it as a potentially powerful instructional tool, and focus on learning when and how to use it. Educators should recognise that high fidelity, multimedia, simulations, and even WBL itself will not always be necessary to effectively facilitate learning.

WebTOP: A 3D Interactive System for Teaching and Learning Optics

ERIC Educational Resources Information Center

Mzoughi, Taha; Herring, S. Davis; Foley, John T.; Morris, Matthew J.; Gilbert, Peter J.

2007-01-01

WebTOP is a three-dimensional, Web-based, interactive computer graphics system that helps instructors teach and students learn about waves and optics. Current subject areas include waves, geometrical optics, reflection and refraction, polarization, interference, diffraction, lasers, and scattering. Some of the topics covered are suited for…

Design Considerations for Enhancing Confidence and Participation in Web Based Courses.

ERIC Educational Resources Information Center

Winfield, William; Mealy, Martha; Scheibel, Pamela

The University of Wisconsin Learning Innovations Center's instructional design model for World Wide Web delivered courses incorporates a range of collaborative discussions and interactive experiences for the learner. In addition, these courses capitalize on the multimedia learning environment that the web offers to accommodate many kinds of…

E-simulation: preregistration nursing students' evaluation of an online patient deterioration program.

PubMed

Cant, Robyn; Young, Susan; Cooper, Simon J; Porter, Joanne

2015-03-01

This study explores preregistration nursing students' views of a Web-based simulation program: FIRST ACTWeb (Feedback Incorporating Review and Simulation Techniques to Act on Clinical Trends-Web). The multimedia program incorporating three videoed scenarios portrayed by a standardized patient (human actor) aims to improve students' recognition and management of hospital patient deterioration. Participants were 367 final-year nursing students from three universities who completed an online evaluation survey and 19 students from two universities who attended one of five focus groups. Two researchers conducted a thematic analysis of the transcribed narratives. Three core themes identified were as follows: "ease of program use," "experience of e-Simulation," and "satisfaction with the learning experience." The Web-based clinical learning environment was endorsed as functional, feasible, and easy to use and was reported to have high fidelity and realism. Feedback in both focus groups and surveys showed high satisfaction with the learning experience. Overall, evaluation suggested that the Web-based simulation program successfully integrated elements essential for blended learning. Although Web-based educational applications are resource intensive to develop, positive appraisal of program quality, plus program accessibility and repeatability, appears to provide important educational benefits. Further research is needed to determine the transferability of these learning experiences into real-world practice.

Construction of Multimedia Courseware and Web-based E-Learning Courses of "Biomedical Materials".

PubMed

Xiaoying, Lu; Jian, He; Tian, Qin; Dongxu, Jiang; Wei, Chen

2005-01-01

In order to reform the traditional teaching methodology and to improve the teaching effect, we developed new teaching system for course "Biomedical Materials" in our university by the support of the computer technique and Internet. The new teaching system includes the construction of the multimedia courseware and web-based e-learning courses. More than 2000 PowerPoint slides have been designed and optimized and flash movies for several capitals are included. On the basis of this multimedia courseware, a web-based educational environment has been established further, which includes course contents, introduction of the teacher, courseware download, study forum, sitemap of the web, and relative link. The multimedia courseware has been introduced in the class teaching for "Biomedical Materials" for 6 years and a good teaching effect has been obtained. The web-based e-learning courses have been constructed for two years and proved that they are helpful for the students by their preparing and reviewing the teaching contents before and after the class teaching.

A Practical Guide To Developing Effective Web-based Learning

PubMed Central

Cook, David A; Dupras, Denise M

2004-01-01

OBJECTIVE Online learning has changed medical education, but many “educational” websites do not employ principles of effective learning. This article will assist readers in developing effective educational websites by integrating principles of active learning with the unique features of the Web. DESIGN Narrative review. RESULTS The key steps in developing an effective educational website are: Perform a needs analysis and specify goals and objectives; determine technical resources and needs; evaluate preexisting software and use it if it fully meets your needs; secure commitment from all participants and identify and address potential barriers to implementation; develop content in close coordination with website design (appropriately use multimedia, hyperlinks, and online communication) and follow a timeline; encourage active learning (self-assessment, reflection, self-directed learning, problem-based learning, learner interaction, and feedback); facilitate and plan to encourage use by the learner (make website accessible and user-friendly, provide time for learning, and motivate learners); evaluate learners and course; pilot the website before full implementation; and plan to monitor online communication and maintain the site by resolving technical problems, periodically verifying hyperlinks, and regularly updating content. CONCLUSION Teaching on the Web involves more than putting together a colorful webpage. By consistently employing principles of effective learning, educators will unlock the full potential of Web-based medical education. PMID:15209610

Project MAPP. The Vocabulary Booklet # 1. Implementing the Instructional Program: A Competency-Based Adult Education Learning System.

ERIC Educational Resources Information Center

Maryland State Dept. of Education, Baltimore.

This booklet is intended to help adults master the basic and life skill vocabulary needed to meet the simple communication demands of daily life. It is designed to assist adult basic education (ABE) teachers in the implementation of a competency-based learning system that emphasizes the integration of basic and life skills learning. The booklet…

An Example of Competence-Based Learning: Use of Maxima in Linear Algebra for Engineers

ERIC Educational Resources Information Center

Diaz, Ana; Garcia, Alfonsa; de la Villa, Agustin

2011-01-01

This paper analyses the role of Computer Algebra Systems (CAS) in a model of learning based on competences. The proposal is an e-learning model Linear Algebra course for Engineering, which includes the use of a CAS (Maxima) and focuses on problem solving. A reference model has been taken from the Spanish Open University. The proper use of CAS is…

Developing eLearning Technologies to Implement Competency Based Medical Education: Experiences from Muhimbili University of Health and Allied Sciences

ERIC Educational Resources Information Center

Nagunwa, Thomas; Lwoga, Edda

2012-01-01

This paper provides the practical experience of developing an eLearning technology as a tool to implement Competency-based Medical Education (CBME) in Tanzania medical universities, with a specific focus on Muhimbili University of Health and Allied Sciences. The paper provides a background to eLearning and the early attempt to adopt it in 2006 at…

Metacognitive Skills Development: A Web-Based Approach in Higher Education

ERIC Educational Resources Information Center

Shen, Chun-Yi; Liu, Hsiu-Chuan

2011-01-01

Although there were studies that presented the applications of metacognitive skill training, the research on web-based metacognitive skills training are few. The purpose of this study is to design a web-based learning environment and further examine the effect of the web-based training. A pretest-posttest quasi-experimental design was used in this…

Large-Scale Multiobjective Static Test Generation for Web-Based Testing with Integer Programming

ERIC Educational Resources Information Center

Nguyen, M. L.; Hui, Siu Cheung; Fong, A. C. M.

2013-01-01

Web-based testing has become a ubiquitous self-assessment method for online learning. One useful feature that is missing from today's web-based testing systems is the reliable capability to fulfill different assessment requirements of students based on a large-scale question data set. A promising approach for supporting large-scale web-based…

An Auto-Scoring Mechanism for Evaluating Problem-Solving Ability in a Web-Based Learning Environment

ERIC Educational Resources Information Center

Chiou, Chuang-Kai; Hwang, Gwo-Jen; Tseng, Judy C. R.

2009-01-01

The rapid development of computer and network technologies has attracted researchers to investigate strategies for and the effects of applying information technologies in learning activities; simultaneously, learning environments have been developed to record the learning portfolios of students seeking web information for problem-solving. Although…

Learning Register Variation. A Web-Based Platform for Developing Diaphasic Skills

ERIC Educational Resources Information Center

Allora, Adriano; Corino, Elisa; Onesti, Cristina

2012-01-01

The present paper shows the first results of a linguistic project devoted to the construction of web learning tools for reinforcing sensitivity to diaphasic varieties and for learning style variation in L2/LS learning. (Contains 1 figure and 1 footnote.) [Support for this research was provided by the VALERE Project.

The effect of web quest and team-based learning on students' self-regulation.

PubMed

Badiyepeymaie Jahromi, Zohreh; Mosalanejad, Leili; Rezaee, Rita

2016-04-01

In this study, the authors aimed to examine the effects of cooperative learning methods using Web Quest and team-based learning on students' self-direction, self-regulation, and academic achievement. This is a comparative study of students taking a course in mental health and psychiatric disorders. In two consecutive years, a group of students were trained using the WebQuest approach as a teaching strategy (n = 38), while the other group was taught using team-based learning (n=39). Data gathering was based on Guglielmino's self-directed learning readiness scale (SDLRS) and Buford's self-regulation questionnaire. The data were analyzed by descriptive test using M (IQR), Wilcoxon signed-rank test, and the Mann-Whitney U-test in SPSS software, version 13. p<0.05 was considered as the significance level. The results of the Mann-Whitney U test showed that the participants' self- directed (self-management) and self-regulated learning differed between the two groups (p=0.04 and p=0.01, respectively). Wilcoxon test revealed that self-directed learning indices (self-control and self-management) were differed between the two strategies before and after the intervention. However, the scores related to learning (students' final scores) were higher in the WebQuest approach than in team-based learning. By employing modern educational approaches, students are not only more successful in their studies but also acquire the necessary professional skills for future performance. Further research to compare the effects of new methods of teaching is required.

Competency in ECG Interpretation Among Medical Students

PubMed Central

Kopeć, Grzegorz; Magoń, Wojciech; Hołda, Mateusz; Podolec, Piotr

2015-01-01

Background Electrocardiogram (ECG) is commonly used in diagnosis of heart diseases, including many life-threatening disorders. We aimed to assess skills in ECG interpretation among Polish medical students and to analyze the determinants of these skills. Material/Methods Undergraduates from all Polish medical schools were asked to complete a web-based survey containing 18 ECG strips. Questions concerned primary ECG parameters (rate, rhythm, and axis), emergencies, and common ECG abnormalities. Analysis was restricted to students in their clinical years (4th–6th), and students in their preclinical years (1st–3rd) were used as controls. Results We enrolled 536 medical students (females: n=299; 55.8%), aged 19 to 31 (23±1.6) years from all Polish medical schools. Most (72%) were in their clinical years. The overall rate of good response was better in students in years 4th–5th than those in years 1st–3rd (66% vs. 56%; p<0.0001). Competency in ECG interpretation was higher in students who reported ECG self-learning (69% vs. 62%; p<0.0001) but no difference was found between students who attended or did not attend regular ECG classes (66% vs. 66%; p=0.99). On multivariable analysis (p<0.0001), being in clinical years (OR: 2.45 [1.35–4.46] and self-learning (OR: 2.44 [1.46–4.08]) determined competency in ECG interpretation. Conclusions Polish medical students in their clinical years have a good level of competency in interpreting the primary ECG parameters, but their ability to recognize ECG signs of emergencies and common heart abnormalities is low. ECG interpretation skills are determined by self-education but not by attendance at regular ECG classes. Our results indicate qualitative and quantitative deficiencies in teaching ECG interpretation at medical schools. PMID:26541993

Online learning in paediatrics: a student-led web-based learning modality.

PubMed

Gill, Peter; Kitney, Lauren; Kozan, Daniel; Lewis, Melanie

2010-03-01

undergraduate medical education is shifting away from traditional didactic methods towards a more self-directed learning environment. E-learning has emerged as a vital learning modality that allows students to apply key principles to practical scenarios in a truly personalised approach.  at the University of Alberta, paediatrics is taught longitudinally, with lectures distributed throughout the preclinical curriculum and concentrated in the 8-week paediatric clinical clerkship. As a result, students entering clerkship lack core foundational knowledge and clinical skills. PedsCases (http://www.pedscases.com) is a student-driven interactive website designed to achieve the learning outcomes identified by the competency-based paediatric curriculum. This open-access e-learning tool is a comprehensive peer-reviewed learning resource that incorporates various learning modalities. Material is student generated and peer reviewed by staff paediatricians to ensure validity, accuracy and usefulness. After 17 months, PedsCases contains 216 questions, 19 cases, 11 flashcard-type quizzes, 11 podcasts and two clinical videos, and has had 2148 unique visitors from 73 different countries. PedsCases is one of the top five references returned by Internet search engines for the phrase 'paediatrics for medical students'. PedsCases is a collaborative resource created for and by medical students that provides an opportunity for active self-directed learning while disseminating knowledge in an evidence-based, interactive and clinically relevant fashion. PedsCases encourages students to take an active role in their education and drive medical education initiatives in response to the evolving curriculum. As the focus of medical education shifts towards independent learning, student-led educational tools such as PedsCases have emerged as essential resources for students. © Blackwell Publishing Ltd 2010.

What Core Competencies Are Related to Teachers' Innovative Teaching?

ERIC Educational Resources Information Center

Zhu, Chang; Wang, Di; Cai, Yonghong; Engels, Nadine

2013-01-01

The purpose of this study is to investigate teachers' core competencies in relation to their innovative teaching performance. Based on the literature and previous studies in this field, four competencies (learning competency, educational competency, social competency and technological competency) are theorised as core competencies for teachers'…

Effects of web-based electrocardiography simulation on strategies and learning styles.

PubMed

Granero-Molina, José; Fernández-Sola, Cayetano; López-Domene, Esperanza; Hernández-Padilla, José Manuel; Preto, Leonel São Romão; Castro-Sánchez, Adelaida María

2015-08-01

To identify the association between the use of web simulation electrocardiography and the learning approaches, strategies and styles of nursing degree students. A descriptive and correlational design with a one-group pretest-posttest measurement was used. The study sample included 246 students in a Basic and Advanced Cardiac Life Support nursing class of nursing degree. No significant differences between genders were found in any dimension of learning styles and approaches to learning. After the introduction of web simulation electrocardiography, significant differences were found in some item scores of learning styles: theorist (p < 0.040), pragmatic (p < 0.010) and approaches to learning. The use of a web electrocardiogram (ECG) simulation is associated with the development of active and reflexive learning styles, improving motivation and a deep approach in nursing students.

Constructing a "Third Space" for EFL Learners: Where Language and Cultures Meet

ERIC Educational Resources Information Center

Liaw, Meei-Ling

2007-01-01

Efforts have been made by language educators and researchers to use computer technology to assist L2 learners' growth in either linguistic or intercultural competence. Nonetheless, web-based environments devoted to developing both types of competences in tandem are new and experimental. The purpose of this project, which involves the collaboration…

75 FR 76468 - Agency Information Collection Request; 30-Day Public Comment Request

Federal Register 2010, 2011, 2012, 2013, 2014

2010-12-08

... Coordinator for Health Information Technology (ONC), HHS. In compliance with the requirement of section 3506(c... members, and competency exam takers; and a Web-based survey of community college faculty. Estimated... Workforce program. Focus groups with Exam takers Competency exam 32 1 1.5 48 takers not enrolled in...

An Experience-Based Learning Framework: Activities for the Initial Development of Sustainability Competencies

ERIC Educational Resources Information Center

Caniglia, Guido; John, Beatrice; Kohler, Martin; Bellina, Leonie; Wiek, Arnim; Rojas, Christopher; Laubichler, Manfred D.; Lang, Daniel

2016-01-01

Purpose: This paper aims to present an experience-based learning framework that provides a bottom-up, student-centered entrance point for the development of systems thinking, normative and collaborative competencies in sustainability. Design/methodology/approach: The framework combines mental mapping with exploratory walking. It interweaves…