Teachers' Perception on Sustainability of Distance Education in Ghana: Evidence from Ashanti Region

ERIC Educational Resources Information Center

Osei-Owusu, Benedict; Awunyo-Vitor, Dadson

2012-01-01

The study examined the sustainability of distance education in the context of finance, management and availability of support services in Ashanti region of Ghana. Data for the study were obtained from five groups of respondents namely; centre coordinators, educational administrators, facilitators of distance education programme, potential and…

Challenging the "Distance Education Deficit" through "Motivational Emails"

ERIC Educational Resources Information Center

Inkelaar, Tom; Simpson, Ormond

2015-01-01

Graduation rates in distance higher education are low compared with full-time higher education--often less than 20% compared with full-time UK rates of around 80%--the "distance education deficit". In the University of London International Programmes, the difference between the face-to-face graduation rate of 61.5% and the distance…

A Study of Online English Language Teacher Education Programmes in Distance Education Context in Pakistan

ERIC Educational Resources Information Center

Farooq, Muhammad U.; Al Asmari, AbdulRahman; Javid, Choudhary Z.

2012-01-01

Technology-based initiatives have transformed the process of teaching and learning activities at formal institutions generally and distance education institutions particularly. Distance education is at the heart of the digital age making maximum use of the emerging technologies. Researchers have favoured computer mediated communications (CMC) for…

Constructively Aligning Technologies with Learning and Assessment in a Distance Education Master's Programme

ERIC Educational Resources Information Center

Rogerson-Revell, Pamela

2015-01-01

This paper reports on an action research study investigating the use of online learning activities or "e-tivities" to enhance the learning and assessment experience of students on a distance master's programme. The study suggests that to be successfully integrated in a programme, such activities need to be carefully aligned with learning…

Higher Education at a Distance and National Development: Reflections on the Indian Experience

ERIC Educational Resources Information Center

Panda, Santosh

2005-01-01

Following initial scepticism, the growth and developments within distance education in India have been tremendous. This paper records those developments in one of the largest distance education systems in the world with regard to its contribution to national development. The paper also examines curricular programmes, access and equity, media and…

Factors Affecting Corporate Image from the Perspective of Distance Learning Students in Public Higher Education Institutions

ERIC Educational Resources Information Center

da Costa, Fábio Reis; Pelissari, Anderson Soncini

2016-01-01

New information technologies enable different interactions in the educational environment, affecting how the image of educational institutions adopting distance-learning programmes is perceived. This article identifies factors affecting the perception of corporate image from the viewpoint of distance-learning students at public higher education…

Effects of distance learning on clinical management of LUTS in primary care: a randomised trial.

PubMed

Wolters, René; Wensing, Michel; Klomp, Maarten; Lagro-Jansen, Toine; Weel, Chris van; Grol, Richard

2005-11-01

To determine the effect of a distance learning programme on general practice management of men with lower urinary tract symptoms (LUTS). A cluster randomised controlled trial was performed. General practitioners (GPs) were randomised to a distance learning programme accompanied with educational materials or to a control group only receiving mailed clinical guidelines on LUTS. Clinical management was considered as outcome. Sixty-three GPs registered care management of 187 patients older than 50 years attending the practice because of LUTS. The intervention group showed a lower referral rate to a urologist (OR: 0.08 (95% CI: 0.02-0.40)), but no effect on PSA testing or prescription of medication. PSA testing tended to be requested more frequently by intervention group GPs. Secondary analysis showed patients in the intervention group received more educational materials (OR: 75.6 (95% CI: 13.60-419.90)). The educational programme had impact on clinical management without changing PSA testing. Distance learning is an promising method for continuing education. Activating distance learning packages are a potentially effective method for improving professional performance. Emotional matters as PSA testing probably need a more complex approach.

Designing and Writing of Distance Education Materials for Basic Education and Development Training Programmes. A Report on the 1987 Workshop Series.

ERIC Educational Resources Information Center

Mazrui, K.; And Others

A series of two 2-week workshops was conducted in East Africa in 1987 by the German Foundation for International Development to assist educators in the development of instructional materials for distance and adult education. These workshops were designed to: (1) bring together writers of distance education materials to share their experiences and…

Analysing Costs/Benefits for Distance Education Programmes. Knowledge Series: A Topical, Start-Up Guide to Distance Education Practice and Delivery.

ERIC Educational Resources Information Center

Rumble, Greville

Cost analysis makes it possible to establish how much things costs, set budgets, determine prices, and compare the costs of different options. In distance education (DE), the main areas of cost analysis are as follows: print-based correspondence systems; educational/institutional television and radio systems; multimedia systems, and e-education…

Post Graduate Programme in Dietetics & Food Service Management (MSCDFSM) Programme of IGNOU: Access through the Lucknow Regional Centre

ERIC Educational Resources Information Center

Dorothy, J. S.; Kumar, Ashwini

2014-01-01

Indira Gandhi National Open University (IGNOU) which was established initially as a Single mode Distance Teaching Institution (DTI) in the year 1985 opened its campus to face-to-face education in the year 2008 and thus now is a Dual mode Distance Teaching Institution (DTI). The Post Graduate Programme (Master of Science) in Dietetics and Food…

Creativity and Innovation in Open and Distance Education: A Paradigm for Human Development in the 21st Century for Nation-Building in Nigeria

ERIC Educational Resources Information Center

Ogeh, Obitor W. M.; Chiemeka, Nnorom

2015-01-01

This paper is focused on creativity and innovation in open and distance education as a paradigm for human development in the twenty first century for nation-building in Nigeria. The paper looks at the open/distance education programme and its unconventional method of delivery in educating the educationally less privileged. The paper is of the…

Promoting Distance Education in Higher Education in Cape Verde and Mozambique

ERIC Educational Resources Information Center

Ramos, Fernando; Taju, Gulamo; Canuto, Louisette

2011-01-01

Over the past six years, the authors have been project leaders for three distance education initiatives in Cape Verde and Mozambique: (1) a blended learning master's degree in multimedia in education for faculty in Cape Verdean public higher education institutions (2005-2008); (2) a teacher training programme for 1375 elementary teachers provided…

Organizational Commitment of Employees of TV Production Center (Educational Television ETV) for Open Education Faculty, Anadolu University

ERIC Educational Resources Information Center

Gürses, Nedim; Demiray, Emine

2009-01-01

In like manner as conventional education and teaching approaches distance education tends to model the same procedures. Indeed, formerly enriched on printed material served as a primary source. However, thanks to the developments in technology and evolution in education, computerised information has made inroads in distance education programmes.…

Organizational Commitment of Employees of TV Production Center (Educational Television ETV) for Open Education Facility, Anadolu University

ERIC Educational Resources Information Center

Gurses, Nedim; Demiray, Emine

2009-01-01

In like manner as conventional education and teaching approaches distance education tends to model the same procedures. Indeed, formerly enriched on printed material served as a primary source. However, thanks to the developments in technology and evolution in education, computerised information has made inroads in distance education programmes.…

Evaluation of Library Utilization by Students Enrolled in External Degree Programme in University of Nairobi, Kenya

ERIC Educational Resources Information Center

Gor, Peter Ochieng

2012-01-01

With the increasing popularity of distance education, focus has turned to the role of libraries in distance learning process. It is widely agreed that like their campus-based counterparts, distance education learners need adequate library services if they are to gain quality education. This study sought to examine library utilization by students…

Reflections from Dual-Mode Alumni on the Differences between Distance and F2F Education

ERIC Educational Resources Information Center

Firat, Mehmet

2017-01-01

The relevant literature is rich enough about the differences between distance and face to face education. However, the number of studies examining these differences from the viewpoint of dual-mode alumni, those graduated from both distance and face to face education programmes is limited. In this study, opinions of 33 dual-mode alumni from Turkey…

Quality Assurance in Open and Distance Learning. Knowledge Series. A Topical, Start-Up Guide to Distance Education Practice and Delivery

ERIC Educational Resources Information Center

Kirkpatrick, Denise

2005-01-01

Assuring the quality of education provision is a fundamental aspect of gaining and maintaining credibility for programmes, institutions and national systems of higher education worldwide. Despite a long and generally successful track record, open and distance learning (ODL) is still required to prove that the quality of student learning is at…

Collaboration -- A Key Principle in Distance Education

ERIC Educational Resources Information Center

Kennedy, David; Duffy, Tim

2004-01-01

The University of Paisley has been supporting distance learning students on online supported courses for nine years. Its largest programme in this form is the B.Sc. Health Studies degree for health professionals. The delivery of this programme is dependent on the use of information and communications technology. But the essential ingredient for…

The "Campus Imaginary": Online Students' Experience of the Masters Dissertation at a Distance

ERIC Educational Resources Information Center

Ross, Jen; Sheail, Philippa

2017-01-01

Higher education research has overlooked online distance Masters students' experiences of independent research, and this is an important gap at a time when increasing numbers of taught postgraduate programmes are delivered online. This article discusses findings from interviews with eighteen graduates from four online Masters programmes. It…

Distance Learning Students' Need: Evaluating Interactions from Moore's Theory of Transactional Distance

ERIC Educational Resources Information Center

Ustati, Rusmanizah; Hassan, Sharifah Sariah Syed

2013-01-01

This study draws on the experience from a focus group interviews under the distance learning programme known as "Program Pensiswazahan Guru" (PPG) organized by the Malaysian Ministry of Education in collaboration with local universities and institutes of education. Its purpose is to uncover students' perception about the platform used by…

Innovation in Distance Education Learning Systems: The Case of the National Correspondence Institute of Tanzania, 1972-2002

ERIC Educational Resources Information Center

Mutanyatta, J. N. S.

2008-01-01

The paper attempts to provide relevant data on the achievements, albeit quantitatively, of the National Correspondence Institute of Tanzania over the past 30 years as a case study in distance education innovation. The case-study data reveal reasons for the near collapse of the distance education programme during the 1990s, and the renewed policy…

Distance Education in European Higher Education--The Offer. Report 1 (of 3) of the IDEAL (Impact of Distance Education on Adult Learning) Project

ERIC Educational Resources Information Center

Schneller, Chripa; Holmberg, Carl

2014-01-01

This report is the first in a series published by the IDEAL (Impact of Distance Education on Adult Learning) project. The IDEAL project ran from October 2013 to September 2015 with financial support from the EU Lifelong Learning Programme. The project aims to: (1) offer insights on the needs of adult learners to both policymakers and distance…

Distance Education in European Higher Education--The Potential. Report 3 (of 3) of the IDEAL (Impact of Distance Education on Adult Learning Project. Extended Version

ERIC Educational Resources Information Center

Owusu-Boampong, Angela; Holmberg, Carl

2015-01-01

This report is the third in a series published by the IDEAL (Impact of Distance Education on Adult Learning) project. The IDEAL project ran from October 2013 to September 2015 with financial support from the EU Lifelong Learning Programme. The project aims to: (1) offer insights on the needs of adult learners to both policymakers and distance…

The Need for Policy Framework in Maintaining Quality in Open and Distance Education Programmes in Southern Africa

ERIC Educational Resources Information Center

Braimoh, Dele; Lekoko, Rebecca

2005-01-01

The ideals of education for all as proposed by UNESCO (2000) cannot be achieved without tapping into all the existing educational delivery systems. Open and distance education system has caught the attention of a number of Southern African Universities as a viable and "Siamese" twin of the conventional education in achieving flexibility,…

Cultural Differences in Learning and Implications for Distance Delivery of Educational Programmes to Developing Nations: A Case Study in Fiji

ERIC Educational Resources Information Center

Shanahan, Morris W.

2008-01-01

Shanahan (2006) found that to be effective the delivery of distance learning programmes to developing nations had to overcome certain constraints, such as cultural constrictions (i.e., issues of language), tradition-based limitations (i.e., paternalistic and hierarchical structures), an inherited past (colonialism), and poor infrastructure…

How Do E-Book Readers Enhance Learning Opportunities for Distance Work-Based Learners?

ERIC Educational Resources Information Center

Nie, Ming; Armellini, Alejandro; Witthaus, Gabi; Barklamb, Kelly

2011-01-01

We report on the incorporation of e-book readers into the delivery of two distance-taught master's programmes in Occupational Psychology (OP) and one in Education at the University of Leicester, UK. The programmes attract work-based practitioners in OP and Teaching English to Speakers of Other Languages, respectively. Challenges in curriculum…

Fostering Distance Training Programme (DTP) Students' Access to Semester Examination Results via SMS at University of Rwanda-College of Education

ERIC Educational Resources Information Center

Nizeyimana, Gerard; Yonah, Zaipuna O.; Nduwingoma, Mathias

2015-01-01

This paper presents a situation analysis and implementation of Distance Training Programme (DTP) Semester Examination Results Access (SERA) through Short Message Service (SMS) available anytime and anywhere. "Texting" or SMS mobile phone messaging is rapidly increasing communication in business and community service. The prompting…

Building capacity without disrupting health services: public health education for Africa through distance learning.

PubMed

Alexander, Lucy; Igumbor, Ehi Uche; Sanders, David

2009-04-01

The human resources crisis in Africa is especially acute in the public health field. Through distance education, the School of Public Health of the University of the Western Cape, South Africa, has provided access to master's level public health education for health professionals from more than 20 African countries while they remain in post. Since 2000, interest has increased overwhelmingly to a point where four times more applications are received than can be accommodated. This home-grown programme remains sensitive to the needs of the target learners while engaging them in high-quality learning applied in their own work contexts. This brief paper describes the innovative aspects of the programme, offering some evaluative indications of its impact, and reviews how the delivery of text-led distance learning has facilitated the realization of the objectives of public health training. Strategies are proposed for scaling up such a programme to meet the growing need in this essential area of health human resource capacity development in Africa.

Building capacity without disrupting health services: public health education for Africa through distance learning

PubMed Central

Alexander, Lucy; Igumbor, Ehi Uche; Sanders, David

2009-01-01

The human resources crisis in Africa is especially acute in the public health field. Through distance education, the School of Public Health of the University of the Western Cape, South Africa, has provided access to master's level public health education for health professionals from more than 20 African countries while they remain in post. Since 2000, interest has increased overwhelmingly to a point where four times more applications are received than can be accommodated. This home-grown programme remains sensitive to the needs of the target learners while engaging them in high-quality learning applied in their own work contexts. This brief paper describes the innovative aspects of the programme, offering some evaluative indications of its impact, and reviews how the delivery of text-led distance learning has facilitated the realization of the objectives of public health training. Strategies are proposed for scaling up such a programme to meet the growing need in this essential area of health human resource capacity development in Africa. PMID:19338669

Science Practical Work Instructional Technologies and Open Distance Learning in Science Teacher Training: A Case Study in Zimbabwe

ERIC Educational Resources Information Center

Bhukuvhani, Crispen; Mupa, Mathew; Mhishi, Misheck; Dziva, Daimond

2012-01-01

The practical work component offers unique challenges for university science courses. This is even more pertinent in an Open and Distance Learning (ODL) environment like the Bindura University of Science Education's Virtual and Open Distance Learning (VODL) programme. Effective ODL education should be flexible enough to accommodate science…

Designing to Promote Access, Quality, and Student Support in an Advanced Certificate Programme for Rural Teachers in South Africa

ERIC Educational Resources Information Center

Fresen, Jill W.; Hendrikz, Johan

2009-01-01

This paper reports on the re-design of the Advanced Certificate in Education (ACE) programme, which is offered by the University of Pretoria through distance education (DE) to teachers in rural South Africa. In 2007, a team re-designed the programme with the goal of promoting access, quality, and student support. The team included an independent…

The Use of Distance Learning in the Educational Process Content and Structure of Educational Platforms--Analysis of the Platform Educans

ERIC Educational Resources Information Center

Igado, Manuel Fandos

2010-01-01

This work provides some considerations that complements the scarcity of researches this field of knowledge of the e-learning specifically referred to secondary education. Distance training programmes (both open source code and not) are becoming increasingly more popular, especially in higher level education. However, there are very few cases of…

Implications and Challenges in Studying as a Full Distance Learner on a Masters Programme: Students' Perspectives

ERIC Educational Resources Information Center

Fincham, David

2017-01-01

There has been a growing interest in the application of information and communication technology (ICT) as a means of improving and extending participation in Higher Education and in its impact on pedagogy. Six years ago, two students were recruited to a Masters Degree programme at St Mary's University, London, as Full Distance Learners. Full…

Service Quality and Students' Satisfaction with the Professional Teacher Development Programmes by Distance Mode in a South African University

ERIC Educational Resources Information Center

Oduaran, A. B.

2011-01-01

This article reports on the relationship between seven factors that described dimensions of education service quality and overall service quality on one hand, and students' satisfaction with the professional teacher development programmes by distance mode in a South African University on the other. We sought to find out whether students enrolled…

Increasing Access to Higher Education through Open and Distance Learning: Empirical Findings from Mzuzu University, Malawi

ERIC Educational Resources Information Center

Chawinga, Winner Dominic; Zozie, Paxton Andrew

2016-01-01

Slowly but surely, open and distance learning (ODL) programmes are being regarded as one of the most practical ways that universities across the world are increasingly adopting in order to increase access to university education. Likewise, Mzuzu University (MZUNI) set up the Centre for Open and Distance Learning (CODL) to oversee the running of…

Distance learning: the future of continuing professional development.

PubMed

Southernwood, Julie

2008-10-01

The recent development of a market economy in higher education has resulted in the need to tailor the product to the customers, namely students, employers and commissioning bodies. Distance learning is an opportunity for nurse educators and institutions to address marketing initiatives and develop a learning environment in order to enhance continuing professional development. It provides options for lifelong learning for healthcare professionals--including those working in community settings--that is effective and cost efficient. Development of continuing professional development programmes can contribute to widening the participation of community practitioners in lifelong learning, practice and role development. This paper considers the opportunities that web-based and online education programmes can provide community practitioners to promote professional skills while maintaining a work-life balance, and the role of the lecturer in successfully supporting professionals on web-based learning programmes.

Strategy for a Sustained Quality Delivery Mode of ODL Programmes for Massive Enrollments and E-Learning: The Case for Zimbabwe Open University

ERIC Educational Resources Information Center

Kabanda, Gabriel

2014-01-01

The market dynamics in distance education has precipitated phenomenal growth opportunities in enrollments and e-learning. The purpose of the paper was to develop a strategy for sustained quality delivery mode of distance education progammes that precipitate massive enrollments and e-learning in an open and distance learning (ODL) institution using…

The Silence about Oral Presentation Skills in Distance and Online Education: New Perspectives from an Australian University Preparatory Programme

ERIC Educational Resources Information Center

McDougall, Jenny; Holden, Helen

2017-01-01

Oral presentation skills are considered essential workplace skills and are therefore highly valued in higher education. However, research into this aspect of adult learning is limited, especially in the context of distance and online education. This paper reports on an innovative approach used in a university preparatory program in Australia.…

The effectiveness of using WebCT in distance learning programmes in MACE, the University of Manchester

NASA Astrophysics Data System (ADS)

Ahmad, Rosman

The World Wide Web impacted the educational model and became part of distance education early in this century. There were many changes taking place in higher education for political, economic and educational reasons." New goals and educational objectives were being set within educational institutions. There were particular emphases to produce a more effective delivery of learning methods for distance learning students. The use of Internet was seen as an important issue in the development of an understanding of the complex process of instilling knowledge to post graduates students. Well-established universities were re-examining their missions and looking for different ways of providing lifelong education. The School of Mechanical, Aerospace and Civil Engineering (MACE) was particularly keen to increase the use of web-based learning in its courses, which will increase the amount of students enrolled into these programmes and help them learn in a flexible and workable manner. This approach was reinforced by responses from a survey of MSc. degree students which suggested that the current distance learning programme were not being operated efficiently and did not develop adequate personal skills in relation to the requirements of prospective employers. One way of improving these programmes was to make use of the Virtual Learning Environment (VLE). A study was made and WebCT was found to be suitable. Five WebCT units were initially produced. The experience of designing and running the units was very useful in determining the effective use of the WebCT. From the analysis of students and staff surveys it has been demonstrated that these WebCT units are much more effective in achieving the project objectives in a wide number of areas which relate to students satisfaction, skills development and enhancing their interest into learning experience. The success of the WebCT units has stimulated interest in overseas establishments. It is hope that the success will follow in the author's home country, Malaysia.

Study on the feasibility of provision of distance learning programmes in surgery to Malawi.

PubMed

Mains, Edward A A; Blackmur, James P; Dewhurst, David; Ward, Ross M; Garden, O James; Wigmore, Stephen J

2011-12-01

Medical educational opportunities and resources are considerably limited in the developing world. The expansion of computing and Internet access means that there exists a potential to provide education to students through distance learning programmes. This study investigated the feasibility of providing distance learning course in surgery in Malawi. The study investigated the user requirements, technical requirements and Internet connections in two teaching hospitals in Malawi. In addition the appropriateness of current course material from the Edinburgh Surgical Sciences Qualification to Malawi trainees was assessed. The study found a high degree of interest from Malawian trainees in distance learning. The provision of basic science modules such as anatomy and physiology and the ability to access journals were considered highly desirable. The current ESSQ course would require extensive re-modelling to make it suitable to an African trainee's requirements. Internet speeds remain slow and access is currently expensive. There is considerable interest in distance learning programmes in Malawi but access to them is limited partly because of slow and expensive Internet access. Understanding the needs of trainees in countries such as Malawi will allow better direction of educational aid and resources to support surgical training. Copyright © 2010 Royal College of Surgeons of Edinburgh (Scottish charity number SC005317) and Royal College of Surgeons in Ireland. Published by Elsevier Ltd. All rights reserved.

Snapshots of Student-Teachers' Experiences of DVDs in a Learner Support Programme in a Developing ODL Context

ERIC Educational Resources Information Center

Kok, Illasha; Blignaut, A. Seugnet

2014-01-01

The School of Continuing Teacher Education (SCTE) in South Africa delivers an Advanced Certificate in Education (ACE) Learner Support Programme to Open Distance Learning (ODL) students in Namibia, a developing sub-Saharan African country. This paper examines the experiences of student-teachers using DVDs included in the tutorial package. Fifteen…

The TeleEducation NB Programme Development Fund Report, 1993-1998.

ERIC Educational Resources Information Center

McGreal, Rory

The Programme Development Fund (PDF) was created to fund the design of distance education courses and programs in New Brunswick. Of the 132 projects funded, 23 were awarded to the private sector, 31 to community colleges, 62 to universities, 12 to non-profit organizations, and 4 to secondary schools. In addition to newly created jobs and the…

Teachers' Factors as Determinants of the Professional Competence of the Nigeria Certificate in Education Teachers

ERIC Educational Resources Information Center

Adetayo, Janet Oyebola

2016-01-01

The National Teachers' Institute (NTI) has been involved in training teachers for the Nigeria Certificate in Education (NCE) for over three decades through Distance Learning Programme. The quality of these teachers has been queried particularly when compared with those who run full-time NCE Programme. This study, therefore, determined the…

Teachers' Factors as Determinants of the Professional Competence of the Nigeria Certificate in Education (NCE) Teachers

ERIC Educational Resources Information Center

Adetayo, Janet Oyebola

2016-01-01

The National Teachers' Institute (NTI) has been involved in training teachers for the Nigeria Certificate in Education (NCE) for over three decades through Distance Learning Programme. The quality of these teachers has been queried particularly when compared with those who run full-time NCE Programme. This study, therefore, determined the…

A Basic Hybrid Library Support Model to Distance Learners in Sudan

ERIC Educational Resources Information Center

Abdelrahman, Omer Hassan

2012-01-01

Distance learning has flourished in Sudan during the last two decades; more and more higher education institutions offer distance learning programmes to off-campus students. Like on-campus students, distance learners should have access to appropriate library and information support services. They also have specific needs for library and…

Door of Hope or Despair: Students' Perception of Distance Education at University of Ghana

ERIC Educational Resources Information Center

Oteng-Ababio, M.

2011-01-01

Distance Education has globally become one of the important solutions for increasing admission into the universities, decongesting campuses and efficient utilization of time and space. To ensure the sustainability of the programmes' noble objectives calls for periodic re-evaluation of its modus operandi including the assessment of the perception…

A Study of Student's Attitude towards Distance Education Programme in Pakistan

ERIC Educational Resources Information Center

Gujjar, Aijaz Ahmed; Akhlaque, Muhammad; Hafeez, Muhammad Rashid

2007-01-01

The present study was undertaken to measure the attitude of the students towards teacher training programs through Distance Education offered by Allama Iqbal Open University (AIOU), Islamabad, Pakistan. To achieve the said end, the descriptive method of research was considered appropriate. The population of the study consisted of the B. Ed.…

A More Effective Way to Advertise the Distance Education Programmes: Mobile Marketing Approach

ERIC Educational Resources Information Center

Sabuncuoglu Aybar, Ayda; Gokaliler, Ebru

2011-01-01

Nowadays organizations strive to find the ways to communicate with their target audiences by using varied advertising mediums because of the developments on the information communication technologies and the globalization. In this context, like the other institutions, the distance education institutions has to execute communication activities by…

Interactivity in Distance Education: The National Open University of Nigeria (NOUN) Experience

ERIC Educational Resources Information Center

Ambe-Uva, Terhemba Nom

2006-01-01

The paper represents a study of students' experience of interactivity in distance education programmes at the National Open University of Nigeria (NOUN). Through surveys and focus groups with students, facilitators, and administrative support staff, we found out that interactivity is a key determinant of student success rate. Majority of the…

Social Patterns in Mobile Technology Mediated Collaboration among Members of the Professional Distance Education Community

ERIC Educational Resources Information Center

Laru, Jari; Jarvela, Sanna

2008-01-01

The aim of this study was to identify social patterns in mobile technology mediated collaboration among distributed members of the professional distance education community. Ten participants worked for 12 weeks designing a master's programme in information sciences. The participants' mobile technology usage activity and interview data were first…

Access and Success in Learning: Technologies for Scaling Up Open and Distance Learning Programme in the Institute of Distance Learning, KNUST, Kumasi, Ghana

ERIC Educational Resources Information Center

Essel, Rebecca; Owusu-Boateng, William

2011-01-01

ODL (Open and Distance Learning) has come to stay. In recent years, there has been some extra-ordinary increasing international interest in it and Ghana is no exception. Currently, new ways of providing education are inevitable and ODL provides an effective alternate way. It represents approaches that focus on opening access to education and…

The Absence of "E": The Role of the Internet in Two Distance Learning Programmes

ERIC Educational Resources Information Center

Mathew, David

2011-01-01

Barely 30 years on from the advent of distance learning as we recognise it today, it has already become uncommon for a learner to embark on a programme of education that does not involve frequent access to the Internet; but if a course does not revolve around the Internet, is it in any way inferior and is the learner disadvantaged? Two of the…

Providing University Education in Physical Geography across the South Pacific Islands: Multi-Modal Course Delivery and Student Grade Performance

ERIC Educational Resources Information Center

Terry, James P.; Poole, Brian

2012-01-01

Enormous distances across the vast South Pacific hinder student access to the main Fiji campus of the regional tertiary education provider, the University of the South Pacific (USP). Fortunately, USP has been a pioneer in distance education (DE) and promotes multi-modal delivery of programmes. Geography has embraced DE, but doubts remain about…

Students Perceived Value towards Quality of Distance Education in Tamil Nadu

ERIC Educational Resources Information Center

Jeyaraj, P.; Sugumar, D.; Thandavamoorthy, K.; Xavier, S. Joseph

2014-01-01

The quality of education of any distance learning programme is maintained by various ways, such as: quality of study material, internal and external evaluation, and student support methods and so on. The above aspects should be available in aspects to the Post graduate degree students. In this research Ex Post Facto research with field survey is…

The Open College of the North West, Distance Learning, and the "Open Tech" Programme.

ERIC Educational Resources Information Center

Percy, Keith; Saunders, Murray

1982-01-01

A regional program of pre-university courses in northwestern England open to adults with no entry qualifications is discussed. It uses some distance learning techniques but is investigating expansion to technical education through distance learning. The complexities and potential costs of such a substantial directional change are examined. (MSE)

Mobile Device Intervention for Student Support Services in Distance Education Context--FRAME Model Perspective

ERIC Educational Resources Information Center

Kumar, Lalita S.; Jamatia, Biplab; Aggarwal, A. K.; Kannan, S.

2011-01-01

This paper reports the findings of a study conducted to analyse the effect of mobile device intervention for student support services and to gauge its use for enhancing teaching--learning process as a future study in the context of offer of Distance Education programmes. The study was conducted with the learners of the coveted Post Graduate…

Evaluating Learners's Ability to Use Technology in Distance Education: The Case of External Degree Programme of the University of Nairobi

ERIC Educational Resources Information Center

Omito, Ouma

2016-01-01

The study was aimed at investigating the students' ability to use technology for distance education with specific reference to the University of Nairobi's External Degree Program. To achieve this, one specific objective was formulated: To find out the student teacher's readiness to accept and utilize technology for learning purposes in relation to…

International Education: A Tertiary-Level Industry Update

ERIC Educational Resources Information Center

Naidoo, Vikash

2006-01-01

Recent developments in the international education industry are notable in three respects. First, international student mobility has more than doubled in the last two decades or so. Second, programme mobility encompassing distance education has also led to new forms of cross-border education. Third, institution mobility through such commercial…

Does On-Line Distance Higher Education Pay off for Adult Learners? The Case of the Open University of Catalonia

ERIC Educational Resources Information Center

Carnoy, Martin; Rabling, Brenda Jarillo; Castano-Munoz, Jonatan; Montoliu, Josep Maria Duart; Sancho-Vinuesa, Teresa

2012-01-01

The increasing opportunities created for adults by on-line distance universities raise important issues about the payoff to such education. This study uses a unique set of survey data gathered by the Open University of Catalonia (UOC) in 2009 to estimate the earnings gains of the 2000-2003 cohorts of UOC students in six programmes of study over an…

The effect of two different interval-training programmes on physiological and performance indices.

PubMed

Sindiani, Mahmood; Eliakim, Alon; Segev, Daria; Meckel, Yoav

2017-08-01

The aim of the present study was to compare the effect of an increasing-distance, interval-training programme and a decreasing-distance, interval-training programme, matched for total distance, on aerobic and anaerobic physiological indices. Forty physical education students were randomly assigned to either the increasing- or decreasing-distance, interval-training group (ITG and DTG), and completed two similar relevant sets of tests before and after six weeks of training. One training programme consisted of increasing-distance interval-training (100-200-300-400-500 m) and the other decreasing-distance interval training (500-400-300-200-100 m). While both training programmes led to a significant improvement in VO 2 max (ES = 0.83-1.25), the improvement in the DTG was significantly greater than in the ITG (14.5 ± 3.6 vs. 7.8 ± 3.2%, p < .05). In addition, while both training programmes led to a significant improvement in all anaerobic indices (ES = 0.83-1.63), the improvements in peak power (15.7 ± 7.8 vs. 8.9 ± 4.7), mean power (10.6 ± 5.4 vs. 6.8 ± 4.4), and fatigue index (18.2 ± 10.9 vs. 7.0 ± 14.2) were significantly greater in the DTG compared to the ITG (p < .05). The main finding of the present study was that beyond the significant positive effects of both training programmes on aerobic and anaerobic fitness, the DTG showed significant superiority over the ITG in improving aerobic and anaerobic performance capabilities. Coaches and athletes should therefore be aware that, in spite of identical total work, an interval-training programme might induce different physiological impacts if the order of intervals is not identical.

Video in the Outback: An Evaluation of the Loan Video Programme in Western Australia.

ERIC Educational Resources Information Center

Hosie, Peter

This study was conducted to examine the reactions of children, parents, and teachers to the Loan Video Programme in Western Australia, which supplies videocassette recordings of the ABC (Australian Broadcasting Commission) school broadcasts to primary Distance Education Centre and School of the Air students in remote locations. Findings reported…

Problems encountered by BA Cur graduates and recommendations for enhancing learner support.

PubMed

Ehlers, V

2000-12-01

Distance education is becoming ever more important in providing continuing post basic, and especially postgraduate, education to practising professional persons, including nurses. As more and more institutions in the Republic of South Africa offer distance education courses to nurses, it is essential to take note of the positive and negative experiences of successful graduates of these programmes, in order to enhance the learning opportunities, and the success rate of nurses pursuing such distance education courses. A brief historical overview is provided about the University of South Africa (Unisa) and about the Department of Advanced Nursing Sciences at this distance education university. This background information should assist the reader in contextualising the research findings. Questionnaires were posted to all Unisa's 1998 BA Cur graduates. The research report focuses on the 1998 BA Cur (nursing) graduates' biographic data, their experiences of pursuing distance education post basic nursing courses, their positive and negative perceptions of these experiences and their recommendations for enhancing other students' success.

Reconceptualising Higher Education Pedagogy in Online Learning

ERIC Educational Resources Information Center

Green, Nicole C.; Edwards, Helen; Wolodko, Brenda; Stewart, Cherry; Brooks, Margaret; Littledyke, Ros

2010-01-01

The purpose of this collaborative inquiry project was to examine teacher education practices in two early childhood degree programmes in a school of education at a regional university in Australia. All students are enrolled in these online courses as distance learners. The reconceptualised online pedagogy immersed students, peers and their…

Science Teacher Training Programme in Rural Schools: An ODL Lesson from Zimbabwe

ERIC Educational Resources Information Center

Mhishi, Misheck; Bhukuvhani, Crispen Erinos; Sana, Abel Farikai

2012-01-01

This case study looked at 76 randomly selected preservice science teachers from Mbire and Guruve districts who were learning at the Mushumbi Centre in Zimbabwe and assessed their motivations for enrolling under the Bindura University of Science Education (BUSE)'s Virtual and Open Distance Learning (VODL) programme. It also looked at the challenges…

Remote Live Invigilation: A Pilot Study

ERIC Educational Resources Information Center

Lilley, Mariana; Meere, Jonathan; Barker, Trevor

2016-01-01

There has been a growth in online distance learning programmes in Higher Education. This has led to an increased interest in different approaches to the assessment of online distance learners, including how to enhance student authentication and reduce the potential for cheating in online tests. One potential solution for this is the use of remote…

The impact of a faculty development programme for health professions educators in sub-Saharan Africa: an archival study.

PubMed

Frantz, José M; Bezuidenhout, Juanita; Burch, Vanessa C; Mthembu, Sindi; Rowe, Michael; Tan, Christina; Van Wyk, Jacqueline; Van Heerden, Ben

2015-03-03

In 2008 the sub-Saharan FAIMER Regional Institute launched a faculty development programme aimed at enhancing the academic and research capacity of health professions educators working in sub-Saharan Africa. This two-year programme, a combination of residential and distance learning activities, focuses on developing the leadership, project management and programme evaluation skills of participants as well as teaching the key principles of health professions education-curriculum design, teaching and learning and assessment. Participants also gain first-hand research experience by designing and conducting an education innovation project in their home institutions. This study was conducted to determine the perceptions of participants regarding the personal and professional impact of the SAFRI programme. A retrospective document review, which included data about fellows who completed the programme between 2008 and 2011, was performed. Data included fellows' descriptions of their expectations, reflections on achievements and information shared on an online discussion forum. Data were analysed using Kirkpatrick's evaluation framework. Participants (n=61) came from 10 African countries and included a wide range of health professions educators. Five key themes about the impact of the SAFRI programme were identified: (1) belonging to a community of practice, (2) personal development, (3) professional development, (4) capacity development, and (5) tools/strategies for project management and/or advancement. The SAFRI programme has a positive developmental impact on both participants and their respective institutions.

Open Book Examinations in a Distance (Teacher) Education Programme: South African Teacher-Learners' Experiences

ERIC Educational Resources Information Center

Msila, Vuyisile

2011-01-01

The current post-apartheid system of education in South Africa requires students to be critical thinkers. Education institutions utilise a variety of assessment strategies; peer assessment, self-assessment, and group assessment are some of the formative assessments that are crucial in the promotion of students. This article reports on the findings…

Eliminating Language Barriers Online at European Prisons (ELBEP): A Case-Study

ERIC Educational Resources Information Center

Barkan, M.; Toprak, E.; Kumtepe, A. T.; Kumtepe, E. Genc; Ataizi, M.; Pilanci, H.; Mutlu, M. E.; Kayabas, I.; Kayabas, B. Kip

2011-01-01

ELBEP (Eliminating Language Barriers in European Prisons Through Open and Distance Education Technology) is a multilateral project funded by the European Union (EU) Lifelong Learning, Grundtvig (Adult Education) Programme. It aims to overcome language/communication problems between prison staff and foreign inmates at European prisons via online…

A Pre-Post Evaluation of OpenMinds: a Sustainable, Peer-Led Mental Health Literacy Programme in Universities and Secondary Schools.

PubMed

Patalay, Praveetha; Annis, Jennifer; Sharpe, Helen; Newman, Robbie; Main, Dominic; Ragunathan, Thivvia; Parkes, Mary; Clarke, Kelly

2017-11-01

Engaging young people in the design and delivery of mental health education could lead to more effective interventions; however, few of these interventions have been evaluated. This study aimed to gain preliminary evidence with regards to the efficacy and acceptability of OpenMinds: a peer-designed and facilitated mental health literacy programme for university and secondary school students. The programme involves a structured programme of education and training for university medical students, who then deliver workshops in secondary schools. Pre- and post-surveys were completed by 234 school students who received two workshops and 40 university medical students who completed the OpenMinds programme and delivered the workshops. The main outcomes in both groups were components of mental health literacy (non-stigmatising attitudes, knowledge, social distance and helping attitudes). Perceived teaching efficacy and interest in mental health careers (university medical students) and workshop acceptability (school students) were also examined. University and school student participation in OpenMinds was associated with significant improvements in three of four mental health literacy elements in both samples. Knowledge and attitudes improved in both samples, social distance improved only in the university sample and knowledge of helping behaviours increased in the school sample. University students' perceived teaching efficacy improved but there was no change in their reported interest in pursuing psychiatry in their career. Acceptability was high; over 70% of the school students agreed that they enjoyed the workshops and liked being taught by a university student. This study provides preliminary evidence for the acceptability and efficacy of OpenMinds as a sustainable peer-led model of mental health education for young people. The OpenMinds programme is ready for efficacy testing in a randomised trial.

Going beyond Kirkpatrick's Training Evaluation Model: The Role of Workplace Factors in Distance Learning Transfer

ERIC Educational Resources Information Center

Aluko, F. R.; Shonubi, O. K.

2014-01-01

This article emanates from a longitudinal study of the impact of a distance education programme for teacher training on graduates' job performance, in which the authors built on the findings of a previous pilot study. After using Kirkpatrick's Training Evaluation Model in a previous study, one of the authors found there to be a strong relationship…

Private Cost of Education: A Comparative Study of Distance and Campus-Based University Students in Nigeria

ERIC Educational Resources Information Center

Olakulehin, Felix K.; Panda, Santosh K.

2011-01-01

This paper examines the comparative private costs of distance and conventional (classroom-based) university students in Nigeria. A total of 200 subjects comprising students registered for the B.Sc. Computer Science and B.A. English Studies programmes at the University of Lagos, Nigeria and the National Open University of Nigeria (NOUN) were…

Student Satisfaction with a Web-Based Dissertation Course: Findings from an International Distance Learning Master's Programme in Public Health

ERIC Educational Resources Information Center

Harrison, Roger; Gemmell, Isla; Reed, Katie

2014-01-01

Introduction: Online distance learning (e-learning) is now an established method for providing higher education, in the UK and across the world. The focus has largely been on developing the technology, and less attention has been given to developing evidence-informed course provision. Thus the effectiveness of this teaching approach, and its…

Delivering Distance Education for Modern Government: The F4Gov Programme

ERIC Educational Resources Information Center

Talbot, Jon

2007-01-01

Purpose: The purpose of the paper is to describe the development and operation of an innovative, work based, distance delivered foundation degree developed by the University of Chester and the British Civil Service. The paper is both a case study in its own right but also the basis for a further quantitative and qualitative evaluation of the…

The effect of a multidisciplinary regional educational programme on the quality of colon cancer resection.

PubMed

Sheehan-Dare, G E; Marks, K M; Tinkler-Hundal, E; Ingeholm, P; Bertelsen, C A; Quirke, P; West, N P

2018-02-01

Mesocolic plane surgery with central vascular ligation produces an oncologically superior specimen following colon cancer resection and appears to be related to optimal outcomes. We aimed to assess whether a regional educational programme in optimal mesocolic surgery led to an improvement in the quality of specimens. Following an educational programme in the Capital and Zealand areas of Denmark, 686 cases of primary colon cancer resected across six hospitals were assessed by grading the plane of surgery and undertaking tissue morphometry. These were compared to 263 specimens resected prior to the educational programme. Across the region, the mesocolic plane rate improved from 58% to 77% (P < 0.001). One hospital had previously implemented optimal surgery as standard prior to the educational programme and continued to produce a high rate of mesocolic plane specimens (68%) with a greater distance between the tumour and the high tie (median for all fresh cases: 113 vs 82 mm) and lymph node yield (33 vs 18) compared to the other hospitals. Three of the other hospitals showed a significant improvement in the plane of surgical resection. A multidisciplinary regional educational programme in optimal mesocolic surgery improved the oncological quality of colon cancer specimens as assessed by mesocolic planes; however, there was no significant effect on the amount of tissue resected centrally. Surgeons who attempt central vascular ligation continue to produce more radical specimens suggesting that such educational programmes alone are not sufficient to increase the amount of tissue resected around the tumour. Colorectal Disease © 2017 The Association of Coloproctology of Great Britain and Ireland.

Online or on Campus: A Student Tertiary Education Cost Model Comparing the Two, with a Quality Proviso

ERIC Educational Resources Information Center

Ioakimidis, Marilou

2007-01-01

This paper presents the development and validation of a two-level hierarchical cost model for tertiary education, which enables prospective students to compare the total cost of attending a traditional Baccalaureate degree education with that of the same programme taken through distance e-learning. The model was validated by a sample of Greek…

Who Am I and What Keeps Me Going? Profiling the Distance Learning Student in Higher Education

ERIC Educational Resources Information Center

Baxter, Jacqueline

2012-01-01

Student retention and progression has exercised the HE sector for some time now, and there has been much research into the reasons why students drop out of Higher Education courses. (Allen, 2006; Buglear, 2009;). More recently the Higher Education Academy Grants Programme Briefing (HEFCE, 2010), outlined a number of areas that emergent project…

Information Literacy and Digital Divide: The Case of the University of Botswana Students Studying Part-Time

ERIC Educational Resources Information Center

Kgosiemang, Rose T.

2016-01-01

In Botswana, the costs and requirements to study full-time are very high. Not everyone can afford to study full-time without forfeiting their current roles, for example, in 1999 the Center for Continuing Education (CCE) in Botswana launched a Diploma in Primary Education distance education programme, to upgrade academic and professional…

Audio-Visual Media and New Technologies at the Service of Distance Education. Programme on Learner Use of Media Paper No. 16.

ERIC Educational Resources Information Center

Kirkwood, Adrian

The first of two papers in this report, "The Present and the Future of Audio-Visual Production Centres in Distance Universities," describes changes in the Open University in Great Britain. The Open University's use of television and audio materials are increasingly being distributed to students on cassette. Although transmission is still…

Creating global networks through an online engineering graduate programme

NASA Astrophysics Data System (ADS)

Murray, M. H.

2011-03-01

Internationally, the railway industry is facing a severe shortage of engineers with high-level, relevant, professional and technical knowledge and abilities, in particular amongst engineers involved in the design, construction and maintenance of railway infrastructure. A unique graduate level programme has been created to meet that global need via a fully online, distance education format. The development and operation of this Master of Engineering degree is proposed as a model of the process needed for industry-relevance, flexible delivery, international networking and professional development required for a successful graduate engineering programme in the twenty-first century. In particular, this paper demonstrates how a mix of new and more familiar technologies are utilised through a variety of tasks to overcome the huge distances and multiple time zones that separate the participants across a growing number of countries, successfully achieving close and sustained interaction amongst the participants and railway experts.

An Analysis of Challenges Faced by Students Learning in Virtual and Open Distance Learning System: A Case of Bindura University of Science Education (BUSE)

ERIC Educational Resources Information Center

Dodo, Obediah; Makwerere, David; Parwada, Matavire; Parwada, Cosmas

2013-01-01

After realizing that the traditional modes of tuition in Zimbabwe's andragogy had either gone obsolete or over-crowded, BUSE ventured into a "virtualised" model of open and distance learning as a way of out-doing other competing universities. However, as the programme was rolled out, there came a myriad of challenges affecting the…

[Development and experimentation of a health promotion and health education module in the context of an on-line distance learning programme].

PubMed

Billot, Dominique

2007-01-01

The article presents the evolution of a health promotion and health education training module within the contexts of the development of a new on-line learning programme. Relying upon validated theoretical models, each step of the module's development is explicitly described, from the needs assessment phase to the experimental one. A detailed needs assessment brings to light the limitations of a traditional distance-learning module with regard to the very specific needs of students. The learning objectives were formulated to catch up with and be more in sync with the skills and competencies held and carried out by the educators in the field. The teaching methods were selected for their attributes of being more active and more diverse. Formative evaluation is introduced and certificatory evaluation aims to corroborate with the teaching objectives. Immediate results from experimentation done in these early stages gives prominence to the added value of this new on-line module, which appears to be much more adapted to the students' needs.

Health Education Online: Issues Arising from the Development and Roll-Out of a Pilot Distance Education Programme for NHS Staff

ERIC Educational Resources Information Center

Williams, Peter; Gunter, Barrie; Nicholas, David

2006-01-01

Purpose: To evaluate a remote learning initiative involving filming live lectures and disseminating these via digital interactive television (DiTV), satellite to PC terminals and VHS cassette. This was accompanied by online learning materials. Design/methodology/approach: In-depth interviews were used for the aspects of the study reported in this…

A position paper of the EFLM Committee on Education and Training and Working Group on Distance Education Programmes/E-Learning: developing an e-learning platform for the education of stakeholders in laboratory medicine.

PubMed

Gruson, Damien; Faure, Gilbert; Gouget, Bernard; Haliassos, Alexandre; Kisikuchin, Darya; Reguengo, Henrique; Topic, Elizabeta; Blaton, Victor

2013-04-01

The progress of information and communication technologies has strongly influenced changes in healthcare and laboratory medicine. E-learning, the learning or teaching through electronic means, contributes to the effective knowledge translation in medicine and healthcare, which is an essential element of a modern healthcare system and for the improvement of patient care. E-learning also represents a great vector for the transfer knowledge into laboratory practice, stimulate multidisciplinary interactions, enhance continuing professional development and promote laboratory medicine. The European Federation of Laboratory Medicine (EFLM) has initiated a distance learning program and the development of a collaborative network for e-learning. The EFLM dedicated working group encourages the organization of distance education programs and e-learning courses as well as critically evaluate information from courses, lectures and documents including electronic learning tools. The objectives of the present paper are to provide some specifications for distance learning and be compatible with laboratory medicine practices.

Distance learning--an educational tool for developing countries.

PubMed

Dobson, M B

2000-01-01

Many anaesthetists in small hospitals and developing countries have poor access to educational materials. The use of electronic means of publication and distribution, combined with the concepts of distance learning, can lead to better levels of knowledge and clinical practice. A project based on these principles has been set up in Zimbabwe, and is proving helpful to both trainers and trainees. All District Hospitals have been visited, and trainees in them identified. A survey has been completed to identify the subject areas in which training is most necessary. Trainees have been provided with reference materials on CD-ROM which they can access by computer (each hospital has a computer). Specialist anaesthesiologists in the country are producing interactive tutorials which can be sent out by e-mail to every hospital, and these are backed up by a programme of regular visits, seminars and clinical teaching. The programme is proving helpful to both trainees and tutors, and has the potential to be used in the future in other developing countries.

Developing Civic Engagement in Distance Higher Education: A Case Study of Virtual Service-Learning (vSL) Programme in Spain

ERIC Educational Resources Information Center

García-Gutierrez, Juan; Ruiz-Corbella, Marta; Armentia, Araceli del Pozo

2017-01-01

Higher Education is demanding the need of a greater connection between its academic offer and the necessary civic engagement of the graduates. This has given Spain the opportunity, for just over a decade, to develop the methodology of service-learning, which combines both the theoretical and practical aspect of university learning with the…

A Comparison of Two Online Learning Systems

ERIC Educational Resources Information Center

Nichols, Mark

2016-01-01

Open Polytechnic is a single-mode provider of distance education with a rich history of print-based provision. Strategically, the institution is rapidly adopting an online-only approach, with some exceptions for programmes that require student contact. A recent and internal review of Moodle, the Open Polytechnic's learning management system (LMS)…

Motivating School Teachers to Learn: Can ICT Add Value?

ERIC Educational Resources Information Center

Carneiro, Roberto

2006-01-01

The article summarises the main findings from a study on school teachers who enrolled on a technology-rich graduate training programme. It features the impact of a distance education environment, strongly supported with Information and Communication Technologies (ICT), on the motivation profiles of student teachers and the acquisition of…

'Ready to hit the ground running': Alumni and employer accounts of a unique part-time distance learning pre-registration nurse education programme.

PubMed

Draper, Jan; Beretta, Ruth; Kenward, Linda; McDonagh, Lin; Messenger, Julie; Rounce, Jill

2014-10-01

This study explored the impact of The Open University's (OU) preregistration nursing programme on students' employability, career progression and its contribution to developing the nursing workforce across the United Kingdom. Designed for healthcare support workers who are sponsored by their employers, the programme is the only part-time supported open/distance learning programme in the UK leading to registration as a nurse. The international literature reveals that relatively little is known about the impact of previous experience as a healthcare support worker on the experience of transition, employability skills and career progression. To identify alumni and employer views of the perceived impact of the programme on employability, career progression and workforce development. A qualitative design using telephone interviews which were digitally recorded, and transcribed verbatim prior to content analysis to identify recurrent themes. Three geographical areas across the UK. Alumni (n=17) and employers (n=7). Inclusion criterion for alumni was a minimum of two years' post-qualifying experience. Inclusion criteria for employers were those that had responsibility for sponsoring students on the programme and employing them as newly qualified nurses. Four overarching themes were identified: transition, expectations, learning for and in practice, and flexibility. Alumni and employers were of the view that the programme equipped them well to meet the competencies and expectations of being a newly qualified nurse. It provided employers with a flexible route to growing their own workforce and alumni the opportunity to achieve their ambition of becoming a qualified nurse when other more conventional routes would not have been open to them. Some of them had already demonstrated career progression. Generalising results requires caution due to the small, self-selecting sample but findings suggest that a widening participation model of pre-registration nurse education for employed healthcare support workers more than adequately prepares them for the realities of professional practice. Copyright © 2014 Elsevier Ltd. All rights reserved.

Planning a graduate programme in public health nutrition for experienced nutrition professionals.

PubMed

Fox, Ann; Beyers, Joanne

2011-08-01

Public health renewal in Canada has highlighted the need for development and expansion of the public health nutrition workforce, particularly in northern and rural communities. The purpose of the present paper is to describe the planning of a more accessible graduate programme for experienced nutrition professionals. The planning effort was challenged by a short timeframe between programme approval and implementation and required intense collaboration with stakeholders and students. The programme planning model developed by The Health Communication Unit (THCU) at the Centre for Health Promotion was used to guide the process. This six-step model was familiar to key stakeholders and involved pre-planning, conducting a situational assessment, establishing goals and objectives, developing strategies and outcome indicators, and monitoring feedback. Resource constraints, short timelines and debates around distance education options presented challenges that were overcome by conducting a thorough needs assessment, creating an advisory committee, engaging key stakeholders in the planning process, and building on existing resources. Extensive involvement of the first cohort of students in ongoing planning and evaluation was particularly helpful in informing the evolution of the programme. The THCU planning model provided a useful framework for stakeholder collaboration and for planning and implementing the new graduate programme in public health nutrition. Preliminary data suggest that graduates are benefiting from their educational experiences through career enhancement opportunities. The evaluation strategies built into the programme design will be useful in informing ongoing programme development.

E-Learning in Science and Technology via a Common Learning Platform in a Lifelong Learning Project

ERIC Educational Resources Information Center

Priem, Freddy; De Craemer, Renaat; Calu, Johan; Pedreschi, Fran; Zimmer, Thomas; Saighi, Sylvain; Lilja, Jarmo

2011-01-01

This three-year Virtual Measurements Environment curriculum development project for higher education within the Lifelong Learning Programme of the European Union is the result of intense collaboration among four institutions, teaching applied sciences and technology. It aims to apply the principles and possibilities of evolved distance and…

Goneis.gr: Training Greek Parents on ICT and Safer Internet

NASA Astrophysics Data System (ADS)

Manouselis, Nikos; Riviou, Katerina; Palavitsinis, Nikos; Giannikopoulou, Vasiliki; Tsanakas, Panayotis

Children's use of the Internet has significantly risen in the last decade. Nevertheless, children spend a lot of time online which makes them susceptible to various threats (such as inappropriate material, offensive language, etc). Parents are the last frontier to this menace but they also need to be educated and trained in order to protect their children. Goneis.gr is an initiative launched by the Greek government that aims to educate parents on safer Internet and the use of parental control software. Parents are also entitled to distance learning courses covering basic computer skills. This paper presents the results of two separate surveys that took place in the last few months (December 2008-January 2009). The first survey targeted the parents that have completed the programme and the second one the educational providers that participate in the programme and offer the training to the beneficiaries.

Informal Learning in Action: The Domains of Music Teaching and Their Pedagogic Modes

ERIC Educational Resources Information Center

Narita, Flávia Motoyama

2017-01-01

Green's informal learning pedagogy was adapted for a mixed-mode distance education of music teachers in Brazil. Designed as an 8-week module within the Open University of Brazil programme and implemented three times, this research involved 20 tutors and 73 student teachers, across a period of 2 years. Taking the form of a…

Guided Interaction as Intercultural Learning: Designing Internationalisation into a Mixed Delivery Teacher Education Programme

ERIC Educational Resources Information Center

Spiro, Jane

2011-01-01

In this paper the process of building an international student community is explored. Strategies discussed include guided interaction within a virtual environment between home students studying in their own culture and international students studying at a distance. The context includes both the state and private sector in South East Asia, Latin…

Communication between Tutors--Students in DL: A Case Study of the Hellenic Open University

ERIC Educational Resources Information Center

Panagiotis, Anastasiades; Chrysoula, Iliadou

2010-01-01

Two-way communication between students and tutors is one of the two key factors contributing to the success of a Distance Learning programme, the other being the complete and well-designed educational package. Both elements are essential to guide students' learning. By means of this communication the tutor can facilitate the interaction of…

Analysing Interactions in a Teacher Network Forum: A Sociometric Approach

ERIC Educational Resources Information Center

Lisboa, Eliana Santana; Coutinho, Clara Pereira

2013-01-01

This article presents the sociometric analysis of the interactions in a forum of a social network created for the professional development of Portuguese-speaking teachers. The main goal of the forum, which was titled Stricto Sensu, was to discuss the educational value of programmes that joined the distance learning model in Brazil. The empirical…

Environmental engineering education enhancement

NASA Astrophysics Data System (ADS)

Caporali, E.

2012-04-01

Since higher education plays a central role in the development of both human beings and modern societies, enhancing social, cultural and economic development, active citizenship, ethical values and expertises for a sustainable growth, environment respectful, the European Commission promotes a wide range of programmes. Among the EC programmes, the TEMPUS - Trans European Mobility Programme for University Studies, with the support of the DG EAC of the European Commission, has contributed to many aspects of general interest for higher education. Curricula harmonization, LifeLong Learning Programme development, ICT use, quality assessment, accreditation, innovation learning methods, growth of networks of institutions trusting each other, are the focused aspects. Such a solid cooperation framework is surely among the main outcomes of the TEMPUS Projects leaded by the University of Firenze UNIFI (Italy), DEREC - Development of Environment and Resources Engineering Curriculum (2005-2008), and its spin-off DEREL - Development of Environment and Resources Engineering Learning (2010-2013), and VICES - Videoconferencing Educational Services (2009-2012). DEREC and DEREL TEMPUS projects, through the co-operation of Universities in Italy, Austria, Germany, Greece, Macedonia, Albania and Serbia, are aimed at the development of first and second level curricula in "Environment and Resources Engineering" at the Ss. Cyril and Methodius University - UKIM Skopje (MK). In the DEREC Project the conditions for offering a joint degree title in the field of Environmental Engineering between UNIFI and UKIM Skopje were fulfilled and a shared educational programme leading to the mutual recognition of degree titles was defined. The DEREL project, as logical continuation of DEREC, is aimed to introduce a new, up-to-date, postgraduate second level curriculum in Environment and Resources Engineering at UKIM Skopje, University of Novi Sad (RS) and Polytechnic University of Tirana (AL). following the criteria and conditions for setting up a Joint Postgraduate Degree. A second objective foreseen the implementation of a sustainable regional network aimed at: offering lifelong learning seminars for environment and resources engineering education and training of interested stakeholders; organizing workshops focused on strengthening the links in the knowledge triangle: environment education-innovation-research, with participation of postgraduate students, public services, enterprises and NGO's. The strength of the knowledge triangle implies new educational requirements, stimulated by innovative telecommunication technologies together with novel educational materials and methodologies, and lead the development of distance learning environment. In order to provide the basis of distance learning environments based on video conferencing systems and the methodology of blended learning courses, the TEMPUS Project VICES - Videoconferencing Educational Services (2009-2012) was carried out by UNIFI with the cooperation of consortium members which includes Universities in Italy, Belgium, Hungary, Macedonia, Albania and Serbia. Within ViCES, a case study implemented in the framework of DEREC project, confirmed the positive impacts of videoconference systems within the educational context, i.e. intensification of cooperation among different education and research institutions; sharing for students and teachers of educational expertise and methods with foreign colleagues; sharing experiences and case studies as well as objectives and results in the framework of both education and research activities.

Evaluating Work-Based Learning: Insights from an Illuminative Evaluation Study of Work-Based Learning in a Vocational Qualification

ERIC Educational Resources Information Center

van Rensburg, Estelle

2008-01-01

This article outlines an illuminative evaluation study of the work-based module in a vocational qualification in Animal Health offered for the paraveterinary industry by a distance education institution in South Africa. In illuminative evaluation, a programme is studied by qualitative methods to gain an in-depth understanding of its…

Expanding Access for Training of Science Teachers through ODL: A Case Study of University of Lagos, Nigeria

ERIC Educational Resources Information Center

Okunuga, A. O.; Olaoluniyi, O.; Opara, A. I.

2013-01-01

Rising up to the challenge of shortage of middle manpower in Nigeria, the University of Lagos established the Correspondence and Open Studies Unit (COSU), now Distance Learning Institute DLI). Accounting, Business Administration and Science-Education were the pilot courses at the B.Sc. level. The Special Entry Preparatory Programme (SEPP) was…

TBT: Telecommunications-Based Training in the 90s (DELTA Programme--Action Line III). Proceedings of the Workshop (Madrid, Spain, January 21-22, 1991).

ERIC Educational Resources Information Center

Commission of the European Communities, Brussels (Belgium).

This report contains a collection of papers presented at a workshop on telecommunications-based training systems as part of the DELTA (Developing European Learning through Technological Advance) Action Line III, which addressed research in telecommunications for open and distance education. The following presentations are included: (1)…

An evaluation of an attendance monitoring system for undergraduate nursing students.

PubMed

Doyle, Louise; O'Brien, Frances; Timmins, Fiona; Tobin, Gerard; O'Rourke, Frank; Doherty, Lena

2008-03-01

Internationally the preparation and ongoing education of nurses continues to evolve in response the changing nature of both nursing and health care. The move into third level structures that has taken place in countries such as the UK and the Republic of Ireland, results in new challenges to the historical fabric of nurse education. One such challenge is monitoring of nursing students' attendance. Viewed by students as a patriarchal and draconian measure, the nursing profession historically value their ability to ensure the public and professional bodies that nursing students fully engage with educational programmes. University class sizes and the increased perception of student autonomy can negate against formalised monitoring systems. This paper reports on an evaluation of one such monitoring system. The findings revealed that attendance was recognised implicitly by nurse educators as an important learning activity within these programmes results and that current methods employed were less than reliable and so did little to appropriately control the phenomenon. Subsequent to the evaluation; a standardised approach to the measurement of absenteeism was employed. Deliberate short-term absence was a feature of this group. Reasons cited included travelling long distances, dissatisfaction with programme timetables and personal reasons. Preventative measures employed included improvement in student timetable delivery.

Developing government policies for distance education: Lessons learnt from two Sri Lankan case studies

NASA Astrophysics Data System (ADS)

Liyanagunawardena, Tharindu Rekha; Adams, Andrew A.; Rassool, Naz; Williams, Shirley A.

2014-12-01

Education, especially higher education, is considered vital for maintaining national and individual competitiveness in the global knowledge economy. Following the introduction of its "Free Education Policy" as early as 1947, Sri Lanka is now the best performer in basic education in the South Asian region, with a remarkable record in terms of high literacy rates and the achievement of universal primary education. However, access to tertiary education is a bottleneck, due to an acute shortage of university places. In an attempt to address this problem, the government of Sri Lanka has invested heavily in information and communications technologies (ICTs) for distance education. Although this has resulted in some improvement, the authors of this article identify several barriers which are still impeding successful participation for the majority of Sri Lankans wanting to study at tertiary level. These impediments include the lack of infrastructure/resources, low English language proficiency, weak digital literacy, poor quality of materials and insufficient provision of student support. In the hope that future implementations of ICT-enabled education programmes can avoid repeating the mistakes identified by their research in this Sri Lankan case, the authors conclude their paper with a list of suggested policy options.

Identifying needs and barriers to diabetes education in patients with diabetes.

PubMed

Rafique, Ghazala; Shaikh, Furqan

2006-08-01

To assess the needs, awareness and barriers to diabetes education for self management and to facilitate the initiation of an education programme promoting self care among diabetics and their families. A qualitative study was conducted among adult diabetics attending outpatient clinics in a tertiary care teaching hospital in Karachi, Pakistan. Semi-structured interviews were conducted on 27 subjects (11 men; 16 women) to identify dominant themes and priority issues. Participants displayed great deal of variation with respect to level of knowledge and motivation for education. Most believed that diabetes was caused by stress. Family was perceived to be a source of positive support. Relative ease of adherence to pharmacological regimens as compared to diet and exercise was reported. Participants expressed frustration at chronicity of disease and fear of developing certain specific complications and inheritance by their children. Barriers to enhancing knowledge included 'No need for further information', distance from training institutions and other priorities. Knowledge, beliefs and fears about diabetes, family influence and accessibility of healthcare, affects management behaviours and learning. Understanding needs and expectations of people with diabetes is essential in initiating and improving the outcomes of education programme for diabetes self care.

Teaching Science and Technology via Online Distance Learning: The Experience of Teaching Biostatistics in an Online Master of Public Health Programme

ERIC Educational Resources Information Center

Gemmell, Isla; Sandars, John; Taylor, Stewart; Reed, Katie

2011-01-01

This paper describes the development and teaching of a biostatistics module within a fully online distance learning Master of Public Health (MPH) programme at the University of Manchester. The MPH programme caters for students from over 40 countries worldwide and all materials are delivered via the Blackboard virtual learning environment. In this…

Developing the European Center of Competence on VVER-type nuclear power reactors

NASA Astrophysics Data System (ADS)

Geraskin, Nikolay; Pironkov, Lyubomir; Kulikov, Evgeny; Glebov, Vasily

2017-09-01

This paper presents the results of the European educational projects CORONA and CORONA-II which are dedicated to preserving and further developing nuclear knowledge and competencies in the area of VVER-type nuclear power reactors technologies (Water-Water Energetic Reactor, WWER or VVER). The development of the European Center of Competence for VVER-technology is focused on master's degree programmes. The specifics of a systematic approach to training in the area of VVER-type nuclear power reactors technologies are analysed. This paper discusses enhancement of the training opportunities of the European Center that have arisen from advances in methodology and distance education. With a special attention paid to the European Nuclear Education Network (ENEN), the possibilities of further development of the international cooperation between European countries and educational institutions are examined.

Meeting Teacher Expectations in a DL Professional Development Programme--A Case Study for Sustained Applied Competence as Programme Outcome

ERIC Educational Resources Information Center

Kruger, Cornè Gerda; Van Rensburg, Ona Janse; De Witt, Marike W.

2016-01-01

Meeting teacher expectations for a professional development programme (PDP) is expected to strengthen sustainable applied competence as programme outcome since teachers will be more motivated to apply the programme content in practice. A revised distance learning (DL) programme was augmented by a practical component comprising a work-integrated…

Strategies for teaching nursing research online.

PubMed

Moore, P; Hart, L

2004-06-01

Nursing, like many disciplines in university settings, is experiencing increasing demand for online courses. Development and implementation of online courses with the quality of education nursing students experience in traditional classroom settings, is essential to maintaining integrity of the educational process. Nursing research has been offered in the online format in the RN-BSN programme for 2 years. This course has an average enrolment of 80 to 90 students each semester. This article presents strategies used in teaching an RN-BSN nursing research course online. Feedback from faculty and students indicates that these strategies have been successful in facilitating this writing intensive course through distance learning.

Continuing professional development crediting system for specialists in laboratory medicine within 28 EFLM national societies.

PubMed

Topic, Elizabeta; Beletic, Andjelo; Zima, Tomas

2013-01-01

Continuing professional development (CPD) with corresponding crediting system is recognized as essential for the laboratory medicine specialists to provide optimal service for the patients. Article presents results of the survey evaluating current CPD crediting practice among members of European Federation of Clinical Chemistry and Laboratory Medicine (EFLM). A questionnaire had been forwarded to presidents/national representatives of all EFLM members, with invitation to provide information about CPD programmes and crediting policies, as well as feedback on individual CPD categories, through scoring their relevance. Complete or partial answers were received from 28 of 38 members. In 23 countries, CPD programmes exist and earn credits, with 19 of them offering access to non-medical scientists. CPD activities are evaluated in all participating countries, regardless to the existence of an official CPD programme. Among participating members with mandatory specialists' licensing (22/28), CPD is a prerequisite for relicensing in 13 countries. Main categories recognized as CPD are: continuing education (24 countries), article/book (17/14 countries) authorship and distance learning (14 countries). The highest median score of relevance (20) is allocated to professional training, editor/authorship and official activities in professional organizations, with the first category showing the least variation among scores. Majority of EFLM members have developed CPD programmes, regularly evaluated and accompanied by crediting systems. Programmes differ in accessibility for non-medical scientists and impact on relicensing eligibility. Continuing education, authorship and e-learning are mainly recognized as CPD activities, although the professional training is appreciated as the most important individual CPD category.

Continuing professional development crediting system for specialists in laboratory medicine within 28 EFLM national societies

PubMed Central

Topic, Elizabeta; Beletic, Andjelo; Zima, Tomas

2013-01-01

Introduction: Continuing professional development (CPD) with corresponding crediting system is recognized as essential for the laboratory medicine specialists to provide optimal service for the patients. Article presents results of the survey evaluating current CPD crediting practice among members of European Federation of Clinical Chemistry and Laboratory Medicine (EFLM). Materials and methods: A questionnaire had been forwarded to presidents/national representatives of all EFLM members, with invitation to provide information about CPD programmes and crediting policies, as well as feedback on individual CPD categories, through scoring their relevance. Results: Complete or partial answers were received from 28 of 38 members. In 23 countries, CPD programmes exist and earn credits, with 19 of them offering access to non-medical scientists. CPD activities are evaluated in all participating countries, regardless to the existence of an official CPD programme. Among participating members with mandatory specialists’ licensing (22/28), CPD is a prerequisite for relicensing in 13 countries. Main categories recognized as CPD are: continuing education (24 countries), article/book (17/14 countries) authorship and distance learning (14 countries). The highest median score of relevance (20) is allocated to professional training, editor/authorship and official activities in professional organizations, with the first category showing the least variation among scores. Conclusions: Majority of EFLM members have developed CPD programmes, regularly evaluated and accompanied by crediting systems. Programmes differ in accessibility for non-medical scientists and impact on relicensing eligibility. Continuing education, authorship and e-learning are mainly recognized as CPD activities, although the professional training is appreciated as the most important individual CPD category. PMID:24266304

Increasing health worker capacity through distance learning: a comprehensive review of programmes in Tanzania.

PubMed

Nartker, Anya J; Stevens, Liz; Shumays, Alyson; Kalowela, Martin; Kisimbo, Daniel; Potter, Katy

2010-12-31

Tanzania, like many developing countries, faces a crisis in human resources for health. The government has looked for ways to increase the number and skills of health workers, including using distance learning in their training. In 2008, the authors reviewed and assessed the country's current distance learning programmes for health care workers, as well as those in countries with similar human resource challenges, to determine the feasibility of distance learning to meet the need of an increased and more skilled health workforce. Data were collected from 25 distance learning programmes at health training institutions, universities, and non-governmental organizations throughout the country from May to August 2008. Methods included internet research; desk review; telephone, email and mail-in surveys; on-site observations; interviews with programme managers, instructors, students, information technology specialists, preceptors, health care workers and Ministry of Health and Social Welfare representatives; and a focus group with national HIV/AIDS care and treatment organizations. Challenges include lack of guidelines for administrators, instructors and preceptors of distance learning programmes regarding roles and responsibilities; absence of competencies for clinical components of curricula; and technological constraints such as lack of access to computers and to the internet. Insufficient funding resulted in personnel shortages, lack of appropriate training for personnel, and lack of materials for students.Nonetheless, current and prospective students expressed overwhelming enthusiasm for scale-up of distance learning because of the unique financial and social benefits offered by these programs. Participants were retained as employees in their health care facilities, and remained in their communities and supported their families while advancing their careers. Space in health training institutions was freed up for new students entering in-residence pre-service training. A blended print-based distance learning model is most feasible at the national level due to current resource and infrastructure constraints. With an increase in staffing; improvement of infrastructure, coordination and curricula; and decentralization to the zonal or district level, distance learning can be an effective method to increase both the skills and the numbers of qualified health care workers capable of meeting the health care needs of the Tanzanian population.

Increasing health worker capacity through distance learning: a comprehensive review of programmes in Tanzania

PubMed Central

2010-01-01

Background Tanzania, like many developing countries, faces a crisis in human resources for health. The government has looked for ways to increase the number and skills of health workers, including using distance learning in their training. In 2008, the authors reviewed and assessed the country's current distance learning programmes for health care workers, as well as those in countries with similar human resource challenges, to determine the feasibility of distance learning to meet the need of an increased and more skilled health workforce. Methods Data were collected from 25 distance learning programmes at health training institutions, universities, and non-governmental organizations throughout the country from May to August 2008. Methods included internet research; desk review; telephone, email and mail-in surveys; on-site observations; interviews with programme managers, instructors, students, information technology specialists, preceptors, health care workers and Ministry of Health and Social Welfare representatives; and a focus group with national HIV/AIDS care and treatment organizations. Results Challenges include lack of guidelines for administrators, instructors and preceptors of distance learning programmes regarding roles and responsibilities; absence of competencies for clinical components of curricula; and technological constraints such as lack of access to computers and to the internet. Insufficient funding resulted in personnel shortages, lack of appropriate training for personnel, and lack of materials for students. Nonetheless, current and prospective students expressed overwhelming enthusiasm for scale-up of distance learning because of the unique financial and social benefits offered by these programs. Participants were retained as employees in their health care facilities, and remained in their communities and supported their families while advancing their careers. Space in health training institutions was freed up for new students entering in-residence pre-service training. Conclusions A blended print-based distance learning model is most feasible at the national level due to current resource and infrastructure constraints. With an increase in staffing; improvement of infrastructure, coordination and curricula; and decentralization to the zonal or district level, distance learning can be an effective method to increase both the skills and the numbers of qualified health care workers capable of meeting the health care needs of the Tanzanian population. PMID:21194417

A Three Month Home Exercise Programme Augmented with Nordic Poles for Patients with Intermittent Claudication Enhances Quality of Life and Continues to Improve Walking Distance and Compliance After One Year.

PubMed

Oakley, C; Spafford, C; Beard, J D

2017-05-01

The objective of this study was to collect 1 year follow-up information on walking distance, speed, compliance, and cost in patients with intermittent claudication who took part in a previously reported 12 week randomised clinical trial of a home exercise programme augmented with Nordic pole walking versus controls who walked normally. A second objective was to look at quality of life and ankle brachial pressure indices (ABPIs) after a 12 week augmented home exercise programme. Thirty-two of the 38 patients who completed the original trial were followed-up after 6 and 12 months. Frequency, duration, speed, and distance of walking were recorded using diaries and pedometers. A new observational cohort of 29 patients was recruited to the same augmented home exercise programme. ABPIs, walking improvement, and quality of life questionnaire were recorded at baseline and 12 weeks (end of the programme). Both groups in the follow-up study continued to improve their walking distance and speed over the following year. Compliance was excellent: 98% of the augmented group were still walking with poles at both 6 and 12 months, while 74% of the control group were still walking at the same point. The augmented group increased their mean walking distance to 17.5 km by 12 months, with a mean speed of 4.2 km/hour. The control group only increased their mean walking distance from 4.2 km to 5.6 km, and speed to 3.3 km/hour. Repeated ANOVA showed the results to be highly significant (p = .002). The 21/29 patients who completed the observational study showed a statistically significant increase in resting ABPIs from baseline (mean ± SD 0.75 ± 0.12) to week 12 (mean ± SD 0.85 ± 0.12) (t = (20) -8.89, p = .000 [two-tailed]). All their walking improvement and quality of life parameters improved significantly (p = .002 or less in the six categories) over the same period and their mean health scores improved by 79%. Following a 12 week augmented home exercise programme, most patients with intermittent claudication continued to significantly improve their walking distance and walking speed at 1 year compared with normal walking. Quality of life and ABPIs improved significantly after only 12 weeks and it is postulated that the improvement in ABPI was due to collateral development. These results justify the belief that an augmented home exercise programme will be as clinically effective as existing supervised exercise programmes, with the added benefits of lower cost and better compliance. Funding for a multicentre trial comparing an augmented home exercise programme with existing supervised exercise programme is now urgently required. Copyright © 2017 European Society for Vascular Surgery. Published by Elsevier Ltd. All rights reserved.

Adult Learners, Tutors and the Challenge of Assessment at a Distance

ERIC Educational Resources Information Center

Stephens, Simon; O'Donnell, David; McCusker, Paul

2007-01-01

This article explores the experiences of adult learners and tutors on a particular externally assessed distance-learning degree programme. On this programme, assignments are set, reviewed and graded independently of the on-site tutor by the external awarding body. An analysis of eight interviews with four tutors and four graduates from one such…

Investigating the effect of distance between the teacher and learner on the student perception of a neuroanatomical near-peer teaching programme.

PubMed

Stephens, Jonny R; Hall, Samuel; Andrade, Matheus Gesteira; Border, Scott

2016-12-01

Near-peer teaching (NPT) is a highly valuable resource for the education of medical undergraduates with benefits to the students, teachers themselves, and the faculty. To maximise the effectiveness of such teaching programmes, the aim of this study was to determine how the student learning experience, and underpinning social and cognitive congruencies changes as the learner-teacher distance increases. Second-year medical students at the University of Southampton participated in a series of neuroanatomy, extra-curricular revision sessions taught by the third-, fourth-, and fifth-year medical students and junior doctors. The students completed a validated questionnaire after the session rating various aspects of the teaching. Although all teachers delivered sessions that we rated highly with a mean perceived gain in knowledge of 18 % amongst all students, it was found that the third- and fourth-year medical students delivered a session that was rated significantly better than the fifth-year students and junior doctors across all, but one areas of feedback. We believe that these findings may be explained by the diminishing social and cognitive congruencies shared between learner and teacher with increasing distance. From our results, we hypothesise that graduation is an important threshold, where there is a significant drop in congruencies between the learner and teacher, therefore, having a significant impact on the perception of the NPT session.

Education on Risk Management with Gender Equity: Experiences in United Nations Development Programme (UNDP) courses using on-site education and synchronous technologies for distance education

NASA Astrophysics Data System (ADS)

Cepeda, J.; Marroquín, W.; Villar, Y.

2009-04-01

The experiences in two Risk Management courses organised by the Universidad Centroamericana "José Simeón Cañas" (UCA) and the "América Latina Genera" project of the BCPR-UNDP (Bureau for Crisis Prevention and Recovery of the United Nations Development Programme) are presented focusing on the design of teaching material and the selection and use of information-communication technologies (ICT) during the learning process. The organisation of these courses has posed three main challenges: the integration of a gender-equity approach in a subject that has traditionally lacked of it, the preparation of specialised teaching material for an audience with varied backgrounds and experience, and a widespread distribution of students and lecturers in different countries and with significant differences in ICT resources. These courses have combined tutorials, video-conferences, forums, chats, a media centre with video and podcast, and other resources to allow a close follow-up of the students' progress and strengthen the learning process. A specialised database of information within the "América Latina Genera" project has also been used intensively. Even though the building of capacity has been important, the emphasis of the courses has been on the practical application of projects in the students' work environment and in other real situations. The first course took place between June and December 2008 and consisted of a combination of on-site and distance education. The 15 students that registered the course included officials of local and central government institutions, private consultants, university staff and members of non-governmental organisations. Lecturers from the United States Geological Survey and the International Centre for Geohazards broadcasted videoconferences from the United States and Norway, respectively. The second course started in November 2008 and is scheduled to finish in February 2009. This course has been fully developed using distance education. The synchronous technology that has been used is web conferencing. The total registration for this course was 35 students who have participated in lectures from their locations in Argentina, Cuba, Dominican Republic, El Salvador, Guatemala, Panama, Peru and Uruguay. The lectures for this course have been broadcasted from locations in El Salvador and Norway.

Epidemiology of road traffic crashes among long distance drivers in Ibadan, Nigeria.

PubMed

Adejugbagbe, Adewale Moses; Fatiregun, Akinola Ayoola; Rukewe, Ambrose; Alonge, Temitope

2015-06-01

Road Traffic Crashes (RTCs) are major causes of morbidity and mortality in Nigeria. Few studies in Ibadan have focused on the distribution and determinants of RTC among long distance drivers. To describe the distribution of crashes by place, times of occurrence, characteristics of persons involved and identify associated factors. A cross-sectional study was carried out among consenting long distance drivers within selected parks in Ibadan. Respondents (592) were males, with median age of 42.0 years (range 22.0-73.0 years). Secondary education was the highest level of education attained by 38.0%. About 34.0% reported current use of alcohol. The life-time prevalence of crashes was 35.3% (95% CI= 31.5-39.2%) and 15.9% (95% CI=13.1-19.0%) reported having had at least one episode of crash in the last one year preceding the study. The crash occurred mainly on narrow roads [32/94 (34.0%,)] and bad portions of tarred roads [35/94 (37.2%,)] with peak of occurrence on Saturdays 18/94 (19.1%,). Significantly higher proportions of drivers aged ≤39years (23.4%) versus >39years (11.7%), those with no education (29.9%) versus the educated (13.8%) and those who reported alcohol use (21.9%) versus non users (12.8%) were involved in crashes in the year preceding the study. Significant predictor of the last episode of crashes in the last one year were age (OR=2.2, 95% CI=1.4-3.5), education (OR=2.7, 95% CI=1.5-4.6) and alcohol use (OR=1.8, 95% CI=1.2-3.0). Road traffic crashes occurred commonly on bad roads, in the afternoon and during weekends, among young and uneducated long-distance drivers studied. Reconstruction of bad roads and implementation of road safety education programmes aimed at discouraging the use of alcohol and targeting the identified groups at risk are recommended.

E-learning based distance education programme on Remote Sensing and Geoinformation Science - An initiative of IIRS

NASA Astrophysics Data System (ADS)

Karnatak, H.; Raju, P. L. N.; Krishna Murthy, Y. V. N.; Srivastav, S. K.; Gupta, P. K.

2014-11-01

IIRS has initiated its interactive distance education based capacity building under IIRS outreach programme in year 2007 where more than 15000+ students were trained in the field of geospatial technology using Satellite based interactive terminals and internet based learning using A-View software. During last decade the utilization of Internet technology by different user groups in the society is emerged as a technological revaluation which has directly affect the life of human being. The Internet is used extensively in India for various purposes right from entrainment to critical decision making in government machinery. The role of internet technology is very important for capacity building in any discipline which can satisfy the needs of maximum users in minimum time. Further to enhance the outreach of geospatial science and technology, IIRS has initiated e-learning based certificate courses of different durations. The contents for e-learning based capacity building programme are developed for various target user groups including mid-career professionals, researchers, academia, fresh graduates, and user department professionals from different States and Central Government ministries. The official website of IIRS e-learning is hosted at http://elearning.iirs.gov.in. The contents of IIRS e-learning programme are flexible for anytime, anywhere learning keeping in mind the demands of geographically dispersed audience and their requirements. The program is comprehensive with variety of online delivery modes with interactive, easy to learn and having a proper blend of concepts and practical to elicit students' full potential. The course content of this programme includes Image Statistics, Basics of Remote Sensing, Photogrammetry and Cartography, Digital Image Processing, Geographical Information System, Global Positioning System, Customization of Geospatial tools and Applications of Geospatial Technologies. The syllabus of the courses is as per latest developments and trends in geo-spatial science and technologies with specific focus on Indian case studies for geo-spatial applications. The learning is made available through interactive 2D and 3D animations, audio, video for practical demonstrations, software operations with free data applications. The learning methods are implemented to make it more interactive and learner centric application with practical examples of real world problems.

Supporting Capacity Building in Health Service Provision in Eritrea via Distance Learning Master's Programmes: The Challenges and Rewards

ERIC Educational Resources Information Center

Corlett, Joanne; Martindale, Linda

2017-01-01

A qualitative study investigating the experiences and effects on practice of Eritrean healthcare professionals studying for a postgraduate degree by distance learning is reported. The programme is delivered via online learning together with in-country teaching visits. Two focus group discussions with 19 postgraduate students were conducted. Online…

Flexible learning: Evaluation of an international distance education programme designed to build the learning and teaching capacity of nurse academics in a developing country.

PubMed

Lewis, Peter A; Tutticci, Naomi F; Douglas, Clint; Gray, Genevieve; Osborne, Yvonne; Evans, Katie; Nielson, Catherine M

2016-11-01

The professional development of nurse academics has been high on the agenda in many of the Asia-Pacific's developing countries including Vietnam. In collaboration with the Vietnamese Nurses Association, an Australian university designed and delivered a distance learning programme (DLP). The DLP sought to build academic capacity with a specific focus on the skills required to develop, implement and deliver a new national nursing curriculum. This paper will describe the design and delivery of the DLP as well as report on programme evaluation survey findings. Of the 175 surveys administered 112 were returned yielding a response rate of 64%. The majority of Vietnamese nurse academics identified all DLP modules as 'very well' designed and easy to learn from (range 63.9%-84.2%). Predominantly, academics also found the module content to be 'of great use' to their professional practice (range 73%-89.5%). Asked specifically about the benefit of the DLP online discussions, 106 (95.5%) participants stated they found the online discussions to be of use. An explanatory comment was also requested to explore this question and responses yielded three themes: 'networking and collaboration'; 'acquiring new knowledge'; and 'improving English'. When asked if they had changed their academic practice as a result of DLP participation, 105 (94.6%) academics stated they had - change was focussed on student centred learning and building a staff community of practice. While these study results indicate the DLP to be successful, it will be how Vietnamese academics utilise and build these skills which will measure the real success of the programme in the future. Copyright © 2016 Elsevier Ltd. All rights reserved.

Mechanism of F2F Student Support in Open and Distance Learning System: Indian Experience

ERIC Educational Resources Information Center

Dimri, Anil K.

2015-01-01

Present paper seeks to analyse the system of face to face programme delivery adopted by Indira Gandhi National Open University (IGNOU) for its distance learners over a period of two and half decades. The paper also analysed that with the growth in student enrolment, new schemes of face to face programme delivery was developed and implemented and…

Public health nutrition capacity: assuring the quality of workforce preparation for scaling up nutrition programmes.

PubMed

Shrimpton, Roger; du Plessis, Lisanne M; Delisle, Hélène; Blaney, Sonia; Atwood, Stephen J; Sanders, David; Margetts, Barrie; Hughes, Roger

2016-08-01

To describe why and how capacity-building systems for scaling up nutrition programmes should be constructed in low- and middle-income countries (LMIC). Position paper with task force recommendations based on literature review and joint experience of global nutrition programmes, public health nutrition (PHN) workforce size, organization, and pre-service and in-service training. The review is global but the recommendations are made for LMIC scaling up multisectoral nutrition programmes. The multitude of PHN workers, be they in the health, agriculture, education, social welfare, or water and sanitation sector, as well as the community workers who ensure outreach and coverage of nutrition-specific and -sensitive interventions. Overnutrition and undernutrition problems affect at least half of the global population, especially those in LMIC. Programme guidance exists for undernutrition and overnutrition, and priority for scaling up multisectoral programmes for tackling undernutrition in LMIC is growing. Guidance on how to organize and scale up such programmes is scarce however, and estimates of existing PHN workforce numbers - although poor - suggest they are also inadequate. Pre-service nutrition training for a PHN workforce is mostly clinical and/or food science oriented and in-service nutrition training is largely restricted to infant and young child nutrition. Unless increased priority and funding is given to building capacity for scaling up nutrition programmes in LMIC, maternal and child undernutrition rates are likely to remain high and nutrition-related non-communicable diseases to escalate. A hybrid distance learning model for PHN workforce managers' in-service training is urgently needed in LMIC.

Strengthening environmental and educational nutrition programmes in worksite cafeterias and supermarkets in The Netherlands.

PubMed

Steenhuis, I H; Van Assema, P; Glanz, K

2001-03-01

The purpose of this study was to assess conditions for the adoption and continued implementation of different healthy nutrition programmes in worksite cafeterias and supermarkets, i.e. an educational programme and two environmental programmes (a food labelling programme and a food supply programme). Twenty semi-structured interviews were conducted with representatives of worksite cafeterias and supermarkets. Concepts of theories of diffusion were used as a framework for the study. Questions were formulated about the attributes of the innovation, and organizational and personal characteristics that might influence programme adoption and implementation. Results indicated that educational and environmental programmes in both worksite cafeterias and supermarkets should meet specific requirements regarding programme design, methods and materials in order to be adopted and implemented. Besides, some important implementation strategies of the educational and environmental programmes were identified. It is concluded that it seems feasible to conduct educational and environmental intervention programmes in worksite cafeterias and supermarkets, but that certain conditions for adoption and continued implementation have to be met. Based on the implications of this study, the development of an educational programme, a labelling programme and a food supply programme was completed.

Improving access to services and interactions with clients in Guatemala: the value of distance learning.

PubMed

Brambila, Carlos; Lopez, Felipe; Garcia-Colindres, Julio; Donis, Marco Vinicio

2005-04-01

To develop and test a distance-learning programme to improve the quality and efficiency of family planning services in Guatemala. The setting was rural family planning services in Guatemala. The study design was quasi-experimental with one intervention and one control group and with pre- and post-intervention measures. Two staff members from each of 20 randomly selected health districts were trained as leaders of the training programme. In turn, the 40 trainers trained a total of 240 service providers, under the supervision of four health area facilitators. The results were compared with 20 randomly selected control health districts. The intervention was a distance-learning programme including 40 in-class hours followed by 120 inservice practice hours spread over a 4-month period. Distinctively, the programme used a cascade approach to training, intensive supervision, and close monitoring and evaluation. Patient flow analysis was used to determine number of contacts, waiting times, and the interaction time between service providers and clients. Consultation observations were used to assess the quality and completeness of reproductive health information and services received by clients. The intervention showed a positive impact on reducing the number of contacts before the consultation and client waiting times. More complete services and better quality services were provided at intervention clinics. Some, but not all, of the study objectives were attained. The long-term impact of the intervention is as yet unknown. Distance-learning programmes are an effective methodology for training health professionals in rural areas.

An Evaluation of the Use of Voice Boards, E-Book Readers and Virtual Worlds in a Postgraduate Distance Learning Applied Linguistics and TESOL Programme

ERIC Educational Resources Information Center

Rogerson-Revell, Pamela; Nie, Ming; Armellini, Alejandro

2012-01-01

We researched the incorporation of three learning technologies (voice boards, i.e. voice-based discussion boards, e-book readers, and Second Life virtual world), into the Master's Programme in Applied Linguistics and Teaching English to Speakers of Other Languages offered by distance learning at the University of Leicester. This small-scale study…

The implications of UPE for teacher education

NASA Astrophysics Data System (ADS)

Thompson, A. R.; Greenland, J. J.

1983-06-01

The huge and sudden increase in the demand for qualified teachers which UPE has occasioned is obliging many countries to develop alternatives to conventional initial training, notably `distance' programmes and the use of headteachers as trainers of their staff. Universal primary, but not secondary, education also implies changing the content of the training curriculum. All these innovations should not be viewed as threatening constraints but as opportunities for progress towards a policy of lifelong professional development. Features of such a policy would include a review of the respective contributions of initial, induction and inservice training, school-based and school-focussed alternatives to `the course', a concern with the cost-effectiveness of different strategies, and the active involvement of teachers in their own training.

A suicide education programme for nurses to educate the family caregivers of suicidal individuals: a longitudinal study.

PubMed

Sun, Fan-Ko; Chiang, Chun-Ying; Yu, Pei-Jane; Lin, Ching-Hsing

2013-10-01

Family members lack the ability to care for suicidal relatives. Nurses have a responsibility to improve family members' ability to care for their suicidal relatives. The aims of this study were to design a suicide education programme for nurses to educate family caregivers and to evaluate the longitudinal (12 months after the educational programme) effects of a suicide care education programme on the ability of families to care for suicidal relatives. A randomised controlled trial was conducted. The study population (n=61) was composed of the family caregivers of suicidal individuals. Several caregivers (n=26) were randomly allocated to an experimental group who attended a two-hour suicide care education programme, and the other caregivers (n=35) represented a control group who did not attend the education programme. All of the participants were given a questionnaire at baseline, 3 months, and 12 months during the period from 2009 to 2011. The results of the longitudinal effects of the suicide care education programme demonstrated that there were statistically significant differences after the educational programme as compared to before the programme with regard to "seeking assistance from resources" and the ability to care for those who were once suicidal. The longitudinal results of both groups showed that there was a significant difference in terms of "caring ability" at 12 months. The results of a multiple linear regression analysis indicated that evaluations performed at the three-month time point were able to effectively predict success in "seeking assistance from resources", "caring ability"; caring ability was also significantly improved among those who engaged in the educational programme at the 12-month time point. The suicide care education programme had long-term effects for family caregivers caring for their suicidal relatives. Nurses could employ this suicide care education programme to improve the ability of family caregivers to care for their suicidal relatives. Crown Copyright © 2012. Published by Elsevier Ltd. All rights reserved.

Improving chronic lung disease management in rural and remote Australia: the Breathe Easy Walk Easy programme.

PubMed

Johnston, Catherine L; Maxwell, Lyndal J; Boyle, Eileen; Maguire, Graeme P; Alison, Jennifer A

2013-01-01

To evaluate the impact of a chronic lung disease management training programme, Breathe Easy Walk Easy (BEWE), for rural and remote health-care practitioners. Quasi-experimental, before and after repeated measures design. Health-care practitioners (n = 33) from various professional backgrounds who attended the BEWE training workshop were eligible to participate. Breathe Easy Walk Easy, an interactive educational programme, consisted of a training workshop, access to online resources, provision of community awareness-raising materials and ongoing telephone/email support. Participant confidence, knowledge and attitudes were assessed via anonymous questionnaire before, immediately after and at 3 and 12 months following the BEWE workshop. At 12 months, local provision of pulmonary rehabilitation services and patient outcome data (6-min walk test results before and after pulmonary rehabilitation) were also recorded. Measured knowledge (score out of 19) improved significantly after the workshop (mean difference 7.6 correct answers, 95% confidence interval: 5.8-9.3). Participants' self-rated confidence and knowledge also increased. At 12-month follow up, three locally run pulmonary rehabilitation programmes had been established. For completing patients, there was a significant increase in 6-min walk distance following rehabilitation of 48 m (95% confidence interval: 18-70 m). The BEWE programme increased rural and remote health-care practitioner knowledge and confidence in delivering management for people living with chronic lung disease and facilitated the establishment of effective pulmonary rehabilitation programmes in regional and remote Australian settings where access to such programmes is limited. © 2012 The Authors. Respirology © 2012 Asian Pacific Society of Respirology.

Programmes of Educational Technology in China: Looking Backward, Thinking Forward

ERIC Educational Resources Information Center

Fuyin, Xu; Jianli, Jiao

2010-01-01

There is a history of programmes in educational technology in colleges and universities in China going back about 70 years. This paper briefly reviews the developmental history of the educational technology programme in China, elaborates the status-quo of the programme and looks ahead into the future trends of educational technology development in…

[Medical rehabilitation group-programmes concerning health promotion, patient education and psychoeducation - a 2010 national survey].

PubMed

Reusch, A; Schug, M; Küffner, R; Vogel, H; Faller, H

2013-08-01

High quality demands are being placed on concepts of educational group programmes in medical rehabilitation as well as the related trainer qualifications. A nationwide survey of German medical rehabilitation clinics in 2005 had revealed a need for improving educational practice according to these quality criteria. An updated investigation was performed in 2010 aiming at describing group programmes used in medical rehabilitation. 1 473 inpatient and outpatient medical rehabilitation clinics were invited to participate. 908 clinics reported on their training programmes. Data from clinics caring for patients with somatic disorders could be compared to the 2005 survey. Data from clinics for both psychosomatic and substance abuse disorders was collected for the first time in 2010. Overall, psychologists and physicians were reported to be the most frequent conductors of educative programmes. In somatic clinics, psychologists, dieticians and occupational therapists or physiotherapists were the most common conductors. Two-thirds of the institutions reported no training prerequisites for staff members to perform patient education. 80% of the education programmes were categorized post hoc into 3 classes: "generic health education", "disorder-specific patient education", and "psychoeducational group programmes". Almost two-thirds of all programmes were carried out with 8-15 participants, and many used several interactive didactic methods. Programmes conducted in small groups (<8 participants) used significantly more interactive methods than those conducted in larger groups did (>15 participants). Only half of the programmes were manualized. Significantly more interactive methods were used in completely manualized programmes. Only about half of the programmes were evaluated, and only very few evaluation studies were published. The institutions wished additional support by workshops especially concerning qualification of their staff and concerning educational concepts. A need for further improvement and support exists relative to the training of educators and the development of manuals as well as evaluation and publication of the programmes. © Georg Thieme Verlag KG Stuttgart · New York.

Effects of a Worksite Health Programme on the Improvement of Physical Health among Overweight and Obese Civil Servants: A Pilot Study.

PubMed

Ramli, Ayiesah; Henry, Leonard Joseph; Liang, York Fuan; Beh, Jyh Yun

2013-10-01

Physical inactivity and reduced energy expenditure has led to increased obesity among office workers. This study was conducted to investigate the effectiveness of a worksite health programme aimed at improving physical health among obese civil servants. A total of 28 employees participated in a six-month-long obesity health programme, which consisted of two weekly unsupervised exercise sessions and monthly dietary/health education sessions. The physical fitness and body fat percentages of participants were assessed at the baseline and after six months, using SPSS version 20.0. The participants were 31.6 years (SD 8.2) of age, and had a BMI of 27.6 kg/m(2) (SD 3.2). The Wilcoxon test showed significant differences in body fat percentage (P = 0.010), gross maximum oxygen uptake (VO2max, P = 0.014), partial curl up repetition (P = 0.001) and sit and reach distance (P = 0.005). However, no significant effects were observed on body mass (P = 0.193), self-perceived level of physical activity (P = 0.145) or behaviour toward exercise (P = 0.393). The worksite health programme successfully improved the physical fitness and body fat percentages of subjects, despite not improving the subjects' self-perceptions with regard to physical activity.

Barriers to immunization among children of migrant workers from Myanmar living in Tak province, Thailand.

PubMed Central

Plugge, Emma; Suwanjatuporn, Suporn; Sombatrungjaroen, Suteera; Nosten, François

2011-01-01

Abstract Problem Immunization is a cost-effective means of improving child survival but implementation of programmes in low- and middle-income countries is variable. Children of migrants are less likely to be immunized. Approach The qualitative study aimed to identify barriers to the successful implementation of migrant immunization programmes in Tak province, Thailand. We ran a total of 53 focus groups involving 371 participants in three sites. Local setting Tak province in Thailand borders Myanmar and has an estimated 200 000 migrants from Myanmar. Vaccine-preventable diseases are a documented cause of morbidity in this population but there is no systematic or coordinated immunization programme in the area. Relevant changes As a result of the findings, the subsequent immunization campaign targeted children in school to overcome those barriers of distance to immunization services, fear of arrest, not remembering immunization appointments, and the disruption of parental work. The campaigns also included immunization education for both parents and teachers. Lessons learnt Migrant parents identified similar barriers to accessing childhood immunization programmes as migrant populations elsewhere in the world, although a unique barrier identified by parents from Myanmar was “fear of arrest”. The subsequent school-based strategy to overcome these barriers appears to be effective. PMID:21734767

Maori Mentors: Expectations and Perceptions

ERIC Educational Resources Information Center

Barnett, Shirley; Te Wiata, Ina

2017-01-01

This article is informed by a kaupapa Maori methodology and reports on a "by Maori for Maori" peer mentoring programme. The programme, offered by the College of Business at Massey University, focuses on Maori students who are studying at a distance. We outline the programme and the experiences and perceptions from kanohi ki te kanohi…

Programme Evaluation: Maintaining Quality in Higher Education

ERIC Educational Resources Information Center

Loots, A.

2008-01-01

The evaluation of educational or social programmes is paramount for establishing success or impact in higher education. Evaluation questions about programme goals (e.g. better performance of first-year students) or about the quality of programme strategies (design and implementation) and effectiveness of delivery (coordinator inputs and…

Factors that motivate and deter rehabilitation educators from participating in distance education.

PubMed

Edwards, Yolanda V

2004-01-01

The major purpose of the study was to conduct exploratory research on the motivational levels of rehabilitation educators whose programs have Comprehensive Service Personnel Development (CSPD; Department of Education grant) grants targeted toward distance education. Additionally, the study attempted to identify whether significant factors existed that would inhibit faculty participation in distance education. There were three research questions to examine: (a) Do distance educators and non-distance educators differ significantly in intrinsic motivational factors? (b) Do distance educators and non-distance educators differ significantly in extrinsic motivational factors? and (c) Do distance educators and non-distance educators differ significantly in inhibiting factors? The results showed that rehabilitation faculty with CSPD grants who are distance educators are more extrinsically motivated (such as increase in salary, monetary support for participation, job security, working conditions, technical support, and requirement by department) than non-distance educators. There were no significant differences in levels between distance educators and non-distance educators that are intrinsically motivated (scholarly pursuit, personal research tool, and job satisfaction). There was no significant difference between distance educators and non-distance educators in inhibiting factors.

Tobacco retail environment near housing programmes for patients with mental health conditions in New York City.

PubMed

Rogers, Erin S; Vargas, Elizabeth A

2017-08-30

The current study sought to characterise the tobacco retail environment of supportive housing facilities for persons with mental health (MH) conditions in New York City (NYC) and to estimate the potential impact of a tobacco retail ban near public schools on the retail environment of MH housing in NYC. Texas A&M Geocoding Services was used to geocode the addresses of housing programmes for patients with MH conditions, non-MH residences, public schools and tobacco retailers in NYC. ESRI ArcMap was used to calculate the number of tobacco retailers within a 500-foot radius around each housing programme and school address point, and the Euclidean distance to the nearest retailer. Generalised linear models were used to compare retail counts and distance between MH and non-MH residences. The mean number of tobacco retailers within 500 feet of an MH housing programme was 2.9 (SD=2.3) and the mean distance to nearest tobacco retailer was 370.6 feet (SD=350.7). MH residences had more retailers within 500 feet and a shorter distance to the nearest retailer compared with non-MH residences in Brooklyn, the Bronx and Staten Island (p<0.001). Banning tobacco licences within 350, 500 or 1000 feet of a school would significantly improve the tobacco retail environment of MH housing programmes and reduce disparities between MH and non-MH residences in some boroughs. People with MH conditions residing in supportive housing in NYC encounter a heavy tobacco retail environment in close proximity to their home, and in some boroughs, one worse than non-MH residences. Implementing a ban on tobacco retail near public schools would improve the tobacco retail environment of MH housing programmes in NYC. © Article author(s) (or their employer(s) unless otherwise stated in the text of the article) 2017. All rights reserved. No commercial use is permitted unless otherwise expressly granted.

Programmable shunts and headphones: Are they safe together?

PubMed

Spader, Heather S; Ratanaprasatporn, Linda; Morrison, John F; Grossberg, Jonathan A; Cosgrove, G Rees

2015-10-01

Programmable shunts have a valuable role in the treatment of patients with hydrocephalus, but because a magnet is used to change valve settings, interactions with external magnets may reprogram these shunts. Previous studies have demonstrated the ability of magnetic toys and iPads to erroneously reprogram shunts. Headphones are even more ubiquitous, and they contain an electromagnet for sound projection that sits on the head very close to the shunt valve. This study is the first to look at the magnetic field emissions of headphones and their effect on reprogrammable shunt valves to ascertain whether headphones are safe for patients with these shunts to wear. In this in vitro study of the magnetic properties of headphones and their interactions with 3 different programmable shunts, the authors evaluated Apple earbuds, Beats by Dr. Dre, and Bose QuietComfort Acoustic Noise Cancelling headphones. Each headphone was tested for electromagnetic field emissions using a direct current gaussmeter. The following valves were evaluated: Codman Hakim programmable valve, Medtronic Strata II valve, and Aesculap proGAV. Each valve was tested at distances of 0 to 50 mm (in 5-mm increments) from each headphone. The exposure time at each distance was 1 minute, and 3 trials were performed to confirm results at each valve setting and distance. All 3 headphones generated magnetic fields greater than the respective shunt manufacturer's recommended strength of exposure, but these fields did not persist beyond 5 mm. By 2 cm, the fields levels were below 20 G, well below the Medtronic recommendation of 90 G and the Codman recommendation of 80 G. Because the mechanism for the proGAV is different, there is no recommended gauss level. There was no change in gauss-level emissions by the headphones with changes in frequency and amplitude. Both the Strata and Codman-Hakim valves were reprogrammed by direct contact (distance 0 mm) with the Bose headphones. When a rotation component was added, all 3 headphones reprogrammed the Strata and Codman-Hakim valves at 0 mm. At all distances above 0 mm, the headphones did not affect the shunts. The proGAV valve was not affected by headphones at any distance. Although all the headphones studied generated significant gauss fields at distances less than 5 mm, the programmable valve settings only changed at a distance of 0 mm (i.e., with direct contact). Given the subcutaneous location of the valve, the authors conclude that is highly unlikely that commercially available or customary headphones can contribute to the reprogramming of shunts.

[Distance learning using internet in the field of bioengineering].

PubMed

Ciobanu, O

2003-01-01

The Leonardo da Vinci training programme supports innovative transnational initiatives for promoting the knowledge, aptitudes and skills necessary for successful integration into working life. Biomedical engineering is an emerging interdisciplinary field that contributes to understand, define and solve problems in biomedical technology within industrial and health service contexts. Paper presents a Leonardo da Vinci pilot-project called Web-based learning and training in the field of biomedical and design engineering (WEBD). This project has started on 2001. The WEBD project proposes to use advanced learning technologies to provide education in the www. Project uses interactive 3D graphics and virtual reality tools. The WEBD distance training permits users to experience and interact with a life-like model or environment, in safety and at convenient times, while providing a degree of control over the simulation that is usually not possible in the real-life situation.

New Perspectives in Adult Education in Nigeria in the 21st Century

ERIC Educational Resources Information Center

Osuji, S. N.

2004-01-01

Adult education encompasses diverse educational programmes to accommodate the diverse interest of the diverse clientele. The need-meeting nature of the programmes demands that adult education enterprise should be viewed from different perspectives. In this paper a framework sketching out programmes and offering agencies of adult education has been…

Employment and educational outcomes in early intervention programmes for early psychosis: a systematic review.

PubMed

Bond, G R; Drake, R E; Luciano, A

2015-10-01

Young adults with early psychosis want to pursue normal roles - education and employment. This paper summarises the empirical literature on the effectiveness of early intervention programmes for employment and education outcomes. We conducted a systematic review of employment/education outcomes for early intervention programmes, distinguishing three programme types: (1) those providing supported employment, (2) those providing unspecified vocational services and (3) those without vocational services. We summarised findings for 28 studies. Eleven studies evaluated early intervention programmes providing supported employment. In eight studies that reported employment outcomes separately from education outcomes, the employment rate during follow-up for supported employment patients was 49%, compared with 29% for patients receiving usual services. The two groups did not differ on enrolment in education. In four controlled studies, meta-analysis showed that the employment rate for supported employment participants was significantly higher than for control participants, odds ratio = 3.66 [1.93-6.93], p < 0.0001. Five studies (four descriptive and one quasi-experimental) of early intervention programmes evaluating unspecified vocational services were inconclusive. Twelve studies of early intervention programmes without vocational services were methodologically heterogeneous, using diverse methods for evaluating vocational/educational outcomes and precluding a satisfactory meta-analytic synthesis. Among studies with comparison groups, 7 of 11 (64%) reported significant vocational/education outcomes favouring early intervention over usual services. In early intervention programmes, supported employment moderately increases employment rates but not rates of enrolment in education. These improvements are in addition to the modest effects early programmes alone have on vocational/educational outcomes compared with usual services.

Education of speech-language pathologists around the world: The Scandinavian experience.

PubMed

Söderpalm, Ewa

2006-01-01

The object of this paper is to give an overview of the education and training programmes in logopedics offered in the Scandinavian/Nordic countries and to provide some information about the development of the programmes in Scandinavia since their foundation in the 1920s. In order to collect information about the various programmes, a questionnaire comprising 12 questions was sent to representatives for education programmes and national societies affiliated to the IALP. In the past all the countries used to provide possibilities for teachers to continue their education with courses in logopedics to become 'special teachers'. These programmes no longer exist except in Norway. Degree programmes at bachelor's and/or master's level are now offered in all the Nordic countries. It can be concluded that the education and training in logopedics have developed into university degree programmes, with few exceptions, in the Nordic countries. Copyright (c) 2006 S. Karger AG, Basel.

Implementation of a new patient education programme for renal transplant recipients.

PubMed

Urstad, Kristin H; Wahl, Astrid K; Engebretsen, Eivind; Larsen, Marie H; Vidnes, Tone K; Stenwig, Anne G K; Simensen, Øystein W; Nordli, Arve; Reisaeter, Anna V; Andersen, Marit H

2018-06-01

Nurses' strategies regarding patient education should be informed by the best available research evidence. Clinical nurses play an essential role in implementing new patient education programmes for renal transplant recipients. This study investigated transplant nurse job satisfaction, competence, training and perceptions of quality of care in relation to the implementation of a new, evidence-based, patient education programme. This paper reports the results from the first part of an implementation study. Data were collected in the form of a survey from 50 clinical transplant nurses at a single national transplant centre in Norway in 2015, six months after the patient education programme was implemented. A descriptive, cross-sectional design was used. Seventy-two percent of the respondents reported that they had sufficient knowledge about the new programme; 54.4 % stated that the new programme resulted in renal transplant recipients being better educated. The new programme was found to be more structured, patient-centered and visible for the nurses across the wards, as compared with their previous practice. Nurses with less nursing experience were significantly more motivated about the new patient education programme, than the more experienced nurses (p = 0.05). Nurses were generally satisfied with their new patient education practice. Knowledge derived from the research evidence on patient education was found to be valuable and transferable to everyday clinical nursing practice. © 2018 European Dialysis and Transplant Nurses Association/European Renal Care Association.

Developing a structured education reminiscence-based programme for staff in long-stay care facilities in Ireland.

PubMed

Cooney, Adeline; O'Shea, Eamon; Casey, Dympna; Murphy, Kathy; Dempsey, Laura; Smyth, Siobhan; Hunter, Andrew; Murphy, Edel; Devane, Declan; Jordan, Fionnuala

2013-07-01

This paper describes the steps used in developing and piloting a structured education programme - the Structured Education Reminiscence-based Programme for Staff (SERPS). The programme aimed to prepare nurses and care assistants to use reminiscence when caring for people with dementia living in long-term care. Reminiscence involves facilitating people to talk or think about their past. Structured education programmes are used widely as interventions in randomised controlled trials. However, the process of developing a structured education programme has received little attention relative to that given to evaluating the effectiveness of such programmes. This paper makes explicit the steps followed to develop the SERPS, thereby making a contribution to the methodology of designing and implementing effective structured education programmes. The approach to designing the SERPS was informed by the Van Meijel et al. (2004) model (Journal of Advanced Nursing 48, 84): (1) problem definition, (2) accumulation of building blocks for intervention design, (3) intervention design and (4) intervention validation. Grounded theory was used (1) to generate data to shape the 'building blocks' for the SERPS and (2) to explore residents, family and staff's experience of using/receiving reminiscence. Analysis of the pilot data indicated that the programme met its objective of preparing staff to use reminiscence with residents with dementia. Staff were positive both about the SERPS and the use of reminiscence with residents with dementia. This paper outlines a systematic approach to developing and validating a structured education programme. Participation in a structured education programme is more positive for staff if they are expected to actively implement what they have learnt. Ongoing support during the delivery of the programme is important for successful implementation. The incorporation of client and professional experience in the design phase is a key strength of this approach to programme design. © 2012 Blackwell Publishing Ltd.

Arts-based palliative care training, education and staff development: A scoping review.

PubMed

Turton, Benjamin Mark; Williams, Sion; Burton, Christopher R; Williams, Lynne

2018-02-01

The experience of art offers an emerging field in healthcare staff development, much of which is appropriate to the practice of palliative care. The workings of aesthetic learning interventions such as interactive theatre in relation to palliative and end-of-life care staff development programmes are widely uncharted. To investigate the use of aesthetic learning interventions used in palliative and end-of-life care staff development programmes. Scoping review. Published literature from 1997 to 2015, MEDLINE, CINAHL and Applied Social Sciences Index and Abstracts, key journals and citation tracking. The review included 138 studies containing 60 types of art. Studies explored palliative care scenarios from a safe distance. Learning from art as experience involved the amalgamation of action, emotion and meaning. Art forms were used to transport healthcare professionals into an aesthetic learning experience that could be reflected in the lived experience of healthcare practice. The proposed learning included the development of practical and technical skills; empathy and compassion; awareness of self; awareness of others and the wider narrative of illness; and personal development. Aesthetic learning interventions might be helpful in the delivery of palliative care staff development programmes by offering another dimension to the learning experience. As researchers continue to find solutions to understanding the efficacy of such interventions, we argue that evaluating the contextual factors, including the interplay between the experience of the programme and its impact on the healthcare professional, will help identify how the programmes work and thus how they can contribute to improvements in palliative care.

A Report on Education and Training in the International Council on Archives' Africa Programme

ERIC Educational Resources Information Center

Lowry, James

2017-01-01

In 2015, the International Council on Archives launched its Africa Programme (2015-2020) in order to coordinate its support for African archives and archivists. The Programme is focused on two strategic priorities: advocacy and education and training. This article examines the education and training component of the Programme. It begins by…

Distance Delivery of Vocational Education Technologies and Planning Matrixes.

ERIC Educational Resources Information Center

Norenberg, Curtis D.; Lundblad, Larry

This document presents a general review of distance education as it currently pertains to secondary, postsecondary, and adult education. Chapter I discusses the general concepts of distance education. It addresses the nature of distance education and distance delivery, the distance learner, the distance instructor, and distance education learning…

Trilingual Education in China: Perspectives from a University Programme for Minority Students

ERIC Educational Resources Information Center

Liu, Jie; Edwards, Viv

2017-01-01

Attention to trilingual education programmes in China has tended to focus on basic education; there had been little attention to date on the higher education sector. This paper will attempt to bridge this gap by exploring a Yi-English-Chinese trilingual education programme through case studies of three Yi students, using the "River of…

Sexual and Reproductive Health Education: Opinions of Students and Educators in Bolgatanga Municipality, Northern Ghana

ERIC Educational Resources Information Center

van der Geugten, Jolien; Dijkstra, Marlies; van Meijel, Berno; den Uyl, Marion H. G.; de Vries, Nanne K.

2015-01-01

There have been few assessments of sexual and reproductive health (SRH) education programmes in sub-Saharan Africa from the students' and educators' perspective. This study examined students' opinions on an SRH programme in northern Ghana and explored the facilitators and barriers for educators regarding the implementation of the programme. The…

USE Efficiency: an innovative educational programme for energy efficiency in buildings

NASA Astrophysics Data System (ADS)

Papadopoulos, Theofilos A.; Christoforidis, Georgios C.; Papagiannis, Grigoris K.

2017-10-01

Power engineers are expected to play a pivotal role in transforming buildings into smart and energy-efficient structures, which is necessary since buildings are responsible for a considerable amount of the total energy consumption. To fulfil this role, a holistic approach in education is required, tackling subjects traditionally related to other engineering disciplines. In this context, USE Efficiency is an inter-institutional and interdisciplinary educational programme implemented in nine European Universities targeting energy efficiency in buildings. The educational programme effectively links professors, students, engineers and industry experts, creating a unique learning environment. The scope of the paper is to present the methodology and the general framework followed in the USE Efficiency programme. The proposed methodology can be adopted for the design and implementation of educational programmes on energy efficiency and sustainable development in higher education. End-of-course survey results showed positive feedback from the participating students, indicating the success of the programme.

Influence of Teacher Preparation Programmes on Preservice Teachers' Attitudes toward Inclusion

ERIC Educational Resources Information Center

Kim, Ji-Ryun

2011-01-01

With the increased implementation of inclusive education, teacher educators have been challenged to make changes in programmes to prepare preservice teachers to educate diverse learners. These changes are reflected in various types of teacher preparation programmes that are transformations of traditional general education and special education…

Distance Education in Southern Africa Conference, 1987. Papers 2: Issues in Education and Distance Education.

ERIC Educational Resources Information Center

Adey, David, Comp.; And Others

Eighteen papers from the University of South Africa's Conference on Distance Education are presented on issues in education and distance education. They include: "Distance Education in Africa's Educational Development: The Case of Ghana" (Joe K. Ansere); "Distance Education: A Solution to the Economic Problems of Education in…

BoomTown Music Education and the Need for Authenticity--Informal Learning Put into Practice in Swedish Post-Compulsory Music Education

ERIC Educational Resources Information Center

Karlsen, Sidsel

2010-01-01

The article reports on a 2-year higher education music programme for young rock musicians in Sweden called BoomTown Music Education. The pedagogical philosophy behind this programme is developed from the findings of two Swedish music education researchers, and the programme exemplifies how knowledge about popular musicians' learning strategies in…

Problems in Defining the Field of Distance Education.

ERIC Educational Resources Information Center

Keegan, Desmond

1988-01-01

This discussion of definitions of distance education responds to previous articles attempting to define the field. Topics discussed include distance education versus conventional education; group-based distance education; differences between open learning and distance education; and criteria to define distance education. (13 references) (LRW)

Peer Sexual Health Education: Interventions for Effective Programme Evaluation

ERIC Educational Resources Information Center

Sriranganathan, Gobika; Jaworsky, Denise; Larkin, June; Flicker, Sarah; Campbell, Lisa; Flynn, Susan; Janssen, Jesse; Erlich, Leah

2012-01-01

Peer education is used as a health promotion strategy in a number of areas, including sexual health. Although peer education programmes have been around for some time, published systematic evaluations of youth sexual health peer education programmes are rare. This article discusses the advantages and disadvantages of youth sexual health peer…

The Impact of Foreign Policy on Educational Exchange: The Swedish State Scholarship Programme 1938-1990

ERIC Educational Resources Information Center

Åkerlund, Andreas

2014-01-01

Programmes of international educational exchange are not only carried out for educational purposes, but form an important part of modern-day public diplomacy. Through exchange programmes education and research are linked with foreign policy interests, which then in turn should affect the international contacts of universities and research…

Quality Assessment of Special Education Programmes: Listen to the Parents

ERIC Educational Resources Information Center

International Journal of Special Education, 2016

2016-01-01

Special education programmes must include high quality services to enhance children with disabilities (CWD) in all aspects of their development. This study aims to assess special education programmes (SEP) in Jordan from the perspectives of parents of CWD. Two different SEPs were assessed: inclusive education (IE) in regular schools, and special…

The Evaluation of Foreign-Language-Teacher Education Programmes

ERIC Educational Resources Information Center

Peacock, Matthew

2009-01-01

This article presents a new procedure for the evaluation of EFL teacher-training programmes based on principles of programme evaluation and foreign-language-teacher (FLT) education. The procedure focuses on programme strengths and weaknesses and how far the programme meets the needs of students. I tested the procedure through an evaluation of a…

Benefits of ESA Gravity-Related Hands-on Programmes for University Students' Careers

NASA Astrophysics Data System (ADS)

Callens, Natacha; Ha, Lily; Galeone, Piero

2016-10-01

The Education Office of the European Space Agency (ESA) offers university students, from ESA Member and Cooperating States, the opportunity to perform investigations in physical sciences, life sciences, and technology, under different gravity conditions through three educational programmes. The "Fly Your Thesis!" (FYT) programme makes use of parabolic flights and the "Drop Your Thesis!" (DYT) programme utilizes a drop tower as microgravity carriers, while the "Spin Your Thesis!" (SYT) programme uses a large centrifuge to create hypergravity. To date, more than hundred university students had the chance to participate in the design, development, and performance of one or more experiments during dedicated campaigns. In the following paper, we examine demographics of past participants of the ESA Education Office gravity-related opportunities over the past seven years and evaluate the benefits of these educational programmes for the participants' studies and careers. Student teams that participated in one of the programmes between 2009 and 2013 were contacted to fill in a questionnaire. The feedback from the students demonstrate significant benefits extending far beyond the primary educational objectives of these programmes.

International recognition of basic medical education programmes.

PubMed

Karle, Hans

2008-01-01

This document aims to formulate a World Federation for Medical Education (WFME) policy and to open debate on the subject on international recognition of basic medical education institutions and programmes. We carried out a systematic review of international quality assurance of medical education and recognition methodology, including accreditation procedures and alternative quality assurance methods, with a focus on the role of the WFME in international recognition of basic medical education programmes. In order to further the intentions of the WFME, the Federation will: continue its activity to establish new Global Directories of Health Professions Education Institutions (GDHPEI); set up a planning working group to prepare the work of the international advisory committee for GDHPEI; develop a database of relevant accrediting and recognising agencies; continue its project on the promotion of proper national accreditation; establish a working group to develop principles to be used in the evaluation of medical schools and other health professions education institutions and their programmes for the purpose of international recognition, especially when proper accreditation is not feasible, and work with partners on training programmes for advisors and assessors. The new directory for medical schools, which will include qualitative information about basic medical education programmes, will provide a basis for the meta-recognition of medical schools' programmes by stimulating the establishment of national accreditation systems and other quality assurance instruments.

International Federation of Nurse Anesthetists' anesthesia program approval process.

PubMed

Horton, B J; Anang, S P; Riesen, M; Yang, H-J; Björkelund, K B

2014-06-01

The International Federation of Nurse Anesthetists is improving anaesthesia patient care through a voluntary Anesthesia Program Approval Process (APAP) for schools and programmes. It is the result of a coordinated effort by anaesthesia leaders from many nations to implement a voluntary quality improvement system for education. These leaders firmly believe that meeting international education standards is an important way to improve anaesthesia, pain management and resuscitative care to patients worldwide. By 2013, 14 anaesthesia programmes from France, Iceland, Indonesia, Philippines, Sweden, Switzerland, Netherlands, Tunisia and the USA had successfully completed the process. Additional programmes were scheduled for review in 2014. Faculty from these programmes, who have successfully completed APAP, show how anaesthesia educators throughout the world seek to continually improve education and patient care by pledging to meet common education standards. As national governments, education ministers and heads of education institutions work to decrease shortages of healthcare workers, they would benefit from considering the value offered by quality improvement systems supported by professional organizations. When education programmes are measured against standards developed by experts in a profession, policy makers can be assured that the programmes have met certain standards of quality. They can also be confident that graduates of approved programmes are appropriately trained healthcare workers for their citizens. © 2014 International Council of Nurses.

Learning for Vocation Apprentice Participation in Work Practice

ERIC Educational Resources Information Center

Lyngsnes, Kitt; Rismark, Marit

2011-01-01

The high drop-out rate in upper secondary education is a major challenge to European and US educational programmes. Upper secondary education in Norway faces a similar challenge, because in recent decades, around one-third of the students drop out of the educational programmes. The majority of the drop-outs are students in vocational programmes,…

"We've Got You Pegged": Programme Choice in the Transition to, and Passage through, Higher Education

ERIC Educational Resources Information Center

Cosser, Michael; Nenweli, Sekinah

2014-01-01

A 2010 paper published in "Higher Education" investigated the relationship between South African Grade 12 students' programme preferences in 2001 for study in higher education, student enrolment in higher education programmes in 2002, and student graduations in 2006, devising what the author dubbed a preference-enrolment-graduation (PEG)…

What Is "Enterprise Education?" An Analysis of the Objectives and Methods of Enterprise Education Programmes in Four European Countries

ERIC Educational Resources Information Center

Hytti, Ulla; O'Gorman, Colm

2004-01-01

This paper explores what constitutes "enterprise education" in four European countries. It proposes a conceptual schema for capturing the various objectives of enterprise education programmes and initiatives. This conceptual schema is then used to categorise the objectives of 50 enterprise programmes from Austria, Finland, Ireland, and…

Foundations of Distance Education. Third Edition. Routledge Studies in Distance Education.

ERIC Educational Resources Information Center

Keegan, Desmond

This text gives an overview of distance education for students, administrators, and practitioners in distance education. Chapter 1 discusses the study of distance education. Chapter 2 analyzes forms of nonconventional education (open, nontraditional) that may have similarities to distance education but are not to be identified with it. Chapter 3…

Therapeutic patient education in heart failure: do studies provide sufficient information about the educational programme?

PubMed

Albano, Maria Grazia; Jourdain, Patrick; De Andrade, Vincent; Domenke, Aukse; Desnos, Michel; d'Ivernois, Jean-François

2014-05-01

Therapeutic patient education programmes on heart failure have been widely proposed for many years for heart failure patients, but their efficiency remains questionable, partly because most articles lack a precise programme description, which makes comparative analysis of the studies difficult. To analyse the degree of precision in describing therapeutic patient education programmes in recent randomized controlled trials. Three major recent recommendations on therapeutic patient education in heart failure inspired us to compile a list of 23 relevant items that an 'ideal' description of a therapeutic patient education programme should contain. To discover the extent to which recent studies into therapeutic patient education in heart failure included these items, we analysed 19 randomized controlled trials among 448 articles published in this field from 2005 to 2012. The major elements required to describe a therapeutic patient education programme were present, but some other very important pieces of information were missing in most of the studies we analysed: the patient's educational needs, health literacy, projects, expectations regarding therapeutic patient education and psychosocial status; the educational methodology used; outcomes evaluation; and follow-up strategies. Research into how therapeutic patient education can help heart failure patients will be improved if more precise descriptions of patients, educational methodology and evaluation protocols are given by authors, ideally in a standardized format. Copyright © 2014 Elsevier Masson SAS. All rights reserved.

Interprofessional Education and Practice Guide No. 7: Development, implementation, and evaluation of a large-scale required interprofessional education foundational programme.

PubMed

Shrader, Sarah; Hodgkins, Renee; Laverentz, Delois; Zaudke, Jana; Waxman, Michael; Johnston, Kristy; Jernigan, Stephen

2016-09-01

Health profession educators and administrators are interested in how to develop an effective and sustainable interprofessional education (IPE) programme. We describe the approach used at the University of Kansas Medical Centre, Kansas City, United States. This approach is a foundational programme with multiple large-scale, half-day events each year. The programme is threaded with common curricular components that build in complexity over time and assures that each learner is exposed to IPE. In this guide, lessons learned and general principles related to the development of IPE programming are discussed. Important areas that educators should consider include curriculum development, engaging leadership, overcoming scheduling barriers, providing faculty development, piloting the programming, planning for logistical coordination, intentionally pairing IP facilitators, anticipating IP conflict, setting clear expectations for learners, publicising the programme, debriefing with faculty, planning for programme evaluation, and developing a scholarship and dissemination plan.

Evaluation of a nurse-led dementia education and knowledge translation programme in primary care: A cluster randomized controlled trial.

PubMed

Wang, Yao; Xiao, Lily Dongxia; Ullah, Shahid; He, Guo-Ping; De Bellis, Anita

2017-02-01

The lack of dementia education programmes for health professionals in primary care is one of the major factors contributing to the unmet demand for dementia care services. To determine the effectiveness of a nurse-led dementia education and knowledge translation programme for health professionals in primary care; participants' satisfaction with the programme; and to understand participants' perceptions of and experiences in the programme. A cluster randomized controlled trial was used as the main methodology to evaluate health professionals' knowledge, attitudes and care approach. Focus groups were used at the end of the project to understand health professionals' perceptions of and experiences in the programme. Fourteen community health service centres in a province in China participated in the study. Seven centres were randomly assigned to the intervention or control group respectively and 85 health professionals in each group completed the programme. A train-the-trainer model was used to implement a dementia education and knowledge translation programme. Outcome variables were measured at baseline, on the completion of the programme and at 3-month follow-up. A mixed effect linear regression model was applied to compare the significant differences of outcome measures over time between the two groups. Focus groups were guided by four semi-structured questions and analysed using content analysis. Findings revealed significant effects of the education and knowledge translation programme on participants' knowledge, attitudes and a person-centred care approach. Focus groups confirmed that the programme had a positive impact on dementia care practice. A dementia education and knowledge translation programme for health professionals in primary care has positive effects on their knowledge, attitudes, care approach and care practice. Copyright © 2016 Elsevier Ltd. All rights reserved.

Diabetes education: what do adolescents want?

PubMed

Chaney, David; Coates, Vivien; Shevlin, Mark; Carson, Dennis; McDougall, Andrea; Long, Arlene

2012-01-01

To establish adolescents' beliefs regarding the need for structured diabetes education and their views on how such a programme should be organised and what topics need to be addressed. Structured diabetes education programmes have become common place in diabetes care in recent years. Despite the use of these programmes in adult patients, to date, there exists no tried or tested programme for adolescents. Prior to the development of programmes for this age group, there is a need to establish their views on programme content, delivery mechanisms and how best to introduce structured education in this population. An exploratory qualitative study. Five focus group interviews were undertaken across three acute Hospital Trusts in Northern Ireland. A total of 21 adolescents between 13-19 years were interviewed. Data were analysed by means of a thematic content analysis framework. All participants expressed a need for a structured education programme specifically tailored to their needs. The complexity of existing diabetes regimens brought with it feelings of frustration and guilt for the majority of adolescents. Many felt isolated and alone. Dietary management and insulin adjustment were seen as very complex. Participants favoured a structured diabetes education programme that was short in duration, practical in nature, positive in outlook and relevant to daily life. Relevance to clinical practice.  Programmes should address the specific needs of adolescents, be delivered in a practical manner and be realistic for everyday use. © 2011 Blackwell Publishing Ltd.

Needs assessment for master of nursing programmes among Bangladesh nurses.

PubMed

Lee, T W; Kim, H S; Kim, S; Chu, S H; Kim, M S; Lee, S J; Lim, S; Jeon, Y; Park, H J; Anowar, M N; Begum, T

2016-03-01

This study aimed to assess the intent to enrol in a master of nursing programme among Bangladesh nurses, identify preferred programme options and measure the association among intent to enrol in the programme, clinical competency and job satisfaction. Personal and professional aspects of potential students pursuing graduate education are beneficial in devising educational strategies. However, considering the pressing needs for higher nursing education, there are no masters of nursing programmes in Bangladesh. This study used a descriptive correlational design. Nurses working in Bangladesh public sector were recruited to participate in a self-administered survey (n = 260). The questionnaire consisted of perception of job satisfaction, clinical competency and the need for educational options, including the intent to enrol in a master of nursing programme, preferred specialty area, curriculum content and career goals after graduation. Data were analysed using descriptive statistics and point-biserial correlation. Ninety per cent of the respondents reported that they intended to enrol in a master of nursing programme. Intention was significantly correlated with clinical competency but not with job satisfaction. The most preferred specialty areas were nursing management and education. Half of the respondents responded that teaching at nursing schools was a career goal after graduation. The results of the needs assessment for the programme reflected the unique interest and priorities of the current status of Bangladesh. The results indicate a strong motivation to enrol in a master of nursing programme, confidence in clinical competence and high demand for programme in nursing management and education. These findings should be considered to design the programme in order to meet the interest of Bangladesh nurses. Educational needs assessments should take precedence to ensure the best possible educational outcome and to produce competent nurses who will contribute in achieving the Millennium Development Goals of Bangladesh. © 2016 International Council of Nurses.

Promoting evidence-based childhood fever management through a peer education programme based on the theory of planned behaviour.

PubMed

Edwards, Helen; Walsh, Anne; Courtney, Mary; Monaghan, Sarah; Wilson, Jenny; Young, Jeanine

2007-10-01

This study examined effectiveness of a theoretically based education programme in reducing inappropriate antipyretic use in fever management. Paediatric nurses' inconsistent, ritualistic antipyretic use in fever management is influenced by many factors including inconsistent beliefs and parental requests. Determinants of antipyretic administration, identified by the theory of planned behaviour, were belief-based attitudes and subjective norms. A quasi-experiment explored group effects of a peer education programme, based on the theory of planned behaviour, on factors influencing paediatric nurses' antipyretic administration. Surveys and chart audits collected data from medical wards at experimental and control hospitals one month pre and one and four months postpeer education programme. All nurses employed in targeted wards were eligible to participate in surveys and all eligible charts were audited. The peer education programme consisted of four one-hour sessions targeting evidence-based knowledge, myths and misconceptions, normative, attitudinal and control influences over and rehearsal of evidence-based fever management. All nurses in experimental hospital targeted wards were eligible to attend. Peer education and support facilitated session information reaching those unable to attend sessions. Two-way univariate anovas explored between subject, experimental and control group and within subject factors, pre, post and latency data. Significant interactions in normative influence (p = 0.01) and intentions (p = 0.01), a significant main group effect in control influence (p = 0.01) and a significant main effect between audit data across time points (p = 0.03) highlight peer education programme effectiveness in behaviour change. Normative, control and intention changes postpeer education programme were maintained in latency data; mean temperature was not. The peer education programme, based on a behaviour change theory, initiated and maintained evidence-based intentions for antipyretics use in fever management. The promotion of evidence-based change in organizational unit intentions and behaviour highlights the crucial role peer support and education can play in continuing educational programmes.

The Erasmus programme for postgraduate education in orthodontics in Europe: an update of the guidelines.

PubMed

Huggare, J; Derringer, K A; Eliades, T; Filleul, M P; Kiliaridis, S; Kuijpers-Jagtman, A; Martina, R; Pirttiniemi, P; Ruf, S; Schwestka-Polly, R

2014-06-01

In 1989, the ERASMUS Bureau of the European Cultural Foundation of the Commission of the European Communities funded the development of a new 3-year curriculum for postgraduate education in orthodontics. The new curriculum was created by directors for orthodontic education representing 15 European countries. The curriculum entitled 'Three years Postgraduate Programme in Orthodontics: the Final Report of the Erasmus Project' was published 1992. In 2012, the 'Network of Erasmus Based European Orthodontic Programmes' developed and approved an updated version of the guidelines. The core programme consists of eight sections: general biological and medical subjects; basic orthodontic subjects; general orthodontic subjects; orthodontic techniques; interdisciplinary subjects; management of health and safety; practice management, administration, and ethics; extramural educational activities. The programme goals and objectives are described and the competencies to be reached are outlined. These guidelines may serve as a baseline for programme development and quality assessment for postgraduate programme directors, national associations, and governmental bodies and could assist future residents when selecting a postgraduate programme.

A systematic review of education programmes to prevent concussion in rugby union.

PubMed

Fraas, Michael R; Burchiel, Jessica

2016-11-01

There is a high incidence of concussion sustained by athletes participating in rugby union, many of which go unreported. A lack of sufficient knowledge about concussion injuries may explain athletes' failure to report. Several rugby union-playing countries have developed injury education and prevention programmes to address this issue. The aim of the current review was to systematically assess the content and level of evidence on concussion education/prevention programmes in rugby union and to make recommendations for the quality, strength, and consistency of this evidence. We searched PubMed, PsycInfo, MEDLINE, SPORTDiscuss, Webofscience, and conducted a manual search for articles. Ten articles were included for review. Of these, six focused on the BokSmart injury prevention programme in South Africa, two focused on the RugbySmart injury prevention programme in New Zealand, one was an analysis of prevention programmes, and one was a systematic review of rugby injury prevention strategies. Despite the initiative to develop concussion education and prevention programmes, there is little evidence to support the effectiveness of such programmes. There is evidence to support education of coaches and referees. In addition, there is scant evidence to suggest that education and rule changes may have the benefit of changing athlete behaviours resulting in a reduction in catastrophic injury.

Questioning the Role of Internationalization in the Nationalization of Higher Education: The Impact of the EU TEMPUS Programme on Higher Education in Syria

ERIC Educational Resources Information Center

Ayoubi, Rami M.; Massoud, Hiba K.

2011-01-01

Given the need for major reform of the higher education programmes in Syria, and answering the voices that question the role of European Union (EU) in assisting the development of the higher education sector, this study presents an analysis of the contribution of (TEMPUS) Programme in modernising higher education in Syria. The study compares the…

Developing a Virtual Engineering Management Community

ERIC Educational Resources Information Center

Hewitt, Bill; Kidd, Moray; Smith, Robin; Wearne, Stephen

2016-01-01

The paper reviews the lessons of planning and running an "Engineering Management" practitioner development programme in a partnership between BP and the University of Manchester. This distance-learning programme is for professional engineers in mid-career experienced in the engineering and support activities for delivering safe,…

[Applying a teaching programme in community-based medical education].

PubMed

Al-Faisal, W

2006-01-01

A community-based medical education programme at Damascus University was applied in a local setting from 2 to 12 July 2004 to assess the advantages and disadvantages. Three families and 10 medical students participated. The programme included teaching objectives, health education and approaches to application and evaluation. The design of the programme was appropriate for the community setting, but it needed a longer period to run and for contact between the students and the community. The students agreed with the structure of the programme and the role of the tutor and community, but were concerned about difficulties in implementation. Community members were enthusiastic about the programme.

Law and Ethics: Problematising the Role of the Foundation Degree and Paralegal Education in English Post-Compulsory Education

ERIC Educational Resources Information Center

Ingleby, Ewan; Gibby, Caroline

2016-01-01

This article is based on research on a foundation degree programme in paralegal education in England. The content explores the pedagogical benefits of this academic programme with its work-related focus. The research has been completed with academic tutors and students who are associated with a foundation degree programme in paralegal education in…

Effects of Honours Programme Participation in Higher Education: A Propensity Score Matching Approach

ERIC Educational Resources Information Center

Kool, Ada; Mainhard, Tim; Jaarsma, Debbie; van Beukelen, Peter; Brekelmans, Mieke

2017-01-01

Honours programmes have become part of higher education systems around the globe, and an increasing number of students are enrolled in such programmes. So far, effects of these programmes are largely under-researched. Two gaps in previous research on the effects of such programmes were addressed: (1) most studies lack a comparable control group of…

Evaluating a Special Education Training Programme in Nicaragua

ERIC Educational Resources Information Center

Delkamiller, Julie; Swain, Kristine D.; Ritzman, Mitzi J.; Leader-Janssen, Elizabeth M.

2016-01-01

This study examined a two-year special education and inclusive practices in-service training programme with a university in Nicaragua. Participants included 14 teachers from nine schools in Nicaragua. Participants' knowledge of special education concepts were evaluated as part of assessing the training modules. In addition, programme evaluation…

Plants Have a Chance: Outdoor Educational Programmes Alter Students' Knowledge and Attitudes towards Plants

ERIC Educational Resources Information Center

Fancovicova, Jana; Prokop, Pavol

2011-01-01

Outdoor educational programmes are generally believed to be a suitable alternative to conventional biology settings that improve participants' environmental attitudes and knowledge. Here we examine whether outdoor educational programmes focused solely on practical work with plants influence participants' knowledge of and attitudes towards plants.…

Programme Content Orientation in Vocational Education and Training and Life Chances--A Comparative Study

ERIC Educational Resources Information Center

Kap, Hrvoje

2014-01-01

Comparative studies of vocational education and training systems rarely conduct systematic comparisons of the content of educational programmes, partly because of methodological difficulties. Yet, comparing the organisation of curricula can increase our understanding of how programme design reflects orientation towards various life chances in…

Effects of College Programme Characteristics on Graduates' Performance

ERIC Educational Resources Information Center

García-Aracil, Adela

2015-01-01

Education programmes are designed to equip young populations with the qualifications required to assume responsible roles in specific professions and in society generally. In this paper, the focus of the analysis is on the significance of a number of higher education programme characteristics in allocating young higher education graduates across…

The efficacy of education programme for preventing constipation in women.

PubMed

Ayaz, Sultan; Hisar, Filiz

2014-06-01

This study was performed to evaluate the efficiency of the education programme for prevention of constipation in women. This study was performed as a pre-test-posttest design. Thirty-five women were included who have constipation problem. Data were collected by questionnaire: Constipation Severity Instrument (CSI), Constipation Visual Analogue Scale (CVAS) and Bristol Stool Chart (BSC). Eight home visits were made for each of the women and they were followed up for 3 months. Participants received an individual education programme that included advice on dietary consumption such as pulpy-fibrous nutrient consumption, fluid intake, an exercise regime and counselling about optimal position to defecate. The subscales of 'Colonic Inertia' and 'Pain', and CSI total mean scores and CVAS mean scores were decreased significantly after education programme (P < 0.05). According to the BSC, 71.5% of the women stated their stool form to be 'sausage-shaped, but lumpy' before the education programme, but after the said programme the percentage had dropped to 17.1%. Education programme given to women who had constipation were determined to have been effective in alleviating constipation. Nurses should develop appropriate and effective strategies to help women prevent constipation. © 2013 Wiley Publishing Asia Pty Ltd.

Exploring the development of existing sex education programmes for people with intellectual disabilities: an intervention mapping approach.

PubMed

Schaafsma, Dilana; Stoffelen, Joke M T; Kok, Gerjo; Curfs, Leopold M G

2013-03-01

People with intellectual disabilities face barriers that affect their sexual health. Sex education programmes have been developed by professionals working in the field of intellectual disabilities with the aim to overcome these barriers. The aim of this study was to explore the development of these programmes. Sex education programmes geared to people with intellectual disabilities were examined in the context of the Intervention Mapping protocol. Data were obtained via interviews with the programme developers. All programmes lack specific programme outcomes, do not have a theoretical basis, did not involve members of relevant groups in the development process and lack systematic evaluation. Based on our findings and the literature, we conclude that these programmes are unlikely to be effective. Future programmes should be developed using a more systematic and theory- and evidence-based approach. © 2012 Blackwell Publishing Ltd.

A one-year practice-based learning programme for new general practice nurses in Scotland: evaluation of the pilot.

PubMed

Wakeling, Judy; Ferguson, Julie; Kennedy, Susan

2016-01-01

This paper summarises the evaluation of a pilot programme introduced by NHS Education for Scotland to provide education and skills training for nurses new to general practice. The programme was developed through extensive consultation with existing general practice nurses and was educationally accredited by the Royal College of General Practitioners and the Royal College of Nursing in 2013. Twelve nurses embarked upon the programme 2012-2013 and nine completed it. The programme was extensively evaluated through questionnaires (with supervisors, practice staff and participants), analysis of programme documentation and interviews with participants. Based on the evaluation feedback, alterations have been made to subsequent deliveries of the programme. These include removing some topic areas and lengthening the programme by three months. The programme continues to be successfully delivered and evaluation is ongoing to ensure it continues to meet nurses' needs.

Academic Workload Planning for Open and Distance Learning (ODL) Universities: The Experience of National Open University of Nigeria (NOUN)

ERIC Educational Resources Information Center

Inegbedion, Juliet Obhajajie

2017-01-01

The quality of the programmes and courses in ODL depends on the academics that plan the programmes, develop the curriculum, manage courses and programmes and carry out administrative duties. It is observed that the academics often complain of work overload. It also appears there is a mix-up in integrating the mode of planning workload in the…

What's new in graduate medical education?

PubMed

Hernandez, Raquel G

2016-12-01

The development of new graduate medical education programmes provides both opportunities and challenges. Efforts to address physician workforce shortages as well as a realisation that curricula need to be updated to adjust to our rapidly changing healthcare environment have resulted in more educators considering the "how to" and "what's new" of programme development. Understanding the Next Accreditation System, an accreditation system introduced by the Accreditation Council of Graduate Medical Education in 2012, is critical to the success of new as well as existing residency and fellowship programmes. Although many educators are aware of the general rational for the Next Accreditation System, an in-depth understanding of the meaning of Next Accreditation System is necessary from an experiential and theoretical perspective to be able to successfully launch new programmes and moves towards accreditation. A new paediatric categorical residency programme and a new paediatric surgical programme were developed at our institution immediately following the implementation of Next Accreditation System. We provide a series of insights and perspectives based on our experience relative to what priorities we saw outlined from both the programmatic and the institutional perspective to have our graduate medical education programmes reviewed for accreditation. During this discussion, the following objectives are outlined: to overview the Next Accreditation System as a framework and priorities, to discuss the opportunities and challenges that may exist in developing new programmes, and to discuss future directions in the evaluation of trainees and assessment of training competency. Although challenges are outlined, we hope to relay the continued excitement and opportunities that exist relative to enhancing training curricula for future graduate medical education programme builders.

Outcomes for Engineering Students Delivering a STEM Education and Outreach Programme

ERIC Educational Resources Information Center

Fitzallen, Noleine; Brown, Natalie Ruth

2017-01-01

University science outreach programmes are used to encourage more school students to select science, technology, engineering, and mathematics (STEM) subjects in further education and pursue science-related careers. The benefits of science outreach programmes are often espoused from the perspective of programme participants. Little attention,…

REBOUND: A Media-Based Life Skills and Risk Education Programme

ERIC Educational Resources Information Center

Kröninger-Jungaberle, Henrik; Nagy, Ede; von Heyden, Maximilian; DuBois, Fletcher

2015-01-01

Background: REBOUND is a novel media-based life skills and risk education programme developed for 14- to 25-year olds in school, university or youth group settings. This paper outlines the programme's rationale, curriculum and implementation. It provides information of relevance to researchers, programme developers and policymakers. Methods/design…

The Power of Continuity in Graduate Teacher Education Master's Programmes

ERIC Educational Resources Information Center

Molseed, Timothy R.

2009-01-01

The intentional development of continuity as it applies to programme structure, themes and outcomes is examined for their power in providing a coherent circular connection between the philosophy, operation, assessment and outcomes of a graduate teacher education programme. It is argued that the intentional development of programme continuity will…

Research in Distance Education: 2. Revised Papers from the Research in Distance Education Seminar (2nd, Geelong, Victoria, Australia, 1991).

ERIC Educational Resources Information Center

Evans, Terry, Ed.; Juler, Philip, Ed.

Nineteen papers concerning various aspects of distance education and distance education research are presented in this document. The papers are: (1) "Introduction, Celebrating Difference in Research in Distance Education" (Terry Evans); (2) "Discourse or Discord? A Dilemma of Distance Education" (Philip Juler); (3)…

Assessing nursing clinical skills competence through objective structured clinical examination (OSCE) for open distance learning students in Open University Malaysia.

PubMed

Oranye, Nelson Ositadimma; Ahmad, Che'an; Ahmad, Nora; Bakar, Rosnida Abu

2012-06-01

The objective structured clinical skills examination (OSCE) has over the years emerged as a method of evaluating clinical skills in most medical and allied professions. Although its validity and objectivity has evoked so much debate in the literature, little has been written about its application in non-traditional education systems such as in distance learning. This study examined clinical skills competence among practising nursing students who were enrolled in a distance learning programme. The study examined the effect of work and years of nursing practice on nurses' clinical skills competence. This study used observational design whereby nursing students' clinical skills were observed and scored in five OSCE stations. Two instruments were used for the data collection - A self-administered questionnaire on the students' bio-demographic data, and a check list on the clinical skills which the examiners rated on a four point scale. The findings revealed that 14% of the nurses had level four competence, which indicated that they could perform the tasks correctly and complete. However, 12% failed the OSCE, even though they had more than 10 years experience in nursing and post basic qualifications. Inter-rater reliability was 0.92 for the five examiners. Factor analysis indicated that five participant factors accounted for 74.1% of the variations in clinical skills performance. An OSCE is a necessary assessment tool that should be continuously applied in nursing education, regardless of the mode of the education program, the student's years of experience or his/her clinical placement. This study validates the need for OSCE in both the design of tertiary nursing degree programs and the assessment of nurses' clinical competency level.

Educational Change Following Conflict: Challenges Related to the Implementation of a Peace Education Programme in Kenya

ERIC Educational Resources Information Center

Lauritzen, Solvor Mjøberg

2016-01-01

Following the post-election violence in Kenya an attempt to bring about educational change through a peace education programme was launched by the MoE, UNICEF and UNHCR. The programme, which was aimed at building peace at the grassroots level, targeted the areas most affected by the post-election violence. Teaching plans were designed for all…

Empowerment of Bilingual Education Professionals: The Training of Trainers Programme for Educators in Multilingual Settings in Southern Africa (ToTSA) 2002-2005

ERIC Educational Resources Information Center

Benson, Carol; Pluddemann, Peter

2010-01-01

This article describes a South Africa-based training programme in multilingual education for African educators and assesses its potentially transformative effects on participants. Based on a range of data collected during four course runs, as well as an e-mail survey of past participants, the authors explore how the programme has supported…

When Worlds Collide--Examining the Challenges Faced by Teacher Education Programmes Combining Professional Vocational Competence with Academic Study, Lessons from Further Education to Higher Education

ERIC Educational Resources Information Center

Shaw, Angela

2016-01-01

This paper examines the challenges faced by higher education institutions in designing, teaching and quality assuring programmes of study which, of necessity, must combine the gaining of professional vocational competence with academic study. The paper gives recognition to the policy framework in which these programmes fit--with particular…

Bridging Policy Implementation Gaps in Nigerian Education System: A Case Study of Universal Basic Education Programme in Cross River State, Nigeria

ERIC Educational Resources Information Center

Ogbiji, Joseph Etiongbie; Ogbiji, Sylvanus Achua

2016-01-01

This research focuses on identifying policy gaps in the implementation of Universal Basic Education (UBE) programme in Nigeria, with Cross River State being the study area. The three research questions used for the research center on the extent of the freeness of the UBE, the extent to which the programme has stimulated educational consciousness…

Supporting Students' Assignment Writing: What Lecturers Do in a Master of Education Programme

ERIC Educational Resources Information Center

Li, Yongyan; Hu, Guangwei

2018-01-01

Teachers' instructional practices surrounding written assignments have been little researched, despite writing remaining the primary means of assessment in higher education, including postgraduate professional development programmes. In this paper, we report a study that explored what a sample of lecturers in a Master of Education programme at an…

Erasmus Mundus SEN: The Inclusive Scholarship Programme?

ERIC Educational Resources Information Center

Grinbergs, Christopher J.; Jones, Hilary

2013-01-01

The Erasmus Mundus MA/Mgr in Special Education Needs (EM SEN) was created as a Masters Course funded by the European Commission's Erasmus Mundus Programme (EMP) to challenge and educate students in inclusive policy and practice in education. Yet, it is debatable the extent to which this programme embodies the values of an inclusive approach,…

Challenges of Administering Teacher Education Programme in Kenyan Universities

ERIC Educational Resources Information Center

Genvieve, Nasimiyu

2017-01-01

Proper management of logistical issues in Teacher education programme tends to promote the quality of preparation of school teachers. The main objective of the study was to investigate challenges of administering teacher education programmes in Kenyan universities. The theoretical framework of the study was adopted as used by Koehler and Mishra's…

The Effects of a Professional Development Programme on Primary School Teachers' Perceptions of Physical Education

ERIC Educational Resources Information Center

Harris, Jo; Cale, Lorraine; Musson, Hayley

2011-01-01

The impact of a professional development programme on primary school teachers' perceptions of physical education was investigated. Primary school teachers from five local education authorities in England provided data for the study via pre-course audits, course evaluations immediately following the programme, and focus groups and individual…

Improving collaborative learning in online software engineering education

NASA Astrophysics Data System (ADS)

Neill, Colin J.; DeFranco, Joanna F.; Sangwan, Raghvinder S.

2017-11-01

Team projects are commonplace in software engineering education. They address a key educational objective, provide students critical experience relevant to their future careers, allow instructors to set problems of greater scale and complexity than could be tackled individually, and are a vehicle for socially constructed learning. While all student teams experience challenges, those in fully online programmes must also deal with remote working, asynchronous coordination, and computer-mediated communications all of which contribute to greater social distance between team members. We have developed a facilitation framework to aid team collaboration and have demonstrated its efficacy, in prior research, with respect to team performance and outcomes. Those studies indicated, however, that despite experiencing improved project outcomes, students working in effective software engineering teams did not experience significantly improved individual achievement. To address this deficiency we implemented theoretically grounded refinements to the collaboration model based upon peer-tutoring research. Our results indicate a modest, but statistically significant (p = .08), improvement in individual achievement using this refined model.

Web-Based Communications, the Internet, and Distance Education. Readings in Distance Education, Number 7.

ERIC Educational Resources Information Center

Moore, Michael G., Ed.; Cozine, Geoffrey T., Ed.

This book brings together a selection of articles published in "The American Journal of Distance Education" that are related to Web-based delivery of distance education. Articles include: "Performance and Perceptions of Distance Learners in Cyberspace" (Peter Navarro and Judy Shoemaker); "Distance Education for Dentists: Improving the Quality of…

Extending lactational amenorrhoea in Manila: a successful breast-feeding education programme.

PubMed

Benitez, I; de la Cruz, J; Suplido, A; Oblepias, V; Kennedy, K; Visness, C

1992-04-01

An experimental breast-feeding education programme conducted at the Philippine General Hospital in Manila demonstrated that women could be motivated to improve their breast-feeding practices and lengthen their period of lactational amenorrhoea in comparison to a control group. Mothers who participated in the programme breast-fed their babies more frequently, delayed the introduction of regular supplements, used fewer bottles and pacifiers and maintained night feeding longer than mothers who were not exposed to the positive breast-feeding messages. The programme was successful in lengthening the period of amenorrhoea among women with elementary, high school, or technical school education, but not among college-educated women. Different educational approaches may be necessary for women of different education levels.

Australian Transnational Education Programmes in South East Asia: Student Satisfaction with the Learning Environment

ERIC Educational Resources Information Center

Miliszewska, Iwona; Sztendur, Ewa M.

2012-01-01

In view of the strong growth of transnational education programmes in Australian universities, there is growing interest in the experiences of students participating in such programmes. This article reports on the perceived student satisfaction with several aspects of their transnational programmes, including instructors, technology, and programme…

A Balancing Act: Facilitating a University Education Induction Programme for (Early Career) Academics

ERIC Educational Resources Information Center

Reddy, Sarasvathie; Searle, Ruth L.; Shawa, Lester B.; Teferra, Damtew

2016-01-01

This article examines the University Education Induction Programme (UEIP), an academic development programme, delivered at the University of KwaZulu-Natal, South Africa. The authors, who developed and now facilitate the UEIP, deliver the programme to early career academics and senior academics as per a senate-mandated requirement. Drawing on…

Improving Educational Objectives of the Industrial and Management Systems Engineering Programme at Kuwait University

ERIC Educational Resources Information Center

Aldowaisan, Tariq; Allahverdi, Ali

2016-01-01

This paper describes the process of developing programme educational objectives (PEOs) for the Industrial and Management Systems Engineering programme at Kuwait University, and the process of deployment of these PEOs. Input of the four constituents of the programme, faculty, students, alumni, and employers, is incorporated in the development and…

Influence of a Non-Formal Environmental Education Programme on Junior High-School Students; Environmental Literacy

ERIC Educational Resources Information Center

Goldman, Daphne; Assaraf, Orit Ben Zvi; Shaharabani, Dina

2013-01-01

One of the solutions implemented by schools for conducting value-based environmental education (EE) is outsourcing: allocating external environmental organizations that develop and conduct EE programmes. This study addressed such a programme--the Green Council Programme (GCP)--developed and implemented in schools by the Israeli Society for…

What Educational Contexts Should Teachers Consider for Their Puberty Education Programmes?

ERIC Educational Resources Information Center

Collier-Harris, Christine A.; Goldman, Juliette D. G.

2017-01-01

This paper analyses some contemporary educational contexts that teachers should consider for their puberty education programmes and/or curricula, for primary and secondary school students. The educational contexts addressed here include significant international puberty education framework documents, socio-biological factors including earlier…

A distance education in undergraduate dietetic education.

PubMed

Benton-King, Carrie; Webb, Derek F; Holmes, ZoeAnn

2005-01-01

Distance education is an exploding phenomenon that allows people to pursue higher education on their own time, at a pace that meets their needs, in locations where there are no colleges and universities, or where there is not a desired program of study. This study examined the use of distance education in undergraduate dietetic education programs and the opportunities for obtaining an undergraduate degree in dietetics solely via distance education. A survey was sent to all directors (n = 279) of undergraduate programs accredited/approved by the Commission on Accreditation for Dietetics Education to determine the current status and projected future use of distance education in their institutions' on-campus programs. The survey had a 54% response rate. Approximately 32% (n = 150) of undergraduate dietetics programs offer distance education courses in some format. Institutions that offer nondietetics distance education courses were more likely to offer dietetics distance education courses. The most common distance education format utilized in dietetics was 100% Internet courses (48%). The most common distance education dietetics course offered was a basic or introductory nutrition course (31%). From the data of courses offered, or permitted to be transferred, it would not be possible for a student to complete an undergraduate degree in dietetics solely via distance education methodologies at the time this study was conducted.

Enhanced recovery clinical education programme improves quality of post-operative care.

PubMed

McDonald, Ruth

2015-01-01

Quality is the driving principle of Enhanced Recovery (ER). It improves the patient experience by getting patients better sooner and changes clinical practice to make care safer and more efficient. As a consequence of ER patients spend less time in hospital. A successful ER programme began to fail after organisational restructuring and staff changes. Patients did not meet their ER goals and length of stay (LOS) increased. An ER nurse was appointed to get the programme back on track. This involved a multidisciplinary approach to an ER clinical education programme. The programme aimed to develop knowledge of the physiology of post-operative recovery and the evidence underpinning the interventions required. This was considered crucial to secure longer term staff engagement while avoiding unthinking protocol driven compliance. Success of the education programme was measured by improved outcomes in patient LOS and readmission statistics. During the four months of the clinical education programme there were no significant changes in monthly LOS. At six months post implementation of the programme there was a reduction in LOS of 0.6 days compared to the previous six months. At 12 months there was a reduction in 1.1 days compared with previous 12 months. There was a mean reduction of 28 day readmissions for all elective gynaecology surgery of 1.1 patients per month in the 12 months post programme implementation compared to the 12 months before. Delivering a multidisciplinary participatory education programme improved overall understanding of ER, and achieved sustained improvement in ER for patient benefit.

Communities of teaching practice in the workplace: Evaluation of a faculty development programme.

PubMed

Schreurs, Marie-Louise; Huveneers, Wilma; Dolmans, Diana

2016-08-01

The focus of faculty development (FD) has recently shifted from individual and formal learning to formal and informal learning by a team of teachers in the workplace where the teaching is actually effected. This study aimed to evaluate the impact of a faculty development programme on teachers' educational workplace environment. We invited 23 teachers, who had successfully completed a University Teaching Qualification (UTQ) programme, to evaluate the faculty development programme and participate in focus group discussions. This UTQ programme spanned one year and covered 185 hours of formal and informal learning and training activities and formal coaching. After having obtained their UTQ, teachers reported that coaching enhances reflection and feedback, to participate more frequently in educational networks, which enhances consultation among teachers, increased awareness of organizational educational policies and more confidence in fulfilling educational tasks and activities. The evaluation of the UTQ programme demonstrated to enhance the development of a community of teachers at the workplace who share a passion for education and provide each other with support and feedback, which triggered a change in culture enhancing improvement of education. However, this did not hold for all teachers. Inhibiting factors hold sway, such as a prevailing commitment to research over education in some departments and a lack of interest in education by some department chairs.

Challenges in adopting evidence-based school drug education programmes.

PubMed

Cahill, Helen W

2007-11-01

The paper discusses the school-based challenges that may moderate the implementation of evidence-based drug education in schools. Knowledge about what constitutes an effective evidence-based drug education programme is discussed in relation to the challenge of delivery in the school setting. Research demonstrates that drug education should be engaging, incorporate interactive learning strategies, stimulate higher-order thinking, promote learning and be transferable to real life circumstances. This may difficult to accomplish in practice, as a range of contextual challenges and ideological assumptions may moderate the teacher's capacity to deliver a programme of this nature. Collaborative learning strategies are not the norm in schools and therefore teachers may find interactive drug education programmes difficult to adopt. Conflicting ideological assumptions about effective epistemological approaches to drug education may also direct the way in which teachers modify programmes in the local context. Teachers need professional training and support if they are to adopt successfully evidence-based school drug education programmes. This support may be enhanced if it includes whole school approaches to effective pedagogy and the development of pro-social classroom environments. Drug education research should take account of the complexities of implementation in the school setting and investigate further the professional and organisational support that teachers require in order to maintain high-quality provision in the school context.

Short-term effects of a peer co-led educational programme delivered before mental health treatment: A randomised controlled trial.

PubMed

Lara-Cabrera, M L; Gjerden, M; Gråwe, R W; Linaker, O M; Steinsbekk, A

2016-07-01

To investigate the 1-month effects of an educational programme co-led by peers delivered before treatment on treatment preferences, self-management knowledge and motivation in comparison to usual care. Adults referred to a community mental health centre were randomised to either a control group (n=48) or a peer co-led educational programme (intervention group, n=45). The programme consisted of an 8-hour group education session followed by an individual pretreatment planning session. The main topics of the educational programme were treatment options, patients' rights, self-management, the importance of patient activation and participation. At 1-month follow-up, a significantly larger proportion of the patients in the intervention group knew which type of treatment they preferred (76.7% vs. 32.5%, p<0.001). The intervention group had significantly higher self-management knowledge (p<0.001). There was no effect on treatment motivation (p=0.543). At 1-month following the delivery of a pretreatment educational programme, we found that participants' knowledge of treatment preferences and self-management had improved. Educational interventions co-led by peers can optimise the process of informing and educating outpatients, thereby helping patients to clarify their treatment preferences. Copyright © 2016 The Authors. Published by Elsevier Ireland Ltd.. All rights reserved.

The Two Modes of Distance Education.

ERIC Educational Resources Information Center

Keegan, Desmond

1998-01-01

Discusses two models of distance-education, group-based versus individual-based. Highlights include group-based distance education for full-time and part-time students; individual-based distance education with pre-prepared materials and without pre-prepared materials; and distance education management and research. (LRW)

An Overview of Distance Education at Boise State University. Research Report.

ERIC Educational Resources Information Center

Belcheir, Marcia J.; Atkinson, Janet

This study, first in a three-part series, looked at distance education at Boise State University, Idaho, to explore the current distance education delivery methods, the growth in distance education, enrollment, and teaching in distance education. Data from various university sources show that in the past 5 years, the numbers of distance education…

Religious Education Programme of the Catholic Church in Hong Kong: Challenges and Responses since 1997

ERIC Educational Resources Information Center

Tse, Thomas Kwan Choi

2015-01-01

The Catholic Church, the largest school-sponsoring body in Hong Kong, is a major provider of religious schools and educational programmes. In 2006, the Catholic Diocese released its first centralised and comprehensive curricular document concerning religious and moral education (RME) in Catholic schools. Taking this programme as a reflection of…

Rural Adult Education and the Health Transformation of Pastoral Women of Northern Nigeria

ERIC Educational Resources Information Center

Usman, Lantana M.

2009-01-01

Recently, politics of education in Nigeria have shifted from urban to rural literacy, which led to the development of programmes such as the nomadic women's adult education programme. The primary objective of this study was to evaluate the efficacy of the programme's implementation strategies, and the extent to which the health educational…

Ideal Pictures and Actual Perspectives of Junior Secondary School Science: Comparisons Drawn from Australian Students in an Astronomy Education Programme

ERIC Educational Resources Information Center

Danaia, L.; McKinnon, D. H.; Fitzgerald, M.

2017-01-01

Background: This research investigates the impact of a junior secondary astronomy education programme undertaken in four Australian educational jurisdictions. Purpose: Junior secondary students' perceptions of the science they experience at School are examined both before, during and after their engagement with a science programme targeting…

What EFL Student Teachers Think about Their Professional Preparation: Evaluation of an English Language Teacher Education Programme in Spain

ERIC Educational Resources Information Center

Martinez Agudo, Juan de Dios

2017-01-01

Given the importance of programme evaluation in the EFL teacher education, this research paper of exploratory-interpretive nature mainly focuses on both strengths and weaknesses identified through the analysis and/or critical evaluation of an EFL teacher education programme carried out in Spain. Both quantitative and qualitative research…

Effect of Sex Education Programme on at-risk sexual behaviour of school-going adolescents in Ilorin, Nigeria.

PubMed

Esere, Mary Ogechi

2008-06-01

Adolescents display sexual behaviours and developmental characteristics that place them at risk for Sexually Transmitted Diseases (STDs). Because young people experiment sexually and because of the consequences of indiscriminate sexual activities on the youth, there is the need to mount sex education programmes that are geared towards enlightenment and appropriate education about sex and sexuality. To determine whether Sex Education Intervention Programme would reduce at-risk sexual behaviours of school-going adolescents. Pre-test, post-test control group quasi-experimental design. A randomly selected co-educational school in Ilorin Metropolis, Nigeria. 24 school-going adolescents aged 13-19 years. Sex Education Programme (treatment group) versus Control programme (placebo). Self-reported exposure to sexually transmitted diseases, multiple sex partners, anal sex, oral sex, non use of condom. When the treatment (intervention) group was compared with the control group in an intention to treat analysis, there were significant differences in at-risk sexual behaviours of the two groups. Those in the intervention group reported less at-risk sexual behaviours than their counterparts in the control group. The treatment group evaluated the intervention programme positively and their knowledge of sexual health improved. Lack of behavioural effect on the control group could be linked to differential quality of delivery of intervention. Compared with the control group, this specially designed intervention sex education programme reduced at-risk sexual behaviour in adolescents. Based on this finding, it was recommended that sex education be introduced into the curriculum of secondary school education in Nigeria.

[Development of a French-language online health policy course: an international collaboration].

PubMed

Hébert, Réjean; Coppieters, Yves; Pradier, Christian; Williams-Jones, Bryn; Brahimi, Cora; Farley, Céline

2017-01-01

To present the process and challenges of developing an online competency-based course on public health policy using a collaborative international approach. Five public health experts, supported by an expert in educational technology, adopted a rigorous approach to the development of the course: a needs analysis, identification of objectives and competencies, development of a pedagogical scenario for each module and target, choice of teaching methods and learning activities, material to be identified or developed, and the responsibilities and tasks involved. The 2-credit (90-hour) graduate course consists of six modules including an integration module. The modules start with a variety of case studies: tobacco law (neutral packaging), supervised injection sites, housing, integrated services for the frail elderly, a prevention programme for mothers from disadvantaged backgrounds, and the obligatory use of bicycle helmets. In modules 1, 3, 4 and 5, students learn about different stages of the public policy development process: emergence, formulation and adoption, implementation and evaluation. Module 2 focuses on the importance of values and ideologies in public policy. The integration module allows the students to apply the knowledge learned and addresses the role of experts in public policy and ethical considerations. The course has been integrated into the graduate programmes of the participating universities and allows students to follow, at a distance, an innovative training programme.

Pedagogical principles underpinning undergraduate Nurse Education in the UK: A review.

PubMed

Mackintosh-Franklin, Carolyn

2016-05-01

This review provides a contextual report of the current use of pedagogy in undergraduate nursing programmes run by Higher Education Institutes (HEIs) in the United Kingdom (UK). Pedagogy provides the framework for educators to add shape and structure to the educational process, and to support student learning and programme development. Traditionally nurse education has used a behaviourist approach focusing on learning outcomes and competency based education, although there is also increasing support for the cognitive/student learning focused pedagogic approach. The keywords andragogy, pedagogy and student centred learning were used in a systematic stepwise descriptive content analysis of the programme specifications and programme handbooks of 40 current undergraduate programme documents, leading to an undergraduate award and professional registration as a nurse. 42% (17) of documents contained reference to the words, pedagogy and student centred learning, whilst no documents used the word andragogy. Where identified, pedagogy was used in a superficial manner, with only three documents identifying a specific pedagogical philosophy: one HEI citing a value based curriculum and two HEIs referencing social constructionism. Nine HEIs made reference to student centred learning but with no additional pedagogic information. A review of teaching, learning and assessment strategies indicated no difference between the documented strategies used by HEIs when comparing those with an espoused pedagogy and those without. Although educational literature supports the use of pedagogic principles in curriculum design, this is not explicit in undergraduate nursing programme documentation, and suggests that nurse educators do not view pedagogy as important to their programmes. Instead programmes appear to be developed based on operational and functional requirements with a focus on acquisition of knowledge and skills, and the fitness to practice of graduates entering the nursing workforce. Copyright © 2016 Elsevier Ltd. All rights reserved.

The effectiveness and cost-effectiveness of parent training/education programmes for the treatment of conduct disorder, including oppositional defiant disorder, in children.

PubMed

Dretzke, J; Frew, E; Davenport, C; Barlow, J; Stewart-Brown, S; Sandercock, J; Bayliss, S; Raftery, J; Hyde, C; Taylor, R

2005-12-01

To assess the clinical and cost-effectiveness of parent training programmes for the treatment of children with conduct disorder (CD) up to the age of 18 years. Electronic databases. For the effectiveness review, relevant studies were identified and evaluated. A quantitative synthesis of behavioural outcomes across trials was also undertaken using two approaches: vote counting and meta-analysis. The economic analysis consisted of reviewing previous economic/cost evaluations of parent training/education programmes and the economic information within sponsor's submissions; carrying out a detailed exploration of costs of parent training/education programmes; and a de novo modelling assessment of the cost-effectiveness of parent training/education programmes. The potential budget impact to the health service of implementing such programmes was also considered. Many of the 37 randomised controlled trials that met the review inclusion and exclusion criteria were assessed as being of poor methodological quality. Studies were clinically heterogeneous in terms of the population, type of parent training/education programme and content, setting, delivery, length and child behaviour outcomes used. Both vote counting and meta-analysis revealed a consistent trend across all studies towards short-term effectiveness (up to 4 months) of parent training/education programmes (compared with control) as measured by a change in child behaviour. Pooled estimates showed a statistically significant improvement on the Eyberg Child Behaviour Inventory frequency and intensity scales, the Dyadic Parent-Child Interaction Coding System and the Child Behaviour Checklist. No studies reported a statistically significant result favouring control over parent training/education programmes. There were few statistically significant differences between different parent training/education programmes, although there was a trend towards more intensive interventions (e.g. longer contact hours, additional child involvement) being more effective. The cost of treating CD is high, with costs incurred by many agencies. A recent study suggested that by age 28, costs for individuals with CD were around 10 times higher than for those with no problems, with a mean cost of 70,019 pounds sterling. Criminality incurs the greatest cost, followed by educational provision, foster and residential care and state benefits. Only a small proportion of these costs fall on health services. Using a 'bottom-up' costing approach, the costs per family of providing parent training/education programmes range from 629 pounds sterling to 3839 pounds sterling depending on the type and style of delivery. Using the conservative assumption that there are no cost savings from treatment, a total lifetime quality of life gain of 0.1 would give a cost per quality-adjusted life-year of between 38,393 pounds sterling and 6288 pounds sterling depending on the type of programme delivery and setting. Parent training/education programmes appear to be an effective and potentially cost-effective therapy for children with CD. However, the relative effectiveness and cost-effectiveness of different models (such as therapy intensity and setting) require further investigation. Further research is required on the impact of parent training/education programmes on the quality of life of children with CD and their parents/carers, as well as on longer term child outcomes.

Can Education Innovations Be Sustained after the End of Donor Funding? The Case of a Reading Intervention Programme in Zambia

ERIC Educational Resources Information Center

Kombe, Charity Lengwe Meki Kombe; Herman, Chaya

2017-01-01

This article explores the sustainability of donor-supported innovations in the education sector. Accordingly, a case study was conducted of a programme (Primary Reading Programme) implemented in Zambian primary schools which was intended to improve literacy levels. The programme was initially supported by the Department for International…

Different Moves, Similar Outcomes: A Comparison of Chinese and Swedish Preschool Teacher Education Programmes and the Revisions

ERIC Educational Resources Information Center

Vong, Keang-ieng Peggy; Hu, Bi Ying; Xia, Yan-ping

2015-01-01

A Chinese and a Swedish preschool teacher education programme were examined in search for commonalities and differences of the curriculum decision-making considerations involved in the respective programme revision process. Findings include: (1) the two programmes have shifted orientations and become similar, yet there was no fundamental…

The Impact of Programme Accreditation on Portuguese Higher Education Provision

ERIC Educational Resources Information Center

Sin, Cristina; Tavares, Orlanda; Amaral, Alberto

2017-01-01

The paper analyses the impact of programme accreditation in Portugal further to the operations of the Agency for Assessment and Accreditation of Higher Education, which were initiated in 2009. Tracking the evolution of study programmes, the paper found that, out of the initial 5262 programmes on offer in 2009/2010, 40% have been either…

Re-Engineering the Business Education Programme in Universities for Enhanced Human Resources Development in Nigeria

ERIC Educational Resources Information Center

Okoli, B. E.; Azih, N.

2015-01-01

The paper reviewed a business education programme in Nigeria vis-a-vis its role in human resource development and highlighted deficiencies in programme curricular and delivery changes needed in remodeling of the programme to enhance learning outcomes, increase skill acquisition, meet world's standards and current labour demands in business…

Improving Latino Children's Early Language and Literacy Development: Key Features of Early Childhood Education within Family Literacy Programmes

ERIC Educational Resources Information Center

Jung, Youngok; Zuniga, Stephen; Howes, Carollee; Jeon, Hyun-Joo; Parrish, Deborah; Quick, Heather; Manship, Karen; Hauser, Alison

2016-01-01

Noting the lack of research on how early childhood education (ECE) programmes within family literacy programmes influence Latino children's early language and literacy development, this study examined key features of ECE programmes, specifically teacher-child interactions and child engagement in language and literacy activities and how these…

The World Starts With Me: using intervention mapping for the systematic adaptation and transfer of school-based sexuality education from Uganda to Indonesia.

PubMed

Leerlooijer, Joanne N; Ruiter, Robert A C; Reinders, Jo; Darwisyah, Wati; Kok, Gerjo; Bartholomew, L Kay

2011-06-01

Evidence-based health promotion programmes, including HIV/AIDS prevention and sexuality education programmes, are often transferred to other cultures, priority groups and implementation settings. Challenges in this process include the identification of retaining core elements that relate to the programme's effectiveness while making changes that enhances acceptance in the new context and for the new priority group. This paper describes the use of a systematic approach to programme adaptation using a case study as an example. Intervention Mapping, a protocol for the development of evidence-based behaviour change interventions, was used to adapt the comprehensive school-based sexuality education programme 'The World Starts With Me'. The programme was developed for a priority population in Uganda and adapted to a programme for Indonesian secondary school students. The approach helped to systematically address the complexity and challenges of programme adaptation and to find a balance between preservation of essential programme elements (i.e. logic models) that may be crucial to the programme's effectiveness, including key objectives and theoretical behaviour change methods, and the adaptation of the programme to be acceptable to the new priority group and the programme implementers.

An examination of concussion education programmes: a scoping review methodology.

PubMed

Caron, Jeffrey G; Bloom, Gordon A; Falcão, William R; Sweet, Shane N

2015-10-01

The primary purpose was to review the literature on concussion education programmes. The secondary purpose was to inform knowledge translation strategies for concussion researchers and practitioners. Research on concussion education programmes is relatively new. As a result, the current study implemented a scoping review methodology, which is a type of literary search used to provide a preliminary assessment of the size and scope of a body of literature, as well as identify strengths, weaknesses and gaps in the research. A five-stage process for conducting a scoping review was followed for this study: (a) identifying the research questions, (b) identifying relevant studies, (c) identifying the study selection criteria, (d) charting the data and (e) reporting the results. Concussion education programmes have been developed and implemented with populations ranging in age from 9 to 49 years and have used interactive oral presentations, educational videos and computer-based learning programmes. Although the content of these programmes varied, the topics generally addressed salient aspects of concussion injury and recovery. Quantitative instruments have been the preferred methods for assessment. Education programmes aimed at improving participants' long-term concussion knowledge, behaviours and attitudes of concussions are needed. Researchers must consider using a knowledge translation framework to enhance concussion education programmes. The application of such a framework can lead to novel and interesting ways of disseminating information about concussive injury and recovery. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://group.bmj.com/group/rights-licensing/permissions.

Health education programmes to improve foot self-care practices and foot problems among older people with diabetes: a systematic review.

PubMed

Ahmad Sharoni, Siti Khuzaimah; Minhat, Halimatus Sakdiah; Mohd Zulkefli, Nor Afiah; Baharom, Anisah

2016-09-01

To assess the effectiveness of health education programmes to improve foot self-care practices and foot problems among older people with diabetes. The complications of diabetes among older people are a major health concern. Foot problems such as neuropathy, ulcer and ultimately amputation are a great burden on older people with diabetes. Diabetes foot education programmes can influence the behaviour of older people in practising foot self-care and controlling the foot problems. However, the educational approaches used by the educators are different. Therefore, it is important to assess the education programmes from various evidence-based practices. Six databases, EBSCOhost medical collections (MEDLINE, CINAHL, Psychology and Behavioral Sciences Collection), SAGE, Wiley Online Library, ScienceDirect, SpringerLink and Web of Science, were used to search for articles published from January 2000 to March 2015. The search was based on the inclusion criteria and keywords including 'foot', 'care' and 'diabetes'. Fourteen studies were assessed and reviewed in the final stage. Health education programmes varied according to their design, setting, approach, outcome measured and results. Foot assessment, verbal and written instructions and discussion were proved to improve the foot self-care and foot problems. Subsequent follow-ups and evaluations had a significant effect. An improvement was observed in foot self-care scores and foot problems (such as neuropathy, foot disability, lesion, ulcer, tinea pedis and callus grade) after implementation of the health education programme. The findings of this study support the claim that a health education programme increases the foot self-care scores and reduces the foot problems. However, there were certain methodological concerns in the reviewed articles, indicating the need for further evaluation. In future, researchers and practitioners must implement a vigorous education programme focusing on diabetes foot self-care among the older population. © 2016 John Wiley & Sons Ltd.

Flexible Programmes in Higher Professional Education: Expert Validation of a Flexible Educational Model

ERIC Educational Resources Information Center

Schellekens, Ad; Paas, Fred; Verbraeck, Alexander; van Merrienboer, Jeroen J. G.

2010-01-01

In a preceding case study, a process-focused demand-driven approach for organising flexible educational programmes in higher professional education (HPE) was developed. Operations management and instructional design contributed to designing a flexible educational model by means of discrete-event simulation. Educational experts validated the model…

In-Service Training Programmes for Inclusive Education in Serbia--Offer and Implementation

ERIC Educational Resources Information Center

Matovic, Nataša; Spasenovic, Vera

2015-01-01

The initial education and in-service training of all educators, particularly teachers, play a vital role in strengthening competences necessary for implementing inclusive educational practice. This paper analyses offered and implemented inservice training programmes for educators in the field of inclusive education or, more precisely, for working…

Researching, Teaching and Professional Development: How to Build Quality and Reflection into Our MPA-Programmes?

ERIC Educational Resources Information Center

Notten, Ton

2013-01-01

Continuing adult education requires continuous education of the educators themselves--a highly self-referential issue. This article focuses on educating a group of "urban educators" in the western part of the Netherlands who have been involved in broad urban educational programmes: school, parental education and participation, living…

Going global in physical therapist education: International Service-Learning in US-based programmes.

PubMed

Pechak, Celia; Thompson, Mary

2011-12-01

 Internationalization is expanding its presence in higher education in the United States. Reflecting this trend that includes incorporating global perspectives in the curricula, physical therapist education programmes increasingly offer international opportunities such as International Service-Learning (ISL) to their students. Service-learning, a teaching strategy that integrates community service with structured learning activities, has gained broad acceptance in health professions education including physical therapy, and is therefore the focus of this paper. The specific purposes of this paper were to identify and analyse the commonalities that existed among established ISL programmes within physical therapist education programmes in terms of structures and processes, and to consider its broader implications for physical therapist education.   A descriptive, exploratory study was performed using grounded theory. Snowball and purposive, theoretical sampling yielded 14 faculty members with experience in international service, international learning or ISL in physical therapist education programmes. Faculty were interviewed by phone. Interview transcriptions and course documents were analysed applying grounded theory methodology. Data from eight programmes which met the operational definition of established ISL were used to address the purposes of this paper.   Five phases of establishing an ISL programme were identified: development, design, implementation, evaluation, and enhancement. Although no single model exists for ISL in physical therapist education; commonalities in structures and processes were identified in each phase. However, attention to service objectives and outcomes is lacking.   While analysis revealed that each programme shared commonalities and demonstrated differences in structures and processes compared with the other programmes, the study demonstrated a general lack of focus on formal community outcomes which raises ethical concerns. Future research and dialogue is warranted to explore ethics and good practice in ISL and other global health initiatives in physical therapy. This study may facilitate reflections and creative solutions by individual faculty and the profession. Copyright © 2010 John Wiley & Sons, Ltd.

Firefighter Learning at a Distance--A Longitudinal Study

ERIC Educational Resources Information Center

Holmgren, R.; Haake, U.; Söderström, T.

2017-01-01

This article presents a summary analysis of a 5-year study on the implementation of a technology-supported distance firefighter training programme in Sweden, focused on the firefighter students' learning processes regarding challenges, contradictions and changes that occurred during the implementation period. With activity theory as the…

Arizona's tobacco control initiative illustrates the need for continuing oversight by tobacco control advocates

PubMed Central

Bialous, S. A.; Glantz, S.

1999-01-01

BACKGROUND—In 1994, Arizona voters approved Proposition 200 which increased the tobacco tax and earmarked 23% of the new revenues for tobacco education programmes.
OBJECTIVE—To describe the campaign to pass Proposition 200, the legislative debate that followed the passage of the initiative, and the development and implementation of the tobacco control programme.
DESIGN—This is a case study. Data were collected through semi-structured interviews with key players in the initiative campaign and in the tobacco education programme, and written records (campaign material, newspapers, memoranda, public records).
RESULTS—Despite opposition from the tobacco industry, Arizonans approved an increase in the tobacco tax. At the legislature, health advocates in Arizona successfully fought the tobacco industry attempts to divert the health education funds and pass preemptive legislation. The executive branch limited the scope of the programme to adolescents and pregnant women. It also prevented the programme from attacking the tobacco industry or focusing on secondhand smoke. Health advocates did not put enough pressure at the executive branch to force it to develop a comprehensive tobacco education programme.
CONCLUSIONS—It is not enough for health advocates to campaign for an increase in tobacco tax and to protect the funds at the legislature. Tobacco control advocates must closely monitor the development and implementation of tax-funded tobacco education programmes at the administrative level and be willing to press the executive to implement effective programmes.


Keywords: tobacco tax; health education; advocacy PMID:10478397

Undergraduate training in palliative medicine: is more necessarily better?

PubMed

Mason, Stephen R; Ellershaw, John E

2010-04-01

The General Medical Council's call to modernize medical education prompted the University of Liverpool Medical School to develop a new undergraduate programme, integrating palliative medicine as 'core' curricula. Following successful piloting, the palliative medicine training programme was further developed and expanded. This paper examines whether the additional investment produces improved outcomes. In 1999, fourth year undergraduate medical students (Cohort 1, n = 217) undertook a 2-week pilot education programme in palliative medicine. Subsequently, the training programme was refined and extended, incorporating advanced communication skills training, an ethics project and individual case presentations (Cohort 2, n = 443). Congruent with the study's theoretical driver of self-efficacy, both cohorts were surveyed pre- and post-programme with validated measures of: (i) self-efficacy in palliative care scale; (ii) thanatophobia scale. No significant differences between cohorts' pre-programme scores were identified. Within each cohort, statistically and educationally significant post-education improvements were recorded in both scales. Further post-education analysis indicated that the extended programme produces significantly greater improvements in all domains of the self-efficacy in palliative care scale (communication, t =-7.28, patient management, t =-5.96, multidisciplinary team-working t =-3.77 at p < 0.000), but not thanatophobia. Although improvements were recorded in both cohorts, participation in the extended education programme resulted in further statistically significant gains. Interpreted through the theoretical model employed, improved self-efficacy and outcome expectancies will result in behavioural change that leads to improved practice and better patient care.

Closing the Gap: Opportunities for Distance Education to Benefit Adult Learners in Higher Education

ERIC Educational Resources Information Center

Carlsen, A.; Holmberg, C.; Neghina, C.; Owusu-Boampong, A.

2016-01-01

Distance education in higher education is a fast-growing and widespread phenomenon. As many adults are unable to participate in on-campus education, distance education offers flexible learning paths that greatly enhance accessibility to higher education. Exploring distance education's potential to increase the participation of adult learners in…

Effectiveness of Teacher Education Programmes in Developing Teaching Skills for Secondary Level

ERIC Educational Resources Information Center

Ullah, S. Zia; Farooq, M. S.; Memon, R. A.

2008-01-01

The purpose of the study was to evaluate the effectiveness of secondary school teacher education programme in terms of development of selected teaching skills and suggesting ways and means to improve the programme. The population of the study comprised of the pre-service teachers of all the government colleges of education for men and women in…

Comparative Study of Teaching Content in Teacher Education Programmes in Canada, Denmark, Finland and Singapore

ERIC Educational Resources Information Center

Rasmussen, Jens; Bayer, Martin

2014-01-01

This article presents the results of a comparative study of the content in selected teacher education programmes for primary and lower secondary teachers in Canada, Denmark, Finland and Singapore. First and foremost, the study is a comparison between teacher education programmes in, on the one hand, Canada, Finland and Singapore, all of which…

Exploring the Links Between Visual Arts and Environmental Education: Experiences of Teachers Participating in an In-Service Training Programme

ERIC Educational Resources Information Center

Savva, Andri; Trimis, Eli; Zachariou, Aravella

2004-01-01

An in-service teachers' training programme was designed aiming to encourage art teachers to learn through theoretical and artistic experiential activities in a specific environmental setting (Lemithou environmental education centre, Cyprus). The programme was based on the use of the environment as an educational resource, and sought to develop…

Primary Science Curriculum Development in Africa--Strategies, Problems and Prospects with Particular Reference to the African Primary Science Programme.

ERIC Educational Resources Information Center

Bajah, Sam Tunde

1981-01-01

The African Primary Science Programme (APSP) was one of the three major projects in Africa sponsored by Educational Services Incorporated (ESI), later the Educational Development Center (EDC), Newton, Massachusetts. The problems of introducing this programme in the anglophone African States and its implications for science education are discussed.…

Evaluation of a tele-education programme in Brazil.

PubMed

Joshi, Ashish; Novaes, Magdala A; Iyengar, Sriram; Machiavelli, Josiane L; Zhang, Jiajie; Vogler, Robert; Hsu, Chiehwen E

2011-01-01

We evaluated a tele-education programme for primary care staff in Pernambuco State, Brazil. During 2008 and 2009, tele-education sessions occurred four times each week for one hour per day. The topics included public health, child and adolescent health, mental health and nursing. After each session, participants completed an evaluation questionnaire. A total of 73 municipalities and 141 health centres participated in the programme. There were 254 tele-education sessions scheduled during the 20-month study period; of these, 224 sessions were successfully performed and 30 were cancelled. We collected 3504 responses from the satisfaction survey. There was high acceptance of the programme: 97% rated it as excellent or good.

A national survey of medical education fellowships.

PubMed

Thompson, Britta M; Searle, Nancy S; Gruppen, Larry D; Hatem, Charles J; Nelson, Elizabeth A

2011-04-04

The purpose of our study was to determine the prevalence, focus, time commitment, graduation requirements and programme evaluation methods of medical education fellowships throughout the United States. Medical education fellowships are defined as a single cohort of medical teaching faculty who participate in an extended faculty development programme. A 26-item online questionnaire was distributed to all US medical schools (n=127) in 2005 and 2006. The questionnaire asked each school if it had a medical education fellowship and the characteristics of the fellowship programme. Almost half (n=55) of the participating schools (n=120, response rate 94.5 %) reported having fellowships. Duration (10-584 hours) and length (<1 month-48 months) varied; most focused on teaching skills, scholarly dissemination and curriculum design, and required the completion of a scholarly project. A majority collected participant satisfaction; few used other programme evaluation strategies. The number of medical education fellowships increased rapidly during the 1990s and 2000s. Across the US, programmes are similar in participant characteristics and curricular focus but unique in completion requirements. Fellowships collect limited programme evaluation data, indicating a need for better outcome data. These results provide benchmark data for those implementing or revising existing medical education fellowships.

A national survey of medical education fellowships

PubMed Central

Thompson, Britta M.; Searle, Nancy S.; Gruppen, Larry D.; Hatem, Charles J.; Nelson, Elizabeth A.

2011-01-01

Purpose The purpose of our study was to determine the prevalence, focus, time commitment, graduation requirements and programme evaluation methods of medical education fellowships throughout the United States. Medical education fellowships are defined as a single cohort of medical teaching faculty who participate in an extended faculty development programme. Methods A 26-item online questionnaire was distributed to all US medical schools (n=127) in 2005 and 2006. The questionnaire asked each school if it had a medical education fellowship and the characteristics of the fellowship programme. Results Almost half (n=55) of the participating schools (n=120, response rate 94.5 %) reported having fellowships. Duration (10–584 hours) and length (<1 month–48 months) varied; most focused on teaching skills, scholarly dissemination and curriculum design, and required the completion of a scholarly project. A majority collected participant satisfaction; few used other programme evaluation strategies. Conclusions The number of medical education fellowships increased rapidly during the 1990s and 2000s. Across the US, programmes are similar in participant characteristics and curricular focus but unique in completion requirements. Fellowships collect limited programme evaluation data, indicating a need for better outcome data. These results provide benchmark data for those implementing or revising existing medical education fellowships. PMID:21475643

The Language Exchange Programme: Plugging the Gap in Formal Learning

ERIC Educational Resources Information Center

Beaven, Tita; Gutiérrez, Mara Fuertes; Motzo, Anna

2017-01-01

In the context of distance language learning, speaking is frequently perceived as the most challenging skill; this paper reports on a 12 week summer language exchange programme providing students with new ways of practising their oral abilities. Students who completed an undergraduate beginners' language module took part in regular online,…

Enhanced recovery clinical education programme improves quality of post-operative care

PubMed Central

McDonald, Ruth

2015-01-01

Quality is the driving principle of Enhanced Recovery (ER). It improves the patient experience by getting patients better sooner and changes clinical practice to make care safer and more efficient. As a consequence of ER patients spend less time in hospital. A successful ER programme began to fail after organisational restructuring and staff changes. Patients did not meet their ER goals and length of stay (LOS) increased. An ER nurse was appointed to get the programme back on track. This involved a multidisciplinary approach to an ER clinical education programme. The programme aimed to develop knowledge of the physiology of post-operative recovery and the evidence underpinning the interventions required. This was considered crucial to secure longer term staff engagement while avoiding unthinking protocol driven compliance. Success of the education programme was measured by improved outcomes in patient LOS and readmission statistics. During the four months of the clinical education programme there were no significant changes in monthly LOS. At six months post implementation of the programme there was a reduction in LOS of 0.6 days compared to the previous six months. At 12 months there was a reduction in 1.1 days compared with previous 12 months. There was a mean reduction of 28 day readmissions for all elective gynaecology surgery of 1.1 patients per month in the 12 months post programme implementation compared to the 12 months before. Delivering a multidisciplinary participatory education programme improved overall understanding of ER, and achieved sustained improvement in ER for patient benefit. PMID:26734343

Postgraduate Work-Based Learning Programmes in English Higher Education: Exploring Case Studies of Organizational Practice

ERIC Educational Resources Information Center

Smith, Paul; Preece, David

2009-01-01

The first part of the paper outlines and discusses the nature of work-based learning (WBL) and WBL programmes, and the overall direction of government strategy towards WBL programmes in Higher Education (HE) in England, with particular reference to postgraduate programmes, policy documents, and the WBL literature. Drawing upon case study research,…

The Role of Foundation Programmes in Science Education: The UNIFY Programme at the University of Limpopo, South Africa

ERIC Educational Resources Information Center

Mabila, T. E.; Malatje, S. E.; Addo-Bediako, A.; Kazeni, M. M. M.; Mathabatha, S. S.

2006-01-01

Since its inception in 1992, the University of the North's, Science Foundation Year (UNIFY) Programme has provided access to higher education to over 1500 previously disadvantaged students. However, there has always been doubt about whether the concept of a foundation programme is a worthwhile endeavour. To date, government has not yet fully…

Expectations of Majlis Amanah Rakyat (MARA) Stakeholders on the Ulul Albab Curriculum at a MARA Junior Science College (MRSM)

ERIC Educational Resources Information Center

Manaf, Umi Kalthom Abdul; Alias, Nurul Fitriah; Azman, Ady Hameme Nor; Rahman, Fadzilah Abdul; Zulkifli, Hafizah

2014-01-01

Ulul Albab is an educational programme of integration between the existing programmes in MARA Junior Science College (MRSM) with the religious school programme including Tahfiz Al-Quran. MRSM Ulul Albab education programme is designed to produce professional experts, entrepreneurs and technocrats that are well versed in the field of religion-based…

From Chaos and Insecurity to Understanding and Coping: Experienced Benefits of a Group-Based Education Programme for People with Chronic Fatigue Syndrome

ERIC Educational Resources Information Center

Pinxsterhuis, Irma; Strand, Elin Bolle; Stormorken, Eva; Sveen, Unni

2015-01-01

The aim of this study was to elicit participants' experiences with a multidisciplinary patient education programme and their views regarding the usefulness of the programme. Focus group interviews were conducted with 10 participants immediately and nine months following participation in the programme and analysed using thematic analysis.…

A Time Profile of Mathematics in a "Gap Year" in Irish Secondary Schools

ERIC Educational Resources Information Center

Prendergast, Mark; O'Meara, Niamh

2016-01-01

The Irish education system is unique in an international context as it sets aside a full school year for a transition and youth development programme in the middle of secondary education. The Transition Year (TY) programme is an optional, full time programme offered in the majority of secondary schools. Each school designs its own programme,…

Planning, Designing and Managing Higher Education Institutions

ERIC Educational Resources Information Center

Daigneau, William A.; Valenti, Mark S.; Ricciarini, Sylvana; Bender, Stephen O.; Alleyne, Nicole; Di Grappa, Michael; Duart, Josep M.; Lupianez, Francisco; Sanchez, Miguel Angel Ehrenzweig

2005-01-01

The OECD Programme on Educational Building, together with the Association of Higher Education Facilities Officers (APPA) and the OECD Programme on Institutional Management in Higher Education, organised an international conference on the planning, design and management of facilities for higher education institutions on April 24-27, 2005. The…

How can systems engineering inform the methods of programme evaluation in health professions education?

PubMed

Rojas, David; Grierson, Lawrence; Mylopoulos, Maria; Trbovich, Patricia; Bagli, Darius; Brydges, Ryan

2018-04-01

We evaluate programmes in health professions education (HPE) to determine their effectiveness and value. Programme evaluation has evolved from use of reductionist frameworks to those addressing the complex interactions between programme factors. Researchers in HPE have recently suggested a 'holistic programme evaluation' aiming to better describe and understand the implications of 'emergent processes and outcomes'. We propose a programme evaluation framework informed by principles and tools from systems engineering. Systems engineers conceptualise complexity and emergent elements in unique ways that may complement and extend contemporary programme evaluations in HPE. We demonstrate how the abstract decomposition space (ADS), an engineering knowledge elicitation tool, provides the foundation for a systems engineering informed programme evaluation designed to capture both planned and emergent programme elements. We translate the ADS tool to use education-oriented language, and describe how evaluators can use it to create a programme-specific ADS through iterative refinement. We provide a conceptualisation of emergent elements and an equation that evaluators can use to identify the emergent elements in their programme. Using our framework, evaluators can analyse programmes not as isolated units with planned processes and planned outcomes, but as unfolding, complex interactive systems that will exhibit emergent processes and emergent outcomes. Subsequent analysis of these emergent elements will inform the evaluator as they seek to optimise and improve the programme. Our proposed systems engineering informed programme evaluation framework provides principles and tools for analysing the implications of planned and emergent elements, as well as their potential interactions. We acknowledge that our framework is preliminary and will require application and constant refinement. We suggest that our framework will also advance our understanding of the construct of 'emergence' in HPE research. © 2017 John Wiley & Sons Ltd and The Association for the Study of Medical Education.

Do Pre-school Distance Educators Require Specialist Training?

ERIC Educational Resources Information Center

Kirk, David

1994-01-01

Recommends implementing specialized preparation for rural preschool teachers to function effectively as distance educators. Addresses differences between urban and rural environments affecting education; the important role of parents as educators in distance education; and the need for distance education preschool teachers to reconceptualize their…

Do the clinical competencies of musculoskeletal outpatient physiotherapists improve after they have participated in a bespoke in-service education programme designed around individual and service continuing professional development needs?

PubMed

Banks, Kevin; Meaburn, Anthony; Phelan, Elaine

2013-01-01

To determine whether the clinical competencies of musculoskeletal outpatient physiotherapists improve if they participate in an annual in-service education programme designed around clinical practice needs. A within-subject, without-control, experimental, pre-test post-test study. Clinical and educational facilities of Doncaster and Bassetlaw Hospitals NHS Foundation Trust and locality-based outpatient facilities. Participants were 37 specialist musculoskeletal outpatient physiotherapists (band 6 and 7), working for Doncaster and Bassetlaw Hospitals NHS Foundation Trust. Participants completed three separate modules of in-service education through an academic year, based on learning outcomes identified from observation and performance rating of their clinical competencies. Each module lasted 7 hours, with supporting clinical assistance sessions and self-directed learning time. The primary outcome measure was a (participant) performance rating (from novice to expert) of 20 clinical competencies scored by experienced clinical educators before and after completion of the in-service education programme. A secondary, qualitative outcome measure (a purpose-made, semi-structured questionnaire) given after the programme explored participants' experiences and perceptions of the in-service education programme. Seven competencies were identified as the focus of the programme because their performance ratings were the lowest. All seven of these competencies improved following the programme. Communication scores improved by 6%, clinical reasoning by 4%, functional analysis of movement by 6%, use of research in practice by 4%, and critical appraisal of evidence by 4.6%. Performance of structural differentiation and the range of manual handling skills demonstrated were the only competencies to show a statistically significant improvement of 14.6% and 12%, respectively (p≤0.025(. Thematic analysis of the questionnaires revealed that 96% of respondents felt that their practice had changed positively over the year because of the programme. Providing a structured and bespoke in-service education programme over an academic year may help to improve the rating of clinical competencies and give participants the perception that their clinical practice has changed because of the programme.

Development and Validation of a Culturally-Tailored Breast Cancer Health Education Programme for Arab Women

PubMed Central

Alkhasawneh, Esra; Al-Farsi, Yahya; Al-Simadi, Fayez; Leocadio, Michael

2017-01-01

Objectives This study aimed to develop and validate a health education programme to encourage breast cancer awareness and early detection behaviours among Arab women. Methods This study took place between December 2015 and March 2016. The Enabling Systems Raising Awareness model was used to develop a breast cancer health education programme which was subsequently implemented by trained health educators at three female-only fitness clubs in Muscat, Oman. Breast cancer knowledge among 53 women was assessed using the breast module of the Cancer Awareness Measure before and after each health education session. Overall pre- and post-session knowledge scores were then compared. Additionally, three focus group discussions were conducted with 10 participants from each location. Thematic analysis was used to analyse the transcribed discussions and collect feedback on the programme. Results The health education sessions resulted in a statistically significant increase in overall mean knowledge scores (P <0.001). Participants also reported significantly improved intentions to undertake early detection practices (P <0.001). The focus group discussions yielded distinct themes and valuable feedback which can be utilised in the future to create an improved version of the programme. Conclusion While the health education programme significantly improved breast cancer and early detection knowledge among a cohort of Arab women, it still required critical improvements in terms of structure and administration. Additional studies are required in order to evaluate long-term behavioural outcomes resulting from the improved programme. PMID:28690890

Global cost of correcting vision impairment from uncorrected refractive error.

PubMed

Fricke, T R; Holden, B A; Wilson, D A; Schlenther, G; Naidoo, K S; Resnikoff, S; Frick, K D

2012-10-01

To estimate the global cost of establishing and operating the educational and refractive care facilities required to provide care to all individuals who currently have vision impairment resulting from uncorrected refractive error (URE). The global cost of correcting URE was estimated using data on the population, the prevalence of URE and the number of existing refractive care practitioners in individual countries, the cost of establishing and operating educational programmes for practitioners and the cost of establishing and operating refractive care facilities. The assumptions made ensured that costs were not underestimated and an upper limit to the costs was derived using the most expensive extreme for each assumption. There were an estimated 158 million cases of distance vision impairment and 544 million cases of near vision impairment caused by URE worldwide in 2007. Approximately 47 000 additional full-time functional clinical refractionists and 18 000 ophthalmic dispensers would be required to provide refractive care services for these individuals. The global cost of educating the additional personnel and of establishing, maintaining and operating the refractive care facilities needed was estimated to be around 20 000 million United States dollars (US$) and the upper-limit cost was US$ 28 000 million. The estimated loss in global gross domestic product due to distance vision impairment caused by URE was US$ 202 000 million annually. The cost of establishing and operating the educational and refractive care facilities required to deal with vision impairment resulting from URE was a small proportion of the global loss in productivity associated with that vision impairment.

Pedagogical Approaches to Exploring Theory-Practice Relationships in an Outdoor Education Teacher Education Programme

ERIC Educational Resources Information Center

Clayton, Kathleen; Smith, Heidi; Dyment, Janet

2014-01-01

Understanding theory-practice relationships in pre-service teacher education is an enduring concern for many teacher educators. Drawing on data from an investigation into the theory-practice nexus in an outdoor education teacher education programme, this article examines pedagogical approaches to exploring theory and practice with pre-service…

The Impact of Distance Education on Higher Education: A Case Study of the United States

ERIC Educational Resources Information Center

Caruth, Gail D.; Caruth, Donald L.

2013-01-01

Distance education has been credited for bringing education to students who would not otherwise have educational opportunities. This study used a qualitative case study approach to examine the research to determine the impact of distance education on higher education in the United States. This look into the impact of distance education is…

Revealing the Effects of Cognitive Education Programmes through Dynamic Assessment

ERIC Educational Resources Information Center

Tzuriel, David

2011-01-01

The major objective of this paper is to demonstrate the effectiveness of dynamic assessment (DA) in revealing outcomes of cognitive education programmes. Three programmes based on "mediated learning experience" theory are reviewed: "Feuerstein's Instrumental Enrichment", "Bright Start", and "Peer Mediation with…

Parents’ Participation in the Sexuality Education of Their Children in Namibia: A Framework and an Educational Programme for Enhanced Action

PubMed Central

Nghipondoka- Lukolo, Linda Ndeshipandula; Charles, Kimera Lukanga

2016-01-01

The purpose of the study was to empower rural parents to participate in the sexuality education of their children. The study was designed to be qualitative, explorative, descriptive and contextual in nature. It was performed in three phases. Phase 1 consisted of a situational analysis to explore and describe how parents provide sexuality education. Phase 2 consisted of the development of a conceptual framework that facilitated the development of an educational programme. In phase 3 the programme was implemented and evaluated, recommendations were made and conclusions drawn. The main findings revealed two themes: factors influencing parental participation in their children’s sexuality education, and the need for parental participation in their children’s sexuality education. This article is part of series of three article stems from a study on the topic of sexuality education empowerment programme of rural parents in Namibia. The three articles have the following titles one: parent’s participation in sexuality education of their children: a situational analysis; two: parent’s participation in sexuality education of their children: a conceptual framework and an educational programme to enhance action, and three: parent’s participation in sexuality education of their children: programme implementation and evaluation. The previous paper dealt with parent’s participation in sexuality education of their children: a situational analysis: the results from the in-depth interviews and focus group discussions on sexuality education with children and parents were presented. This paper focuses on describing Phase 2 and 3, namely the process of devising a conceptual framework for the development of an educational programme to empower parents to participate in the sexuality education of their children. Discussions included a description of the conceptual framework, based on the researcher’s paradigmatic assumptions, and the focus group and individual in-depth interviews results. The survey list suggested by Dickoff et al. (1968) consists of various elements which were employed in the conceptual framework, namely the context, agent, recipients, dynamics, procedure and a terminus. These elements were reflected in the “thinking map”. PMID:26573053

Parents' Participation in the Sexuality Education of Their Children in Namibia: A Framework and an Educational Programme for Enhanced Action.

PubMed

Nghipondoka-Lukolo, Linda Ndeshipandula; Charles, Kimera Lukanga

2015-08-18

The purpose of the study was to empower rural parents to participate in the sexuality education of their children. The study was designed to be qualitative, explorative, descriptive and contextual in nature. It was performed in three phases. Phase 1 consisted of a situational analysis to explore and describe how parents provide sexuality education. Phase 2 consisted of the development of a conceptual framework that facilitated the development of an educational programme. In phase 3 the programme was implemented and evaluated, recommendations were made and conclusions drawn. The main findings revealed two themes: factors influencing parental participation in their children's sexuality education, and the need for parental participation in their children's sexuality education. This article is part of series of three article stems from a study on the topic of sexuality education empowerment programme of rural parents in Namibia. The three articles have the following titles: one: parent's participation in sexuality education of their children: a situational analysis; two: parent's participation in sexuality education of their children: a conceptual framework and an educational programme to enhance action, and three: parent's participation in sexuality education of their children: programme implementation and evaluation. The previous paper dealt with parent's participation in sexuality education of their children: a situational analysis: the results from the in-depth interviews and focus group discussions on sexuality education with children and parents were presented. This paper focuses on describing Phase 2 and 3, namely the process of devising a conceptual framework for the development of an educational programme to empower parents to participate in the sexuality education of their children. Discussions included a description of the conceptual framework, based on the researcher's paradigmatic assumptions, and the focus group and individual in-depth interviews results. The survey list suggested by Dickoff et al. (1968) consists of various elements which were employed in the conceptual framework, namely the context, agent, recipients, dynamics, procedure and a terminus. These elements were reflected in the "thinking map".

Recognising and developing students as teachers: Introduction of a novel Undergraduate Certificate in Veterinary Medical Education.

PubMed

Hudson, Neil; Stansbie, Nigel; Rhind, Susan; Brown, Gillian; Handel, Ian; Mellanby, Richard; Bell, Catriona

2016-01-01

A key responsibility of healthcare professionals is the education of clients/patients, colleagues and students undertaking placements. Peer-assisted learning (PAL) has been incorporated in our veterinary medicine programme for a number of years. The aim of this project was to develop a mechanism to formally recognise the important role that students play in the School's teaching and learning processes and foster students as partners in education through the development of a novel Undergraduate Certificate in Veterinary Medical Education (UCVME). Students and veterinarians were surveyed in order to inform the design of the programme. The programme is modular and aligned with the UK Professional Standards Framework (UKPSF). Students enrol in their third year, undertaking core and elective components, with completion over the final three years of the degree. The UCVME has been positively received, with 30 of 160 third year students enrolling in the programme's first year. Activities receiving credit and designed in partnership between staff and students have included: PAL sessions, widening participation school educational workshops and client education events. This initiative has created numerous student-driven educational opportunities. It is hoped that this programme will facilitate the educational training of students and enhance employability and career satisfaction.

The Landscape of Quality Assurance in Distance Education

ERIC Educational Resources Information Center

Scull, W. Reed; Kendrick, David; Shearer, Rick; Offerman, Dana

2011-01-01

Distance education permeates the field of professional and continuing education to such an extent that quality assurance (QA) is a topic no distance educator or administrator should avoid. Quality assurance is an issue not just for continuing education but also for higher education generally. Given the disruptive impact of distance education and…

Effects of two educational programmes aimed at improving the utilization of non-opioid analgesics in family medicine clinics in Mexico.

PubMed

Doubova, Svetlana Vladislavovna; Mino-León, Dolores; Reyes-Morales, Hortensia; Flores-Hernandez, Sergio; Torres-Arreola, Laura del Pilar; Pérez-Cuevas, Ricardo

2010-08-01

To develop and test two educational programmes (interactive and passive) aimed at improving family doctors' (FD) prescribing practices and patient's knowledge and use of non-opioid analgesics (NOA). The educational programmes were conducted in two family medicine clinics by using a three-stage approach: baseline evaluation, design, and implementation of educational activities, and post-programme evaluation. An interactive educational programme (IEP) was compared with a passive educational programme (PEP); both were participated by FDs and patients. The IEP for FDs comprised of workshops, discussion groups, in-service training and guidelines, while for patients the IEP consisted of an interactive session with a video, leaflets and a discussion. The PEP consisted in delivering the guidelines to the FDs and the leaflets to patients. The effect of the programmes on the FDs was measured through the appropriateness of prescriptions and analysed using the differences-in-differences estimator (D-in-D), and on patients through changes in self-medication and in their knowledge about the proper use and adverse events by analysing the inter- and intra-group differences before and after the programmes. The IEP obtained better results to improve appropriate FDs prescription of NOA than PEP (D-in-D = 15%). Regarding the patients, the PEP group reached higher reduction of self-medication than the IEP group (13.4% vs. 9.1%); the knowledge of proper NOA use increased by 8.5% in both groups, whereas knowledge of NOA-related adverse events was better in the IEP (39.6%) than in the PEP group (9.2%). The IEP was better to improve the doctors' abilities to prescribe NOAs, and both programmes improved patients' knowledge.

Facilitating Distance Education.

ERIC Educational Resources Information Center

Rossman, Mark H., Ed.; Rossman, Maxine E., Ed.

1995-01-01

This collection of articles on distance learning reflects the perspectives and concerns of the learner and the facilitator of learning in distance education setting. Eight chapters are included: (1) "The Evolution and Advantages of Distance Education" (John E. Cantelon) traces the history of distance education and demonstrates how it transcends…

Enhancing Environmental Higher Education in Eastern Europe

NASA Astrophysics Data System (ADS)

Palmisano, E.; Caporali, E.; Valdiserri, J.

2010-12-01

Higher Education plays a central role in the development of both human beings and modern societies as it enhances social, cultural and economic development, active citizenship, ethical values and expertises for a sustainable growth. Different initiatives are taking place at world level to guarantee accessibility and right to higher education. The sustainability of human development has, as relevant key factors, environment protection and natural resources enhancement. Environment is therefore becoming more and more important at global level. The Environmental policy is object of discussions, in different prime minister summits and conferences, and constitutes a priority of policy in an increasing number of countries. The European Higher Education institutions, to achieve the objectives above, and to encourage cooperation between countries, may take part in a wide range of European Commission funded programmes, such as TEMPUS, which supports the modernisation of higher education and creates an area of co-operation in countries surrounding the EU. Some important projects run by the University of Florence are the TEMPUS DEREC-Development of Environmental and Resources Engineering Curriculum (2005-2008) and its spin-off called DEREL-Development of Environment and Resources Engineering Learning (2010-2013), recently recommended for funding by the European Commission. Through the co-operation of all project consortium members (Universities in Austria, Germany, Greece, FYR Macedonia, Albania and Serbia) they are aimed at the development and introduction of first and second level curricula in “Environmental and Resources Engineering” at the Ss. Cyril and Methodius University in Skopje (FYR Macedonia). In the DEREC Project the conditions for offering a joint degree title in the field of Environmental Engineering between the University of Florence and the Ss. Cyril and Methodius University in Skopje were fulfilled and a shared educational programme leading to the mutual recognition of degree titles was defined. The DEREL Project, as logical continuation of DEREC, is aimed to introduce a new, up-to-date, postgraduate two-year curriculum in Environment and Resources Engineering at some Universities in FYR Macedonia, Serbia and Albania following the criteria and conditions for setting up a Joint Postgraduate Degree. The modernisation of higher education implies new educational requirements that, stimulated by the innovative telecommunication technologies together with novel educational materials and methodologies, lead to the development of distance learning environments. In order to provide the basis for the development of a distance learning environment based on video conferencing systems and develop a blended learning courses methodology, the TEMPUS Project VICES Videoconferencing Educational Services (2009-2012) was launched in 2009. The project is being carried out by the University of Florence and the Ss Cyril and Methodius University in Skopje with the co-operation and expertise of consortium members in Europe and Western Balkans and it foresees the implementation of videoconferencing educational modules in the frame of the DEREC Curriculum. In all above projects, the technical and methodological aspects related to environment protection and natural resources enhancement is highlighted.

Past challenges faced: an overview of current educational activities of IUTOX.

PubMed

Dybing, Erik; MacGregor, Judith; Malmfors, Torbjörn; Chipman, J Kevin; Wright, Paul

2005-09-01

Over the past decade, educational programmes have been the main focus of the activities of the International Union of Toxicology (IUTOX). The IUTOX educational programmes are dynamic and have been growing in scope and frequency each year. It is envisaged that this growth will continue with guidance from our member societies and the continuing support of our sponsors. Presently, IUTOX is engaged in the following educational programmes: (1) International congresses that provide the opportunity for direct communication of current toxicological information. Fellowships are sponsored to facilitate attendance at these congresses for toxicologists in need. (2) Workshops that permit interaction on a more localised level of topics of more regional interest. Workshops have served to help stimulate formation of toxicology societies by bringing together sufficient scientists to facilitate these discussions. (3) Continuing educational (CE) programmes at member society meetings. Topics are prioritized based on input received from the local societies. Programmes often are those from CE courses given at meetings, such as conferences of the US Society of Toxicology (US SOT) and EUROTOX from the previous year. (4) Biennial Risk Assessment Summer School (RASS), an intensive week-long interaction between senior toxicologists who serve as faculty with attendees providing individual training. (5) Dissemination of donated printed toxicological books from publishers and syllabi from continuing education courses to regional locations. (6) Web-based interactive training programmes in regions where formal toxicological educational programmes are limited or lacking. (7) Preparation and distribution of monographs on selected topics of very current interest. Monographs on environmental oestrogens and genetically-modified foods have been published. The recent activities in each of these programmes are reviewed in this paper.

Evaluation of the Non-Formal Forest Education Sector in the State of North Rhine-Westphalia, Germany: Organisations, Programmes and Framework Conditions

ERIC Educational Resources Information Center

Grimm, Anne; Mrosek, Thorsten; Martinsohn, Anna; Schulte, Andreas

2011-01-01

Although a large number of different organisations offer various forest education programmes within Germany, specific information (i.e., sectoral and programme content and provision at a state level) is lacking. This study used a survey of all 61 forest education organisations (43 respondents) in the state of North Rhine-Westphalia, Germany, to…

The Impact of a Values Education Programme for Adolescent Romanies in Spain on Their Feelings of Self-Realisation

ERIC Educational Resources Information Center

Soriano, Encarnacion; Franco, Clemente; Sleeter, Christine

2011-01-01

This study analysed the effects a values education programme can have on the feelings of self-realisation, self-concept and self-esteem of Romany adolescents in southern Spain. To do this, an experimental group received a values education intervention but a control group did not. The intervention programme was adapted to the Romany culture. The…

The Effects and Costs of a Group-Based Education Programme for Self-Management of Patients with Type 2 Diabetes. A Community-Based Study

ERIC Educational Resources Information Center

Molsted, Stig; Tribler, Jane; Poulsen, Peter B.; Snorgaard, Ole

2012-01-01

The worldwide epidemic of Type 2 diabetes necessitates evidence-based self-management education programmes. The purpose of this study was to investigate the effects and costs of an empowerment-based structured diabetes self-management education programme in an unselected group of patients with Type 2 diabetes. Seven hundred and two patients…

Parents’ Participation in the Sexuality Education of Their Children in Rural Namibia: A Situational Analysis

PubMed Central

Lukolo, Linda Ndeshipandula; van Dyk, Agnes

2015-01-01

Talking about sexuality has never been easy in most Namibians cultures and it seems that most parents feel uncomfortable and embarrassed to talk openly with their children about sexuality. They do not participate in the sexuality education of their children, because they believe they are unable to provide quality and adequate sexuality information due to their lack of knowledge about human sexuality or their perceived inability to explain what they do know. The ultimate purpose of this study was to develop, describe, implement and evaluate an educational programme to empower rural parents to participate in the sexuality education of their children. The study was designed to be qualitative, explorative, descriptive and contextual in nature. It was performed in three phases. Phase 1 consisted of a situational analysis to explore and describe how parents provide sexuality education. Phase 2 consisted of the development of a conceptual framework that facilitated the development of an educational programme. In phase 3 the programme was implemented and evaluated, recommendations were made and conclusions drawn. The main findings revealed two themes: factors influencing parental participation in their children’s sexuality education, and the need for parental participation in their children’s sexuality education. This article is part of series of three article stems from a study on the topic of sexuality education empowerment programme of rural parents in Namibia. The three articles have the following titles: one: parent’s participation in sexuality education of their children: a situational analysis; two: conceptual framework developments that facilitate the development of an educational programme and three: programme implementation and evaluation. This article dealt with parent’s participation in sexuality education of their children: a situational analysis. PMID:25560329

Moving beyond a "Bums-on-Seats" Analysis of Progress towards Widening Participation: Reflections on the Context, Design and Evaluation of an Australian Government-Funded Mentoring Programme

ERIC Educational Resources Information Center

Lynch, Julianne; Walker-Gibbs, Bernadette; Herbert, Sandra

2015-01-01

In 2010, the Australian government established the Higher Education Participation and Partnerships Programme--a funding agenda to promote programmes that respond to the under-representation in higher education of people from low socioeconomic status (SES) backgrounds. Many government-funded programmes and projects have since emerged that respond…

The Female Predominance of a Vocational and Scientific Education Programme for High School Students in Rio de Janeiro and Recife, Brazil

ERIC Educational Resources Information Center

de Sousa, Isabela Cabral Felix; Braga, Cristiane Nogueira; Frutuoso, Telma de Mello; Ferreira, Cristina Araripe; Vargas, Diego da Silva

2008-01-01

The aim of this research is to understand how students view their volunteer choices to take part in a specific scientific education programme while they attend high school. This programme is called (Provoc) located at Oswaldo Cruz Foundation (Fiocruz), Brazil. Historically, this programme has been characterised by a significant predominance of…

An Examination of Critical Problems Associated with the Implementation of the Universal Basic Education (UBE) Programme in Nigeria

ERIC Educational Resources Information Center

Ejere, Emmanuel Iriemi

2011-01-01

It is hardly debatable that implementation is the bane of public policies and programmes in Nigeria. A well formulated policy or programme is useless if not properly implemented as its stated objectives will not be realized. The Universal Basic Education (UBE) programme was introduced in Nigeria in September 1999 by the Obasanjo's administration.…

Paediatric burns in LMICs: An evaluation of the barriers and facilitators faced by staff involved in burns education training programmes in Blantyre, Malawi.

PubMed

Harris, Lyndsey; Fioratou, Evridiki; Broadis, Emily

2016-08-01

A burn prevention and education programme - the Reduction of Burn and Scald Mortality and Morbidity in Children in Malawi project - was implemented from January 2010-2013 in Queen Elizabeth Central Hospital, Malawi. This study aimed to investigate the barriers and facilitators of implementing education-training programmes. Semi-structured interviews with 14 Scottish and Malawian staff delivering and receiving teaching at training education programmes were conducted. All interviews were recorded, transcribed and analysed using thematic analysis. Overarching barriers and facilitators were similar for both sets of staff. Scottish participants recognised that limited experience working in LMICs narrowed the challenges they anticipated. Time was a significant barrier to implementation of training courses for both sets of participants. Lack of hands on practical experience was the greatest barrier to implementing the skills learnt for Malawian staff. Sustainability was a significant facilitator to successful implementation of training programmes. Encouraging involvement of Malawian staff in the co-ordination and delivery of teaching enabled those who attend courses to teach others. A recognition of and response to the barriers and facilitators associated with introducing paediatric burn education training programmes can contribute to the development of sustainable programme implementation in Malawi and other LMICs. Copyright © 2015 Elsevier Ltd and ISBI. All rights reserved.

Farm and personal characteristics of the clientele of a community-based animal-health service programme in northern Malawi.

PubMed

Hüttner, K; Leidl, K; Pfeiffer, D U; Jere, F B; Kasambara, D

2001-05-01

The social background, farm characteristics, indicators of income and self-evaluation returns of 96 randomly selected users of a Basic Animal Health Service (BAHS) programme in northern Malawi were compared with those of 96 matched past-users and 96 non-users, respectively. All 288 farms were visited between July and October 1997. Data analysis was performed using univariate and multivariate techniques. The results showed that, on average, BAHS users had larger cattle herds (16.3) than part-users (14.7) or non-users (12.4). Similarly, the annual yields of crops were higher for users compared to either of the other groups. Users occupied better houses and owned a larger number of farm and household items than did part-users or non-users. A third of all farmers were engaged in additional income generation to lessen the risk of poverty. However, analysis of the livestock management and the educational background of the farmers suggested that usage of the BAHS programme was not only determined by already existing 'wealth'. Improved livestock husbandry and management measures, which do not require capital investment, were more frequently applied by users compared to either of the other groups. Non-users and part-users had attained a lower level of education, were less open towards improved farming methods and felt less knowledgeable than BAHS users. The average straight-line distances from farms using BAHS to their respective village animal health worker (2.2 km) or veterinary assistant (2.9 km) were similar but varied according to ecological zone. Intensified extension and awareness meetings in villages will be required to get more non-users involved in BAHS.

Educating new graduate nurses in their first year of practice: The perspective and experiences of the new graduate nurses and the director of nursing.

PubMed

Doughty, Lesley; McKillop, Ann; Dixon, Robyn; Sinnema, Claire

2018-05-01

New graduate nurses are the future of nursing and the education they receive as they transition into the workforce as a newly registered nurse is critical for building a suitably qualified nursing workforce that will adequately serve the future population. Variation exists in education programmes for new graduate nurses in their first year of practice which is known to impact on transition experience. A qualitative study using focus groups and semi-structured interviews was undertaken to explore the experiences and perceptions of New Graduate Nurses undertaking a new graduate programme and Directors of Nursing supporting them to complete the programme which may or may not have been inclusive of a postgraduate course (Masters Level). The findings of this study are in line with previous research and support the value of new graduate programmes but did reveal a lack of consensus in regards to the structure and content of such programmes. This study revealed some commonalities and challenges between the differing programmes but has identified the need for further research to establish the impact of postgraduate education in the first year of practice and how this impacts on nursing practice and patient care. There are numerous terms in the literature with reference to new graduate programmes; transition to practice programme, nurse entry to practice programme, first year of clinical practice programme, new graduate programme and early career nursing programme. For the purpose of this article the term Nurse Entry to Practice (NETP) will be used in reference to any form of new graduate programme. Copyright © 2018 Elsevier Ltd. All rights reserved.

Learning characteristics of veterinary technology students in a distance-education and an on-campus program.

PubMed

Varnhagen, Connie K; Wright, David L

2008-01-01

Distance-education programs have the potential to greatly increase the number of veterinary technicians. The demographic characteristics, readiness for independent and online learning, learning styles, and academic locus of control of a group of distance-education and on-campus veterinary technology students were examined. Distance-education students preferred independent learning and were more internally motivated to learn. Distance-education students with greater degrees of independence and internal motivation participated more fully, were more satisfied with their learning, and achieved higher grades. Students who preferred problem solving and active experimentation were particularly successful in distance education. These findings could have important implications for advising students interested in distance-education programs.

Language Issues in Distance Education. Dunford Seminar Report (16th, England, United Kingdom, 1993).

ERIC Educational Resources Information Center

British Council, London (England).

A collection of articles from a 1993 British seminar on language issues in distance education includes: "The End of Distance Education" (Iredale); "The Logistics of Distance Language Teaching" (Turner); "The Open University and Language Issues" (Floyd); "Language Issues in Distance Education at Tertiary…

Positioning for Effectiveness: Applying Marketing Concepts to Distance Education.

ERIC Educational Resources Information Center

Levenburg, Nancy

1997-01-01

Demonstrates how colleges can use distance education to attract and retain a "critical mass" of learners for distance programs. Explores alternative ways to view distance education market opportunities and determine which avenues to pursue. Suggests how to be more effective in all aspects of distance education programs. (13 citations) (YKH)

[Health coaching as a part of integration into the job market--evaluation of a qualification concept].

PubMed

Heinmüller, M; Liel, K; Angerer, P; Gündel, H; Geldermann, B; Gottwald, M; Kimil, A; Limm, H

2014-03-01

The aim of this study is to develop, implement and evaluate an education programme enabling the pedagogic staff of employment promotion agencies to integrate health promotion approaches und activities in vocational training programmes. The evaluation of the education programme is based on Kirkpatrick's 4 levels training evaluation model. Besides the participants' verbal end of session feedback, a standardised questionnaire was used at the end of the education programme and after 3 months practical experience. Process evaluation included the implementation level of the methods learned. From a total of 71 participants, 56 completed the first and 31 the second questionnaire (return rate 79% and 44%, respectively). The participants' mean age was 42 years, 80% were female. Only 22% of them integrated health topics systematically into their daily work. A 3-day basic training followed by case conferences during practical work was developed to transfer knowledge and practical competence in person-to-person talks and group activities (so called FIT-counselling and FIT-group). For 96% of participants, their expectations regarding the education programme were met completely or predominantly. 91% indicated a rise in motivation to work as health coach. When rating the training material, 96% judged it helpful for implementation/transfer. Many participants marked the education programme as being too short and wished more time for the topic of "mental health" and exchange of experiences. The follow-up after 3 months on-the-job training revealed that 84 and 97%, respectively, found FIT-counselling and FIT-groups helpful for their daily work. In all employment promotion agencies FIT-counselling and FIT-groups were implemented. Our results affirm the need for and prove the acceptance of education programmes enabling the pedagogic staff of job-training programmes to deliver health coaching. Periodic case conferences take into account the participants' request for more exchange of experiences, facilitate implementation and contribute to quality and sustainability. Further development of the education programme is ongoing. © Georg Thieme Verlag KG Stuttgart · New York.

Changes and Challenges in Music Education: Reflections on a Norwegian Arts-in-Education Programme

ERIC Educational Resources Information Center

Christophersen, Catharina

2015-01-01

With a recent research study on a Norwegian arts-in-education programme "The Cultural Rucksack" as its starting point, this article addresses policy changes in the fields of culture and education and possible implications these could have on music education in schools. Familiar debates on the quality of education and the political…

"Living the Curriculum": Integrating Sport Education into a Physical Education Teacher Education Programme

ERIC Educational Resources Information Center

Deenihan, J. T.; McPhail, Ann; Young, Ann-Marie

2011-01-01

This study recognizes the paucity of research regarding how pre-service teachers learn to use Sport Education (SE) in their Physical Education Teacher Education (PETE) programmes (Stran and Curtner-Smith, 2010). The study provides an opportunity in PETE where pre-service teachers "live the curriculum" (Oslin et al., 2001) and experience…

Assessment of Resources for Training Prospective Teachers in Business Education at the Colleges of Education

ERIC Educational Resources Information Center

Okoro, James

2014-01-01

This study assessed Resources for Training Prospective Teachers in Business Education at the colleges of Education at South South Nigeria. Business Teacher Education programmes are set up to produce competent teachers for the secondary schools and skilled labour force for the private sector. These products of Business Education programme at the…

The Catch-up Education Programme in Turkey: Opportunities and challenges

NASA Astrophysics Data System (ADS)

Börkan, Bengü; Ünlühisarcıklı, Özlem; Caner, H. Ayşe; Sart, Z. Hande

2015-02-01

Turkish children between the ages of 10-14 who either never enrolled in primary education, dropped out of school, or were at least three years behind their peers had the opportunity of joining an accelerated learning programme. It was developed by the Turkish Ministry of National Education General Directorate of Primary Education as a response to the urgent need to secure these children's right to education. The programme, called "Catch-up Education Programme" (CEP), was implemented between September 2008 and 2013 in collaboration with the United Nations Children's Fund (UNICEF) to enable those children to complete several grades in a short time and then to continue their education with their peers. This paper presents the findings of a study, conducted in 2010, reviewing the challenges and opportunities experienced during the implementation process from the points of view of beneficiaries (pupils and parents) and implementers. The results are discussed in relation to educational policy and its implementation in general.

Distance Education. Overview. ERIC Digest No. 44.

ERIC Educational Resources Information Center

Naylor, Michele

Technological advancement has both facilitated and necessitated the development of distance education programming. In developing nations, distance education is often used to provide traditional education like that usually available in conventional institutions in the Western world. Whereas distance education in the Soviet Union focuses on…

Developing Researching Managers and Relevant Research--The "Executive Research Programme"

ERIC Educational Resources Information Center

Werr, Andreas; Strannegård, Lars

2014-01-01

The current paper argues for bridging the "relevance gap" in management research and education by creating educational programmes that bring together experienced managers and management researchers. In the "Executive Research Programme" discussed in this paper, managers were paired up with researchers to conduct a collaborative…

Equivalency Programmes (EPs) for Promoting Lifelong Learning

ERIC Educational Resources Information Center

Haddad, Caroline, Ed.

2006-01-01

Equivalency programmes (EPs) refers to alternative education programmes that are equivalent to the formal education system in terms of curriculum and certification, policy support mechanisms, mode of delivery, staff training, and other support activities such as monitoring, evaluation and assessment. The development of EPs is potentially an…

Perceived Quality Dimensions in Distance Education: Excerpts from Student Experiences

ERIC Educational Resources Information Center

Thapliyal, Upasna

2014-01-01

Distance education by its nature differs from the regular mode of higher education. A viable option for providing access to higher education for students who cannot attend traditional, on-campus courses, distance education, often gets a tag of being sedentary. This puts into question the qualitative aspect of the distance education courses.…

Cultivating a Community of Learners in a Distance Learning Postgraduate Course for Language Professionals

ERIC Educational Resources Information Center

Konstantinidis, Angelos; Goria, Cecilia

2016-01-01

The purpose of this contribution is to share reflections and practices in cultivating a community of learners in the context of a professional development programme at Master's level for language teachers. The programme implements a highly participatory pedagogical model of online learning which combines the Community of Inquiry (CoI) model…

On the Spot: Using Mobile Devices for Listening and Speaking Practice on a French Language Programme

ERIC Educational Resources Information Center

Demouy, Valerie; Kukulska-Hulme, Agnes

2010-01-01

This paper presents and discusses the initial findings of a mobile language learning project undertaken in the context of an undergraduate distance-learning French language programme at The Open University (UK). The overall objective of the project was to investigate students' experiences when using their own portable devices for additional…

An evaluation of a pain education programme for physiotherapists in clinical practice.

PubMed

Monaghan, Jenni; Adams, Nicola; Fothergill, Melissa

2018-03-01

The present study evaluated the implementation and acceptability of a pain education programme delivered to physiotherapists in clinical practice. A pre-test/post-test design with 10 physiotherapists was employed. Descriptive and inferential statistics were used for outcome measure data. Focus groups were carried out with seven physiotherapists within 1 month post-intervention. These data were analysed using the framework approach. Ten musculoskeletal physiotherapists were recruited. It was possible to develop and deliver the intervention and this was found to be acceptable to physiotherapists within clinical practice. The study explored trends within outcome measures, and one was considered appropriate. The focus groups yielded three interlinked themes, which related to the impact of the programme: "providing a context for pain education", "influence on aspects of the patient-therapist encounter" and "logistics of the education programme in clinical practice". A pain education programme delivered to physiotherapists in clinical practice was both possible to deliver and acceptable to participants. A key strength of the programme was the applicability to real-life practice, which was valued by physiotherapists. While physiotherapists felt that pain neurophysiology education was important, they reported lacking confidence in implementing their pain neurophysiology knowledge with patients. Thus, more time is needed to focus on pain neurophysiology education, with the aim of increasing confidence with the application of this approach in clinical practice. Copyright © 2017 John Wiley & Sons, Ltd.

Towards the Third Cycle of APEID. Final Report. Regional Consultation Meeting on the Asian Programme of Educational Innovation for Development (7th, Bangkok, Thailand, June 1-10, 1981).

ERIC Educational Resources Information Center

United Nations Educational, Scientific, and Cultural Organization, Bangkok (Thailand). Regional Office for Education in Asia and the Pacific.

The Seventh Regional Consultation Meeting on the Asian Programme of Educational Innovation for Development (APEID) was devoted to a tripartite review of the United Nations Development Programme (UNDP) component of APEID. APEID had undertaken four development themes in its second cycle: universalization of education at early school levels and…

India. National Studies. Asia-Pacific Programme of Education for All.

ERIC Educational Resources Information Center

United Nations Educational, Scientific and Cultural Organization, Bangkok (Thailand). Principal Regional Office for Asia and the Pacific.

This study examines the work of the Asia-Pacific Programme of Education for All (APPEAL) since its 1987 inception. Efforts to assess educational achievement at the local, regional, and national levels in India are examined with a view to achieving universal primary education (UPE); eradicating illiteracy; and providing continuing education in…

Strengthening the Special Educational Needs Element of Initial Teacher Training and Education

ERIC Educational Resources Information Center

Golder, Gill; Jones, Nicky; Quinn, Erica Eaton

2009-01-01

In the academic year 2006-2007, the Training and Development Agency (TDA) set up a development programme to enable Initial Teacher Training and Education (ITTE) placements in specialist special education provision. The goal of the programme was to enhance the knowledge, skills and understanding of inclusive practice for special educational needs…

Bangladesh. National Studies. Asia-Pacific Programme of Education for All.

ERIC Educational Resources Information Center

United Nations Educational, Scientific and Cultural Organization, Bangkok (Thailand). Principal Regional Office for Asia and the Pacific.

This study examines the work of the Asia-Pacific Programme of Education for All (APPEAL) since its 1987 inception. Efforts to assess educational achievement at the local, regional, and national levels in Bangladesh are examined with a view to achieving universal primary education; eradicating illiteracy; and providing continuing education in…

Impact of Curricular Reforms on Educational Philosophy Courses in M.Ed Programmes

ERIC Educational Resources Information Center

Gafoor, K. Abdul; Remia, K. R.

2014-01-01

In the context of Vision of Teacher Education envisaged in National Curriculum Framework for Teacher Education, this study probes "Do M.Ed programmes provide for the prerequisites of educational philosophy for teacher educators?" and "whether the syllabi following credit and non credit pattern vary in their coverage of content of…

2007-08 Distance Education Report

ERIC Educational Resources Information Center

Nevada System of Higher Education, 2008

2008-01-01

This report focuses on distance education within the Nevada System of Higher Education (NSHE) for the 2007-08 academic year and provides documentation of the substantial growth of distance education within all colleges and universities. Distance education is a field of continuous improvement and change, and NSHE institutions are constantly…

Impact of nutrition education and mega-dose vitamin A supplementation on the health of children in Nepal.

PubMed Central

Pant, C. R.; Pokharel, G. P.; Curtale, F.; Pokhrel, R. P.; Grosse, R. N.; Lepkowski, J.; Muhilal; Bannister, M.; Gorstein, J.; Pak-Gorstein, S.; Atmarita; Tilden, R. L.

1996-01-01

The impact on vitamin A deficiency (VAD), wasting malnutrition, and excessive childhood mortality of two alternative approaches-nutrition education and mega-dose capsule distribution (6-12-month-olds: 100,000 IU; 1-5-year-olds: 200,000 IU)-in communities in Nepal are compared. Approximately 40,000 children from 75 locations in seven districts in two ecological settings (lowland and hills) took part in the study and were randomly allocated to intervention cohorts or a control group. At 24 months after the implementation of the project the reduction of risk for xerophthalmia was greater among children whose mothers were able to identify vitamin-A-rich foods (relative risk (RR) = 0.25; 95% confidence interval (CI) = 0.10-0.62) than among the children who received mega-dose capsules (RR = 0.59; 95% CI = 0.41-0.84). The risk of mortality at 2 years was reduced for both the nutrition education (RR = 0.64; 95% Cl = 0.48-0.86) and capsule distribution (RR = 0.57; 95% CI = 0.42-0.77) cohorts. The nutrition education programme was, however, more expensive to deliver than the capsule distribution programme. High rates of participation for children in the supplementation programme were achieved quickly. The nutrition education messages also spread rapidly throughout the study population (regardless of intervention cohort assignment). Practices, however, were slower to change. In communities where maternal literacy was low and channels of communication were limited the capsule distribution programme appeared to be more economical. However, there are economies of scale for nationwide education programmes that do not exist for capsule distribution programmes. Although nutrition education provides economies of scale and the promise of long-term sustainability, a comprehensive national programme requires both dietary supplementation and nutrition education components. PMID:9002334

Distance Education in Asia and the Pacific. Volume II. Proceedings of the Regional Seminar on Distance Education (Bangkok, Thailand, November 26-December 3, 1986).

ERIC Educational Resources Information Center

Asian Development Bank, Manila (Philippines).

The paper presented in this three-part conference report trace the growth and development of distance education in the Asian and Pacific region. Part 1 provides a general review. Part 2 contains the following case studies: "Distance Education in India" (S. P. Mullick); "Distance Education in Indonesia" (Professor Setijadi);…

The interactive animated epilepsy education programme (IAEEP): how feasible, acceptable and practical is the technology to children?

PubMed

Lua, Pei Lin; Neni, Widiasmoro Selamat; Lee, Jimmy Kok Foo; Abd Aziz, Zariah

2013-01-01

Being well-informed and knowledgeable about their illnesses would be a great advantage to children with epilepsy (CWE). Subsequently, an effective education programme which could secure interest and simultaneously improve their awareness, knowledge and attitudes (AKA) is essential in enhancing well-being and health outcomes. To describe the development of a new interactive animated epilepsy education programme (IAEEP) for children and to assess its feasibility, acceptability and practicality. The IAEEP was developed by an interdisciplinary group of neurologist, paediatrician, pharmacist, biomedical scientist and educators which was based on two established epilepsy education programmes: the educational programme for patients with epilepsy and their relatives (MOSES) and the modular educational program for children with epilepsy and their parents (FAMOSES). CWE from paediatric department of three general hospitals in Terengganu were initially introduced to the IAEEP and were requested to complete an evaluation form assessing its feasibility, acceptability and practicality. Descriptive statistics were employed for data analyses (SPSS 20.0). Sixteen CWE (median age=13.0; male=56.2%; Malay=81.2%; secondary school=56.2%) and their corresponding parents were recruited. Each CWE owned at least a computer/notebook/tablet (100%). The cost of distribution of IAEEP (in compact disc form) among CWE was estimated at about MYR 17.99/USD 5.90 per CWE. The average time required to interact with the programme was 22.8 minutes (SD=3.3, range 18-28 minutes). The programme was 100% acceptable and received full support from both CWE and their parents (100%). The favourable findings from this study add to the growing evidence suggesting that investment in interactive and animated education programme would be both feasible, well-received by patients and could be a potentially valuable approach to increase access and effectiveness of epilepsy care especially among CWE.

Developing renal nurses' buttonhole cannulation skills using e-learning.

PubMed

Blackman, Ian R; Mannix, Trudi; Sinclair, Peter M

2014-03-01

It has previously been shown that nurses can learn clinical nursing skills by e-learning (online), and that many variables will influence how well nurses adopt learned clinical skills using distance education. This study aimed to identify and measure the strength of those factors which would simultaneously influence registered nurses' (RNs') beliefs about their own learning about buttonhole cannulation, using e-learning. An online Likert style survey consisting of a list of statements related to knowledge and skill domains considered crucial in the area of buttonhole cannulation was distributed to 101 RNs before and after completing an e-learning programme. Participants were required to identify their current level of self-confidence in relationship to each of the statements. Measures of RNs' self-rated abilities to assess and implement buttonhole cannulation after completing a related e-learning program were tested using a Partial Least Squares Analysis (PLS-PATH) programme. The study's results strongly identify that the nurses' ability to meet both clinical and educational outcomes of the renal e-learning module can be predicted by six variables, none of which are directly related to the participants' demographic or clinical backgrounds. These findings support the use of e-learning to teach clinical skills to RNs, and demonstrate the value of Partial Least Squares Analysis in determining influential learning factors. © 2014 European Dialysis and Transplant Nurses Association/European Renal Care Association.

Psychological effects of a cosmetic education programme in patients with breast cancer.

PubMed

Park, H Y; Kim, J H; Choi, S; Kang, E; Oh, S; Kim, J Y; Kim, S W

2015-07-01

Treatments for breast cancer often include interventions related to psychosocial issues such as negative body image, loss of femininity, and low self-esteem. We identified the psychological effects of a cosmetics education programme in patients with breast cancer. Cosmetic programme is a specific care designed to help patients handle appearance-related side effects. Thirty-one women with breast cancer at a university hospital in South Korea who received a cosmetics education programme were compared with 29 subjects in a control group who received the treatment as usual. Psychological factors including distress, self-esteem, and sexual functioning were assessed three times (before and after the programme, and at the 1-month follow-up). After the programme, patients in the treatment group were significantly less likely than those in the control group to rely on distress (P = 0.038) and avoidance coping (P < 0.001) but not on self-esteem. The mean scores in the treatment group for sexual functioning were higher than those in the control group after the treatment. Our results suggest the potential usefulness of a brief cosmetics education programme for reducing distress and reliance on negative coping strategies. Implementing a cosmetics programme for patients with breast cancer may encourage patients to control negative psychological factors. © 2015 John Wiley & Sons Ltd.

Cross-Evaluation of Degree Programmes in Higher Education

ERIC Educational Resources Information Center

Kettunen, Juha

2010-01-01

Purpose: This study seeks to develop and describe the benchmarking approach of enhancement-led evaluation in higher education and to present a cross-evaluation process for degree programmes. Design/methodology/approach: The benchmarking approach produces useful information for the development of degree programmes based on self-evaluation,…

Enhancing Entrepreneurial Self-Efficacy through Vocational Entrepreneurship Education Programmes

ERIC Educational Resources Information Center

Maritz, Alex; Brown, Chris

2013-01-01

The purpose of this study is to report the results of a longitudinal evaluation of a vocational entrepreneurship education programme (EEP) using entrepreneurial self-efficacy (ESE) measures. An empirical, mixed methods longitudinal and effectuation scale was used to measure ESE scores. Results indicate that participation in the programme had a…

Sexual Orientation Topics in Educational Leadership Programmes across the USA

ERIC Educational Resources Information Center

Jennings, Todd

2012-01-01

This investigation examines the inclusion of sexual orientation topics within the formal curriculum of 55 public college and university educational administration/leadership programmes across the USA. The findings indicate that programmes place a low priority upon sexual orientation compared to other diversity topics and that 59.5% of programmes…

Evaluating the Implementation of the Empowering Coaching™ Programme: Balancing Fidelity and Adaptation

ERIC Educational Resources Information Center

Søvik, Margaret L.; Larsen, Torill; Tjomsland, Hege; Samdal, Oddrun

2016-01-01

Purpose: The purpose of this paper is to explore the implementation of a theoretically grounded coach education training programme for youth football coaches in Norway, through observational methods. In particular, it focuses on implementation fidelity and programme adaptation, and possible differences between the coach educators (CEs) according…

Improving Children's Problem Eating and Mealtime Behaviours: An Evaluative Study of a Single Session Parent Education Programme

ERIC Educational Resources Information Center

Fraser, Kim; Wallis, Marianne; St. John, Winsome

2004-01-01

Objective: To evaluate the effectiveness of a "single session" group, early intervention, multidisciplinary, education programme (entitled the "Fun not Fuss with Food" group programme) designed to improve children's problem eating and mealtime behaviours. Design: A quasi-experimental time-series design incorporating data…

School Inclusion Programmes (SIPS)

ERIC Educational Resources Information Center

Drossinou-Korea, Maria; Matousi, Dimitra; Panopoulos, Nikolaos; Paraskevopoulou, Aikaterini

2016-01-01

The purpose of this work was to understand the school inclusion programmes (SIPs) for students with special educational needs (SEN). The methodology was conducted in the field of special education (SE) and focuses on three case studies of students who was supported by SIPs. The Targeted, Individual, Structured, Inclusion Programme for students…

Project Based Learning: In Pursuit of Androgogic Effectiveness

ERIC Educational Resources Information Center

Ntombela, Berrington X. S.

2015-01-01

In an attempt to standardise Foundation Programmes for Oman higher education providers, the Oman Academic Standards for General Foundation Programmes stipulated that higher education providers should offer programmes that ensure androgogic effectiveness. In the light of that, this paper presents attempts by a University College in Oman to…

Negotiating and Constructing an Educationally Relevant Leadership Programme

ERIC Educational Resources Information Center

Giles, David L.; Smith, Richard J. M.

2012-01-01

Purpose: This article aims to discuss the conceptualisation process of developing a new one-year taught-master's programme in educational leadership at an Aotearoa/New Zealand university. Design/methodology/approach: The perspective taken is a highly personalised one from the two lead "drivers" of the programme and outlines the two-year…

The impact of a multiple intelligences teaching approach drug education programme on drug refusal skills of Nigerian pupils.

PubMed

Nwagu, Evelyn N; Ezedum, Chuks E; Nwagu, Eric K N

2015-09-01

The rising incidence of drug abuse among youths in Nigeria is a source of concern for health educators. This study was carried out on primary six pupils to determine the effect of a Multiple Intelligences Teaching Approach Drug Education Programme (MITA-DEP) on pupils' acquisition of drug refusal skills. A programme of drug education based on the Multiple Intelligences Teaching Approach (MITA) was developed. An experimental group was taught using this programme while a control group was taught using the same programme but developed based on the Traditional Teaching Approach. Pupils taught with the MITA acquired more drug refusal skills than those taught with the Traditional Teaching Approach. Urban pupils taught with the MITA acquired more skills than rural pupils. There was no statistically significant difference in the mean refusal skills of male and female pupils taught with the MITA. © The Author(s) 2014.

Parent education interventions designed to support the transition to parenthood: A realist review.

PubMed

Gilmer, Cyndi; Buchan, Judy L; Letourneau, Nicole; Bennett, Claudine T; Shanker, Stuart G; Fenwick, Anne; Smith-Chant, Brenda

2016-07-01

Public health nurses use parent education programmes to support individuals' transition to parenthood. A wide array of these programmes exists; however, the approach must be accommodated by resources available in a publicly funded system. For example, some new-parent education approaches use 1:1 home visiting (with a nurse or trained lay-home visitor) but the costs of this intensive approach can be prohibitive. Because of this limitation there is an interest in identifying effective and efficient new parent educational approaches that can realistically be provided at a universal level. Unfortunately, there is a lack of high-quality evaluation identifying programmes or educational processes that meet these criteria. To identify potentially effective new-parenting education interventions that could be implemented at a population level during the transition to parenthood period. Realist synthesis. Medline, CINAHL, ERIC, PsycINFO, Sociological Abstracts, grey literature. A realist review method generated a total of 72 papers that were used to inform the results. A three-pronged approach was used incorporating an initial search (6), a database search using applicable keywords and MeSH headings (58), and review of literature identified by advisory group (8 grey literature). An 'implementation chain' was developed to outline the overall logic and process behind parent education interventions and to guide the analysis. Seventy-two papers informed this review: 13 systematic reviews/meta-analyses, 34 intervention studies, 9 opinion papers, 8 programme reviews, and 8 grey literature reports. There was no compelling evidence to suggest that a single educational programme or delivery format was effective at a universal level. Some inherent issues were identified. For example, adult learning principles were overlooked and theories of parent-child interaction were not in evidence. No direct links between universal new-parent education programmes and child development outcomes were established. Programme reach and attrition were key challenges. Programme evaluation criteria were inconsistent, with an over-reliance on parent satisfaction or self-reported intention to change behaviour. There was evidence that effective facilitators helped increase parents' perceived satisfaction with programmes. It is unlikely that a single standardized format or programme will meet all the specific learning needs of parents. Multiple approaches that will allow people to access information or education at a time and in a format that suits them may be of value. The importance of the transition to parenthood and its impact on parent and child wellbeing warrant careful consideration of current programming and careful evaluation of future initiatives. Copyright © 2016 Elsevier Ltd. All rights reserved.

Implementing biosecurity education: approaches, resources and programmes.

PubMed

Minehata, Masamichi; Sture, Judi; Shinomiya, Nariyoshi; Whitby, Simon

2013-12-01

This paper aims to present possible approaches, resources and programmes to introduce the topic of biosecurity to life scientists and engineers at the higher education level. Firstly, we summarise key findings from a number of international surveys on biosecurity education that have been carried out in the United States, Europe, Israel and the Asia-Pacific region. Secondly, we describe the development of our openly-accessible education resource, illustrating the scope and content of these materials. Thirdly, we report on actual cases of biosecurity education that have been implemented. These include achievements in and lessons derived from the implementation of biosecurity education at the National Defense Medical College in Japan. These experiences are followed by presentation of the expert-level "Train-the-Trainer" programmes subsequently launched by the University of Bradford in the United Kingdom. These examples will help readers to understand how educators can enhance their own understanding about biosecurity issues and how they can then disseminate their knowledge through development of their own customised, relevantly-targeted and stage-tailored education programmes within their own life science communities. By providing these examples, we argue that education for life scientists, policy-makers and other stakeholders about social responsibility on dual-use issues is easily achievable and need not be expensive, time-consuming or over-burdening. We suggest that recurring classes or courses be held at appropriate times during educational programmes to accommodate the developing expertise and advancing learning stages of students.

The Loneliness of the Long-Distance Learner: Social Networking and Student Support. A Case Study of the Distance-Learning MA in Translation at Bristol University

ERIC Educational Resources Information Center

Duranton, Helene; Mason, Adrienne

2012-01-01

Using the translation programme at the University of Bristol as a case study, we shall argue in this paper that distance delivery can have a very positive impact on recruitment but that the quality of the students' experience depends upon the capacity of the organisation to support course development and delivery, both in terms of instructional…

A comparison of sonography and radiography student scores in a cadaver anatomy class before and after the implementation of synchronous distance education.

PubMed

Bagley, Jennifer Elaine; Randall, K; Anderson, M P

2015-02-01

Distance education is a solution to expand medical imaging education to students who might not otherwise be able to obtain the education. It can be a mechanism to reduce the health care worker shortage in underserved areas. In some cases, distance education may be a disruptive technology, and might lower student performance. This study compares student scores in a cadaver anatomy course in the four cohorts preceding the implementation of distance education to the first three cohorts that took the course using a multiple campus design. The means and medians of the lecture exam average, the laboratory component score, and the final course score of the nondistance education cohorts were compared with those of the distance education cohorts using nonparametric statistical analysis. Scores in an anatomy course were compared by campus placement among the distance education cohorts, and the independent effect of distance education on the laboratory component, lecture examination average, and final course scores, while controlling for cumulative grade point average and site (originating/distant), was assessed. Students receiving the course in a nondistance education environment scored higher in the anatomy course than the students who took the course in a distance education environment. Students on the distant campus scored lower than students on the originating site. Distance education technology creates new opportunities for learning, but can be a disruptive technology. Programs seeking to implement distance education into their curriculum should do so with knowledge of the advantages and disadvantages.

Distance Education Leaders in Latin America and the Caribbean

ERIC Educational Resources Information Center

Torres, Patrícia Lupion; Rama, Claudio

2018-01-01

Distance higher education has only relatively recently been established in some Latin American countries, as part of wider higher education reforms. The developments of distance education have been the result of sustained efforts of leading thinkers and practitioners in the region. In this article, several leading distance education professionals…

Distance Education in Southern Africa Conference, 1987. Papers 7: Late Submissions.

ERIC Educational Resources Information Center

Adey, David, Comp.; And Others

Ten papers and four abstracts of papers from the University of South Africa's Conference on Distance Education are presented. They include: "Access to Higher Education and Training in the South Pacific: The Role of Telecommunications and Distance Education" (Som Naidu); "Distance Education in Japan" (Takashi Sakamoto);…

Distance Education and Its Applications for Vocational Education. A VES Monograph.

ERIC Educational Resources Information Center

Everett, Carthell; Pershing, James A.

This monograph provides policy makers and administrators with an overview of distance education principles, technology, and application as they exist today. Section I discusses elements of a distance education process. General headings are personnel, hardware, and software. Section II considers the historical development of distance education and…

Distance Education and Distributed Learning. Current Perspectives on Applied Information Technologies.

ERIC Educational Resources Information Center

Vrasidas, Charalambos, Ed.; Glass, Gene V., Ed.

This book describes the current state of developments in distance education and distributed learning. The volume brings together some of the leading contemporary contributors in the areas of educational technology and distance education. Topics covered include research and evaluation in distance education, online communities, faculty productivity,…

Pedagogical Implications of Working with Doctoral Students at a Distance

ERIC Educational Resources Information Center

Wikeley, Felicity; Muschamp, Yolande

2004-01-01

This paper discusses the issues raised when delivering professional doctorate programmes to students at a distance. It explores the importance in doctoral study of engagement with a research community, what a "community of practice" might mean within the academic context and the problematic nature of working with students already operating within…

The Relation between Distance Students' Motivation, Their Use of Learning Strategies, and Academic Success

ERIC Educational Resources Information Center

Radovan, Marko

2011-01-01

The aim of this study was to discover possible relationships between self-regulated learning dimensions and students' success in a distance-learning programme. The sample consisted of 319 students: 83 males and 236 females. They completed the "Motivated Strategies for Learning Questionnaire" (Pintrich, Smith, Garcia & McKeachie,…

Improving Supervision for Students at a Distance: Videoconferencing for Group Meetings

ERIC Educational Resources Information Center

Könings, Karen D.; Popa, Daniela; Gerken, Maike; Giesbers, Bas; Rienties, Bart C.; van der Vleuten, Cees P. M.; van Merriënboer, Jeroen J. G.

2016-01-01

Every year, thousands of students go abroad for part of their study programme. Supervision from the home institution is then crucial for good study progress. Providing supervision and feedback at a distance is challenging. This project aims to identify bottlenecks for supervision and hypothesises that online supervisory group meetings with…

Postgraduate Research Supervision at a Distance: A Review of Challenges and Strategies

ERIC Educational Resources Information Center

Nasiri, Fuzhan; Mafakheri, Fereshteh

2015-01-01

This article reviews the literature on supervisory elements in distance postgraduate research programmes leading to a master's or doctoral degree. The authors first identify and review the main supervisory challenges from the perspectives of both supervisor and supervisee. This paves the path to investigate and categorise the strategies that have…

Evaluative Study of M.A. Education Programmes of Teacher Education at Higher Education Level in Pakistan

ERIC Educational Resources Information Center

Fatima, Jabeen; Naseer Ud Din, Muhammad

2010-01-01

The study was aimed at evaluating the MA Education Programme of teacher education in Pakistan. Post-graduate teacher's training institutes in Pakistan grant the Master of Education (MA/M.Ed.), Master of Philosophy (M.Phil) and Doctor of Philosophy (Ph.D) post-graduate degrees in the field of education to enhance the careers and accelerate the…

Effect of Geographic Distance on Distance Education: An Empirical Study

ERIC Educational Resources Information Center

Luo, Heng; Robinson, Anthony C.; Detwiler, Jim

2014-01-01

This study investigates the effect of geographic distance on students' distance learning experience with the aim to provide tentative answers to a fundamental question--does geographic distance matter in distance education? Using educational outcome data collected from an online master's program in Geographic Information Systems, this study…

Towards a Sustainable and Holistic Model of Peace Education: A Critique of Conventional Modes of Peace Education through Dialogue in Israel

ERIC Educational Resources Information Center

Schimmel, Noam

2009-01-01

This article explores ways of improving peace education, placing emphasis on peace education programmes in Israel that use dialogue to foster mutual understanding and respect. This article offers a critical assessment of contemporary Israeli peace education initiatives, emphasizing that current peace education programmes in Israel have failed to…

Evaluation of two educative models in a primary care hypertension programme.

PubMed

Martínez-Amenós, A; Fernández Ferré, M L; Mota Vidal, C; Alsina Rocasalbas, J

1990-08-01

This study was planned in the context of a regional high blood pressure programme, to compare the efficacy of two educative methods. The group of 722 hypertensive patients (58.8% women), mean age 61 years, was randomly selected from 19 primary care centres. Initial assessment was based on a patient interview including 22 questions on high blood pressure, its consequences and treatment. Patients agreeing to participate in an active education team programme were distributed into three groups: individual education, team education and a control group. Those who declined to participate formed two groups: individual education and controls. Team education consisted of two audiovisual sessions attended by groups of 8-12 patients and conducted by treating physicians and nurses. Individual education included comments related to the 22 questions. Follow-up assessment was made after two months. An increase in the level of hypertension control was observed only in the accepting group, in which educative action was followed by increased knowledge. Results were similarly favourable for both the individual and team education groups and suggested the need to consider educational factors together with those influencing patient attitude towards an active educational programme.

Competency-based education: programme design and challenges to implementation.

PubMed

Gruppen, Larry D; Burkhardt, John C; Fitzgerald, James T; Funnell, Martha; Haftel, Hilary M; Lypson, Monica L; Mullan, Patricia B; Santen, Sally A; Sheets, Kent J; Stalburg, Caren M; Vasquez, John A

2016-05-01

Competency-based education (CBE) has been widely cited as an educational framework for medical students and residents, and provides a framework for designing educational programmes that reflect four critical features: a focus on outcomes, an emphasis on abilities, a reduction of emphasis on time-based training, and promotion of learner centredness. Each of these features has implications and potential challenges for implementing CBE. As an experiment in CBE programme design and implementation, the University of Michigan Master of Health Professions Education (UM-MHPE) degree programme was examined for lessons to be learned when putting CBE into practice. The UM-MHPE identifies 12 educational competencies and 20 educational entrustable professional activities (EPAs) that serve as the vehicle for both learning and assessment. The programme also defines distinct roles of faculty members as assessors, mentors and subject-matter experts focused on highly individualised learning plans adapted to each learner. Early experience with implementing the UM-MHPE indicates that EPAs and competencies can provide a viable alternative to traditional courses and a vehicle for rigorous assessment. A high level of individualisation is feasible but carries with it significant costs and makes intentional community building essential. Most significantly, abandoning a time-based framework is a difficult innovation to implement in a university structure that is predicated on time-based education. © 2016 John Wiley & Sons Ltd.

IMHE-Info. OECD Programme on Institutional Management in Higher Education, July 2006

ERIC Educational Resources Information Center

Lafon, Valerie, Ed.

2006-01-01

IMHE-Info is the newsletter published by the Institutional Management in Higher Education (IMHE) programme. This issue includes: Higher Education: Quality, Equity and Efficiency. IMHE News, publications of interest and upcoming events are included.

IMHE-Info. OECD Programme on Institutional Management in Higher Education, December 2007

ERIC Educational Resources Information Center

OECD Publishing (NJ1), 2007

2007-01-01

IMHE-Info is the newsletter published by the Institutional Management in Higher Education (IMHE) programme. This issue includes: (1) How Do Rankings Impact on Higher Education?; and (2) OECD International Assessment of Higher Education Outcomes. IMHE News, publications of interest and upcoming events are included.

Curriculum for Digital Education Leadership: A Concept Paper

ERIC Educational Resources Information Center

Brown, Cheryl; Czerniewicz, Laura; Huang, Cheng-Wen; Mayisela, Tabisa

2016-01-01

The Commonwealth Digital Education Leadership Training in Action (C-DELTA) is a long-term programme of the Commonwealth of Learning (COL) to promote a digital education environment in Commonwealth Member Nations. This concept paper proposes a holistic approach to conceptualising digital education leadership. The C-DELTA programme will provide a…

Community Environmental Education as a Model for Effective Environmental Programmes

ERIC Educational Resources Information Center

Blair, Morag

2008-01-01

The benefits of community environmental education outlined in environmental education literature are supported by the findings and implications of a research study undertaken in New Zealand. Evidence from a two-case case study suggests that environmental programmes guided by the key principles and practices of community environmental education,…

Going the distance: early results of a distributed medical education initiative for Royal College residencies in Canada.

PubMed

Myhre, Douglas L; Hohman, Stacey

2012-01-01

There is a shortage of specialty physicians practising in rural Canada: only 2.4% of Canadian specialist physicians practise rurally. Numerous strategies have been proposed and attempted that aim to increase the number of rural physicians. These include undergraduate and postgraduate distributed medical education opportunities. The Distributed Royal College Initiative at the University of Calgary is increasing the exposure of specialty residents to rural medicine through regional rotations and electives. An assessment of the initial impacts of this programme was made. Specialty residents were sent a voluntary survey following their regional rotation in academic year 2010-2011. The survey measured each resident's satisfaction with the experience, interest in undertaking another rotation and the impact of the rotation on potential rural practice location. The survey asked for written comments on the rotation. Data were analysed using descriptive statistics. A total of 73% (29) of the 40 eligible residents completed the survey that was distributed upon completion of the rotation. In the survey, 45% of respondents indicated they would have been likely to practise in a regional community prior to the experience. This changed to 76% following the rotation. Analysis of the comments revealed strong positive characteristics of the experience across all disciplines. Specialty-based, rural distributed programmes were perceived by the residents as educationally valuable and may be crucial in helping shift attitudes towards rural practice. Specific successful characteristics of the rotations provide direction to increase their quality further. These findings need to be verified in a larger sample.

Images, femininity and cancer: an analysis of an international patient education programme.

PubMed

Phillips, Catherine

2009-01-01

This article is an analysis of a cancer patient education programme run by cosmetic companies. I focus on an analysis of imagery, arguing that there are particular discursive elements that the cosmetic companies use in order to make productive the relationship between femininity and cancer. I contextualize this education programme by presenting the controversies regarding cosmetics as they relate to the growth of breast tumours. In doing so, I conclude that conversations and questions about a link between chemicals and cancer are subverted by both ;horror' narratives of cancer and the provocative use of standards of beauty. Such discursive dominance in patient education programmes makes it difficult to engage in a more public understanding of cancer growth as affected by cosmetic chemicals.

Distance Higher Education and the Adult Learner. Papers Presented at a Conference Organized by the Dutch Ministry of Education and Science, the Dutch Open University, and the OECD Centre for Educational Research and Innovation (Heerlen, the Netherlands, October 22-24, 1984). Innovations in Distance Education: Occasional Papers of the Dutch Open University, Vol. 1.

ERIC Educational Resources Information Center

van Enckevort, Ger, Ed.; And Others

Distance higher education for adults, media selection, and country profiles are considered in conference papers. Titles and authors are as follows: "Distance Education, Trends Worldwide" (Lord Perry of Walton); "Adults in Higher Education: Lowering the Barriers by Teaching and Learning at a Distance" (Hans G. Schutze);…

A Qualitative Study on Transferring the Experience of Using Technology from Formal Education to Distance Education

ERIC Educational Resources Information Center

Yildiz, Merve; Selim, Yavuz

2015-01-01

With improvements in information technologies, distance education programs have become widespread. Institutions that offer distance education programs are increasing in number. Scholars who were used to face-to-face teaching began to give courses in distance education programs which entail technological teaching methods, a new teaching experience…

Faculty and Administrative Strategies for the Effective Implementation of Distance Education.

ERIC Educational Resources Information Center

Milheim, William

2001-01-01

Discussion of distance education focuses on strategies for administrators and faculty to use to support the appropriate use of this educational format. Considers some of the advantages and disadvantages of distance education, financial support for the development and delivery of distance education courses, and needed faculty training. (Author/LRW)

Weaknesses and Strengths in Assessing Early Childhood Programmes: An Assessment of an Early Childhood Spanish Trilingual Programme in Two- to Three-Year-Old Children

ERIC Educational Resources Information Center

Rivas, Sonia; Sobrino, Angel; Peralta, Felisa

2010-01-01

This article gives an account of the results from an assessment of an early childhood education programme, conducted over the course of two academic years (1999-2000 and 2000-2001), in a centre in northeastern Spain. The purpose of the assessment was to discover how a particular educational programme contributed to the short-term competency levels…

Outcomes for engineering students delivering a STEM education and outreach programme

NASA Astrophysics Data System (ADS)

Fitzallen, Noleine; Brown, Natalie Ruth

2017-11-01

University science outreach programmes are used to encourage more school students to select science, technology, engineering, and mathematics (STEM) subjects in further education and pursue science-related careers. The benefits of science outreach programmes are often espoused from the perspective of programme participants. Little attention, however, is given to what university students delivering the programmes gain from the experience. This paper seeks to illustrate the benefits of engineering students delivering STEM outreach programmes in schools. It reports on a qualitative case study of the experiences of two STEM Education and Outreach team members from a regional university in Australia. Content analysis of interview data highlighted not only the participants' motivations and perceived benefits of being involved in the STEM programme but also revealed the skills and attributes honed throughout the experience. Involvement in the STEM outreach programme resulted in the development of social and personal responsibility generic graduate attribute skills, evidenced through their motivations to be involved, the demonstration of understanding of teaching and learning, and application of science communication skills. This study demonstrates that designing and delivering STEM outreach programmes assists in the development of skills that will be beneficial when pursuing careers in engineering in the future.

Patient education in Parkinson's disease: Formative evaluation of a standardized programme in seven European countries.

PubMed

Macht, Michael; Gerlich, Christian; Ellgring, Heiner; Schradi, Martina; Rusiñol, Angels Bayés; Crespo, Maricruz; Prats, Ana; Viemerö, Vappu; Lankinen, Anu; Bitti, Pio Enrico Ricci; Candini, Lorena; Spliethoff-Kamminga, Noëlle; de Vreugd, Janny; Simons, Gwenda; Pasqualini, Marcia Smith; Thompson, Simon B N; Taba, Pille; Krikmann, Ulle; Kanarik, Eve

2007-02-01

To evaluate a newly developed education programme for Parkinson's disease (PD) patients. The programme consisted of eight sessions and aimed at improving knowledge and skills related to self-monitoring, health promotion, stress management, depression, anxiety, social competence, and social support, all with special reference to PD. The programme was formatively evaluated in seven European countries (Spain, Finland, Italy, The Netherlands, United Kingdom, Estonia, Germany) with 151 patients diagnosed with idiopathic PD. The evaluation included patients' ratings of the comprehensibility and feasibility of the programme as well as mood ratings before and after each session. Patients also completed questionnaires at the beginning and end of the programme to explore possible changes in disease-related psychosocial problems, quality of life, and depression. The programme was feasible to run, and patients were able to understand its elements. Patients reported mood elevations following individual sessions and reduced disease-related psychosocial problems after completing the programme. There were no substantial differences in results between cultures. Patient education appears to have potential as a useful and feasible intervention, complementing medical treatment in PD. The present programme will soon be available in seven European languages and can be tested in different health care systems.

Research on Distance Education Development in China

ERIC Educational Resources Information Center

Xin, Ding; Jian, Niu; Yanhui, Han

2010-01-01

Distance education is among the significant fields for the application of educational technology. Distance education in China has gone through three phases, namely: correspondence-based education, radio and TV-based education and online education. This paper was based on educational technology application, and the historical, dialectic and…

Open and Distance Learning Today. Routledge Studies in Distance Education Series.

ERIC Educational Resources Information Center

Lockwood, Fred, Ed.

This book contains the following papers on open and distance learning today: "Preface" (Daniel); "Big Bang Theory in Distance Education" (Hawkridge); "Practical Agenda for Theorists of Distance Education" (Perraton); "Trends, Directions and Needs: A View from Developing Countries" (Koul); "American…

Effects of pressure ulcer classification system education programme on knowledge and visual differential diagnostic ability of pressure ulcer classification and incontinence-associated dermatitis for clinical nurses in Korea.

PubMed

Lee, Yun Jin; Kim, Jung Yoon

2016-03-01

The objective of this study was to evaluate the effect of pressure ulcer classification system education on clinical nurses' knowledge and visual differential diagnostic ability of pressure ulcer (PU) classification and incontinence-associated dermatitis (IAD). One group pre and post-test was used. A convenience sample of 407 nurses, participating in PU classification education programme of continuing education, were enrolled. The education programme was composed of a 50-minute lecture on PU classification and case-studies. The PU Classification system and IAD knowledge test (PUCS-KT) and visual differential diagnostic ability tool (VDDAT), consisting of 21 photographs including clinical information were used. Paired t-test was performed using SPSS/WIN 20.0. The overall mean difference of PUCS-KT (t = -11·437, P<0·001) and VDDAT (t = -21·113, P<0·001) was significantly increased after PU classification education. Overall understanding of six PU classification and IAD after education programme was increased, but lacked visual differential diagnostic ability regarding Stage III PU, suspected deep tissue injury (SDTI), and Unstageable. Continuous differentiated education based on clinical practice is needed to improve knowledge and visual differential diagnostic ability for PU classification, and comparison experiment study is required to examine effects of education programmes. © 2016 Medicalhelplines.com Inc and John Wiley & Sons Ltd.

Educational Technology and Distance Education: The Convergence and the Futures.

ERIC Educational Resources Information Center

Panda, Santosh

1990-01-01

Establishes the connection between educational technology and distance education, instructional design, and delivery. Concludes that, although technology has had minimal influence in traditional classrooms, it is inextricably from distance education. (SK)

Implementing a Standardised Annual Programme Review Process in a Third-Level Institution

ERIC Educational Resources Information Center

Wickham, Sheelagh; Brady, Malcolm; Ingle, Sarah; McMullan, Caroline; Nic Giolla Mhichíl, Mairéad; Walshe, Ray

2017-01-01

Purpose: Ideally, quality should be, and is, an integral element of education, yet capturing and articulating quality is not simple. Programme quality reviews in third-level education can demonstrate quality and identify areas for improvement, offering many potential benefits. However, details on the process of quality programme review are limited…

Profitability of Qualified-Labour-Power Production

ERIC Educational Resources Information Center

Baldino, Roberto Ribeiro; Cabral, Tânia Cristina Baptista

2015-01-01

In Baldino and Cabral (2013) we introduced the concept of qualified labour-power as the commodity produced by the school system. In the present article we outline a quantitative model to evaluate the profit rate of educational programmes. We compare a medical school programme with a teacher education programme at a public university in Brazil,…

An Impact Evaluation of the "FoodMate" Programme: Perspectives of Homeless Young People and Staff

ERIC Educational Resources Information Center

Meiklejohn, Sarah J.; Barbour, Liza; Palermo, Claire E.

2017-01-01

Objectives: Food insecurity remains an issue for vulnerable populations in developed countries. The potential dietary and food security impacts of nutrition education programmes in Australia remain largely undocumented. This study investigated the impacts of an eight-session nutrition education programme delivered within community case management…

Education or Training? A Comparative Perspective on Apprenticeships in England

ERIC Educational Resources Information Center

Mazenod, Anna

2016-01-01

This paper examines the expansive-restrictive continuum of apprenticeship learning in the context of different education and training systems. It compares the English state-funded apprenticeship programme for young people with the Finnish and the French programmes with a specific focus on access to learning through the programmes. These three…

Rate Your Course! Student Teachers' Perceptions of a Primary Pre-Service Mathematics Education Programme

ERIC Educational Resources Information Center

Hourigan, Mairead; Leavy, Aisling M.

2017-01-01

Although research suggests that many pre-service mathematics education programmes are weak interventions having a negligible effect on student teachers' knowledge, beliefs and attitudes, there is consensus that programmes that model and engage student teachers in reform teaching and learning approaches have the potential to effect positive change…

Developing Civic Leaders through an Experiential Learning Programme for Holocaust Education

ERIC Educational Resources Information Center

Clyde, Carol

2010-01-01

The purpose of this study is to examine the impact that involvement in an experiential learning programme for Holocaust education had on college and university participants' worldviews and civic leadership development. Results indicate that involvement in specific elements of the programme did have an impact. The student-focused, experiential…

Behavioural Effects of a Short School-Based Fruit and Vegetable Promotion Programme

ERIC Educational Resources Information Center

Mittmann, Silke; Austel, Anja; Ellrott, Thomas

2016-01-01

Purpose: The purpose of this paper is to investigate the effects of the Cancer Society of Lower Saxony's school-based nutrition education programme "5-a-day for kids", designed to increase children's fruit and vegetable consumption. Intervention: the programme included three parts (each 45 minutes): education-based classroom session;…

The Case for an Integrated Approach to Transition Programmes at South Africa's Higher Education Institutions

ERIC Educational Resources Information Center

Young, Dallin George

2016-01-01

This paper advocates an integrated approach to transition programmes at South Africa's higher education institutions through drawing on the US literature on the first-year student experience and specific reference to behavioural interaction theory. The case for developing intentional and vertically integrated transition programmes is tied to: the…

School Building Design for Feeding Programmes and Community Outreach: Insights from Ghana and South Africa

ERIC Educational Resources Information Center

Uduku, Ola

2011-01-01

This article investigates how school building design can support primary school feeding programmes in low- and middle-income countries. Furthermore it argues for schools to become community "development hubs"; incorporating both local access to education and also to programmes for nutrition, ICT, health education and other services,…

The Attractiveness of Programmes in Higher Education: An Empirical Approach

ERIC Educational Resources Information Center

Widiputera, Ferdi; De Witte, Kristof; Groot, Wim; van den Brink, Henriëtte Maassen

2017-01-01

Higher education institutions have experienced an increase in student enrolment over the past decades. At the same time, universities increasingly attempt to attract students by offering a variety of study programmes. Using a Dutch panel data set of 1300 programmes in 50 institutions, this study investigates what explains the attractiveness of…

"We Don't Recruit, We Educate": High School Program Marketing and International Baccalaureate Programmes

ERIC Educational Resources Information Center

Donovan, Martha K.; Lakes, Richard D.

2017-01-01

Public education reformers have created a widespread expectation of school choice among school consumers. School leaders adopt rigorous academic programs, like the International Baccalaureate (IB) Diploma Programme (DP) and Career Programme (CP), to improve their market position in the competitive landscape. While ample research has investigated…

The Return Home: Transitioning from a 28-Day Remote Outdoor Education Programme

ERIC Educational Resources Information Center

McNatty, Shannon

2016-01-01

This article addresses the challenges for students transitioning from the remote Te Kahu (pseudonym) outdoor education programme back into their home and school city environments. Students must develop methods of coping and readjust to society to continue the personal growth and process the learning affected through the 28-day programme. The…

Multidimensional improvements induced by an intensive obesity inpatients rehabilitation programme.

PubMed

Giordano, Francesca; Berteotti, Michela; Budui, Simona; Calgaro, Nicole; Franceschini, Laura; Gilli, Federica; Masiero, Marina; Raschellà, Guido; Salvetti, Sabrina; Taddei, Micol; Schena, Federico; Busetto, Luca

2017-06-01

To analyse the short-term effectiveness of an intensive multidimensional inpatient programme specifically developed for patients with severe obesity. A multidisciplinary team managed a 3-week residential programme characterised by the integration of nutritional and physical rehabilitation with psychological and educational intervention. All patients consecutively admitted in 10 months were analysed at admission and discharge for changes in the following domains: anthropometry (weight, body mass index (BMI), waist and neck circumferences), cardiovascular risk factors (glycaemia, HbA1c, lipid profile, blood pressure), quality of life, eating behaviour, and physical performance (VO 2peak by incremental cycle ergometer test, 6-min walking test (6MWT), chair stands test). 136 subjects (61% females, median age 52.7 years) with obesity (mean BMI 43.2 kg/m 2 ) and multiple comorbidities were analysed. A 3.9% BMI reduction and a reduction in waist (-3.8%) and neck (-3.3%) circumferences were observed. Glycaemic control was achieved in 68% of patients with uncontrolled diabetes at admission. Blood pressure control was achieved in all patients with uncontrolled hypertension at admission. Total cholesterol (-16%), LDL-cholesterol (-19%) and triglycerides (-9%) were significantly reduced. Psychometric assessment showed improvements in quality of life perception and binge eating disorder. Finally, a significant improvement in physical performance (+4.7% improvement in VO 2peak , with longer distances in 6MWT and a higher number of standings) was observed. Our preliminary data prove that a 3-week programme determined a clinically significant multi-dimensional improvement in patients with severe obesity. Long-term follow-up data are needed to confirm the efficacy of our rehabilitation setting.

Online Measurement of Academic Programme Preferences for Distance Learners in Hong Kong

ERIC Educational Resources Information Center

Zhang, Wei-yuan; Yeung, Lai-hung Au

2003-01-01

The purpose of this paper is to report on the development of the first online self-directed inventory on the measurement of academic programme preferences (MAPP) for potential students at the Open University of Hong Kong (OUHK). In this study, trait-factor theory and personality type theory were employed. 1,963 respondents in Hong Kong were…

The Transformation of an Online Learning Community from an Organised Facility to an Organic Fraternity

ERIC Educational Resources Information Center

Fields, Alison; Lai, Kwok-Wing; Gibbs, John; Kirk, Alex; Vermunt, Jenny

2016-01-01

An online community of learning within a distance doctoral programme was explored to determine if and how the community evolved and transformed over time. This part-time doctoral programme gathers students into cohorts and runs a structured community with students and faculty for 18 months before students confirm candidatures and begin individual…

A comparison of sonography and radiography student scores in a cadaver anatomy class before and after the implementation of synchronous distance education

PubMed Central

Randall, K; Anderson, MP

2015-01-01

Distance education is a solution to expand medical imaging education to students who might not otherwise be able to obtain the education. It can be a mechanism to reduce the health care worker shortage in underserved areas. In some cases, distance education may be a disruptive technology, and might lower student performance. This study compares student scores in a cadaver anatomy course in the four cohorts preceding the implementation of distance education to the first three cohorts that took the course using a multiple campus design. The means and medians of the lecture exam average, the laboratory component score, and the final course score of the nondistance education cohorts were compared with those of the distance education cohorts using nonparametric statistical analysis. Scores in an anatomy course were compared by campus placement among the distance education cohorts, and the independent effect of distance education on the laboratory component, lecture examination average, and final course scores, while controlling for cumulative grade point average and site (originating/distant), was assessed. Students receiving the course in a nondistance education environment scored higher in the anatomy course than the students who took the course in a distance education environment. Students on the distant campus scored lower than students on the originating site. Distance education technology creates new opportunities for learning, but can be a disruptive technology. Programs seeking to implement distance education into their curriculum should do so with knowledge of the advantages and disadvantages. PMID:27433237

Methods and Applications for Advancing Distance Education Technologies: International Issues and Solutions

ERIC Educational Resources Information Center

Syed, Mahbubur Rahman, Ed.

2009-01-01

The emerging field of advanced distance education delivers academic courses across time and distance, allowing educators and students to participate in a convenient learning method. "Methods and Applications for Advancing Distance Education Technologies: International Issues and Solutions" demonstrates communication technologies, intelligent…

Distance Education in Papua New Guinea.

ERIC Educational Resources Information Center

Avalos, Beatrice, Ed.

1991-01-01

The theme of this special double serial issue is "Distance Education in Papua New Guinea." The following articles are featured: (1) "Distance Education in Papua New Guinea" (John Lynch); (2) "Distance Education in Papua New Guinea: Context, Issues and Prospects" (Michael Crossley and Richard Guy); (3) "Distance…

Mapping Africa's advanced public health education capacity: the AfriHealth project.

PubMed

Ijsselmuiden, C B; Nchinda, T C; Duale, S; Tumwesigye, N M; Serwadda, D

2007-12-01

Literature on human resources for health in Africa has focused on personal health services. Little is known about graduate public health education. This paper maps "advanced" public health education in Africa. Public health includes all professionals needed to manage and optimize health systems and the public's health. Data were collected through questionnaires and personal visits to departments, institutes and schools of community medicine or public health. Simple descriptive statistics were used to analyse the data. For more than 900 million people, there are fewer than 500 full-time staff, around two-thirds of whom are male. More men (89%) than women (72%) hold senior degrees. Over half (55%) of countries do not have any postgraduate public health programme. This shortage is most severe in lusophone and francophone Africa. The units offering public health programmes are small: 81% have less than 20 staff, and 62% less than 10. On the other hand, over 80% of Africans live in countries where at least one programme is available, and there are six larger schools with over 25 staff. Programmes are often narrowly focused on medical professionals, but "open" programmes are increasing in number. Public health education and research are not linked. Africa urgently needs a plan for developing its public health education capacity. Lack of critical mass seems a key gap to be addressed by strengthening subregional centres, each of which should provide programmes to surrounding countries. Research linked to public health education and to educational institutions needs to increase.

Quality of nursing doctoral education in Korea: towards policy development.

PubMed

Ja Kim, Mi; Gi Park, Chang; Kim, Minju; Lee, Hyeonkyeong; Ahn, Yang-Heui; Kim, Euisook; Yun, Soon-Nyoung; Lee, Kwang-Ja

2012-07-01

This article is a report on an international study of the quality of nursing doctoral education; herein, we report findings for Korea. Specific aims were to: examine the validity and reliability of the quality of nursing doctoral education questionnaire; and identify contributing factors and domain(s) for improvement. The quality of nursing doctoral education has been a worldwide concern with the recent rapid increase in number of nursing doctoral programmes around the world, and comprehensive evaluation is needed for policy recommendations. A cross-sectional descriptive study, conducted from October 2006 to January 2007, used an online questionnaire evaluating four domains: programme, faculty, resources and evaluation. Seven deans, 48 faculty, 52 graduates and 87 students from 14 nursing schools participated. Content and construct validity, and construct reliability of the questionnaire were established. Overall, participants reported that the perceived quality of private universities/schools was significantly higher than that of public/national universities. A higher ratio of doctoral to non-doctoral students was significantly associated with higher quality. The domains of programme, faculty and resources were highly correlated. The programme was the most important domain; availability of sufficient materials and information for students most needed improvement. Overall, faculty perceived the quality of the programme, faculty and resources as more positively than did the graduates and students. This study provides useful policy guidance for nurse educators worldwide for improving doctoral programmes and faculty's role in educating students. Further study is recommended that examines contributing factors to quality doctoral education. © 2011 Blackwell Publishing Ltd.

Distance Education Survey, 1996. A Report on Course Structure and Educational Practices in Distance Education and Training Council Member Institutions.

ERIC Educational Resources Information Center

Distance Education and Training Council, Washington, DC.

Course structures and educational practices in Distance Education and Training Council (DETC) member institutions were examined through a survey of all 58 DETC institutions. Usable responses were obtained from 55 (95%) of the institutions. Among the study's main conclusions were the following: (1) 52% of distance education students are male, 42%…

The Development of Distance Education Systems in Turkey, the Russian Federation and Saudi Arabia

ERIC Educational Resources Information Center

Zawacki-Richter, Olaf; Kondakci, Yasar; Bedenlier, Svenja; Alturki, Uthman; Aldraiweesh, Ahmed; Püplichhuysen, Diana

2015-01-01

In many countries, "open and distance education" is perceived as a way to meet the growing need for higher education. This paper explores the development of online and distance education in three countries that are still a white spot on the landscape of international distance education research although they have implemented elaborated…

Distance Education in Southern Africa Conference, 1987. Papers 4.2: Professional Education and Practical Training at a Distance.

ERIC Educational Resources Information Center

Adey, David, Comp.; And Others

Fifteen papers from the University of South Africa's Conference on Distance Education are presented on professional education and practical training. They include: "The Art Work: From Concept to Realization" (Leon du Plessis and Koos van der Watt); "Distance Education for Industrial, Professional, and Practical Training" (Jacob…

Education for nurses working in cardiovascular care: a European survey.

PubMed

2014-12-01

Nurses represent the largest sector of the workforce caring for people with cardiovascular disease in Europe. Little is known about the post-registration education provided to nurses working within this specialty. The aim of this descriptive cross sectional survey was to describe the structure, content, teaching, learning, assessment and evaluation methods used in post-registration cardiovascular nurse education programmes in Europe. A 24-item researcher generated electronic questionnaire was sent to nurse representatives from 23 European countries. Items included questions about cardiovascular registered nurse education programmes. Forty-nine respondents from 17 European countries completed questionnaires. Respondents were typically female (74%) and educated at Masters (50%) or doctoral (39%) level. Fifty-one percent of the cardiovascular nursing education programmes were offered by universities either at bachelor or masters level. The most frequently reported programme content included cardiac arrhythmias (93%), heart failure (85%) and ischaemic heart disease (83%). The most common teaching mode was face-to-face lectures (85%) and/or seminars (77%). A variety of assessment methods were used with an exam or knowledge test being the most frequent. Programme evaluation was typically conducted through student feedback (95%). There is variability in the content, teaching, learning and evaluation methods in post-registration cardiovascular nurse education programmes in Europe. Cardiovascular nurse education would be strengthened with a stronger focus upon content that reflects current health challenges faced in Europe. A broader view of cardiovascular disease to include stroke and peripheral vascular disease is recommended with greater emphasis on prevention, rehabilitation and the impact of health inequalities. © The European Society of Cardiology 2013.

Building nurse education capacity in India: insights from a faculty development programme in Andhra Pradesh

PubMed Central

2013-01-01

Background India faces an acute shortage of nurses. Strategies to tackle the human resource crisis depend upon scaling up nursing education provision in a context where the social status and working conditions of nurses are highly variable. Several national and regional situation assessments have revealed significant concerns about educational governance, institutional and educator capacity, quality and standards. Improving educational capacity through nursing faculty development has been proposed as one of several strategies to address a complex health human resource situation. This paper describes and critically reflects upon the experience of one such faculty development programme in the state of Andhra Pradesh. Discussion The faculty development programme involved a 2 year partnership between a UK university and 7 universities in Andhra Pradesh. It adopted a participatory approach and covered training and support in 4 areas: teaching, research/scholarship, leadership/management and clinical education. Senior hospital nurses were also invited to participate. Summary The programme was evaluated positively and some changes to educational practice were reported. However, several obstacles to wider change were identified. At the programme level, there was a need for more intensive individual and institutional mentorship as well as involvement of Indian Centres of Excellence in Nursing to provide local (as well as international) expertise. At the organisational level, the participating Colleges reported heavy workloads, lack of control over working conditions, lack of control over the curriculum and poor infra-structure/resources as ongoing challenges. In the absence of wider educational reform in nursing and government commitment to the profession, faculty development programmes alone will have limited impact. PMID:23537273

Problematising Multicultural Art Education in the Context of Taiwan

ERIC Educational Resources Information Center

Mason, Rachel

2009-01-01

In this paper I reflect on the experience of working with Taiwanese art educators. The data I revisit comes from participation in four art education conferences between 1995 and 2001, a three-month period of residence at Changhua University of Education teaching a master's programme, three intensive summer programmes organised for Taiwanese art…

Who Are the Peer Educators? HIV Prevention in South African Schools

ERIC Educational Resources Information Center

Mason-Jones, Amanda J.; Flisher, Alan J.; Mathews, Catherine

2011-01-01

Characteristics of learners who become peer educators are rarely explored despite the potential relevance to the success of peer education programmes. Fifteen high schools selected to implement peer education HIV prevention programmes in South Africa were recruited. A total of 2339 Grade 10 learners were surveyed and comparisons were made between…

Second Chance Programmes: A Response to Educational Needs in Compulsory Education

ERIC Educational Resources Information Center

Asin, Antonio Sanchez; Peinado, Jose Luis Boix

2008-01-01

This paper asks whether the integrated training provision currently offered through the different Spanish Second Chance Programmes (SCPs) constitutes a valid response to the educational needs and deficits known to exist among those young people who do not satisfactorily complete the Compulsory Secondary Education stage (ESO). The objectives of the…

The Action--Reflection--Modelling (ARM) Pedagogical Approach for Teacher Education: A Malaysia-UK Project

ERIC Educational Resources Information Center

Jarvis, Joy; Dickerson, Claire; Thomas, Kit; Graham, Sally

2014-01-01

This article presents the Action--Reflection--Modelling (ARM) pedagogical approach for teacher education developed during a Malaysia-UK collaborative project to construct a Bachelor of Education (Honours) degree programme in Primary Mathematics, with English and Health and Physical Education as minor subjects. The degree programme was written…

Studying While Doing Time: Understanding Inmates' Conceptions of Learning

ERIC Educational Resources Information Center

Rosário, Pedro; Núñez, José Carlos; Pereira, Joana; Fuentes, Sonia; Gaeta, Martha; Cunha, Jennifer; Polydoro, Soely

2016-01-01

Low levels of education and dropping out of school are associated with criminal involvement. The Portuguese prison system, similar to other prison systems (e.g. England), offers prison-based educational programmes so inmates can complete compulsory education. However, the completion rate of these educational programmes is low, and the dropout rate…

Effective Teacher? Student Self-Evaluation of Development and Progress on a Teacher Education Programme

ERIC Educational Resources Information Center

Gossman, Peter; Horder, Sue

2016-01-01

This article examines 28 teachers' views about their teacher education requirements. The participants were enrolled on a one-year full-time pre-service teacher education programme with a focus on post-compulsory education and training. The study examines how student teachers' self-evaluations against aspects of teaching professional practice…

Moral Education and the International Baccalaureate Learner Profile

ERIC Educational Resources Information Center

van Oord, Lodewijk

2013-01-01

This article analyses elements of moral education in the educational programmes offered by the International Baccalaureate (IB). Particular reference is made to the IB learner profile, a list of 10 virtues which, the IB claims, are fostered through its educational programmes. This approach is evaluated in the light of existing ideas concerning…

Impact of school based oral health education programmes in India: a systematic review.

PubMed

Gambhir, Ramandeep Singh; Sohi, Ramandeep Kaur; Nanda, Tarun; Sawhney, Gurjashan Singh; Setia, Saniya

2013-12-01

The teaching of Oral Health Education aims at preventing the dental disease and promoting dental health at early stages. Schools are powerful places to shape the health, education and well-being of our children. The objective of this study was to determine the impact of school dental health education programmes conducted in various parts of India. A systematic review from available literature was carried out. The study examined papers relating to oral health interventions which were published between 1992 and 2012. Ten articles were selected and included in the review. All the studies were found to contain the required information on the outcomes of school dental health programmes in India. Different methods were used to deliver oral health education. All the studies reported significant improvement in oral hygiene of school children after imparting dental health education. In some studies, school teachers were also trained to impart oral health education. Decreased level of awareness was found in children coming from low income families. Longer duration studies are needed to improve the results. School dental education programmes should be more focused on north-eastern Indian population.

Distance Education and Distance Learning: Some Psychological Considerations.

ERIC Educational Resources Information Center

Cropley, Arthur J.; Kahl, Thomas N.

1983-01-01

Compares and contrasts distance education and face-to-face education in terms of selected psychological dimensions, i.e., organization and learning, motivation, learning and communication processes, didactic activities and materials, and evaluation and feedback. Psychological aspects of distance education that may be favorable to learning are also…

Case Studies in Australian Adult Education.

ERIC Educational Resources Information Center

Clark, Ralph J., Ed.; Rooth, S. John, Ed.

This publication contains the following 24 case studies of adult education in Australia: "NSW Department of Agriculture Home Study Programme" (O'Neill); "Self-Help Adult Education: The University of the Third Age at the Brisbane CAE" (Swindell); "Marriage Enrichment Programme" (D. Kerr, C. Kerr); "Carringbush…

Proceedings, 15th Annual Meeting, Aquatic Plant Control Research Planning and Operations Review, held 17-20 November 1980, Savannah, Georgia.

DTIC Science & Technology

1981-10-01

transmitter/ receiver (the AGNAV guidance system), a TI - 59 programmable calculator with a TI PC-1O0 thermal printer and direct current (DC) to alternating...the TI - 59 programmable calculator mounted on the TI PC-100 thermal printer and the 12-v DC to 120-v AC inverter. Power for both the mobile and...dropped, the new A2 B2 distances are keyed into the calculator, and * Magnetic cards, readable on a TI - 59 programmable calculator , with all programs

The beliefs of `Tomorrow's Teachers' about mathematics: precipitating change in beliefs as a result of participation in an Initial Teacher Education programme

NASA Astrophysics Data System (ADS)

Leavy, Aisling; Hourigan, Mairead

2018-07-01

Mathematics education research has given increasing attention to the role of affective factors in the learning process. While 'affect' is used to refer to a variety of aspects including feelings, emotions, beliefs, attitudes and conceptions, this paper focuses on 'beliefs' of elementary pre-service teachers. In particular, the study evaluates the effect of participation in a reform-based elementary pre-service teacher education (referred to as Initial Teacher Education (ITE)) programme on participants' 'beliefs about the nature of mathematics'. This was completed using two (sub)scales of the Aiken's Revised Mathematics Scale measuring Enjoyment of Mathematics (E) and belief in the Value of Mathematics (V). Both scales were administered before and after participants completed the mathematics education programme, which consisted of 5 compulsory and consecutive modules. This study reveals that entry-level pre-service teachers report generally positive beliefs about the value of and enjoyment in doing mathematics. The findings challenge previous research, which report the tendency of teachers' beliefs to be resistant to change while in teacher education and suggest that it is possible for ITE mathematics education programmes to stimulate improvement in beliefs and attitudes among participants. Particular programme features are identified as instrumental in this positive change in beliefs about mathematics.

Impact of the 'Providing Access to Continued Education' Programme on Repeat Teenage Pregnancy in the Bahamas.

PubMed

Sakharkar, V P; Frankson, M A; Sakharkar, P R

2015-05-15

To determine the relationship of determinants such as age, ethnicity, education and sexual behaviour with repeat teenage pregnancy and to determine the impact of 'Providing Access to Continued Education' (PACE) programme in reducing repeat teenage pregnancy amongst its participants in The Bahamas. This retrospective cohort study included 397 attendees of the Adolescent Health Centre (AHC). Eighty-eight out of 139 registered participants completed the PACE programme. Data on age, ethnicity, education, sexual behaviour and repeat pregnancy in two years were analysed for descriptive statistics, and association of demographic characteristics and participation in the PACE programme with repeat pregnancy using the Chi-squared test. Mean age of participants was 16.4 ± 1.1 years; median school grade and mean grade point average (GPA) was 11 and 1.97 ± 0.7, respectively. The mean age at the first sexual activity was 14.9 ± 1.2 years. The mean age and number of sexual partners were 21 ± 4.3 years and 2 ± 1, respectively. Overall, repeat pregnancy rate was 39%: 37.4% amongst PACE registered and 31.8% amongst PACE completed mothers. No significant difference was observed in repeat pregnancy between registered and non-registered as well as those who completed the programme and those who did not. The odds ratio of 0.525 suggested that completion of the PACE programme had a moderate protective effect on reducing repeat pregnancy. Age, ethnicity, education and sexual behaviour showed no association with repeat pregnancy. The PACE programme did not reduce repeat pregnancy rate significantly. However, completion of the programme offered a moderate protection.

Educating educators about alcoholism and drug addiction: the role of employee assistance programmes.

PubMed

Van den Bergh, N

1990-01-01

The historical development of employee assistance programmes (EAPs) from occupational alcoholism programmes is outlined. Services for the three prevention levels of a 'broad brush' programme are described. The 'at-risk' characteristics of academia in potentiating alcoholism and addiction are noted, including several intrinsic characteristics of academics which could predispose to substance abuse. Ways in which EAPs enhance organizational goals are noted and several crucial steps in designing an academic EAP are suggested.

Implementing Biosecurity Education: Approaches, Resources and Programmes

PubMed Central

Minehata, Masamichi; Sture, Judi; Shinomiya, Nariyoshi; Whitby, Simon

2016-01-01

This paper aims to present possible approaches, resources and programmes to introduce the topic of biosecurity to life scientists and engineers at the higher education level. Firstly, we summarise key findings from a number of international surveys on biosecurity education that have been carried out in the United States, Europe, Israel and the Asia–Pacific region. Secondly, we describe the development of our openly-accessible education resource, illustrating the scope and content of these materials. Thirdly, we report on actual cases of biosecurity education that have been implemented. These include achievements in and lessons derived from the implementation of biosecurity education at the National Defense Medical College in Japan. These experiences are followed by presentation of the expert-level “Train-the-Trainer” programmes subsequently launched by the University of Bradford in the United Kingdom. These examples will help readers to understand how educators can enhance their own understanding about biosecurity issues and how they can then disseminate their knowledge through development of their own customised, relevantly-targeted and stage-tailored education programmes within their own life science communities. By providing these examples, we argue that education for life scientists, policy-makers and other stakeholders about social responsibility on dual-use issues is easily achievable and need not be expensive, time-consuming or over-burdening. We suggest that recurring classes or courses be held at appropriate times during educational programmes to accommodate the developing expertise and advancing learning stages of students. PMID:22038099

The application of Intervention Mapping in developing and implementing school-based sexuality and HIV/AIDS education in a developing country context: the case of Tanzania.

PubMed

Mkumbo, Kitila; Schaalma, Herman; Kaaya, Sylvia; Leerlooijer, Joanne; Mbwambo, Jessie; Kilonzo, Gad

2009-06-01

Effective sexuality and HIV/AIDS education programmes are needed to protect young people against HIV/AIDS and teenage pregnancy in Tanzania and other Sub-Saharan African countries. Using a theory- and evidence-based approach and adapting the programmes to local contexts, increases the effectiveness of these programmes. This paper describes and discusses the challenges and opportunities concerning the application of Intervention Mapping (IM) in the development and implementation of a sexuality and HIV/AIDS education programme targeting young people aged 12-14 in Tanzania. The sexuality and HIV/AIDS programme was designed in a participatory manner, involving researchers, curriculum developers and teachers' and students' panels. The programme comprised five lessons, organized around 23 sessions with the aim of delaying the onset of sexual intercourse and increase correct and consistent condom use among young people. The programme was delivered by trained teachers as an extracurricular lesson. The IM protocol facilitated the development of a comprehensive sexuality and HIV/AIDS education programme relevant and appropriate to the social cultural context and the needs of learners in Tanzania. The paper has demonstrated that, although the IM was developed in the Western context, it can be used in a flexible manner to adapt to local contexts such as those in Sub-Saharan Africa.

Training the public health workforce at the National School of Public Health: meeting Africa's needs.

PubMed

Mokwena, Kebogile; Mokgatle-Nthabu, Mathilda; Madiba, Sphiwe; Lewis, Helen; Ntuli-Ngcobo, Busi

2008-01-01

The inadequate number of trained public health personnel in Africa remains a challenge. In sub-Saharan Africa, the estimated workforce of public health practitioners is 1.3% of the world's health workforce addressing 25% of the world's burden of disease. To address this gap, the National School of Public Health at the then Medical University of Southern Africa created an innovative approach using distance learning components to deliver its public health programmes. Compulsory classroom teaching is limited to four two-week blocks. Combining mainly online components with traditional classroom curricula reduced limitations caused by geographical distances. At the same time, the curriculum was structured to contextualize continental health issues in both course work and research specific to students' needs. The approach used by the National School of Public Health allows for a steady increase in the number of public health personnel in Africa. Because of the flexible e-learning components and African-specific research projects, graduates from 16 African countries could benefit from this programme. An evaluation showed that such programmes need to constantly motivate participants to reduce student dropout rates and computer literacy needs to be a pre-requisite for entry into the programme. Short certificate courses in relevant public health areas would be beneficial in the African context. This programme could be replicated in other regions of the continent.

Training of public health workforce at the National School of Public Health: meeting Africa's needs.

PubMed

Mokwena, Kebogile; Mokgatle-Nthabu, Mathilda; Madiba, Sphiwe; Lewis, Helen; Ntuli-Ngcobo, Busi

2007-12-01

The inadequate number of trained public health personnel in Africa remains a challenge. In sub-Saharan Africa, the estimated workforce of public health practitioners is 1.3% of the world's health workforce addressing 25% of the world's burden of disease. To address this gap, the National School of Public Health at the then Medical University of Southern Africa created an innovative approach using distance learning components to deliver its public health programmes. Compulsory classroom teaching is limited to four two-week blocks. RELEVABT CHANGES: Combining mainly online components with traditional classroom curricula reduced limitations caused by geographical distances. At the same time, the curriculum was structured to contextualize continental health issues in both course work and research specific to students' needs. The approach used by the National School of Public Health allows for a steady increase in the number of public health personnel in Africa. Because of the flexible e-learning components and African-specific research projects, graduates from 16 African countries could avail of this programme. An evaluation showed that such programmes need to constantly motivate participants to reduce student dropout rates and computer literacy needs to be a pre-requisite for entry into the programme. Short certificate courses in relevant public health areas would be beneficial in the African context. This programme could be replicated in other regions of the continent.

Motivational factors, gender and engineering education

NASA Astrophysics Data System (ADS)

Kolmos, Anette; Mejlgaard, Niels; Haase, Sanne; Egelund Holgaard, Jette

2013-06-01

Based on survey data covering the full population of students enrolled in Danish engineering education in autumn 2010, we explore the motivational factors behind educational choice, with a particular aim of comparing male and female students1 reasons for choosing a career in engineering. We find that women are significantly more influenced by mentors than men, while men tend to be more motivated by intrinsic and financial factors, and by the social importance of the engineering profession. Parental influence is low across all programmes and by differentiating between specific clusters of engineering programmes, we further show that these overall gender differences are subtle and that motivational factors are unequally important across the different educational programmes. The findings from this study clearly indicate that intrinsic and social motivations are the most important motivational factors; however, gender and programme differentiation needs to be taken into account, and points towards diverse future strategies for attracting students to engineering education.

Internet-based learning programme to increase nurses' knowledge level about venous leg ulcer care in home health care.

PubMed

Ylönen, Minna; Viljamaa, Jaakko; Isoaho, Hannu; Junttila, Kristiina; Leino-Kilpi, Helena; Suhonen, Riitta

2017-11-01

To test the effectiveness of an Internet-based education programme about venous leg ulcer nursing care on perceived and theoretical knowledge levels and attitudes among nurses working in home health care. Nurses have been shown to have knowledge gaps in venous leg ulcer nursing care. Internet-based learning could offer a means for flexible continuing education for home healthcare environment. Quasi-experimental study with pre- and postmeasurements and nonequivalent intervention and comparison groups. Nurses (n = 946) in home health care in two Finnish municipalities were invited to participate in the study and divided into intervention and comparison groups. The intervention group received education programme about venous leg ulcer nursing care, while the comparison group did not. Data were collected at baseline, at six weeks and at 10 weeks to test the hypotheses: nurses using education programme about venous leg ulcer nursing care will have higher level of knowledge and more positive attitudes than those not using education programme about venous leg ulcer nursing care. An analysis of variance and mixed models with repeated measures were used to test differences in knowledge and attitudes between and within the groups. There were statistically significant increases in knowledge levels in the intervention group from baseline to the first and second follow-up measurements. In the comparison group, the knowledge levels remained unchanged during the study. Attitude levels remained unchanged in both groups. Nurses' perceived and theoretical knowledge levels of venous leg ulcer nursing care can be increased with Internet-based education. However, this increase in knowledge levels is short-lived, which emphasises the need for continuous education. Internet-based education about venous leg ulcer nursing care is recommended for home healthcare nurses. Education programme about venous leg ulcer nursing care provides flexible method for nurses' learning with feasible and cost-effective access to evidence-based education. Education programme about venous leg ulcer nursing care material can be used in all nursing environments where Internet is available. © 2017 John Wiley & Sons Ltd.

Motivating Factors that Affect Enrolment and Student Performance in an ODL Engineering Program

ERIC Educational Resources Information Center

Dadigamuwa, P. R.; Senanayake, Samans

2012-01-01

The present study was carried out to determine the motivating factors for enrolling in an engineering study programme in open and distance learning (ODL) and the factors that affect the students' performance. The study was conducted with two convenient samples of students following distance learning courses in engineering technology, conducted by…

The Benefits and Barriers of Using Virtual Worlds to Engage Healthcare Professionals on Distance Learning Programmes

ERIC Educational Resources Information Center

Hack, Catherine Jane

2016-01-01

Using the delivery of a large postgraduate distance learning module in bioethics to health professionals as an illustrative example, the type of learning activity that could be enhanced through delivery in an immersive virtual world (IVW) was explored. Several activities were repurposed from the "traditional" virtual learning environment…

Knowledge Based Artificial Augmentation Intelligence Technology: Next Step in Academic Instructional Tools for Distance Learning

ERIC Educational Resources Information Center

Crowe, Dale; LaPierre, Martin; Kebritchi, Mansureh

2017-01-01

With augmented intelligence/knowledge based system (KBS) it is now possible to develop distance learning applications to support both curriculum and administrative tasks. Instructional designers and information technology (IT) professionals are now moving from the programmable systems era that started in the 1950s to the cognitive computing era.…

Supporting Learner Autonomy: Developing Practice through the Production of Courses for Distance Learners of French, German and Spanish

ERIC Educational Resources Information Center

Murphy, Linda

2008-01-01

The development of autonomous learners is an important goal for language teaching programmes. However, achievement of this goal depends on teachers creating an environment where learners can experience autonomy in order to become more autonomous, a process referred to by Little (2003) as "autonomization". In distance learning, course…

Role of Radio and TV Programmes in Distance and Open Learning System: A Case of Bangladesh Open University.

ERIC Educational Resources Information Center

Karim, Salma; Kama, Mustafa Azad; Islam, Md. Mayenul

2001-01-01

Examines the role and effectiveness of radio and television programs in distance and open learning systems based on a survey of students at Bangladesh Open University. Offers recommendations for improvements, including extending the time span, ensuring the quality of presentations, teacher involvement, and audio and video cassette…

Importance of Developing Community in Distance Education Courses

ERIC Educational Resources Information Center

Moore, Robert L.

2014-01-01

The separation of student and instructor is the core characteristic of distance education (Simonson et al., 2012, p. 28), contributing to one of the biggest challenges to distance education-attrition (Dueber & Misanchuk, 2001, p. 2). By the very nature of distance education, students are different locations from one another and their…

Rough Way for Academics: Distance Education

ERIC Educational Resources Information Center

Gursul, Fatih

2010-01-01

This study aims to compare the academics' perceptions about face to face and distance education, beside finding out the contributions of distance education to them, difficulties they experience in synchronous and asynchronous distance education environments and suggestions for possible solutions of the existing problems. The sample consists of 52…

Perspectives of Research on Distance Education.

ERIC Educational Resources Information Center

Holmberg, Borje

The history of research on distance education was studied. Major research done on distance education in such diverse areas as the United States, Venezuela, and Europe was analyzed. It was discovered that the earliest attempts to develop theories of distance education were mainly concerned with identifying its very concept. Like most educational…

Distance Education Programs in Social Work: Current and Emerging Trends

ERIC Educational Resources Information Center

Vernon, Robert; Vakalahi, Halaevalu; Pierce, Dean; Pittman-Munke, Peggy; Adkins, Lynn Frantz

2009-01-01

This article reports on current and emerging trends in the use of distance education technologies in social work education. Areas studied include the extent of distance education programs, curricular areas covered, technologies used, pedagogical approaches, intentions for degree-program development, sources of pressure to adopt distance education…

A Delphi Study on Collaborative Learning in Distance Education: The Faculty Perspective

ERIC Educational Resources Information Center

O'Neill, Susan; Scott, Murray; Conboy, Kieran

2011-01-01

This paper focuses on the factors that influence collaborative learning in distance education. Distance education has been around for many years and the use of collaborative learning techniques in distance education is becoming increasingly popular. Several studies have demonstrated the superiority of collaborative learning over traditional modes…

Distance Education in the Health Sciences. Readings in Distance Education, Number 8.

ERIC Educational Resources Information Center

Moore, Michael G. Ed.; Savrock, Joseph T., Ed.

This document contains 17 papers on distance education in the health sciences. The following papers are included: "Preface: Distance Education in the Health Professions: A Collection of Research" (Michael G. Moore); "A Historical Overview of Telecommunications in the Health Care Industry" (Joseph S. Anderson); "Distance…

Theoretical Principles of Distance Education.

ERIC Educational Resources Information Center

Keegan, Desmond, Ed.

This book contains the following papers examining the didactic, academic, analytic, philosophical, and technological underpinnings of distance education: "Introduction"; "Quality and Access in Distance Education: Theoretical Considerations" (D. Randy Garrison); "Theory of Transactional Distance" (Michael G. Moore);…

An assessment of the effect of an experimental environmental education programme (Man and Nutrition) on Kuwaiti primary school pupils (Grade Four)

NASA Astrophysics Data System (ADS)

Esmaeel, Yaqoub Y. R.

The educational system in Kuwait is undergoing some fundamental changes, and the need for reform of environmental education has become urgent as a result of the concerns of both the government and the public over environmental issues. It is in such a context that this research was conducted. The research was intended to develop, implement, and evaluate an experimental programme Man and Nutrition for Kuwaiti primary school pupils, aimed at developing a positive environmental achievement, Information about the present status of environmental concepts and environmental education in Kuwait was obtained from preliminary study such as interviews and curriculum analysis. Interviews were conducted in ten different primary schools in four districts in Kuwait, which involved 31 pupils in total, hi addition, information was obtained by analysis of the science curriculum for fourth grade primary schools. The preliminary study was carried out during the period April to October 1998. The results of the preliminary study served to aid the development of an experimental teaching programme. The experimental programme Man and Nutrition consisted of eight lessons printed in two booklets, a teacher's guide and pupil's textbook. The research included a review of the relevant literature examining the development of environmental programmes and activities in a number of countries, which were selected because of their environmental education approaches, and the variety of their environmental conditions. Pilot testing of the teaching programmes was carried out to ascertain the appropriateness of the materials and the data collecting instruments used for the evaluation of the main experimental study. The main study group included 115 pupils in four primary schools and four teachers selected in Kuwait. Data collecting included pre and post-tests and the course evaluation by teachers using semi-structured interviews. Statistical analysis of data obtained was carried out using the SPSS/PC+ computer programme. The major results of this study indicated that: (1) The present science programme of the fourth grade does not sufficiently cover the concepts identified as environmental concepts. (2) The experimental programme was significantly effective in increasing the pupils' knowledge regarding the environmental programme Man and Nutrition. (3) A significant difference in the mean scores was found between boys and girls in the post-achievement test. (4) There was a significant difference in the pupils' mean scores between the educational districts in the post-achievement test. (5) The experimental programme had similar influences on pupils' overall achievement by parents' education. Based upon the above major research results, the study puts forward some practical recommendations regarding the development of a school environmental education programme. Since the study is one of the first of its kind in Kuwait, it also suggests a few possible areas for future research. It is hoped that the research will lead to a worthwhile primary school environmental education.

Costing Distance Education and Open Learning in Sub-Saharan Africa: Working Group on Distance Education and Open Learning-- A Survey of Policy and Practice. Final Report

ERIC Educational Resources Information Center

Commonwealth of Learning, 2004

2004-01-01

Ideological arguments are made for open learning, economic ones for distance education. If it can produce similar results to those of conventional education at a lower cost, then distance education has a powerful appeal. With increasing demand for access to educational opportunities at all levels, and often decreasing budgets in real terms for…

The Prevalence and Characteristics of Higher Education Peer Helping Programmes: Managerial Perspectives

ERIC Educational Resources Information Center

de Jager, M.; Ntlokwana, N.

2011-01-01

A survey was sent to 33 managers at units and centres involved in Higher Education student-to-student support services in the form of peer help programmes. The survey focused on managers' perspectives on peer help programme demographics, management, planning and resourcing, on intra-institutional and other linkages, as well as on institutional…

Community Capacity Development in Universities: Empowering Communities through Education Management Programmes in Strathmore University (A Pilot Study)

ERIC Educational Resources Information Center

Kitawi, Alfred Kirigha

2014-01-01

This research examined the issue of community capacity development in a university. The main way communities were empowered was through the education management programmes offered at Strathmore University in Nairobi, Kenya. The research is among the first to examine the issue of community capacity development through university programmes. The…

Focus on Vocational Education and Training (VET) Programmes. Education Indicators in Focus. No. 33

ERIC Educational Resources Information Center

OECD Publishing, 2015

2015-01-01

In 2012, in more than one-third of OECD countries, over half of all upper secondary students participated in pre-vocational or vocational programmes but less than 30% of those students were exposed to work-based learning. Countries with well-established and high-quality vocational and apprenticeship programmes have improved youth employment…

Impact and Cost-Effectiveness Analysis of the National School-Based Sexuality Education Programme in Estonia

ERIC Educational Resources Information Center

Kivela, Jari; Haldre, Kai; Part, Kai; Ketting, Evert; Baltussen, Rob

2014-01-01

Policy-makers making decisions on the implementation of school-based sexuality education (SE) programmes face two important questions: (1) what are the costs of implementing and scaling up SE programmes, and (2) what are the impacts? This paper responds to these questions by retrospectively assessing costs, impact and cost-effectiveness of the…

Involving the Hard to Reach: Developing and Evaluating a Sexual Health Programme for Early School Leavers in Hong Kong

ERIC Educational Resources Information Center

Wong, William C. W.; Holroyd, Eleanor A.; Lee, Albert; Wong, Jonathan C. P.; Leung, Phil W. S.

2011-01-01

Early school leavers cannot access school-based sex education programmes, increasing their vulnerability to sexual health issues. This study evaluated a culturally-sensitive and target-orientated sex education programme involving this group. Early school leavers were recruited from two branches of the Chinese Young Men's Christian Association in…

The Evidence Base for Early Childhood Education and Care Programme Investment: What We Know, What We Don't Know

ERIC Educational Resources Information Center

White, Linda A.; Prentice, Susan; Perlman, Michal

2015-01-01

An expanding body of research demonstrates that high quality early childhood education and care (ECEC) programmes generate positive outcomes for children; in response, policy makers in a number of countries are making significant programme investments. No research consensus, however, has emerged around the specific types of policy intervention…

Evaluating the Impact of an Environmental Education Programme: An Empirical Study in Mexico

ERIC Educational Resources Information Center

Ruiz-Mallen, Isabel; Barraza, Laura; Bodenhorn, Barbara; Reyes-Garcia, Victoria

2009-01-01

This study draws on information from 11 in-depth interviews, two focus groups and 72 written questionnaires to evaluate an extra-curricular environmental education programme on forestry designed for preparatory school students from a small rural community in Mexico. Specifically, the study assessed the impact of the programme on the ecological…

Transnational Higher Education for Capacity Development? An Analysis of British Degree Programmes in Hong Kong

ERIC Educational Resources Information Center

Leung, Maggi W. H.; Waters, Johanna L.

2013-01-01

Drawing upon a project on British transnational education (TNE) programmes offered in Hong Kong, this paper interrogates the capacity development impact of TNE on the students, the Hong Kong Government and the programme providers. It addresses the questions: "What capacity is being developed in TNE operations?" and "For whom?"…

Innovative Access Programme for Young Mothers Wishing to Train in Childbirth Education: From Concept to Evaluation

ERIC Educational Resources Information Center

Nolan, Mary L.

2008-01-01

This paper describes the conception, planning, implementation and evaluation of an access programme arising out of an innovative collaboration between two charities, Straight Talking and the National Childbirth Trust. The access programme was designed at the request of a group of young mothers who had finished compulsory education and subsequently…

The TESSA OER Experience: Building Sustainable Models of Production and User Implementation

ERIC Educational Resources Information Center

Wolfenden, Freda

2008-01-01

This paper offers a review of the origins, design strategy and implementation plans of the Teacher Education in Sub-Saharan Africa (TESSA) research and development programme. The programme is working to develop new models of teacher education, particularly school based training, including the creation of a programme webspace and an extensive bank…

Mothers' Experiences with a Mother-Child Education Programme in Five Countries

ERIC Educational Resources Information Center

Bekman, Sevda; Koçak, Aylin Atmaca

2013-01-01

Although previous quantitative studies have demonstrated the effectiveness of the mother-child education programme (MOCEP) that originated in Turkey in 1993, the study reported here uses a qualitative approach to gain an in-depth understanding of mothers' views of the outcomes of the programme. The study was conducted with 100 mothers from five…

Exploring the Development of Existing Sex Education Programmes for People with Intellectual Disabilities: An Intervention Mapping Approach

ERIC Educational Resources Information Center

Schaafsma, Dilana; Stoffelen, Joke M. T.; Kok, Gerjo; Curfs, Leopold M. G.

2013-01-01

Background: People with intellectual disabilities face barriers that affect their sexual health. Sex education programmes have been developed by professionals working in the field of intellectual disabilities with the aim to overcome these barriers. The aim of this study was to explore the development of these programmes. Methods: Sex education…

"Me Amo Leer" Reading Experiences in a Central Illinois Summer Migrant Education Programme

ERIC Educational Resources Information Center

Pavri, Shireen; Bentz, Johnell; Bradley, Janetta Fleming; Corso, Laurie

2005-01-01

This paper describes the assessment and instructional strategies used in a migrant education programme that had positive academic outcomes for a group of 11 eight-to-12-year-old Spanish/English-speaking students of Mexican descent. Students attended this four-week summer programme, jointly sponsored by the University of Illinois and the local…

Sexuality Education: Findings and Recommendations from an Analysis of 10 United States Programmes

ERIC Educational Resources Information Center

Cushman, Nicole; Kantor, Leslie M.; Schroeder, Elizabeth; Eicher, Lesley; Gambone, Gina

2014-01-01

In this study, we identified 10 sexuality education programmes from different locations in the USA that aim to give young people knowledge and skills to develop healthy relationships, as well as avoid pregnancy and disease. We conducted in-depth interviews with programme administrators to develop a series of case studies and provide concrete…

Programme development of drug abuse control in Baluchistan, Pakistan.

PubMed

Zaidi, S M; Ashraf, S M; Afridi, A A

1982-01-01

The drug abuse control programme in Baluchistan is inter-disciplinary and progressive. Its main thrust consists of constant vigilance on border check-points by law enforcement agencies, developing in-patient and out-patient facilities for treatment and rehabilitation of addicted persons, and a preventive education programme using the mass media and students from higher educational institutions.

Taking Ownership: The Implementation of a Non-Aboriginal Early Education Programme for on-Reserve Children

ERIC Educational Resources Information Center

Beatch, Michelle; Le Mare, Lucy

2007-01-01

In this qualitative study, over the period of one year, we assessed the appropriateness of a mainstream early childhood education intervention, the Home Instruction for Parents of Preschool Youngsters (HIPPY) programme, in five on-reserve First Nations communities, by focusing on the experiences of the Aboriginal women who delivered the programme.…

Mathematics Education in Argentina

ERIC Educational Resources Information Center

Varsavsky, Cristina; Anaya, Marta

2009-01-01

This article gives an overview of the state of mathematics education in Argentina across all levels, in the regional and world contexts. Statistics are drawn from Mercosur and UNESCO data bases, World Education Indicators and various national time-series government reports. Mathematics results in national testing programmes, Programme for…

IMHE-Info. OECD Programme on Institutional Management in Higher Education, April 2007

ERIC Educational Resources Information Center

Lafon, Valerie, Ed.

2007-01-01

IMHE-Info is the newsletter published by the Institutional Management in Higher Education (IMHE) programme. This issue includes: (1) Regional Engagement: The Future for Higher Education?; and (2) Notes from Australia. IMHE News, publications of interest and upcoming events are included.

Adult Education and Indigenous People: Addressing Gender in Policy and Practice

ERIC Educational Resources Information Center

Rao, Nitya; Robinson-Pant, Anna

2006-01-01

Adult education programmes developed for or by indigenous communities rarely seem to have addressed gender inequalities. Yet, compared to mainstream adult educational interventions promoting instrumental approaches to "functional literacy", such programmes often appear highly politicised, starting from a standpoint of promoting…

Demographic Differences in Learner Response to Entrepreneurial Education Programmes in Pakistan

ERIC Educational Resources Information Center

Ahmed, Tariq; Chandran, V. G. R.; Klobas, Jane E.

2017-01-01

Recent research on the benefits of entrepreneurship education has tended to ignore or "control out" possible demographic differences in outcomes for entrepreneurship graduates. This paper examines demographic differences in the perceived benefits of different components of entrepreneurship education programmes (EEPs), entrepreneurial…

Special Education in Arab Countries: Current Challenges

ERIC Educational Resources Information Center

Hadidi, Muna S.; Al Khateeb, Jamal M.

2015-01-01

Arab countries have undertaken various measures to develop special education programmes and services over the last three decades; nevertheless, major challenges remain regarding the expansion of these programmes and services and improving their quality. "This article provides an update on disability and special education in Arab…

A Documentary Analysis of HIV/AIDS Education Interventions in Ghana

ERIC Educational Resources Information Center

Halabi, Saamira; Smith, William; Collins, John; Baker, David; Bedford, Jason

2013-01-01

Objective: While the international donor community has spent millions on human immunodeficiency virus (HIV)/acquired immunodeficiency syndrome (AIDS) prevention through educational programmes, the quality of information in educational curricula is rarely analyzed. This study analyzes the content of prevention programmes, focusing on informational…

Factors that Facilitate and Barriers towards the Implementation of Health Educational Programmes in Primary Education Schools of the Prefecture of Achaia, Greece

ERIC Educational Resources Information Center

Cholevas, Nikolaos K.; Loucaides, Constantinos A.

2012-01-01

Aim: The purpose of this study was to explore the factors that facilitate and barriers towards the implementation of health education programmes in primary education schools of the prefecture of Achaia, Greece. Methods: The sample of the study included 141 educators from a total population of 218 educators who dealt with the implementation of…

Preliminary evaluation of STRIDE programme in primary schools of Malaysia.

PubMed

Hanjeet, K; Wan Rozita, W M; How, T B; Santhana Raj, L; Baharudin, Omar

2007-12-01

The Students' Resilience and Interpersonal Skills Development Education (STRIDE) is a preventive drug education programme. The rational of this programme is that preventive drug education has to begin early in age, before the development of social attitudes and behaviour of students. A pre and a post intervention surveys were performed to evaluate the impact of this programme. Nine schools from three states were identified to participate in the intervention. These schools were selected based on their locations in high-drug-use areas (where the prevalence of drug use exceeds 0.5% of the student population). The new intervention curriculum was put into practice for three months in the nine schools. The overall scores obtained by each respondent to assess their knowledge on drugs and its implications were analysed. The results showed that the programme made a positive impact from the pre to post intervention programme by using the Wilcoxon Signed Rank Test (p < 0.05). A high percentage of the questions showed significant evidence through the McNemar matched pair Chi-Squared test with Bonferonni correction that there were positive shifts in the answers by comparing the pre and post intervention results (p < 0.05). Recommendations have been discussed with the Ministry of Education to integrate this programme into the national primary school curriculum.

Effect of a multi-dimensional intervention programme on the motivation of physical education students.

PubMed

Amado, Diana; Del Villar, Fernando; Leo, Francisco Miguel; Sánchez-Oliva, David; Sánchez-Miguel, Pedro Antonio; García-Calvo, Tomás

2014-01-01

This research study purports to verify the effect produced on the motivation of physical education students of a multi-dimensional programme in dance teaching sessions. This programme incorporates the application of teaching skills directed towards supporting the needs of autonomy, competence and relatedness. A quasi-experimental design was carried out with two natural groups of 4(th) year Secondary Education students--control and experimental -, delivering 12 dance teaching sessions. A prior training programme was carried out with the teacher in the experimental group to support these needs. An initial and final measurement was taken in both groups and the results revealed that the students from the experimental group showed an increase of the perception of autonomy and, in general, of the level of self-determination towards the curricular content of corporal expression focused on dance in physical education. To this end, we highlight the programme's usefulness in increasing the students' motivation towards this content, which is so complicated for teachers of this area to develop.

Internet-enabled pulmonary rehabilitation and diabetes education in group settings at home: a preliminary study of patient acceptability.

PubMed

Burkow, Tatjana M; Vognild, Lars K; Østengen, Geir; Johnsen, Elin; Risberg, Marijke Jongsma; Bratvold, Astrid; Hagen, Tord; Brattvoll, Morten; Krogstad, Trine; Hjalmarsen, Audhild

2013-03-05

The prevalence of major chronic illnesses, such as chronic obstructive pulmonary disease (COPD) and diabetes, is increasing. Pulmonary rehabilitation and diabetes self-management education are important in the management of COPD and diabetes respectively. However, not everyone can participate in the programmes offered at a hospital or other central locations, for reasons such as travel and transport. Internet-enabled home-based programmes have the potential to overcome these barriers.This study aims to assess patient acceptability of the delivery form and components of Internet-enabled programmes based on home groups for comprehensive pulmonary rehabilitation and for diabetes self-management education. We have developed Internet-enabled home programmes for comprehensive pulmonary rehabilitation and for diabetes self-management education that include group education, group exercising (COPD only), individual consultations, educational videos and a digital health diary. Our prototype technology platform makes use of each user's own TV at home, connected to a computer, and a remote control. We conducted a six-week home trial with 10 participants: one group with COPD and one with diabetes. The participants were interviewed using semi-structured interviews. Both home-based programmes were well accepted by the participants. The group setting at home made it possible to share experiences and to learn from questions raised by others, as in conventional group education. In the sessions, interaction and discussion worked well, despite the structure needed for turn taking. The thematic educational videos were well accepted although they were up to 40 minutes long and their quality was below TV broadcasting standards. Taking part in group exercising at home under the guidance of a physiotherapist was also well accepted by the participants. Participants in the COPD group appreciated the social aspect of group education sessions and of exercising together, each in their own home. The digital health diary was used as background information in the individual consultations and by some participants as a self-management tool. Participant retention was high, with no dropouts. None of the participants reported that the six-week duration of the home programmes was too long. The Internet-enabled programmes for home-based groups in pulmonary rehabilitation and diabetes education were generally well accepted by the participants. Our findings indicate that conventional programmes have the potential to be delivered in socially supportive group settings at home.

Internet-enabled pulmonary rehabilitation and diabetes education in group settings at home: a preliminary study of patient acceptability

PubMed Central

2013-01-01

Background The prevalence of major chronic illnesses, such as chronic obstructive pulmonary disease (COPD) and diabetes, is increasing. Pulmonary rehabilitation and diabetes self-management education are important in the management of COPD and diabetes respectively. However, not everyone can participate in the programmes offered at a hospital or other central locations, for reasons such as travel and transport. Internet-enabled home-based programmes have the potential to overcome these barriers. This study aims to assess patient acceptability of the delivery form and components of Internet-enabled programmes based on home groups for comprehensive pulmonary rehabilitation and for diabetes self-management education. Methods We have developed Internet-enabled home programmes for comprehensive pulmonary rehabilitation and for diabetes self-management education that include group education, group exercising (COPD only), individual consultations, educational videos and a digital health diary. Our prototype technology platform makes use of each user’s own TV at home, connected to a computer, and a remote control. We conducted a six-week home trial with 10 participants: one group with COPD and one with diabetes. The participants were interviewed using semi-structured interviews. Results Both home-based programmes were well accepted by the participants. The group setting at home made it possible to share experiences and to learn from questions raised by others, as in conventional group education. In the sessions, interaction and discussion worked well, despite the structure needed for turn taking. The thematic educational videos were well accepted although they were up to 40 minutes long and their quality was below TV broadcasting standards. Taking part in group exercising at home under the guidance of a physiotherapist was also well accepted by the participants. Participants in the COPD group appreciated the social aspect of group education sessions and of exercising together, each in their own home. The digital health diary was used as background information in the individual consultations and by some participants as a self-management tool. Participant retention was high, with no dropouts. None of the participants reported that the six-week duration of the home programmes was too long. Conclusions The Internet-enabled programmes for home-based groups in pulmonary rehabilitation and diabetes education were generally well accepted by the participants. Our findings indicate that conventional programmes have the potential to be delivered in socially supportive group settings at home. PMID:23496829

Comparative Education on the Map of Teacher Preparation Programme in Kuwait

ERIC Educational Resources Information Center

Hamad, Al Rashid

2013-01-01

Comparative education represents one of the main topics included in teacher preparation programmes in most countries. This subject is critical for future teachers because it represents a window through which learners can look at other educational systems and see how they are managed and what sort of policies and educational philosophies are used.…

Industrialised Building Systems Educational Objectives and the Problem of Change. Programme on Educational Building 5.

ERIC Educational Resources Information Center

Phillips, C. W.; Oddie, G. B.

In 1972, the author was asked to join a small team of experts to help implement one of the activities underway in the Programme on Educational Building (PEB). The activity was entitled, "Industrialised Building Methods for Educational Purposes," and its major objective was to identify for policymakers the considerations involved in using…

IMHE-Info. OECD Programme on Institutional Management in Higher Education, July 2007

ERIC Educational Resources Information Center

Lafon, Valerie, Ed.

2007-01-01

IMHE-Info is the newsletter published by the Institutional Management in Higher Education (IMHE) programme. This issue includes: (1) Giving Knowledge for Free; The Emergence of Open Educational Resources; and (2) Education at a Glance 2007. IMHE News, publications of interest and upcoming events are included. (Contains 1 figure and 1 table.)

From Theory to Practice: Beginner Teachers' Experiences of the Rigour of the Postgraduate Certificate in Education Programme

ERIC Educational Resources Information Center

Nomlomo, Vuyokazi; Sosibo, Zilungile

2016-01-01

This article focuses on how recent graduates perceive the rigour of the Postgraduate Certificate in Education (PGCE) initial teacher education (ITE) programme. The article is based on qualitative data collected from a purposely selected sample of 19 beginner teachers who graduated from two higher education institutions that offer PGCE programmes…

Social Guarantee Programme: Principles for Classroom Procedure with Students Who Have Suffered Failure at School--The Spanish Educational System Case

ERIC Educational Resources Information Center

Recio, R. Vazquez; Diaz, J. Ojeda

2010-01-01

The article explores the Social Guarantee Programmes, one measure at attending to diversity within the Spanish educational system. It is an alternative measure that aims to break away from the organisational structure of Obligatory Secondary Education, seeking an organisational model and educational strategies that pursue satisfactory results…

Assessing Readiness for Integration of Electronic Learning into Business Education Programmes in Tertiary Institutions in Ebonyi State

ERIC Educational Resources Information Center

Nwagwu, Lazarus; Azih, Nonye

2015-01-01

The study was conducted to assess readiness for integration of electronic learning into business education programmes in tertiary institutions in Ebonyi State. Two research questions and two hypotheses guided the study. The population was 37 business education lecturers and 748 Business Education Students in tertiary institutions that offer…

The Challenges in Developing a Mathematics Curriculum for Training Elementary Teachers in Papua New Guinea

ERIC Educational Resources Information Center

Vagi, Oneau; Green, Rosemary

2004-01-01

As Papua New Guinea undergoes a period of major education reform that includes the establishment of an elementary education programme, the development of an elementary teacher education curriculum is proving to be a challenging task. As a background this paper provides contextual information about the elementary education programme and highlights…

Educational Policies/Programmes' Effect on Attrition Rates in Primary Schools in Nigeria

ERIC Educational Resources Information Center

Duze, Chinelo O.

2012-01-01

This paper examined attrition in primary schools in Nigeria with specific reference and focus on some policies and programmes of Nigeria's educational system with a view to highlighting its possible effect on the attainment of the Education for All (EFA) goals by 2015. It reviewed equal educational opportunity in relation to school environments…

Evaluating Entrepreneurship Education Programmes in Developing Countries: Lessons from Experience

ERIC Educational Resources Information Center

Braun, Gerald

2012-01-01

Although a great deal of time, resources and effort goes into the education of potential or existing entrepreneurs, our knowledge of the effects of this education is still rather limited. It can be argued that an imbalance exists between the substantial amount of finance and manpower invested in entrepreneurship education programmes and the very…

When Work Comes First: Young Adults in Vocational Education and Training in Norway

ERIC Educational Resources Information Center

Tønder, Anna Hagen; Aspøy, Tove Mogstad

2017-01-01

Since reforms implemented in 1994, vocational education and training (VET) in Norway has been integrated and standardized as part of upper-secondary education. When young people enter upper-secondary education at the age of 15 or 16, they can choose either a vocational programme or a general academic programme. The standard model in vocational…

On the Impact of Government Policy on Programme Design in New Zealand Post-Compulsory Education

ERIC Educational Resources Information Center

Govers, Elly

2010-01-01

The impact of national education policies on programme design practice in post-compulsory education tends to be marginalised in scholarly literature. This paper reviews and analyses the literature to explore how neo-liberalist discourses introduced in tertiary education and qualifications policies in New Zealand since 1989 continue to influence…

Determining Teachers' Educational Needs Regarding School Education Projects within the Scope of Erasmus+ Programme

ERIC Educational Resources Information Center

Karakus, Fatma; Uyar, Melis Yesilpinar; Balbag, Nur Leman

2017-01-01

The purpose of this study was to determine teachers' educational needs regarding school education projects within the scope of Erasmus+ programme. In the study, the case study method, one of qualitative research designs, was used. The participants were determined using the snowball sampling method, and eight secondary school teachers took part in…

Education for expectant fathers in workplaces in Turkey.

PubMed

Sahip, Yusuf; Turan, Janet Molzan

2007-11-01

Worldwide, there is increasing recognition that if family and reproductive health programmes are to be successful, the involvement of men is essential. As part of the problem, men also have to be seen as part of the solution. The reality is that in many countries, including Turkey, men generally do not accompany their partners to health facilities for family planning, antenatal and postnatal services and are not expected to attend the labour or birth of their child. Workplace programmes are a potential strategy for meeting the reproductive health education needs of men in industrial cities such as Istanbul. This intervention study was developed to test the feasibility and effects of expanding a special programme for expectant fathers to large workplaces in Istanbul, with the aim of improving the health of Turkish families during the pregnancy, birth and newborn periods. The findings indicate that it is possible to train workplace physicians in Istanbul to conduct regular educational programmes for expectant fathers on reproductive health, and that such programmes may have beneficial effects, especially in the areas of pregnancy nutrition, exclusive breast-feeding, and support behaviours. Considering the difficulty of getting men to attend hospital or clinic-based educational programmes in large urban areas, bringing such training programmes to men at their places of work has the potential to be an important strategy. Given that large workplaces in Turkey already have full-time physicians charged with the duty of health education for employees, this is also a feasible strategy.

Determination of Critical Achievement Factors in Distance Education by Using Structural Equality Model: A Case Study of E-MBA Program Held in Sakarya University

ERIC Educational Resources Information Center

Evirgen, Hayrettin; Cengel, Metin

2012-01-01

Nowadays, distance learning education has started to become familiar in behalf of classical face to face education (F2F) model. Web based learning is a major part of distance education systems. Web based distance learning can be defined shortly as an education type which doesn't force students and educators being into the same mediums. This…

Perceptions of distance education among nursing faculty members in North America.

PubMed

Mancuso, Josephine M

2009-06-01

A strategy to increase access to nursing education, train nurses for practice, and prepare future nurse educators is distance education. Faculty member shortages are cited as the main reason for not accepting qualified applicants. Faculty members are the core of nursing education. In order to address nursing faculty members' concerns regarding distance education and to assist in faculty member recruitment, retention, growth, and development in order to improve and enhance the quality of distance education, one must answer the question: What are nursing faculty members' perceptions of distance education in nursing? Utilizing a number of databases to locate research specific to this topic, this article provides an integrative review of the nursing literature to ascertain the faculty members' perspective of distance education. The research was analyzed, findings summarized, and limitations mentioned. Utilizing a brief supplementary review of the literature, the implications, recommendations, and need for future research are discussed.

Understanding Turkish students' preferences for distance education depending on financial circumstances: A large-scale CHAID analysis

NASA Astrophysics Data System (ADS)

Firat, Mehmet

2017-04-01

In the past, distance education was used as a method to meet the educational needs of citizens with limited options to attend an institution of higher education. Nowadays, it has become irreplaceable in higher education thanks to developments in instructional technology. But the question of why students choose distance education is still important. The purpose of this study was to determine Turkish students' reasons for choosing distance education and to investigate how these reasons differ depending on their financial circumstances. The author used a Chi squared Automatic Interaction Detector (CHAID) analysis to determine 18,856 Turkish students' reasons for choosing distance education. Results of the research revealed that Turkish students chose distance education not because of geographical limitations, family-related problems or economic difficulties, but for such reasons as already being engaged in their profession, increasing their knowledge, and seeking promotion to a better position.

(On)line dancing: choosing an appropriate distance education partner.

PubMed

Menn, Mindy; Don Chaney, J

2014-05-01

Online-delivered distance education is a burgeoning component of professional development and continuing education. Distance education programs allow individuals to learn in a different location and/or at a different time from fellow learners, thereby increasing the flexibility and number of learning options. Selecting the "right" program for personal development from the ever-growing body of online-delivered education is an individualized decision that can become an overwhelming and challenging process. This Tool presents four important definitions for navigating distance education program description materials and outlines a five-step process to assist in identifying an appropriate program for personal development. The five-step process includes key questions and points to consider while conducting a candid self-assessment, identifying and investigating distance education programs, and then compiling information, comparing programs, and prioritizing a list of programs suitable for application. Furthermore, this Tool highlights important websites for distance education degree program reviews, accreditation information, and open educational resources.

Lifelong Learning & Distance Higher Education. Perspectives on Distance Education

ERIC Educational Resources Information Center

McIntosh, Christopher, Ed.

2005-01-01

Reflecting a common objective of ensuring quality Education for All, this book is a joint initiative of UNESCO and COL and jointly published. Lifelong Learning in Distance Higher Education brings together a diverse group of experts from many countries. The book provides a clear picture of the challenges, problems and potential of distance higher…

Blended Learning in Distance Education: Sri Lankan Perspective

ERIC Educational Resources Information Center

Liyanagunawardena, T. R.; Adams, A. A.; Rassool, N.; Williams, S. A.

2014-01-01

The purpose of this paper is to explore the implementation of online learning in distance educational delivery at Yellow Fields University (pseudonymous) in Sri Lanka. The implementation of online distance education at the University included the use of blended learning. The policy initiative to introduce online for distance education in Sri Lanka…

Use of Distance Education by Christian Religion to Train, Edify and Educate Adherents

ERIC Educational Resources Information Center

Satyanarayana, P.; DK Meduri, Emmanuel

2013-01-01

Distance Education has been growing fast, in a marvelously diverse fashion. The efficiency, effectiveness, validity and utility of distance teaching-learning are on increase. All communities and religious groups are making use of distance learning methodology to upgrade their knowledge, skills and attitudes. Christian educational institutions in…

Distance Education at Nova Southeastern University. Research and Planning Report 96-20.

ERIC Educational Resources Information Center

MacFarland, Thomas W.

This report provides a brief history of the practice of distance education at Nova Southeastern University (NSU) in Fort Lauderdale, Florida, one of the pioneer institutions in distance education. It offers an overview of the various distance education modalities and participants at the university, and summarizes the integration of distance…

E-Learning and Distance Education in Nigeria

ERIC Educational Resources Information Center

Ajadi, Timothy Olugbenga; Salawu, Ibrahim Olatunde; Adeoye, Femi Adetunji

2008-01-01

This paper discusses the relevance of e-learning in the position of distance education in Nigeria. It commences by discussing the meaning of e-learning and distance education. It also discusses the historical background of distance education in Nigeria as well as the operations of National Open University of Nigeria (NOUN) as the first federal…

Trends in Distance Education Research: A Content Analysis of Journals 2009-2013

ERIC Educational Resources Information Center

Bozkurt, Aras; Akgun-Ozbek, Ela; Yilmazel, Sibel; Erdogdu, Erdem; Ucar, Hasan; Guler, Emel; Sezgin, Sezan; Karadeniz, Abdulkadir; Sen-Ersoy, Nazife; Goksel-Canbek, Nil; Dincer, Gokhan Deniz; Ari, Suleyman; Aydin, Cengiz Hakan

2015-01-01

This study intends to explore the current trends in the field of distance education research during the period of 2009-2013. The trends were identified by an extensive review of seven peer reviewed scholarly journals: "The American Journal of Distance Education" (AJDE), "Distance Education" (DE), "The European Journal of…

Distance Education in Asia and the Pacific.

ERIC Educational Resources Information Center

Cahill, Bruce, Ed.

1985-01-01

Issues related to the use of distance education are discussed in this bulletin, which also summarizes the status of distance education in 26 countries of Asia and the Pacific. Section 1 contains a rationale for distance education and points out possibilities offered by advances in communication technologies. Section 2 gives country-by-country…

Assessment of the Adequacy of Instructional Resources in Business Education Programmes Relative to NCCE Standards for Colleges of Education in Nigeria

ERIC Educational Resources Information Center

Onyesom, Moses; Okolocha, Chimezie Comfort

2013-01-01

The study assessed the adequacy of instructional resources available for business education programmes at the colleges of education in Edo and Delta states of Nigeria in relation to the standards stipulated by the National Commission for Colleges of Education (NCCE). The study adopted the ex-post facto research design and was guided by five…

Managing breaches of containment and eradication of invasive plant populations.

PubMed

Fletcher, Cameron S; Westcott, David A; Murphy, Helen T; Grice, Anthony C; Clarkson, John R

2015-02-01

Containment can be a viable strategy for managing invasive plants, but it is not always cheaper than eradication. In many cases, converting a failed eradication programme to a containment programme is not economically justified. Despite this, many contemporary invasive plant management strategies invoke containment as a fallback for failed eradication, often without detailing how containment would be implemented.We demonstrate a generalized analysis of the costs of eradication and containment, applicable to any plant invasion for which infestation size, dispersal distance, seed bank lifetime and the economic discount rate are specified. We estimate the costs of adapting eradication and containment in response to six types of breach and calculate under what conditions containment may provide a valid fallback to a breached eradication programme.We provide simple, general formulae and plots that can be applied to any invasion and show that containment will be cheaper than eradication only when the size of the occupied zone exceeds a multiple of the dispersal distance determined by seed bank longevity and the discount rate. Containment becomes proportionally cheaper than eradication for invaders with smaller dispersal distances, longer lived seed banks, or for larger discount rates.Both containment and eradication programmes are at risk of breach. Containment is less exposed to risk from reproduction in the 'occupied zone' and three types of breach that lead to a larger 'occupied zone', but more exposed to one type of breach that leads to a larger 'buffer zone'.For a well-specified eradication programme, only the three types of breach leading to reproduction in or just outside the buffer zone can justify falling back to containment, and only if the expected costs of eradication and containment were comparable before the breach. Synthesis and applications . Weed management plans must apply a consistent definition of containment and provide sufficient implementation detail to assess its feasibility. If the infestation extent, dispersal capacity, seed bank longevity and economic discount rate are specified, the general results presented here can be used to assess whether containment can outperform eradication, and under what conditions it would provide a valid fallback to a breached eradication programme.

Managing breaches of containment and eradication of invasive plant populations

PubMed Central

Fletcher, Cameron S; Westcott, David A; Murphy, Helen T; Grice, Anthony C; Clarkson, John R

2015-01-01

Containment can be a viable strategy for managing invasive plants, but it is not always cheaper than eradication. In many cases, converting a failed eradication programme to a containment programme is not economically justified. Despite this, many contemporary invasive plant management strategies invoke containment as a fallback for failed eradication, often without detailing how containment would be implemented. We demonstrate a generalized analysis of the costs of eradication and containment, applicable to any plant invasion for which infestation size, dispersal distance, seed bank lifetime and the economic discount rate are specified. We estimate the costs of adapting eradication and containment in response to six types of breach and calculate under what conditions containment may provide a valid fallback to a breached eradication programme. We provide simple, general formulae and plots that can be applied to any invasion and show that containment will be cheaper than eradication only when the size of the occupied zone exceeds a multiple of the dispersal distance determined by seed bank longevity and the discount rate. Containment becomes proportionally cheaper than eradication for invaders with smaller dispersal distances, longer lived seed banks, or for larger discount rates. Both containment and eradication programmes are at risk of breach. Containment is less exposed to risk from reproduction in the ‘occupied zone’ and three types of breach that lead to a larger ‘occupied zone’, but more exposed to one type of breach that leads to a larger ‘buffer zone’. For a well-specified eradication programme, only the three types of breach leading to reproduction in or just outside the buffer zone can justify falling back to containment, and only if the expected costs of eradication and containment were comparable before the breach. Synthesis and applications. Weed management plans must apply a consistent definition of containment and provide sufficient implementation detail to assess its feasibility. If the infestation extent, dispersal capacity, seed bank longevity and economic discount rate are specified, the general results presented here can be used to assess whether containment can outperform eradication, and under what conditions it would provide a valid fallback to a breached eradication programme. PMID:25678718

Exploring Education Major Focused Adult Learners' Perspectives and Practices of Web-Based Distance Education in Sixteen Universities

ERIC Educational Resources Information Center

Zhang, Jing

2009-01-01

Distance education is not a new concept for all kinds of learners in the modern societies. Many researchers have studied traditional distance education programs for adult learners in the past, but little research has been done on Web-based distance education (WBDE) for adult learners. There are also many popular online universities in the U.S. or…

Student Retention in Distance Education: Are We Failing Our Students?

ERIC Educational Resources Information Center

Simpson, Ormond

2013-01-01

This paper brings together some data on student retention in distance education in the form of graduation rates at a sample of distance institutions. The paper suggests that there is a "distance education deficit" with many distance institutions having less than one-quarter of the graduation rates of conventional institutions. It looks…

New Trends of Measurement and Assessment in Distance Education

ERIC Educational Resources Information Center

Kaya, Zeki; Tan, Seref

2014-01-01

Distance education is a discipline that offers solutions to some important education problems. Distance education, contribute to the solution to the problems such as; inequality of opportunities, lifelong education, the implementation of a series of individual and social goals that can contribute to and benefit from educational technology and…

Educational Technology and Distance Education. An ERIC Fact Sheet.

ERIC Educational Resources Information Center

Ely, Donald P.

The role of educational media and technology personnel in the development of distance education curriculum is the focus of this fact sheet. The definition and background of distance education are briefly described as nontraditional education involving communication between teachers and learners by such means as correspondence, radio, and…

Role of Open and Distance Education in Integrating Education with Development--Emerging Model of Networked Collaborative Learning and Net-working.

ERIC Educational Resources Information Center

Takwale, Ram

1998-01-01

Discusses the evolution of the educational system in India, developments in new communication technologies, and plans by the open and distance education system to develop educational networks. Policies and programs adopted by the Distance Education Council are outlined. (AEF)

Strategies for Maintaining Quality in Distance Higher Education

ERIC Educational Resources Information Center

Malik, Sufiana Khatoon

2015-01-01

The current paper was produced with the purpose of suggesting strategies for bringing quality in distance education programs at higher education level. In recent times distance education is becoming an indispensable part of education system globally. Every institution is trying to offer their educational course through general as well through…

Interprofessional education and distance education: A review and appraisal of the current literature.

PubMed

McCutcheon, Livia R M; Alzghari, Saeed K; Lee, Young R; Long, William G; Marquez, Robyn

2017-07-01

Interprofessional education (IPE) is becoming essential for students and healthcare professionals. An evolving approach to implement it is via distance education. Distance education can provide a viable solution to deliver IPE in a variety of settings. A literature search on PubMed and Academic Search Complete databases was conducted, revealing 478 articles ranging from the years of 1971-2015. The articles were screened for relevance using the following inclusion criteria: 1) Is this study implementing IPE? 2) Is this study utilizing the instructional delivery method of distance education? 3) Does this study contain students from two or more healthcare professions? Fifteen studies met the inclusion criteria and were systematically analyzed to identify data relevant for this review. Findings from this review provide a description of the teaching methods involved in distance education in promoting IPE and an assessment of the continuing use of distance education to foster IPE. Success varied depending upon on the distance-based instructional model utilized to facilitate IPE. Incorporating distance education to implement IPE can be an opportunity to develop team collaboration and communication skills among students. Teaching models presented in this review have the potential to be adapted to methods that leverage the power of evolving technology. Further research is needed to understand which distance education instructional delivery models best maximize the IPE experience. Copyright © 2017 Elsevier Inc. All rights reserved.

Antimicrobial stewardship education in US colleges and schools of pharmacy.

PubMed

Kufel, Wesley D; Jeffres, Meghan N; MacDougall, Conan; Cho, Jonathan C; Marx, Ashley H; Williams, Dennis M

2018-05-28

Pharmacists are key members of antimicrobial stewardship (AS) teams. It is unknown if and how US colleges and schools of pharmacy incorporate AS into their Doctor of Pharmacy (PharmD) curricula. This study was a cross-sectional, multicentre, electronic survey distributed to infectious diseases faculty or department chairs of 137 accredited and candidate-status PharmD programmes. One hundred and sixteen programmes participated, representing an 84.7% response rate. AS education was integrated into the required didactic, elective didactic and experiential education components of the curricula in 79 (68.1%), 43 (37.1%) and 97 (83.6%) PharmD programmes, respectively. The most common AS topics in required and elective didactic curricula were AS definitions, principles and purpose (98.7% and 86.0%) and the pharmacist's role in AS (93.7% and 83.7%). In the required and elective didactic curricula, lecture (93.7% and 86.0%) and case-based instruction (57.0% and 83.7%) were the most common instructional methods. For experiential education, the pharmacist's role in AS (96.9%), de-escalation of antimicrobials (96.9%) and antimicrobial dose optimization (95.9%) were the most common AS topics. PharmD programmes employing a faculty member who specializes in AS were more likely to offer AS experiential education than programmes without AS faculty (88.1% versus 71.9%, P = 0.049). Integration of AS education in US PharmD curricula is variable and there are considerable differences in the AS activities and topics delivered. PharmD programmes should attempt to expose students to AS education to prepare future pharmacists for AS practice. Efforts should be made to incorporate interprofessional collaboration into AS education.

[Information for teenagers with cancer: current state in French pediatric oncology units].

PubMed

Toutenu, Pauline; Chauvin, Franck

2007-04-01

In France, teenagers with cancer are managed mainly in paediatric units, given that there are only few teenage cancer units. This situation leads to the following question: are teenagers with cancer provided with tailored patient education? The object of this study was to identify education programmes specifically designed for teenagers in French paediatric oncology units. This study was conducted first by questionnaires, second by interviews with health care providers in units where information programs had been implemented. Nine information programmes or projects were identified: 2 booklets, one log book, one Web chat, one video, one DVD, one educative muppet, one peer based education group project, one nursing education session project and one qualitative study project. Only 5 from these programmes or project were specifically designed for teenagers. Four approaches can be identified: conception of education materials, individual patient education, group patient education, informal patient education.

The use of multimodal strategies for distance education in the GRECCs.

PubMed

Kresevic, Denise; Burant, Christopher; Denton, Jennifer; Heath, Barbara; Kypriotakis, George

2011-01-01

The Department of Veterans Affairs (VA) has found distance education to be particularly valuable as a means to disseminate information to large numbers of busy learners in geographically diverse settings. Specifically, Geriatric Research, Education and Clinical Centers (GRECCs) of the VA have used various forms of distance learning to provide geriatrics-focused education to diverse health care providers. Such formats allow programs to be available to audiences regardless of distance or time. Although the distance-learning format has clear benefits, there are also some barriers that have hindered its wider adoption, including technical difficulties and ease of use. Organizers of distance education programs are challenged to overcome these barriers to provide a quality learning experience for the audience. The GRECCs will likely continue to be leaders in exploring innovative distance-learning strategies to accomplish their mission of quality geriatric education.

A Skills beyond School Review of the Slovak Republic. OECD Reviews of Vocational Education and Training

ERIC Educational Resources Information Center

Fazekas, Mihály; Kurekova, Lucia Mytna

2016-01-01

Higher level vocational education and training (VET) programmes are facing rapid change and intensifying challenges. What type of training is needed to meet the needs of changing economies? How should the programmes be funded? How should they be linked to academic and university programmes? How can employers and unions be engaged? The country…

The Transition Year: A Unique Programme in Irish Education Bridging the Gap between School and the Workplace

ERIC Educational Resources Information Center

Moynihan, Joseph A.

2015-01-01

Transition Year is a unique and exciting programme situated in the middle of the six year second level education system in Ireland. Since its introduction in 1974, the programme has experienced unprecedented growth now being offered in over 80% of schools on the island. Transition Year seeks to emphasize alternative learning methodologies…

Re-Imagining School Health in Education and Health Programmes: A Study across Selected Municipal Schools in Delhi

ERIC Educational Resources Information Center

Deshpande, Mita; Baru, Rama V.; Nundy, Madhurima

2014-01-01

The idea of school health is re-imagined with an emphasis on the need for children's health programmes to be rooted in an understanding of the social context. Such programmes must address health, nutrition and education in a comprehensive manner. The article details findings and insights emerging from a qualitative study conducted in municipal…

The Linguistic Landscape of International Students in English-Medium Master's Programmes at the University of Helsinki: Student Perceptions on the Use of English and Plurilingualism

ERIC Educational Resources Information Center

Pitkänen, Kari K.; Siddall, Roy; Lehtonen, Tuula

2013-01-01

The internationalization of European higher education and the corresponding proliferation of international Master's degree programmes are creating plurilingual educational environments that potentially enhance linguistic diversity. However, there is concern that the focus on English as the sole medium of instruction in such programmes could have…

A Personal Journey: TGfU Teacher Development in Australia and the USA

ERIC Educational Resources Information Center

Light, Richard; Butler, Joy

2005-01-01

This paper examines teacher development of TGfU in teacher education programmes in Australia and the USA by taking a cross-sectional snapshot across a sequence covering the final two years of a teacher education programme in which TGfU is emphasised, and the first two years of teaching after graduating from the same programmes. It explores the…

Expanding Global Language Education in Public Primary Schools: The National English Programme in Mexico

ERIC Educational Resources Information Center

Sayer, Peter

2015-01-01

The paper examines the recent national programme of English language instruction in the Mexican public primary schools, called the "Programa Nacional de Inglés en Educación Básica" (PNIEB). The programme, initiated in 2009 by the Ministry of Education as part of the national curriculum, represents the largest expansion of English…

Learning about What Constitutes Effective Training from a Pilot Programme to Improve Music Education in Primary Schools

ERIC Educational Resources Information Center

Rogers, Lynne; Hallam, Susan; Creech, Andrea; Preti, Costanza

2008-01-01

The new primary strategy in England has raised the profile of foundation subjects, including music, yet many primary school teachers lack skills and confidence in their ability to teach music. This research explores a year-long programme of training across 16 primary schools in England that sought to improve music education. The programme involved…

A Skills beyond School Review of Switzerland. OECD Reviews of Vocational Education and Training

ERIC Educational Resources Information Center

Fazekas, Mihaly; Field, Simon

2013-01-01

Higher level vocational education and training (VET) programmes are facing rapid change and intensifying challenges. What type of training is needed to meet the needs of a changing economies? How should the programmes be funded? How should they be linked to academic and university programmes? How can employers and unions be engaged? This report…

Adult Discrimination against Children: The Case of Abstinence-Only Education in Twenty-First-Century USA

ERIC Educational Resources Information Center

Greslé-Favier, Claire

2013-01-01

This paper analyses abstinence-only education programmes and discourses within the frame of theories of adult discrimination against children. To begin with, a definition of abstinence-only programmes and of the political context in which they were created will be provided. These programmes will then be analysed through the lens of children's…

The Integrated Women's Empowering Programme (IWEP) as an Example for Establishing Basic Structures of a Nationwide Adult Education System in a Poor Country

ERIC Educational Resources Information Center

Sandhaas, Bernd

2008-01-01

Within Ethiopia's overall development strategy, the Integrated Women's Empowerment Programme (IWEP) aims to develop, test and implement a comprehensive nationwide approach to empower women and their households in selected areas of all regions/national states of Ethiopia. The programme provides functional literacy education and livelihood skills…

"Please, Give Me Space": Findings and Implications from an Evaluation of the GLOMUS Intercultural Music Camp, Ghana 2011

ERIC Educational Resources Information Center

Hebert, David G.; Saether, Eva

2014-01-01

Folk music programmes have been a major feature of higher education music departments across the Nordic region for several decades. Still, programmes that offer the opportunity to deeply study non-European music (other than jazz) are very rare in most of Europe, and programmes in music "education" that offer such opportunities at…

The CASE Programme Implemented Across the Primary and Secondary School Transition in Ireland

NASA Astrophysics Data System (ADS)

McCormack, Lorraine; Finlayson, Odilla E.; McCloughlin, Thomas J. J.

2014-11-01

In the Irish education system, there is little continuity between the primary and secondary education systems. The transfer between these systems is particularly problematic in the area of science. In order to alleviate some of these problems, as well as to enhance the cognitive development of students, the Cognitive Acceleration through Science Education programme was adapted for use and implemented across the primary-secondary school transition in Ireland. The programme was delivered in a variety of ways across the two levels, including the teacher and researcher teaching the programmes individually and team-teaching arrangements. The results on cognitive development measures showed that the students who were taught the programme in primary and secondary school made significant gains, when compared to the non-intervention group. There were also gains evident for students who only received one part of the programme (i.e. in either primary or secondary school). The greater gains, in terms of effect size, were evident at secondary school. The rationale, methodology and results are detailed in this paper.