Create Online Learning for Where It's Going To Be, Not Where It's Been: An Online Pedagogy for 2006.

ERIC Educational Resources Information Center

Brinsmead, Anne-Marie; Lang, Gregory M.; McTavish, Lee

This paper presents an online pedagogy for 2006 and highlights the learning environment of the School of Continuing Studies at the University of Toronto's Web Forum (i.e., an online education management system that combines teaching and learning systems with management and administration systems). The following components of the Web Forum are…

Interrupting Adult Learning through Online Pedagogy

ERIC Educational Resources Information Center

Stuart-Buttle, Ros

2014-01-01

This paper considers online pedagogy in relation to Christian adult learning and asks how this might be interpreted by theological educators. The online community of inquiry is proposed as one recognized pedagogical approach and illustrated by reference to a continuing professional development programme for online adult learners across the church…

Best Practices Framework for Online Faculty Professional Development: A Delphi Study

ERIC Educational Resources Information Center

Mohr, Sandra Coswatte; Shelton, Kaye

2017-01-01

Online learning is now a common practice in higher education. Because of the continued online enrollment growth, higher educational institutions must prepare faculty throughout their teaching career for learning theory, technical expertise, and pedagogical shifts for teaching in the online environment. This study presents best practices for…

Imagining Flipped Workshops: Considerations for Designing Online Modules for Social Justice Education Workshops

ERIC Educational Resources Information Center

Tharp, D. Scott

2017-01-01

Online learning, defined as the use of Web-based technology to facilitate some or all learning experiences, continues to interest many universities. While technology shapes the landscape of higher education, questions remain regarding the ability and appropriateness of online learning spaces for social justice education (Dominique, 2016). This…

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

PubMed

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

2011-11-01

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

All for one and one for all: understanding health professionals' experience in individual versus collaborative online learning.

PubMed

MacNeill, Heather; Telner, Deanna; Sparaggis-Agaliotis, Alexandra; Hanna, Elizabeth

2014-01-01

Computer-supported collaborative learning (CSCL) may facilitate continuing interprofessional education while overcoming barriers of time and place for busy health care professionals. The purpose of this study was to understand the experiences, advantages, and challenges of group versus individual online learning. Fifteen multidisciplinary health professionals participated in a 12-week online course on either diabetes or traumatic brain injury. This consisted of background e-modules and a longitudinal build-a-case exercise, done either individually or as a group. Focus group sessions exploring participants' experiences after course completion and at 4 months were conducted, transcribed, and analyzed for recurring themes. Participant reflection homework and video-recorded group sessions were used for triangulation of results. Individual learners appreciated the flexibility and control, but experienced decreased motivation. Group learners appreciated the immediate feedback from their co-learners and felt social pressure to come to the weekly sessions prepared but expressed challenges in determining group goal-setting for the session. Both groups felt they learned about interprofessional roles; however, group learners described a richer learning experience and understanding of interprofessional roles through the online collaboration exercise. The intense resources necessary for interprofessional CSCL, including time, faculty development, and technological issues, are described. CSCL is a valuable educational strategy in online learning. While individual online learning may be better suited for short and simple educational interventions such as knowledge acquisition, CSCL seems to allow for richer and deeper learning in complex and interprofessional educational experiences. However, strategies, resources, and faculty development required to enhance CSCL need to be addressed carefully. © 2014 The Alliance for Continuing Education in the Health Professions, the Society for Academic Continuing Medical Education, and the Council on Continuing Medical Education, Association for Hospital Medical Education.

An Exploration of the Roles of Communication Apprehension, Online Technology Self-Efficacy, and Retention in an Online Public Speaking Course

ERIC Educational Resources Information Center

Stout, Carla Sulivant

2012-01-01

Although the growth rate of online learning continues to increase, online courses are yielding higher attrition rates compared to traditional learning courses (Carswell, Thomas, Petre, Price, & Richards, 2000; Clark & Jones, 2001; Nash, 2005; Park & Choi, 2009). The literature has previously linked online technology self-efficacy and…

The Impact of Online Teaching and Learning about Emotional Intelligence, Myers Briggs Personality Dimensions and Mindfulness on Personal and Social Awareness

ERIC Educational Resources Information Center

Cotler, Jami L.

2016-01-01

As computer-meditated communication continues to evolve and become more sophisticated and accessible, the applications for this technology continue to grow. One area that has garnered a considerable amount of attention is online teaching and learning. Research has shown increasing evidence that learning outcomes of face-to-face, in comparison to…

Continuing the Conversation about Face-to-Face, Online, and Blended Learning a Meta-Analysis of Empirical Literature 2006-2017

ERIC Educational Resources Information Center

Wandera, Silas

2017-01-01

This paper serves two purposes. First, it statistically compares learning outcomes of face-to-face, online and blended learning instruction. Then it looks at the instructional practices that are associated with effective blended and online learning. A meta-analysis of 30 studies, with 3,687 participants, resulted in 36 effect sizes. The contrasts…

Teaching the World to Sing: Planning for the Future of Online Learning

ERIC Educational Resources Information Center

Lorenzo, Albert L.

2010-01-01

The Internet has expanded the potential for learning exponentially. Its greatest gift has been greater access, and while academics will continue to debate the "equivalency" of online course work, no one can dispute the personal empowerment that has resulted. Much like the goal of the Coke commercial, online learning has become a means for…

Cheating in Business Online Learning: Exploring Students' Motivation, Current Practices and Possible Solutions

ERIC Educational Resources Information Center

Gaskill, Martonia C.

2014-01-01

Cheating has been an area of concern in educational institutions for decades, especially at the undergraduate level. A particular area of concern is the increasing reports of the rise of cheating behaviors and the perceived cheating potential in online learning. As online learning continues to grow and become an integral part of education,…

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

ERIC Educational Resources Information Center

Kilby, Tim

2001-01-01

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

Online Continuing Education for Health Professionals: Does Sticky Design Promote Practice-Relevance?

ERIC Educational Resources Information Center

Zaghab, Roxanne Ward; Maldonado, Carlos; Whitehead, Dongsook; Bartlett, Felicia; de Bittner, Magaly Rodriguez

2015-01-01

Online continuing education (CE) holds promise as an effective method for rapid dissemination of emerging evidence-based practices in health care. Yet, the field of CE continues to develop and delivery is predominately face-to-face programs. Practice-oriented online educational methods and e-learning platforms are not fully utilized. Educational…

Using the Knowledge, Process, Practice (KPP) model for driving the design and development of online postgraduate medical education.

PubMed

Shaw, Tim; Barnet, Stewart; Mcgregor, Deborah; Avery, Jennifer

2015-01-01

Online learning is a primary delivery method for continuing health education programs. It is critical that programs have curricula objectives linked to educational models that support learning. Using a proven educational modelling process ensures that curricula objectives are met and a solid basis for learning and assessment is achieved. To develop an educational design model that produces an educationally sound program development plan for use by anyone involved in online course development. We have described the development of a generic educational model designed for continuing health education programs. The Knowledge, Process, Practice (KPP) model is founded on recognised educational theory and online education practice. This paper presents a step-by-step guide on using this model for program development that encases reliable learning and evaluation. The model supports a three-step approach, KPP, based on learning outcomes and supporting appropriate assessment activities. It provides a program structure for online or blended learning that is explicit, educationally defensible, and supports multiple assessment points for health professionals. The KPP model is based on best practice educational design using a structure that can be adapted for a variety of online or flexibly delivered postgraduate medical education programs.

Online Education: Panacea or Plateau

ERIC Educational Resources Information Center

Seirup, Holly J.; Tirotta, Rose; Blue, Elfreda

2016-01-01

As online education continues to grow, understanding faculty and student perceptions seems to be an imperative piece of the decision to continue to expand online offerings. The purpose of this study was to review faculty and students perceptions of online learning and to gain an understanding of the current status of distance education. This study…

Assessing Online Asynchronous Communication Strategies Designed to Enhance Large Student Cohort Engagement and Foster a Community of Learning

ERIC Educational Resources Information Center

Kebble, Paul G.

2017-01-01

With the increasing diversity of pedagogic models of delivery in higher education, universities are continually exploring practises of learning and teaching designed to enhance student experience and retention. The number of courses provided online continues to grow through, among other reasons, an escalation of higher education (HE) students…

The Role of Online Education Preferences on Student's Achievement

ERIC Educational Resources Information Center

Baturay, Meltem Huri; Yukselturk, Erman

2015-01-01

Online education has expanded and is expected to continue growing rapidly in time along with technological innovations. It is obvious that there is a movement toward online learning which necessitates the need of more empirical evidence on effective learning and learners' achievement. This study investigated effect of the variables: demographics…

Stanford Online: The Stanford University Experience with Online Education.

ERIC Educational Resources Information Center

Schultz, Carolyn Stark; Rouan, Michael

This paper describes Stanford Online, a distance learning program at Stanford University (California) that utilizes the concept of asynchronous learning and the growth of the Internet to make Stanford courses, seminars, and lectures available anywhere, any time, and on demand in order to address the continuing education needs of busy…

Instructors' Perceptions of Instructor Presence in Online Learning Environments

ERIC Educational Resources Information Center

Richardson, Jennifer C.; Besser, Erin; Koehler, Adrie; Lim, JiEun; Strait, Marquetta

2016-01-01

As online learning continues to grow significantly, various efforts have been explored and implemented in order to improve the instructional experiences of students. Specifically, research indicates that how an instructor establishes his or her presence in an online environment can have important implications for the students' overall learning…

Assessment of online continuing dental education in North Carolina.

PubMed

Francis, B; Mauriello, S M; Phillips, C; Englebardt, S; Grayden, S K

2000-01-01

Dental professionals are discovering the unique advantages of asynchronous lifelong learning through continuing dental education (CDE) opportunities offered online. The purpose of this study was to evaluate both the process and outcomes of online CDE in North Carolina. The assessment was designed to provide a better understanding of practicing dental professionals experiences with online CDE and to determine the effectiveness of this learning strategy. Dental professionals from four North Carolina Area Health Education Centers regions evaluated two pilot online CDE modules in 1998. Thirty-one participants were recruited and subsequently enrolled with 23 completing at least one module. Each module included objectives, a multiple-choice pretest, interactive core material, and a post-test. Participants completed three online surveys measuring individual demographics and computer skill level, module design, and use and overall reaction to online learning. Most participants agreed that the modules were comprehensive, were pleasing in appearance, provided clear instructions, provided adequate feedback, and were easy to navigate. Most participants agreed that knowledge of the material increased. This was validated by a significant increase in mean pre- to post-test scores (p = .0001). Participants agreed that convenience was a definite advantage, and they would choose online courses again to meet their CDE needs. The least-liked aspects included technical and formatting issues. Participants were enthusiastic about online learning and learned effectively with this teaching strategy, but desired much more interactivity than existed in the current design.

A Comparison of Users' Personal Information Sharing Awareness, Habits, and Practices in Social Networking Sites and E-Learning Systems

ERIC Educational Resources Information Center

Ball, Albert L.

2012-01-01

Although reports of identity theft continue to be widely published, users continue to post an increasing amount of personal information online, especially within social networking sites (SNS) and e-learning systems (ELS). Research has suggested that many users lack awareness of the threats that risky online personal information sharing poses to…

How Do Freshman Engineering Students Reflect an Online Calculus Course?

ERIC Educational Resources Information Center

Boz, Burcak; Adnan, Muge

2017-01-01

Improved access to technology has led to an increase in the number of online courses and degree programs in higher education. Despite continuous progress, little attention is paid to "understanding" students prior to implementation of learning and teaching processes. Being a valuable input for design of online learning environments and…

A National Study of Online Learning Leaders in US Higher Education

ERIC Educational Resources Information Center

Fredericksen, Eric E.

2017-01-01

Online learning in US higher education continues to grow dramatically. The most recent estimates indicate that about 30% of all students enroll in at least one online course (Allen & Seamen, 2016). As this important type of academic offering has become increasingly important to institutions of higher education, Presidents and Provosts have…

Student Interaction with Online Course Content: Build It and They Might Come

ERIC Educational Resources Information Center

Murray, Meg; Perez, Jorge; Geist, Debra; Hedrick, Alison

2012-01-01

Online learning continues to expand at educational institutions around the globe. Educators must better understand how interaction with online course content impacts student engagement and learning. Advances in technology amplify the imperative to gain further insights into how delivery of course materials can enhance and support the learning…

A Working Model for Complying with Accessibility Guidelines for Online Learning

ERIC Educational Resources Information Center

Cifuentes, Lauren; Janney, Alexandra; Guerra, Lauran; Weir, Jennifer

2016-01-01

We describe our activities that emerged in the context of an Office of Distance Education and Learning Technologies' efforts to systematically and systemically address accessibility for online learning in order to comply with ethical principles, best practices, and laws. The activities include three overarching continuous tasks: strategically…

From Assumptions to Practice: Creating and Supporting Robust Online Collaborative Learning

ERIC Educational Resources Information Center

Lock, Jennifer; Johnson, Carol

2017-01-01

Collaboration is more than an activity. In the contemporary online learning environment, collaboration needs to be conceived as an overarching way of learning that fosters continued knowledge building. For this to occur, design of a learning task goes beyond students working together. There are integral nuances that give rise to: how the task is…

Enhancing reflective practice through online learning: impact on clinical practice

PubMed Central

Sim, J; Radloff, A

2008-01-01

Purpose Traditionally, radiographers and radiation therapists function in a workplace environment that is protocol-driven with limited functional autonomy. The workplace promotes a culture of conformity and discourages practitioners from reflective and critical thinking, essential attributes for continuing learning and advancing workplace practices. As part of the first author’s doctoral study, a continuing professional development (CPD) educational framework was used to design and implement an online module for radiation therapists’ CPD activities. The study aimed to determine if it is possible to enhance healthcare practitioners’ reflective practice via online learning and to establish the impact of reflective learning on clinical practice. Materials and methods The objectives of the online module were to increase radiation therapists’ knowledge in planning for radiation therapy for the breast by assisting them engage in reflective practice. The cyclical process of action research was used to pilot the module twice with two groups of volunteer radiation therapists (twenty-six participants) from Australia, New Zealand and Canada. Results The online module was evaluated using Kirkpatrick’s four-level evaluation model. Evidence indicated that participants were empowered as a result of participation in the module. They began reflecting in the workplace while assuming a more proactive role and increased clinical responsibilities, engaged colleagues in collaborative reflections and adopted evidence-based approaches in advancing clinical practices. Conclusion The study shows that it is possible to assist practitioners engage in reflective practice using an online CPD educational framework. Participants were able to apply the reflective learning they had developed in their workplace. As a result of their learning, they felt empowered to continue to effect changes in their workplace beyond the cessation of the online module. PMID:21614319

The emergence of online learning in PN Education.

PubMed

Hopkins, David D

2008-01-01

For the fifth year in a row the online learning sector outpaced growth rates of the traditional classroom. Online learning continues to garner increasing levels of positive support from administrators, employers, and students who value the option of online education at increasingly greater levels. PN Education has largely remained on the sidelines of this revolution. However, with the nursing crisis growing, students, governments, and institutions demanding more access and convenience to educational options, and the emergence of the Millennial Generation making up the majority of the students, the time has come for PN programs to embrace the potential of online learning. With its diverse mix of didactic, clinical, and lab requirements, PN education is ideally suited for the newest evolution of online delivery-Blended Learning 2.0. This paper will analyze in detail the overall state of affairs of online learning, especially as it pertains to educating the next generation of practical nurses, and finally to provide an overview of the key components of a quality online program in PN Education.

How 'blended' is blended learning?: students' perceptions of issues around the integration of online and face-to-face learning in a Continuing Professional Development (CPD) health care context.

PubMed

Glogowska, Margaret; Young, Pat; Lockyer, Lesley; Moule, Pam

2011-11-01

This paper explores students' perceptions of blended learning modules delivered in a Continuing Professional Development (CPD) health care context in the UK. 'Blended learning' is the term used to describe a hybrid model of learning where traditional face-to-face teaching approaches and newer electronic learning activities and resources are utilised together. A new model of CPD for health care practitioners based on a blended learning approach was developed at a university in the south west of England. As part of the evaluation of the new modules, a qualitative study was conducted, in which 17 students who had experienced the modules were interviewed by telephone. Three main themes emerged from the interviews relating to the 'blended' nature of the blended learning modules. These were i) issues around the opportunities for discussion of online materials face-to-face; ii) issues of what material should be online versus face-to-face and iii) balancing online and face-to-face components. Teaching staff engaged in the development of blended learning courses need to pay particular attention to the ways in which they develop and integrate online and face-to-face materials. More attention needs to be paid to allowing opportunity for students to come together to create a 'community of inquiry'. Copyright © 2011 Elsevier Ltd. All rights reserved.

Online Continuing Medical Education in Saudi Arabia

ERIC Educational Resources Information Center

Alwadie, Adnan D.

2013-01-01

As the largest country in the Middle East, Saudi Arabia and its health care system are well positioned to embark on an online learning intervention so that health care providers in all areas of the country have the resources for updating their professional knowledge and skills. After a brief introduction, online continuing medical education is…

Partners with Clinical Practice: Evaluating the Student and Staff Experiences of On-Line Continuing Professional Development for Qualified Nephrology Practitioners

ERIC Educational Resources Information Center

Hurst, Judith; Quinsee, Susannah

2005-01-01

The inclusion of online learning technologies into the higher education (HE) curriculum is frequently associated with the design and development of new models of learning. One could argue that e-learning even demands a reconfiguration of traditional methods of learning and teaching. However, this transformation in pedagogic methodology does not…

RELM: developing a serious game to teach evidence-based medicine in an academic health sciences setting.

PubMed

Gleason, Ann Whitney

2015-01-01

Gaming as a means of delivering online education continues to gain in popularity. Online games provide an engaging and enjoyable way of learning. Gaming is especially appropriate for case-based teaching, and provides a conducive environment for adult independent learning. With funding from the National Network of Libraries of Medicine, Pacific Northwest Region (NN/LM PNR), the University of Washington (UW) Health Sciences Library, and the UW School of Medicine are collaborating to create an interactive, self-paced online game that teaches players to employ the steps in practicing evidence-based medicine. The game encourages life-long learning and literacy skills and could be used for providing continuing medical education.

Educational technology integration and distance learning in respiratory care: practices and attitudes.

PubMed

Hopper, Keith B; Johns, Carol L

2007-11-01

Educational technologies have had an important role in respiratory care. Distance learning via postal correspondence has been used extensively in respiratory care, and Internet-based distance learning is now used in the training of respiratory therapists (RTs), clinical continuing education, and in baccalaureate degree and higher programs for RTs and educators. To describe the current scope of respiratory care educational technology integration, including distance learning. To investigate online research potential in respiratory care. A probabilistic online survey of United States respiratory care program directors was conducted on educational technology practices and attitudes, including distance learning. A parallel exploratory study of United States respiratory care managers was conducted. One-hundred seventy-seven (53%) program directors participated. One-hundred twenty-eight respiratory care managers participated. For instructional purposes, the respiratory care programs heavily use office-productivity software, the Internet, e-mail, and commercial respiratory care content-based computer-based instruction. The programs use, or would use, online resources provided by text publishers, but there is a paucity. Many program directors reported that their faculty use personal digital assistants (PDAs), often in instructional roles. 74.6% of the programs offer no fully online courses, but 61.0% reported at least one course delivered partially online. The managers considered continuing education via online technologies appropriate, but one third reported that they have not/will not hire RTs trained via distance learning. Neither group considered fully online courses a good match for RT training, nor did they consider training via distance learning of comparable quality to on-campus programs. Both groups rated baccalaureate and higher degrees via distance learning higher if the program included face-to-face instruction. Online distance-learning participatory experience generally improved attitudes toward distance learning. There was a good match between manager RT expectations in office-productivity software and program instructional practices. Educational technologies have an important role in respiratory care. Online distance learning for baccalaureate and higher degrees in respiratory care is promising. Online distance learning in respiratory care must include face-to-face instruction. Distance-learning deployment in respiratory care will require resources. A follow-up probabilistic survey of United States respiratory care managers is needed. Online surveys conducted for respiratory care are promising, but neither less expensive nor easier than conventional means.

Facilitating Successful Online Discussions

ERIC Educational Resources Information Center

Woods, Kathryn; Bliss, Kadi

2016-01-01

As online course offerings continue to evolve, researchers have examined many strategies for improving the online learning experience for both the instructor and the student. Asynchronous, online discussions are one of the most common components of online courses. This article provides information about the best practices for facilitating…

Variable complexity online sequential extreme learning machine, with applications to streamflow prediction

NASA Astrophysics Data System (ADS)

Lima, Aranildo R.; Hsieh, William W.; Cannon, Alex J.

2017-12-01

In situations where new data arrive continually, online learning algorithms are computationally much less costly than batch learning ones in maintaining the model up-to-date. The extreme learning machine (ELM), a single hidden layer artificial neural network with random weights in the hidden layer, is solved by linear least squares, and has an online learning version, the online sequential ELM (OSELM). As more data become available during online learning, information on the longer time scale becomes available, so ideally the model complexity should be allowed to change, but the number of hidden nodes (HN) remains fixed in OSELM. A variable complexity VC-OSELM algorithm is proposed to dynamically add or remove HN in the OSELM, allowing the model complexity to vary automatically as online learning proceeds. The performance of VC-OSELM was compared with OSELM in daily streamflow predictions at two hydrological stations in British Columbia, Canada, with VC-OSELM significantly outperforming OSELM in mean absolute error, root mean squared error and Nash-Sutcliffe efficiency at both stations.

The Effects of Learning Styles and Online Education on Low-Income and First-Generation College Students

ERIC Educational Resources Information Center

Chandler, Marissa Arboe

2012-01-01

This quasi-experimental study investigated the impact of a learning style intervention on persistence and success of low-income and first-generation college students enrolled in online courses. With the continuing rise of online education, there is potential for both promise and problems within higher academia. The TRiO Student Support Services…

Digital Storytelling: Conveying the Essence of a Face-to-Face Lecture in an Online Learning Environment

ERIC Educational Resources Information Center

Baim, Susan A

2015-01-01

As the percentage of university-level courses delivered online continues to increase, instructors who rely on storytelling approaches to convey key concepts in lecture-based coursework will likely face the need to translate their oral storytelling modules into one or more formats that are suitable for use in an online learning environment. While…

School Teachers' Continuous Professional Development in an Online Learning Community: Lessons from a Case Study of an eTwinning Learning Event

ERIC Educational Resources Information Center

Holmes, Brian

2013-01-01

A social revolution is occurring in the way information is shared, knowledge is generated and innovation takes place over the Internet and there is renewed interest in the social concept of "community" to support online learning. This article describes action research conducted in the context of an eTwinning Learning Event (LE) that…

Academic Fidelity and Integrity as Attributes of University Online Degree Program Offerings

ERIC Educational Resources Information Center

Gambescia, Stephen F.; Paolucci, Rocco

2009-01-01

As stakeholders continue to discuss, debate, and advocate their positions related to the value of online learning at colleges and universities, one element that will continue to be discussed, regardless of the specific issue at hand, is "academic integrity and fidelity". Academic fidelity of online degree program offerings is defined in this study…

Learning in Online Continuing Professional Development: An Institutionalist View on the Personal Learning Environment

ERIC Educational Resources Information Center

Johnson, Mark William; Prescott, Denise; Lyon, Sarah

2017-01-01

The nature of institutions is an important question for the Personal Learning Environment (PLE). Whilst the PLE has tended to focus on what is considered to be "non-institutional" technology like social software, most online tools today have a corporate/institutional foundation. How should educators position themselves with learners who…

Influence of Geographic Affiliation on Student Performance in Online Geology and Meteorology Courses

ERIC Educational Resources Information Center

Sumrall, Jeanne L.; Clary, Renee M.; Larson, Erik B.

2017-01-01

The online learning environment can add substantial advantages to learning such as continuous access to material and the ability to foster learning through additional visual supplemental materials, but it can also add further challenges that may not be as evident when teaching traditional, face-to-face courses. An individual's place affiliation…

An Examination of the Role of the E-Tutor

ERIC Educational Resources Information Center

Goold, Annegret; Coldwell, Jo; Craig, Annemieke

2010-01-01

As online learning environments continue to evolve, both teachers and students need to adapt to make the most of opportunities afforded by these environments for teaching and learning. The focus of this paper is on the changing role undertaken by tutors in online learning environments. We present a brief review of the current perspectives on the…

Assessing Retention in Online Learning: An Administrative Perspective

ERIC Educational Resources Information Center

Boston, Wallace E.; Ice, Phil

2011-01-01

As the growth of online programs continues to rapidly accelerate, concern over the retention of the online learner is increasing. Educational administrators at institutions offering online courses, those fully online or brick and mortars, are eager to promote student achievement. Retention is critically important, not just for student success, but…

Comprehensive Assessment of Student Retention in Online Learning Environments

ERIC Educational Resources Information Center

Boston, Wallace E.; Ice, Phil; Gibson, Angela M.

2011-01-01

As the growth of online programs continues to rapidly accelerate, concern over the retention of the online learner is increasing. Educational administrators at institutions offering online courses, those fully online or brick and mortars, are eager to promote student achievement. Retention is critically important, not just for student success, but…

Alteration of Influencing Factors of E-Learning Continued Intention for Different Degrees of Online Participation

ERIC Educational Resources Information Center

Chang, Chi-Cheng; Liang, Chaoyun; Shu, Kuen-Ming; Chiu, Yi-Chun

2015-01-01

The purpose of the present study was to investigate the variation of influencing factors of e-learning continuance intention for different degrees of participation and to examine moderating effects of degrees of participation on influencing factors of e-learning continuance intention. Participants included 670 learners from an adult professional…

Mediating Knowledge through Peer-to-Peer Interaction in a Multicultural Online Learning Environment: A Case Study of International Students in the US

ERIC Educational Resources Information Center

Sadykova, Gulnara

2014-01-01

The continuous growth of online learning and its movement towards cross-border and cross-culture education has recently taken a new turn with the epic hype that currently surrounds the development of massive open online courses (MOOCs) (Beattie-Moss, 2013). This development brings to focus the experiences of international students who take online…

Creating Asynchronous Online Learning Communities

ERIC Educational Resources Information Center

Kerr, Crystal

2009-01-01

This research project examined how to develop and sustain online, asynchronous learning communities in continuous intake, distance education environments for learners in grades 7 through 10. The study is an action research project that is based upon in-depth, qualitative data. Interviews were conducted with distance education teachers,…

Tutors' opinions of suitability of online learning programmes in continuing professional development for midwives.

PubMed

Gould, Dinah; Papadopoulos, Irena; Kelly, Daniel

2014-04-01

Online learning is frequently used in continuing professional development for qualified nurses and midwives. It is frequently assumed that the same package is appropriate for different groups of learners and that by reducing the need for tutorial input, tutorial time is saved. We evaluated the suitability of an online learning resource for suitability in continuing professional development for midwives. Originally developed for use as part of a work-based package for a specific audience, there had always been plans for more general use of the resource with other groups of health workers. Sequential mixed methods study. English universities. Seventy university tutors. Online questionnaire and in-depth interviews. Tutors did not consider that the online learning materials would be suitable for a wider audience without significant adaptation. They thought that uptake would increase need for tutorial input. Our findings demonstrate the pitfalls of removing learning from the context of practice. Technology customised to meet the needs of one group of learners probably does not have the potential for transfer to another group without significant adaptation. Those responsible for designing e-learning should take into account the needs of all the different audiences for whom the resource is intended from the outset, with consideration for the context in which learning will be applied to practice and how students will be supported. If the same package is to be used by different audiences and in different settings, tutors and students will require explicit instructions of how they should use the resource and depth of knowledge and level of competency that should be attained at the conclusion of the programme. Copyright © 2013 Elsevier Ltd. All rights reserved.

Integrating On-Line Technology into Teaching Activities to Enhance Student and Teacher Learning in a New Zealand Primary School

ERIC Educational Resources Information Center

Baskerville, Delia

2012-01-01

Continuing emphasis given to computer technology resourcing in schools presents potential for web-based initiatives which focus on quality arts teaching and learning, as ways to improve arts outcomes for all students. An arts e-learning collaborative research project between specialist on-line teacher/researchers and generalist primary teachers…

How Do Students Perceive the Enhancement of their Own Learning? A Comparison of Two Education Faculties' Experiences in Building an Online Learning Community for Bachelor of Music Education and Bachelor of Education Students

ERIC Educational Resources Information Center

Rowley, Jennifer; O'Dea, Jennifer

2009-01-01

Enhancing learning and teaching in blended learning environments is a strategic goal of The University of Sydney as eLearning continues to grow. Blackboard (WebCT) was integrated into the undergraduate Bachelor of Education program curricula through e-readings, discussion boards, lectures and online assessment tasks. The study was undertaken among…

Modelling unsupervised online-learning of artificial grammars: linking implicit and statistical learning.

PubMed

Rohrmeier, Martin A; Cross, Ian

2014-07-01

Humans rapidly learn complex structures in various domains. Findings of above-chance performance of some untrained control groups in artificial grammar learning studies raise questions about the extent to which learning can occur in an untrained, unsupervised testing situation with both correct and incorrect structures. The plausibility of unsupervised online-learning effects was modelled with n-gram, chunking and simple recurrent network models. A novel evaluation framework was applied, which alternates forced binary grammaticality judgments and subsequent learning of the same stimulus. Our results indicate a strong online learning effect for n-gram and chunking models and a weaker effect for simple recurrent network models. Such findings suggest that online learning is a plausible effect of statistical chunk learning that is possible when ungrammatical sequences contain a large proportion of grammatical chunks. Such common effects of continuous statistical learning may underlie statistical and implicit learning paradigms and raise implications for study design and testing methodologies. Copyright © 2014 Elsevier Inc. All rights reserved.

Architecture for Implementation of a Lifelong Online Learning Environment (LOLE)

ERIC Educational Resources Information Center

Caron, Philippe; Beaudoin, Gregg; Leblanc, Frederic; Grant, Andrew

2007-01-01

This article describes an architecture for the implementation of a lifelong online learning environment (LOLE). The stakeholder independent architecture enables the development of a LOLE system to fulfill the complex requirements of the different actors involved in lifelong education. A particular emphasis is placed on the continuation of a…

Differences in Business Undergraduate Perceptions by Preferred Classroom Learning Environment

ERIC Educational Resources Information Center

Blau, Gary; Mittal, Neha; Schirmer, Michael; Ozkan, Bora

2017-01-01

Online education continues to grow at business schools. The authors compared undergraduate business student perceptions across three different classroom learning delivery environments: online, hybrid, and face to face. Based on the survey responses using two independent samples, the authors' analyses found that students who preferred online…

Designing Synchronous Online Interactions and Discussions

ERIC Educational Resources Information Center

Brown, Barb; Schroeder, Meadow; Eaton, Sarah Elaine

2016-01-01

With increased improvements to technology for online teaching, synchronous instruction continues to grow. Increasing student interaction has been an important component to enhance a sense of community in online learning and improve student satisfaction. There is a paucity of research on how to effectively manage online interaction and increase…

Designing and Implementing Online Professional Development Workshops

ERIC Educational Resources Information Center

Kleiman, Glenn; Dash, Terry; Ethier, Denise; Johnson, Kirsten; Metrick, Susan; Treacy, Barbara

2000-01-01

This report provides useful information for those who are planning to incorporate online learning into professional development programs, as well as those who will design and implement online professional development activities. The Education Development center, Inc. (EDC) Center for Online Professional Education is continuing to explore this new…

Cases on Critical and Qualitative Perspectives in Online Higher Education

ERIC Educational Resources Information Center

Orleans, Myron, Ed.

2014-01-01

Online education continues to permeate mainstream teaching techniques in higher education settings. Teaching upper-level classes in an online setting is having a major impact on education as a whole and is fundamentally altering global learning. "Cases on Critical and Qualitative Perspectives in Online Higher Education" offers a…

Investigating Factors Affecting Group Processes in Virtual Learning Environments

ERIC Educational Resources Information Center

Hazari, Sunil; Thompson, Sandra

2015-01-01

With the widespread popularity of distance learning, there is a need to investigate elements of online courses that continue to pose significant challenges for educators. One of the challenges relates to creating and managing group projects. This study investigated business students' perceptions of group work in online classes. The constructs of…

An Analysis of Barriers to Online Learning as Perceived by Registered Nurses

ERIC Educational Resources Information Center

Thomas, Eddie D.

2010-01-01

The United States faces a substantial nursing shortage that is expected to increase over the next decade and beyond. Understaffing and erratic work schedules result in minimal opportunities to participate in continuing education courses, which are required for registered nurses (RNs) to maintaining proficiency and licensure. Online learning is…

Perceptions of Online Learning Spaces and Their Incorporation in Mathematics Teacher Education

ERIC Educational Resources Information Center

Moore-Russo, Deborah; Wilsey, Jillian; Grabowski, Jeremiah; Bampton, Tina M.

2015-01-01

While digital environments can offer convenient, viable options for preservice and inservice teachers to engage in or continue their studies, little is known about teachers' experiences with and perceptions of various existing online learning spaces. This paper describes an initial investigation using data from a group of preservice and in-service…

Using Social Media Technologies to Enhance Online Learning

ERIC Educational Resources Information Center

Friedman, Linda Weiser; Friedman, Hershey H.

2013-01-01

Models of distance education have evolved over decades, just in time to collide with modern pedagogies in which communication, interaction, student engagement, and active learning are of critical importance. The number of college students taking online classes continues to grow. Today, nearly 30% of college students are taking at least one online…

A Comparative Study of Factors Related to Student Performance in Online and Traditional Face-to-Face MBA Courses That Are Quantitative and Qualitative in Nature

ERIC Educational Resources Information Center

Davis, Carenado V.

2013-01-01

Online learning environments have been embraced by many institutions, faculty, and students as a viable adult learning option to the traditional face-to-face learning environment. As this mode of delivery for instruction continues to grow in acceptance, it is important to understand the characteristics of adult learners, the historical progression…

The importance of social and collaborative learning for online continuing medical education (OCME): directions for future development and research.

PubMed

Sandars, John; Kokotailo, Patricia; Singh, Gurmit

2012-01-01

There is an increasing use of online continuing medical education (OCME), but the potential use of social and collaborative learning to change professional performance and improve patient care has yet to be fully realised. The integration of the main themes from the presentations and comments from participants at a symposium at AMEE 2011. Sociological perspectives on change in professional performance highlight the need for social and collaborative learning in OCME so that learners can share information (explicit knowledge) and opinion (tacit knowledge). The educational topic should be relevant to the complexity of professional practice and use iterative cycles of implementation and critical reflection in social networks so that proposed solutions can be tested in actual practice. The challenge of developing effective online discussions for collaborative learning is recognised. The provision of OCME requires a shift in both policy and practice to emphasise the importance of social and collaborative learning. Further research is recommended, especially to evaluate the implementation and impact of social and collaborative learning for OCME on patient care and the use of newer Web 2.0 approaches.

An Examination of Factors That Impact the Retention of Online Students at a For-Profit University

ERIC Educational Resources Information Center

Sorensen, Chris; Donovan, Judy

2017-01-01

Online learning has continued to grow in recent years. However, retaining students in online courses and programs has posed a challenge. Whether the university is public, private, offers both face-to-face and online programs, or is 100% online, retaining students in online programs can be an issue. This study reflects the widespread desire at a…

Promoting Undergraduate Student Self-Regulation in Online Learning Environments

ERIC Educational Resources Information Center

Wandler, J. Brad; Imbriale, William J.

2017-01-01

Undergraduate student enrollment in online courses has steadily increased over the years and is expected to continue for the foreseeable future. The need for instructors to utilize best practices in online instruction and course design is crucial. This article presents strategies for online instructors to promote student use of self-regulated…

Rethinking Online Discourse: Improving Learning through Discussions in the Online Classroom

ERIC Educational Resources Information Center

Johnson, Cass M.

2016-01-01

As colleges continue to expand online offerings, student participation within courses should be assessed to ensure that teachers can best implement effective, responsible lesson plans. This study examined discourse in an online classroom in order to gauge student participation by observing student-to-student and student-to-instructor exchanges…

Patterns of Student Enrolment and Attrition in Australian Open Access Online Education: A Preliminary Case Study

ERIC Educational Resources Information Center

Greenland, Steven J.; Moore, Catherine

2014-01-01

Swinburne University of Technology has experienced tremendous growth in open access online learning and as such is typical of the many Australian institutions that have ventured into online tertiary education. While research in online education continues to expand, comparatively little investigates students' enrolment and attrition. This research…

Predictors of attrition for a sexual assault forensic examiner (SAFE) blended learning training program.

PubMed

Patterson, Debra; Resko, Stella

2015-01-01

Participant attrition is a major concern for online continuing education health care courses. The current study sought to understand what factors predicted health care professionals completing the online component of a sexual assault forensic examiner (SAFE) blended learning training program (12-week online course and 2-day in-person clinical skills workshop). The study used a Web-based survey to examine participant characteristics, motivation, and external barriers that may influence training completion. Hierarchical logistic regression was utilized to examine the predictors of training completion, while the Cox proportional hazards (Cox PH) regression model helped determine the factors associated with the timing of participant attrition. Results show that 79.3% of the enrolled professionals completed the online component. The study also found that clinicians who work in rural communities and those who were interested in a 2-day clinical skills workshop were more likely to complete the online course. In terms of when attrition occurred, we found that participants who were motivated by the 2-day clinical workshop, those who worked in a rural community, and participants interested in the training program because of its online nature were more likely to complete more of the online course. Blending an online course with a brief in-person clinical component may serve as a motivator for completing an online course because it provides the opportunity to develop clinical skills while receiving immediate feedback. Participant attrition appears to be less of a concern for rural clinicians because this modality can reduce their barriers to accessing continuing education. © 2015 The Alliance for Continuing Education in the Health Professions, the Society for Academic Continuing Medical Education, and the Council on Continuing Medical Education, Association for Hospital Medical Education.

Online learning for professional development.

PubMed

Purkis, Nick; Gabb, Carol A

This article addresses how nurses in the UK can use online learning to meet the changing requirements of continuing professional development. Recent changes in post-registration nurse education are due to two main reasons: financial cutbacks and reduced use of agency staff make it difficult for nurse managers to release nurses for study time away from the ward; and healthcare becoming increasingly diverse and complex, so pre-registration education has changed. Since September 2013, only degree-level pre-registration nursing programmes have been available in the UK. Degree-level education is intended to sharpen critical thinking skills to improve future healthcare but it may also disadvantage nurses without degrees. One response to these challenges is to provide online learning, such as online personal learning programmes. portfolios (e-portfolios) or other onlinen

Online Learning as Information Delivery: Digital Myopia

ERIC Educational Resources Information Center

Herrington, Jan; Reeves, Thomas C.; Oliver, Ron

2005-01-01

In business and commerce, the concept of marketing myopia has been a useful tool to predict, analyze and explain the rise and fall of businesses. In this article, we question whether the concept can also be used to predict the ultimate downfall of online learning in higher education, if universities continue to confuse their key mission-education-…

Attitudes of Undergraduate Students towards an Online English Class

ERIC Educational Resources Information Center

Srichanyachon, A. Napaporn

2013-01-01

Distance online learning has been regarded as a useful learning method, especially when we faced the big flood crisis in Thailand. To solve the lack of classrooms, our university administrators decided to implement WebEx system as an alternative to continue teaching. And, there were some relevant aspects that we needed to consider. Therefore, this…

Predictors of Teacher Satisfaction with Online Professional Development: Evidence from the USA's e-Learning for Educators Initiative

ERIC Educational Resources Information Center

Reeves, Todd D.; Pedulla, Joseph J.

2011-01-01

Online professional development (OPD) is proliferating in an effort to eliminate barriers to high-quality in-service teacher training. Using the Internet as a vehicle for continuing professional development, however, introduces new concerns largely absent in its face-to-face counterpart. For example, evidence from the USA's e-Learning for…

Online faculty development for creating E-learning materials.

PubMed

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

2014-01-01

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

An Online Knowledge Resource and Questionnaires as a Continuing Pharmacy Education Tool to Document Reflective Learning

PubMed Central

Budzinski, Jason W.; Pluye, Pierre; Grad, Roland M.; Repchinsky, Carol; Jovaisas, Barbara; Johnson-Lafleur, Janique

2012-01-01

Objective. To assess the use of an electronic knowledge resource to document continuing education activities and reveal educational needs of practicing pharmacists. Methods. Over a 38-week period, 67 e-mails were sent to 6,500 Canadian Pharmacists Association (CPhA) members. Each e-mail contained a link to an e-Therapeutics+ Highlight, a factual excerpt of selected content from an online drug and therapeutic knowledge resource. Participants were then prompted to complete a pop-up questionnaire. Results. Members completed 4,140 questionnaires. Participants attributed the information they learned in the Highlights to practice improvements (50.4%), learning (57.0%), and motivation to learn more (57.4%). Conclusions. Reading Highlight excerpts and completing Web-based questionnaires is an effective method of continuing education that could be easily documented and tracked, making it an effective tool for use with e-portfolios. PMID:22761523

An online knowledge resource and questionnaires as a continuing pharmacy education tool to document reflective learning.

PubMed

Budzinski, Jason W; Farrell, Barbara; Pluye, Pierre; Grad, Roland M; Repchinsky, Carol; Jovaisas, Barbara; Johnson-Lafleur, Janique

2012-06-18

To assess the use of an electronic knowledge resource to document continuing education activities and reveal educational needs of practicing pharmacists. Over a 38-week period, 67 e-mails were sent to 6,500 Canadian Pharmacists Association (CPhA) members. Each e-mail contained a link to an e-Therapeutics+ Highlight, a factual excerpt of selected content from an online drug and therapeutic knowledge resource. Participants were then prompted to complete a pop-up questionnaire. Members completed 4,140 questionnaires. Participants attributed the information they learned in the Highlights to practice improvements (50.4%), learning (57.0%), and motivation to learn more (57.4%). Reading Highlight excerpts and completing Web-based questionnaires is an effective method of continuing education that could be easily documented and tracked, making it an effective tool for use with e-portfolios.

Use of SMART Learning Objectives to Introduce Continuing Professional Development Into the Pharmacy Curriculum

PubMed Central

Khandoobhai, Anand; Leadon, Kim

2012-01-01

Objective. To determine whether a 2-year continuing professional development (CPD) training program improved first-year (P1) and second-year (P2) pharmacy students’ ability to write SMART (specific, measurable, achievable, relevant, and timed) learning objectives. Design. First-year students completed live or online CPD training, including creating portfolios and writing SMART objectives prior to their summer introductory pharmacy practice experience (IPPE). In year 2, P1 and P2 students were included. SMART learning objectives were graded and analyzed. Assessment. On several objectives, the 2011 P1 students (n = 130) scored higher than did the P2 cohort (n = 105). In 2011, P2 students outscored their own performance in 2010. In 2011, P1 students who had been trained in online modules performed the same as did live-session trainees with respect to SMART objectives. Conclusion. With focused online or live training, students are capable of incorporating principles of CPD by writing SMART learning objectives. PMID:22611277

Feedback 2.0 in Online Writing Instruction: Combining Audio-Visual and Text-Based Commentary to Enhance Student Revision and Writing Competency

ERIC Educational Resources Information Center

Grigoryan, Anna

2017-01-01

The continued increase in the number of students participating in online degree programs has led to an increase in the number of students taking online composition courses. Currently, most online writing programs replicate approaches used in face-to-face composition courses and simply transfer them to the online learning environment. However,…

[Online continuing medical education based on national disease management guidelines. The e-learning platform leitlinien-wissen.de].

PubMed

Vollmar, H C; Schürer-Maly, C-C; Lelgemann, M; Koneczny, N; Koch, M; Butzlaff, M

2006-05-01

Effective translation of relevant knowledge into clinical practice is essential for modern health care systems. National Disease Management Guidelines (NDMG) are considered relevant instruments to support this transfer. To implement NDMG Internet-based continuing medical education (CME), modules and online case-based learning objects were designed and published. To ensure high quality the contents are based on NDMG and subjected to multi-step review processes. Presentation on the web was realized through a modified content management system. To obtain a CME certificate, completing an online questionnaire using a four-point Likert scale was mandatory. Between June 2003 and April 2005, 3,105 physicians were registered and used the platform: 95% of the physicians expressed positive feedback in the evaluation questionnaire, and 35% actually used the corresponding NDMG in practice. This prompted the development of interactive medical case-based learning objects as a second learning pathway. An Internet platform for CME including case-based learning objects can be a helpful tool to assure the provision of scientific knowledge for patient care.

Exploring the Factors that Influence Continuance Intention to Attend One-to-Some Online Courses via Videoconferencing Software

ERIC Educational Resources Information Center

Hsiao, Kuo-Lun

2012-01-01

Although videoconferencing software and equipment have been widely used in enterprises and education in recent year, few past studies experimentally examined the factors influencing users' continuous intention to attend one-to-some online courses via videoconferencing software in distance learning. In order to provide researchers with a better…

Student Attitudes to Traditional and Online Methods of Delivery

ERIC Educational Resources Information Center

Wong, Lily; Fong, Michelle

2014-01-01

Rapid developments in education technology have provided educators and students new options in a constantly changing, competitive teaching and learning environment. As the number of online teaching resources continue to increase, research into student attitudes toward traditional and online methods of delivery is important in order to determine…

Information Literacy: An Online Course for Student Library Assistants

ERIC Educational Resources Information Center

Lincoln, Margaret

2009-01-01

As technology advances continue to impact K-12 schools, online education options offer alternative choices for both teaching and learning. Library media specialists, long committed to providing physical and intellectual access to instructional materials, have responded to changing needs in this online world. They had previously created a virtual…

Quality Assurance--Best Practices for Assessing Online Programs

ERIC Educational Resources Information Center

Wang, Qi

2006-01-01

Educators have long sought to define quality in education. With the proliferation of distance education and online learning powered by the Internet, the tasks required to assess the quality of online programs become even more challenging. To assist educators and institutions in search of quality assurance methods to continuously improve their…

Fla. Budget Threatens Online Ed. Mandate

ERIC Educational Resources Information Center

Manzo, Kathleen Kennedy

2009-01-01

As Florida school districts scramble to meet a looming state mandate to offer full-time online instruction for K-8 students, and as high school enrollments in such courses continue to climb, lawmakers are mulling restrictions and budget cuts for the state's nationally known virtual school. Together, online-learning advocates say, the growing…

Improving Health Care Providers' Capacity for Self-Regulated Learning in Online Continuing Pharmacy Education: The Role of Internet Self-Efficacy.

PubMed

Chiu, Yen-Lin; Liang, Jyh-Chong; Mao, Pili Chih-Min; Tsai, Chin-Chung

2016-01-01

Although Internet-based learning is widely used to improve health professionals' knowledge and skills, the self-regulated learning (SRL) activities of online continuing education in pharmacy are seldom discussed. The main purpose of this study was to explore the relationships between pharmacists' Internet self-efficacy (ISE) and their SRL in online continuing education. A total of 164 in-service pharmacists in Taiwan were surveyed with the Internet Self-Efficacy Survey, including basic ISE (B-ISE), advanced ISE (A-ISE) and professional ISE (P-ISE), as well as the Self-Regulated Learning Questionnaire consisting of preparatory SRL (P-SRL) and enactment SRL (E-SRL). Results of a 1-by-3 (educational levels: junior college versus bachelor versus master) analysis of variance and a 1-by-4 (institutions: community-based versus hospital versus clinic versus company) analysis of variance revealed that there were differences in ISE and SRL among different education levels and working institutions. The hierarchical regression analyses indicated that B-ISE and P-ISE were significant predictors of P-SRL, whereas P-ISE was a critical predictor of E-SRL. Moreover, the interaction of P-ISE × age was linked to E-SRL, implying that P-ISE has a stronger influence on E-SRL for older pharmacists than for younger pharmacists. However, the interactions between age and ISE (A-ISE, B-ISE, and P-ISE) were not related to P-SRL. This study highlighted the importance of ISE and age for increasing pharmacists' SRL in online continuing education.

Assessing segmentation processes by click detection: online measure of statistical learning, or simple interference?

PubMed

Franco, Ana; Gaillard, Vinciane; Cleeremans, Axel; Destrebecqz, Arnaud

2015-12-01

Statistical learning can be used to extract the words from continuous speech. Gómez, Bion, and Mehler (Language and Cognitive Processes, 26, 212-223, 2011) proposed an online measure of statistical learning: They superimposed auditory clicks on a continuous artificial speech stream made up of a random succession of trisyllabic nonwords. Participants were instructed to detect these clicks, which could be located either within or between words. The results showed that, over the length of exposure, reaction times (RTs) increased more for within-word than for between-word clicks. This result has been accounted for by means of statistical learning of the between-word boundaries. However, even though statistical learning occurs without an intention to learn, it nevertheless requires attentional resources. Therefore, this process could be affected by a concurrent task such as click detection. In the present study, we evaluated the extent to which the click detection task indeed reflects successful statistical learning. Our results suggest that the emergence of RT differences between within- and between-word click detection is neither systematic nor related to the successful segmentation of the artificial language. Therefore, instead of being an online measure of learning, the click detection task seems to interfere with the extraction of statistical regularities.

An Architecture for Online Laboratory E-Learning System

ERIC Educational Resources Information Center

Duan, Bing; Hosseini, Habib Mir M.; Ling, Keck Voon; Gay, Robert Kheng Leng

2006-01-01

Internet-based learning systems, or e-learning, are widely available in institutes, universities, and industrial companies, hosting regular or continuous education programs. The dream of teaching and learning from anywhere and at anytime becomes a reality due to the construction of e-learning infrastructure. Traditional teaching materials and…

Developing the OBTL Curriculum with Blended Learning to Enhance Student Learning Effectiveness in the Undergraduate ECE Program

ERIC Educational Resources Information Center

Leung, Chi-hung

2012-01-01

Background: The project included continuous assessment, group presentation, self-learning, and individual assignment to assess students' learning outcomes. A self-learning system was set up as e-learning for students to monitor their learning progress during the semester, including two online exercises and a checklist of learning outcomes. The…

External and internal factors influencing self-directed online learning of physiotherapy undergraduate students in Sweden: a qualitative study.

PubMed

Hammarlund, Catharina Sjödahl; Nilsson, Maria H; Gummesson, Christina

2015-01-01

Online courses have become common in health sciences education. This learning environment can be designed using different approaches to support student learning. To further develop online environment, it is important to understand how students perceive working and learning online. The aim of this study is to identify aspects influencing students' learning processes and their adaptation to self-directed learning online. Thirty-four physiotherapy students with a mean age of 25 years (range, 21 to 34 years) participated. Qualitative content analysis and triangulation was used when investigating the students' self-reflections, written during a five week self-directed, problem-oriented online course. Two categories emerged: 'the influence of the structured framework' and 'communication and interaction with teachers and peers.' The learning processes were influenced by external factors, e.g., a clear structure including a transparent alignment of assignments and assessment. Important challenges to over-come were primarily internal factors, e.g., low self-efficacy, difficulties to plan the work effectively and adapting to a new environment. The analyses reflected important perspectives targeting areas which enable further course development. The influences of external and internal factors on learning strategies and self-efficacy are important aspects to consider when designing online courses. Factors such as pedagogical design, clarity of purpose, goals, and guidelines were important as well as continuous opportunities for communication and collaboration. Further studies are needed to understand and scaffold the motivational factors among students with low self-efficacy.

Employing the EPEC Hierarchy of Conditions (Version II) to Evaluate the Effectiveness of Using Synchronous Technologies with Multi-Location Student Cohorts in the Tertiary Education Setting

ERIC Educational Resources Information Center

Eady, Michelle J.; Woodcock, Stuart; Sisco, Ashley

2017-01-01

As e-learning maintains its popularity worldwide, and university enrolments continue to rise, online tertiary level coursework is increasingly being designed for groups of distributed learners, as opposed to individual students. Many institutions struggle with incorporating all facets of online learning and teaching capabilities with the range and…

Building a Student-Centred Learning Framework Using Social Software in the Middle Years Classroom: An Action Research Study

ERIC Educational Resources Information Center

Casey, Gail

2013-01-01

This article discusses the development of the online spaces that were used to create a learning framework: a student-centred framework that combined face-to-face teaching with online social and participatory media. The author, as part of her Doctoral research study, used action research as a mechanism for continual improvement as she redesigned…

Perceptions of Online TESOL Teacher Education: Strengths, Weaknesses, Characteristics, and Effective Components

ERIC Educational Resources Information Center

Chen, Susan Tiffany

2012-01-01

Recent and ongoing expansion of online opportunities for teacher education and training continue in response to calls for better teacher preparation and professional development opportunities. However, with the introduction of online learning, the already controversial debate over educational technology has taken on a new dimension. Today's…

Higher Education Faculty Utilization of Online Technological Tools: A Multilevel Analysis

ERIC Educational Resources Information Center

Jackson, Brianne L.

2017-01-01

As online learning and the use of online technological tools in higher education continues to grow exponentially, higher education faculty are expected to incorporate these tools into their instruction. However, many faculty members are reluctant to embrace such tools, for a variety of professional and personal reasons. This study employs survey…

Activity Systems and Conflict Resolution in an Online Professional Communication Course

ERIC Educational Resources Information Center

Walker, Kristin

2004-01-01

Conflicts often arise in online professional communication class discussions as students discuss sensitive ethical issues relating to the workplace. When conflicts arise in an online class, the activity system of the class has to be kept in balance for the course to continue functioning effectively. Activity theory and distributed learning theory…

Grit, Growth Mindset, and Deliberate Practice in Online Learning

ERIC Educational Resources Information Center

McClendon, Cristie; Neugebauer, Robin Massey; King, Amanda

2017-01-01

Online education continues to grow in popularity and is an attractive option for individuals of all ages, but particularly for adults who must balance work, family, and school responsibilities. Attrition rates in online courses are high for a variety of personal and institutional reasons. Some of the personal reasons attributed to retention in…

Student Voices Speak Quality Assurance: Continual Improvement in Online Social Work Education

ERIC Educational Resources Information Center

Secret, Mary; Bentley, Kia J.; Kadolph, Jessie C.

2016-01-01

As social work education expands instruction through the rise of distance education, educators seek new ways to improve quality in online courses. Quality assurance standards and student feedback offer valuable insights to ensure satisfying and effective online learning experiences. An examination of these two assessment approaches concurrently in…

A Snapshot of Online Learners: E-Readiness, E-Satisfaction and Expectations

ERIC Educational Resources Information Center

Ilgaz, Hale; Gülbahar, Yasemin

2015-01-01

The popularity of online programs that educational institutions offer is continuously increasing at varying degrees, with the major demand coming from adult learners who have no opportunity to access traditional education. These adult learners have to be sufficiently ready and competent for online learning, and have their own varied expectations…

Retention, Progression and the Taking of Online Courses

ERIC Educational Resources Information Center

James, Scott; Swan, Karen; Daston, Cassandra

2016-01-01

Online learning continues to grow at post-secondary institutions across the United States, but many question its efficacy, especially for students most at-risk for failure. This paper engages that issue. It examines recent research on the success of community college students who take online classes and explores similar comparisons using 656,258…

The Google Online Marketing Challenge and Distributed Learning

ERIC Educational Resources Information Center

Brown, Ron T.; Albright, Kendra S.

2013-01-01

Stagnant perceptions continue to persist in the general public regarding the services libraries offer. LIS research suggests an increased need for marketing, yet LIS programs and students may not view marketing as core to the degree. The Google Online Marketing Challenge (GOMC), a global competition for online marketing, was incorporated into two…

On-Line Course Development: Engaging and Retaining Students

ERIC Educational Resources Information Center

Bruster, Benita G.

2015-01-01

As the number of on-line classes and the demand for on-line education continues to sky-rocket, it is critical that course developers and university faculty have the skills to effectively design curricula, to develop engaging learning opportunities, and to create responsive courses that meet individual student needs. This paper details three…

Applying the Community of Inquiry Framework to Inform the Instructional Design of Online Graduate Courses

ERIC Educational Resources Information Center

Sutton, Jann Marie

2017-01-01

As institutions continue to expand their online learning programs, it becomes increasingly important to identify research-based strategies to support their design. Numerous professional organizations provide guidance to institutions to direct the mechanics of online delivery. The Community of Inquiry (CoI) framework (Garrison, Anderson, Archer,…

An Exploratory Study of Adult Learners' Perceptions of Online Learning: Minority Students in Continuing Education

ERIC Educational Resources Information Center

Kuo, Yu-Chun; Belland, Brian R.

2016-01-01

The study was an investigation of online adult learners' perceptions of interaction, satisfaction, and performance within an online course using the Blackboard platform. Interaction included learners' interaction with the instructor, content, and the classmates. The effect of student background variables and course-related variables on interaction…

An evaluative case study of online learning for healthcare professionals.

PubMed

Pullen, Darren L

2006-01-01

This evaluation study assessed the pedagogical and instructional design (e-pedagogy) effectiveness of online continuing professional education (CPE) courses offered by a large Australian CPE provider. A naturalistic theory approach and a multilevel evaluation were used to examine the impact of web-based learning on more than 300 healthcare professionals. Participant satisfaction, learning achievement, self-reported practice performance change, and e-pedagogical courseware characteristics were assessed by various qualitative and quantitative data collection methods. Findings revealed that learning online was an effective means for increasing CPE knowledge (p < .05) and improving self-reported practice performance change (p < .05). Courses containing a clinical tool resulted in an increased self-reported practice performance change over courses that did not (Zobs = 3.757). Online CPE offers a convenient format for healthcare professionals from educationally and geographically diverse populations to update their knowledge and view best practice.

When and Where You Want It: Continuing Education from a Distance

ERIC Educational Resources Information Center

Shade, Stacy Deck; Barber, Gerard M.

2004-01-01

Online technology is increasingly being used as a tool for delivery of continuing education to health care professionals. This paper discusses key lessons learned in developing a distance-learning program. It provides practical information on ways to enhance interactivity and overcome obstacles. Preliminary outcomes for learners in a four-state…

The implementation of an integrated on-line health education system at RMIT.

PubMed

Zylinski, J; Allan, G L; Jamieson, P; Maher, K P; Green, R; Hislop, J

1998-06-01

The Faculty of Biomedical and Health Sciences at RMIT has been developing an on-line health education system using a systems thinking approach, to create a learning environment whose basis is supported by Information Technology (IT). The centre-piece of this system is the Faculty Learning Centre, which has been created, both in space and layout, to promote collaborative learning between the students, so that the educator is physically assimilated with the student body. This facility is supplemented by the Faculty WWW server, which has been the main vehicle for course material dissemination to students. To ensure an effective on-line teaching environment, the position of an on-line facilitator has been created, whose responsibilities include both the continual evaluation of the system and the implementation of appropriate system changes. Aspects have included the production of a staff development training program and extensive user documentation. This paper discusses the systems thinking approach used to implement this integrated on-line system, and the establishment of explicit educational rationales in the use of IT to support learning strategies. Some examples of the on-line educational programs are also presented.

Evaluating the online platform of a blended-learning pharmacist continuing education degree program.

PubMed

Wilbur, Kerry

2016-01-01

Background Distance-based continuing education opportunities are increasingly embraced by health professionals worldwide. Methods To evaluate the online component of a blended-learning degree program for pharmacists, we conducted a structured self-assessment and peer review using an instrument systematically devised according to Moore's principles of transactional distance. The web-based platform for 14 courses was reviewed by both local and external faculty, followed by shared reflection of individual and aggregate results. Results Findings indicated a number of course elements for modification to enhance the structure, dialog, and autonomy of the student learning experience. Conclusion Our process was an important exercise in quality assurance and is worthwhile for other health disciplines developing and delivering distance-based content to pursue.

Evaluating the online platform of a blended-learning pharmacist continuing education degree program

PubMed Central

Wilbur, Kerry

2016-01-01

Background Distance-based continuing education opportunities are increasingly embraced by health professionals worldwide. Methods To evaluate the online component of a blended-learning degree program for pharmacists, we conducted a structured self-assessment and peer review using an instrument systematically devised according to Moore's principles of transactional distance. The web-based platform for 14 courses was reviewed by both local and external faculty, followed by shared reflection of individual and aggregate results. Results Findings indicated a number of course elements for modification to enhance the structure, dialog, and autonomy of the student learning experience. Conclusion Our process was an important exercise in quality assurance and is worthwhile for other health disciplines developing and delivering distance-based content to pursue. PMID:27282277

Evaluating the online platform of a blended-learning pharmacist continuing education degree program.

PubMed

Wilbur, Kerry

2016-01-01

Distance-based continuing education opportunities are increasingly embraced by health professionals worldwide. To evaluate the online component of a blended-learning degree program for pharmacists, we conducted a structured self-assessment and peer review using an instrument systematically devised according to Moore's principles of transactional distance. The web-based platform for 14 courses was reviewed by both local and external faculty, followed by shared reflection of individual and aggregate results. Findings indicated a number of course elements for modification to enhance the structure, dialog, and autonomy of the student learning experience. Our process was an important exercise in quality assurance and is worthwhile for other health disciplines developing and delivering distance-based content to pursue.

Remember the days in the old school yard: from lectures to online learning.

PubMed

Reynolds, P A; Mason, R; Eaton, K A

2008-04-26

Claims have been made that the traditional classroom/lecture-room mode of teaching is under threat with the future being purely online-based. There is no doubt that the impact of ICT systems and services have and will continue to transform teaching practice. From PowerPoint slides introduced to enliven lectures to virtual reality models accessed remotely, technology is bringing about new educational paradigms. The result is the emergence of new forms of distance learning with terms such as flexible learning, blended learning and full online instruction. All are making major contributions to the student experience, allowing access to more information and greater resources as well as opportunities for learning in a manner and timescale that is more attuned to their aims, abilities and lifestyles. In dental education the transition is providing undergraduates, postgraduates and CPD students with a greater variety of courses, access to more expertise and the opportunity for lifetime learning.

Teaching nursing concepts through an online discussion board.

PubMed

Hudson, Kandi Ann

2014-09-01

Barriers to course content engagement and student learning in nursing education abound. Some of these barriers include content overload, classroom time constraints, and large student numbers. One way to overcome these issues is the implementation of active learning strategies in the classroom. Despite the positive learning outcomes associated with active learning strategies described in the education literature, traditional passive learning strategies continue to be used by nurse educators in the classroom. This article details the results of a pilot study using an active teaching strategy—an online discussion board—which was designed to improve the learning engagement of beginning nursing students enrolled in their first face-to-face nursing course. The results of the semester-long pilot study indicated a favorable student response to the active teaching strategy and improved overall success in the course by the students who participated fully in the online discussions.

Experiences and perceptions of online continuing professional development among clinicians in sub-Saharan Africa.

PubMed

Feldacker, Caryl; Jacob, Sheena; Chung, Michael H; Nartker, Anya; Kim, H Nina

2017-12-29

Limitations in healthcare worker (HCW) capacity compound the burden of dual TB and HIV epidemics in sub-Saharan Africa. To fill gaps in knowledge and skills, effective continuing profession development (CPD) initiatives are needed to support practicing HCWs reach high standards of care. e-learning opportunities can bring expert knowledge to HCWs in the field and provide a flexible learning option adaptable to local settings. Few studies provide insight into HCW experiences with online CPD in the developing country context. An online survey using both close-ended and free response was conducted to HCWs in sub-Saharan Africa who completed the University of Washington (UW) School of Medicine online graduate course, "Clinical Management of HIV." Associations between respondent characteristics (age, gender, rural/urban, job title) and learning preferences, course barriers, and facilitators with an emphasis on online courses were examined using chi-square. Covariates significant at the p < 0.05 were analyzed using multivariable logistic regression. Responses to open-ended comments were analyzed using simplified grounded theory. Of 2,299 former students, 464 (20%) HCWs completed surveys from 13 countries: about half were women. Physicians (33%), nurses (27%), and clinical officers (30%) responded mostly from urban areas (67%) and public institutions (69%). Sixty-two percent accessed the online course from work, noting that slow (55%) or limited (41%) internet as well as lack of time (53%) were barriers to course completion. Women (p < 0.001) and HCWs under age 40 (p = 0.007) were more likely to prefer learning through mentorship than men or older HCWs. Respondents favored group discussion (46%), case studies (42%), and self-paced Internet/computer-based learning (39%) and clinical mentorship (37%) when asked to choose 3 preferred learning modalities. Free-response comments offered additional positive insights into the appeal of online courses by noting the knowledge gains, the flexibility of format, a desire for recognition of course completion, and a request for additional online coursework. Online CPD opportunities were accepted across a diverse group of HCWs from sub-Saharan Africa and should be expanded to provide more flexible opportunities for self-initiated learning; however, these need to be responsive to the limited resources of those who seek these courses.

Using innovative instructional technology to meet training needs in public health: a design process.

PubMed

Millery, Mari; Hall, Michelle; Eisman, Joanna; Murrman, Marita

2014-03-01

Technology and distance learning can potentially enhance the efficient and effective delivery of continuing education to the public health workforce. Public Health Training Centers collaborate with instructional technology designers to develop innovative, competency-based online learning experiences that meet pressing training needs and promote best practices. We describe one Public Health Training Center's online learning module design process, which consists of five steps: (1) identify training needs and priority competencies; (2) define learning objectives and identify educational challenges; (3) pose hypotheses and explore innovative, technology-based solutions; (4) develop and deploy the educational experience; and (5) evaluate feedback and outcomes to inform continued cycles of revision and improvement. Examples illustrate the model's application. These steps are discussed within the context of design practices in the fields of education, engineering, and public health. They incorporate key strategies from across these fields, including principles of programmatic design familiar to public health professionals, such as backward design. The instructional technology design process we describe provides a structure for the creativity, collaboration, and systematic strategies needed to develop online learning products that address critical training needs for the public health workforce.

University of Wisconsin-Milwaukee

Science.gov Websites

Online Pre-College Continuing Education Grades & Transcripts Student Success Study Abroad Academic Freshman Graduate Study International Transfer Adult & Returning Re-entry Second Degree UWM Online Out Academic Programs Study Abroad Research Outreach Partnerships Learning Communities Center for International

Development of an Evidence-Based Professional Learning Program Informed by Online Teachers' Self- Efficacy and Threshold Concepts

ERIC Educational Resources Information Center

Gosselin, Kevin P.; Northcote, Maria; Reynaud, Daniel; Kilgour, Peter; Anderson, Malcolm; Boddey, Chris

2016-01-01

As online education continues to expand across varied educational sectors, so does the demand for professional development programs to guide academic teaching staff through the processes of developing their capacities to design and teach online courses. To meet these challenges at one higher education institution, a mixed methods research study…

Teaching Online: Discovering Teacher Concerns

ERIC Educational Resources Information Center

Rakes, Glenda C.; Dunn, Karee E.

2015-01-01

Little is known about the degree to which teachers are interested in or value online K-12 education. This is an unfortunate gap in the literature, as online education has been and continues to be a swiftly growing component of the K-12 learning community. This exploratory study sought to measure K-12 preservice and inservice teacher concerns about…

Evaluating the Relevance of Educational Videos Using BKT and Big Data

ERIC Educational Resources Information Center

MacHardy, Zachary; Pardos, Zachary A.

2015-01-01

Along with the advent of MOOCs and other online learning platforms such as Khan Academy, the role of online education has continued to grow in relation to that of traditional on-campus instruction. Rather than tackle the problem of evaluating large educational units such as entire online courses, this paper approaches a smaller problem: exploring…

Promoting Continuing Computer Science Education through a Massively Open Online Course

ERIC Educational Resources Information Center

Oliver, Kevin

2016-01-01

This paper presents the results of a comparison study between graduate students taking a software security course at an American university and international working professionals taking a version of the same course online through a free massive open online course (MOOC) created in the Google CourseBuilder learning environment. A goal of the study…

Online Learners and Technology: A Gap in Higher Education and Student Affairs Professional Preparation

ERIC Educational Resources Information Center

Calhoun, Daniel W.; Green, Lucy Santos; Burke, Panne

2017-01-01

Online learning, an essential component of the higher education landscape on a global scale, has become a lucrative operation for colleges and universities. Enrollment in online programs continues to outpace enrollment in higher education overall, particularly in the North American market. Even so, there is little evidence that graduates of North…

An Examination of the Predictive Relationship between Mode of Instruction and Student Success in Introductory Biology

ERIC Educational Resources Information Center

Hauser, Lynette Kathleen

2013-01-01

Community colleges continue to increase online course offerings as these institutions strive to offer open access, cost effective education to a growing student population. With an increased student demand for online learning, community colleges should explore the possibility of offering all courses in the online environment, including science…

Technology, Educator Intention, and Relationships in Virtual Learning Spaces: A Qualitative Metasynthesis.

PubMed

Gdanetz, Lorraine M; Hamer, Mika K; Thomas, Eileen; Tarasenko, Lindsey M; Horton-Deutsch, Sara; Jones, Jacqueline

2018-04-01

A main concern that remains with the continued growth of online nursing education programs is the way educator and student relationships can be affected by new technologies. This interpretive study aims to gain an understanding of how technology influences the development of interpersonal relationships between the student and faculty in a virtual learning environment. Using an established structured approach to qualitative metasynthesis, a search was conducted using PubMed, EBSCO, CINAHL, Medline, ProQuest, Ovid Nursing databases, and Google Scholar, focused on caring and relational aspects of online nursing education. Technology alters communication, thereby positioning the intentionality of the educator at the heart of interpersonal relationship development in virtual learning spaces. This interpretive synthesis of prior qualitative research supports the development of a framework for online nursing courses, the need for continuing education of nursing faculty, the value of caring intentions, and enhancement of the educator's technological proficiency. [J Nurs Educ. 2018;57(4):197-202.]. Copyright 2018, SLACK Incorporated.

Preparation for an online asynchronous university doctoral course. Lessons learned.

PubMed

Milstead, J A; Nelson, R

1998-01-01

This article addresses the development of the initial course in the first completely online doctoral program in nursing. Synchronous and asynchronous methods of distance education were assessed. Planning focused at the university, school, and course levels. University planning involved the technical infrastructure, registration, student services, and library services. School planning examined administrative commitment and faculty commitment and willingness. Course planning focused on marketing, precourse information, time frame, modular design, planned interaction, and professor availability and support. Implementation issues centered on getting students connected, learning the software, changing instructional methods, and managing chats. Traditional methods of evaluating student learning and course evaluation were supplemented with the development of qualitative and quantitative tools to gather data for making administrative decisions. The Dean and faculty agreed that the internet was an effective method of delivering content in the initial Health Policy course. The Dean and faculty agreed to continue the PhD program online for one cohort and continue to evaluate student progress and faculty and student satisfaction.

MirandaNet: A Learning Community--A Community of Learners.

ERIC Educational Resources Information Center

Cuthell, John

2002-01-01

Explains MirandaNet, a learning community of teachers and academics as agents of change who use information and communications technology to change their teaching and learning practice and to develop innovative models for continuing professional development. Discusses distributed cognition in an online community. (LRW)

External and internal factors influencing self-directed online learning of physiotherapy undergraduate students in Sweden: a qualitative study

PubMed Central

Hammarlund, Catharina Sjödahl; Nilsson, Maria H.; Gummesson, Christina

2015-01-01

Purpose: Online courses have become common in health sciences education. This learning environment can be designed using different approaches to support student learning. To further develop online environment, it is important to understand how students perceive working and learning online. The aim of this study is to identify aspects influencing students’ learning processes and their adaptation to self-directed learning online. Methods: Thirty-four physiotherapy students with a mean age of 25 years (range, 21 to 34 years) participated. Qualitative content analysis and triangulation was used when investigating the students’ self-reflections, written during a five week self-directed, problem-oriented online course. Results: Two categories emerged: ‘the influence of the structured framework’ and ‘communication and interaction with teachers and peers.’ The learning processes were influenced by external factors, e.g., a clear structure including a transparent alignment of assignments and assessment. Important challenges to over-come were primarily internal factors, e.g., low self-efficacy, difficulties to plan the work effectively and adapting to a new environment. Conclusion: The analyses reflected important perspectives targeting areas which enable further course development. The influences of external and internal factors on learning strategies and self-efficacy are important aspects to consider when designing online courses. Factors such as pedagogical design, clarity of purpose, goals, and guidelines were important as well as continuous opportunities for communication and collaboration. Further studies are needed to understand and scaffold the motivational factors among students with low self-efficacy. PMID:26101401

UK health-care professionals' experience of on-line learning techniques: a systematic review of qualitative data.

PubMed

Carroll, Christopher; Booth, Andrew; Papaioannou, Diana; Sutton, Anthea; Wong, Ruth

2009-01-01

Continuing professional development and education is vital to the provision of better health services and outcomes. The aim of this study is to contribute to the evidence base by performing a systematic review of qualitative data from studies reporting health professionals' experience of e-learning. No such previous review has been published. A systematic review of qualitative data reporting UK health professionals' experiences of the ways in which on-line learning is delivered by higher education and other relevant institutions. Evidence synthesis was performed with the use of thematic analysis grounded in the data. Literature searches identified 19 relevant studies. The subjects of the studies were nurses, midwives, and allied professions (8 studies), general practitioners and hospital doctors (6 studies), and a range of different health practitioners (5 studies). The majority of courses were stand-alone continuing professional development modules. Five key themes emerged from the data: peer communication, flexibility, support, knowledge validation, and course presentation and design. The effectiveness of on-line learning is mediated by the learning experience. If they are to enhance health professionals' experience of e-learning, courses need to address presentation and course design; they must be flexible, offer mechanisms for both support and rapid assessment, and develop effective and efficient means of communication, especially among the students themselves.

Adult Graduates' Perceptions of the Value of a Bachelor's Degree Earned Online from a Private Research University: A Qualitative Case Study

ERIC Educational Resources Information Center

Hagan, Eric J.

2013-01-01

This qualitative case study examined the life impact of earning an online Bachelor's degree as an adult from a large private East Coast research university. As the number of adult students and the popularity of online learning continue to increase, there is a need for improved understanding of the value of online degree programs for adult…

Predicting Workplace Transfer of Learning: A Study of Adult Learners Enrolled in a Continuing Professional Education Training Program

ERIC Educational Resources Information Center

Nafukho, Fredrick Muyia; Alfred, Mary; Chakraborty, Misha; Johnson, Michelle; Cherrstrom, Catherine A.

2017-01-01

Purpose: The primary purpose of this study was to predict transfer of learning to workplace among adult learners enrolled in a continuing professional education (CPE) training program, specifically training courses offered through face-to-face, blended and online instruction formats. The study examined the predictive capacity of trainee…

"I Gained a Skill and a Change in Attitude": A Case Study Describing How an Online Continuing Professional Education Course for Pharmacists Supported Achievement of Its Transfer-to-Practice Outcomes

ERIC Educational Resources Information Center

Marks, Pia Zeni; Jennings, Brad; Farrell, Barbara; Kennie-Kaulbach, Natalie; Jorgenson, Derek; Sharpe, Jane Pearson; Waite, Nancy

2014-01-01

The convenience and flexibility of online learning clearly make it an attractive option for learners in professional development contexts. There is less clarity, however, about how it fares as a vehicle for enabling the applied, practice-oriented outcomes typically associated with professional development learning. This paper presents a case study…

Online Solution of Two-Player Zero-Sum Games for Continuous-Time Nonlinear Systems With Completely Unknown Dynamics.

PubMed

Fu, Yue; Chai, Tianyou

2016-12-01

Regarding two-player zero-sum games of continuous-time nonlinear systems with completely unknown dynamics, this paper presents an online adaptive algorithm for learning the Nash equilibrium solution, i.e., the optimal policy pair. First, for known systems, the simultaneous policy updating algorithm (SPUA) is reviewed. A new analytical method to prove the convergence is presented. Then, based on the SPUA, without using a priori knowledge of any system dynamics, an online algorithm is proposed to simultaneously learn in real time either the minimal nonnegative solution of the Hamilton-Jacobi-Isaacs (HJI) equation or the generalized algebraic Riccati equation for linear systems as a special case, along with the optimal policy pair. The approximate solution to the HJI equation and the admissible policy pair is reexpressed by the approximation theorem. The unknown constants or weights of each are identified simultaneously by resorting to the recursive least square method. The convergence of the online algorithm to the optimal solutions is provided. A practical online algorithm is also developed. Simulation results illustrate the effectiveness of the proposed method.

Pharmacists' perception of synchronous versus asynchronous distance learning for continuing education programs.

PubMed

Buxton, Eric C

2014-02-12

To evaluate and compare pharmacists' satisfaction with the content and learning environment of a continuing education program series offered as either synchronous or asynchronous webinars. An 8-lecture series of online presentations on the topic of new drug therapies was offered to pharmacists in synchronous and asynchronous webinar formats. Participants completed a 50-question online survey at the end of the program series to evaluate their perceptions of the distance learning experience. Eighty-two participants completed the survey instrument (41 participants from the live webinar series and 41 participants from the asynchronous webinar series.) Responses indicated that while both groups were satisfied with the program content, the asynchronous group showed greater satisfaction with many aspects of the learning environment. The synchronous and asynchronous webinar participants responded positively regarding the quality of the programming and the method of delivery, but asynchronous participants rated their experience more positively overall.

Pharmacists’ Perception of Synchronous Versus Asynchronous Distance Learning for Continuing Education Programs

PubMed Central

2014-01-01

Objective. To evaluate and compare pharmacists’ satisfaction with the content and learning environment of a continuing education program series offered as either synchronous or asynchronous webinars. Methods. An 8-lecture series of online presentations on the topic of new drug therapies was offered to pharmacists in synchronous and asynchronous webinar formats. Participants completed a 50-question online survey at the end of the program series to evaluate their perceptions of the distance learning experience. Results. Eighty-two participants completed the survey instrument (41 participants from the live webinar series and 41 participants from the asynchronous webinar series.) Responses indicated that while both groups were satisfied with the program content, the asynchronous group showed greater satisfaction with many aspects of the learning environment. Conclusion. The synchronous and asynchronous webinar participants responded positively regarding the quality of the programming and the method of delivery, but asynchronous participants rated their experience more positively overall. PMID:24558276

Development of online instructional resources for Earth system science education: An example of current practice from China

NASA Astrophysics Data System (ADS)

Dong, Shaochun; Xu, Shijin; Lu, Xiancai

2009-06-01

Educators around the world are striving to make science more accessible and relevant to students. Online instructional resources have become an integral component of tertiary science education and will continue to grow in influence and importance over the coming decades. A case study in the iterative improvement of the online instructional resources provided for first-year undergraduates taking " Introductory Earth System Science" at Nanjing University in China is presented in this paper. Online instructional resources are used to conduct a student-centered learning model in the domain of Earth system science, resulting in a sustainable online instructional framework for students and instructors. The purpose of our practice is to make Earth system science education more accessible and exciting to students, changing instruction from a largely textbook-based teacher-centered approach to a more interactive and student-centered approach, and promoting the integration of knowledge and development of deep understanding by students. Evaluation on learning performance and learning satisfaction is conducted to identify helpful components and perception based on students' learning activities. The feedbacks indicate that the use of online instructional resources has positive impacts on mitigating Earth system science education challenges, and has the potential to promote deep learning.

Continuing Professional Education for Teachers and University and College Faculty

ERIC Educational Resources Information Center

Cranton, Patricia

2016-01-01

In this chapter, the author explores a variety of aspects of continuing professional education for teachers and university and college faculty members. She discusses the kinds of knowledge that are addressed and the role of online learning in continuing professional education.

The Influence of Student Characteristics on the Preferred Ways of Learning of Online College Students: An Examination of Cultural Constructs

ERIC Educational Resources Information Center

Barril, Linda

2017-01-01

The ongoing popularity and increased availability of online college courses and programs has attracted a greater diversity of students. Along with continued female-majority enrollment, increasing numbers of students of traditional college age and students from a variety of ethnicity groups are taking online courses. The prevailing guiding…

Expert Instructional Designer Voices: Leadership Competencies Critical to Global Practice and Quality Online Learning Designs

ERIC Educational Resources Information Center

Ashbaugh, Marcia L.

2013-01-01

The current economic challenge for students seeking to compete on a global scale with an advanced education has contributed to a continual rise in online enrollments (Allen & Seaman, 2010; Stern, 2009). However, Allen and Seaman (2012) reported that a persistent state of less than excellent online courses threatens to undermine the value of…

A Comparison of the Performance of Online versus Traditional On-Campus Earth Science Students on Identical Exams

ERIC Educational Resources Information Center

Werhner, Matthew J.

2010-01-01

In this paper I compare the performance of online versus traditional on-campus students on identical exams in an earth science class. The number of college level distance learning classes offered online continues to increase as they offer greater scheduling flexibility to students, they appeal to students who like to work independently, and allow…

A Simulation Pedagogical Approach to Engaging Generalist Pre-Service Teachers in Physical Education Online: The GoPro Trial 1.0

ERIC Educational Resources Information Center

Hyndman, Brendon P.

2017-01-01

There has been a continuous increase in enrolments within teacher education programs in recent years delivered via online and external modes. Such levels of enrolment have raised discussion around the theory-practice nexus and whether pre-service teachers (PSTs) can optimally engage with practical learning components via online platforms. This…

Comparing the Factors That Predict Completion and Grades among For-Credit and Open/MOOC Students in Online Learning

ERIC Educational Resources Information Center

Almeda, Ma. Victoria; Zuech, Joshua; Utz, Chris; Higgins, Greg; Reynolds, Rob; Baker, Ryan S.

2018-01-01

Online education continues to become an increasingly prominent part of higher education, but many students struggle in distance courses. For this reason, there has been considerable interest in predicting which students will succeed in online courses and which will receive poor grades or drop out prior to completion. Effective intervention depends…

Quality in Online Delivery: What Does It Mean for Assessment in E-Learning Environments?

ERIC Educational Resources Information Center

McLoughlin, Catherine; Luca, Joe

While a great deal has been written on the advantages and benefits of online teaching, and research continues to proliferate, many practitioners are seeking guidelines that can be applied to the design of assessment in online environments. The last decade has seen the convergence of traditional distance education with on-campus modes of delivery…

Despite Faculty Skepticism: Lessons from a Graduate-Level Seminar in a Hybrid Course Environment

ERIC Educational Resources Information Center

Palmer, Megan M.; Shaker, Genevieve; Hoffmann-Longtin, Krista

2014-01-01

Despite the fact that online education continues to grow, the vast majority of faculty remain skeptical that online courses can yield the same student learning outcomes as traditional face-to-face courses. In an effort to determine if online graduate courses can be effective, in this study we explore the extent to which qualities commonly found in…

An online community of practice to support evidence-based physiotherapy practice in manual therapy.

PubMed

Evans, Cathy; Yeung, Euson; Markoulakis, Roula; Guilcher, Sara

2014-01-01

The purpose of this study was to explore how a community of practice promoted the creation and sharing of new knowledge in evidence-based manual therapy using Wenger's constructs of mutual engagement, joint enterprise, and shared repertoire as a theoretical framework. We used a qualitative approach to analyze the discussion board contributions of the 19 physiotherapists who participated in the 10-week online continuing education course in evidence-based practice (EBP) in manual therapy. The course was founded on community of practice, constructivism, social, and situated learning principles. The 1436 postings on 9 active discussion boards revealed that the community of practice was a social learning environment that supported strong participation and mutual engagement. Design features such as consistent facilitation, weekly guiding questions, and collaborative assignments promoted the creation and sharing of knowledge. Participants applied research evidence to the contexts in which they worked through reflective comparison of what they were reading to its applicability in their everyday practice. Participants' shared goals contributed to the common ground established in developing collective knowledge about different study designs, how to answer research questions, and the difficulties of conducting sound research. An online longitudinal community of practice utilized as a continuing education approach to deliver an online course based on constructivist and social learning principles allowed geographically dispersed physiotherapists to be mutually engaged in a joint enterprise in evidence-based manual therapy. Advantages included opportunity for reflection, modeling, and collaboration. Future studies should examine the impact of participation on clinical practice. © 2014 The Alliance for Continuing Education in the Health Professions, the Society for Academic Continuing Medical Education, and the Council on Continuing Medical Education, Association for Hospital Medical Education.

Designing a Responsive E-Learning Infrastructure: Systemic Change in Higher Education

ERIC Educational Resources Information Center

Chow, Anthony S.; Croxton, Rebecca A.

2017-01-01

As university administrators respond to increasing demands of the educational market to offer greater opportunities for online learning, their capacity to create an economically stable, sustainable, yet rich teaching and learning environment deserves immediate and continued attention. A university-wide study involving 130 participants examined the…

Social media for lifelong learning.

PubMed

Kind, Terry; Evans, Yolanda

2015-04-01

Learning is ongoing, and can be considered a social activity. In this paper we aim to provide a review of the use of social media for lifelong learning. We start by defining lifelong learning, drawing upon principles of continuous professional development and adult learning theory. We searched Embase and MEDLINE from 2004-2014 for search terms relevant to social media and learning. We describe examples of lifelong learners using social media in medical education and healthcare that have been reported in the peer-reviewed literature. Medical or other health professions students may have qualities consistent with being a lifelong learner, yet once individuals move beyond structured learning environments they will need to recognize their own gaps in knowledge and skills over time and be motivated to fill them, thereby incorporating lifelong learning principles into their day-to-day practice. Engagement with social media can parallel engagement in the learning process over time, to the extent that online social networking fosters feedback and collaboration. The use of social media and online networking platforms are a key way to continuously learn in today's information sharing society. Additional research is needed, particularly rigorous studies that extend beyond learner satisfaction to knowledge, behaviour change, and outcomes.

Online versus Live Delivery of Education to Pharmacists in a Large Multicentre Health Region: A Non-inferiority Assessment of Learning Outcomes.

PubMed

Taylor, Robert; Jung, Joanne; Loewen, Peter; Spencer, Carrie; Dossa, Anar; de Lemos, Jane

2013-07-01

The prevalence of online modules for continuing education in the health professions has been increasing in recent years. However, the effectiveness of online modules for pharmacist learning has not been thoroughly studied. The primary aim of this study was to determine if providing education to pharmacists through a self-paced enhanced online module was non-inferior to a face-to-face learning module with respect to knowledge application on the topic of postoperative insulin dosing. Secondary aims were to determine pharmacists' knowledge gain and retention, as well as their satisfaction with the modules. The participants in this prospective, randomized, parallel-group non-inferiority trial were pharmacists in a large multicentre health region. Outcomes were measured by comparing scores obtained on pre- and post-module knowledge-assessment questionnaires. A between-group difference in change on knowledge application scores of less than 25 percentage points was the predetermined non-inferiority margin. A total of 74 pharmacists consented to participate, 38 randomly assigned to use the enhanced online module and 36 to attend the face-to-face learning session. For questions examining knowledge application, the mean improvement achieved by the online learning group was 26 percentage points greater than that achieved by the face-to-face learning group (95% confidence interval [CI] 25 to 27; p < 0.001). For questions testing knowledge gain, the improvement achieved by the online learning group was 7 percentage points less than that achieved by the face-to-face learning group (95% CI 2 to 12; p = 0.008). Therefore, the enhanced online module was deemed to be non-inferior to the face-to-face learning session in terms of knowledge application and knowledge gain. Insufficient data were available to analyze the secondary outcome of knowledge retention over time. Participant satisfaction was similar for the 2 groups (p = 0.62). The self-paced enhanced online module was non-inferior to facilitated face-to-face learning in terms of improving application and knowledge of insulin dosing. Pharmacists had similar levels of satisfaction with the 2 modes of learning.

Furthering Higher Education Possibilities through Massive Open Online Courses

ERIC Educational Resources Information Center

Mesquita, Anabela, Ed.; Peres, Paula, Ed.

2015-01-01

In recent years, technological advancements have enabled higher-learning institutions to offer millions of independent learners the opportunity to participate in open-access online courses. As this practice expands, drawing considerable media attention, questions continue to arise regarding pedagogical methodology and the long-term viability of…

Towards Practical Reflexivity in Online Discussion Groups

ERIC Educational Resources Information Center

Sarja, Anneli; Janhonen, Sirpa; Havukainen, Pirjo; Vesterinen, Anne

2018-01-01

This paper continues the discussion about student-driven, interactive learning activities in higher education. Using object-oriented activity theory, the article explores the relational aspects of reflexive practice as demonstrated in five online discussions groups to develop students' conceptual understanding. The purpose of the research is to…

Confidence-Based Data Association and Discriminative Deep Appearance Learning for Robust Online Multi-Object Tracking.

PubMed

Bae, Seung-Hwan; Yoon, Kuk-Jin

2018-03-01

Online multi-object tracking aims at estimating the tracks of multiple objects instantly with each incoming frame and the information provided up to the moment. It still remains a difficult problem in complex scenes, because of the large ambiguity in associating multiple objects in consecutive frames and the low discriminability between objects appearances. In this paper, we propose a robust online multi-object tracking method that can handle these difficulties effectively. We first define the tracklet confidence using the detectability and continuity of a tracklet, and decompose a multi-object tracking problem into small subproblems based on the tracklet confidence. We then solve the online multi-object tracking problem by associating tracklets and detections in different ways according to their confidence values. Based on this strategy, tracklets sequentially grow with online-provided detections, and fragmented tracklets are linked up with others without any iterative and expensive association steps. For more reliable association between tracklets and detections, we also propose a deep appearance learning method to learn a discriminative appearance model from large training datasets, since the conventional appearance learning methods do not provide rich representation that can distinguish multiple objects with large appearance variations. In addition, we combine online transfer learning for improving appearance discriminability by adapting the pre-trained deep model during online tracking. Experiments with challenging public datasets show distinct performance improvement over other state-of-the-arts batch and online tracking methods, and prove the effect and usefulness of the proposed methods for online multi-object tracking.

MBA Admissions Requirements as Predictors of Motivational Beliefs and Self-Regulatory Strategies in Self-Selected Online MBA Students

ERIC Educational Resources Information Center

Salik, Steven H.

2010-01-01

Driven by a variety of factors, online learning has continued to grow at an unprecedented rate. A Sloan Foundation report issued in January of 2010 indicated that in 2009, 4.6 million students took at least one online class, an increase in 17% over 2008. Graduate business education, and more specifically, Master of Business Administration (MBA)…

MBTI Personality Type and Other Factors that Relate to Preference for Online versus Face-to-Face Instruction

ERIC Educational Resources Information Center

Harrington, Rick; Loffredo, Donald A.

2010-01-01

Online college classes are being offered at a rate that far exceeds the growth of overall higher education classes. However, much can still be learned about how to create a better online classroom environment by determining why a large percentage of students continue to prefer face-to-face classes. One factor among many that may have an influence…

A fast and accurate online sequential learning algorithm for feedforward networks.

PubMed

Liang, Nan-Ying; Huang, Guang-Bin; Saratchandran, P; Sundararajan, N

2006-11-01

In this paper, we develop an online sequential learning algorithm for single hidden layer feedforward networks (SLFNs) with additive or radial basis function (RBF) hidden nodes in a unified framework. The algorithm is referred to as online sequential extreme learning machine (OS-ELM) and can learn data one-by-one or chunk-by-chunk (a block of data) with fixed or varying chunk size. The activation functions for additive nodes in OS-ELM can be any bounded nonconstant piecewise continuous functions and the activation functions for RBF nodes can be any integrable piecewise continuous functions. In OS-ELM, the parameters of hidden nodes (the input weights and biases of additive nodes or the centers and impact factors of RBF nodes) are randomly selected and the output weights are analytically determined based on the sequentially arriving data. The algorithm uses the ideas of ELM of Huang et al. developed for batch learning which has been shown to be extremely fast with generalization performance better than other batch training methods. Apart from selecting the number of hidden nodes, no other control parameters have to be manually chosen. Detailed performance comparison of OS-ELM is done with other popular sequential learning algorithms on benchmark problems drawn from the regression, classification and time series prediction areas. The results show that the OS-ELM is faster than the other sequential algorithms and produces better generalization performance.

Comparison of Student and Instructor Perceptions of Social Presence

ERIC Educational Resources Information Center

Mathieson, Kathleen; Leafman, Joan S.

2014-01-01

As enrollment in online courses continues to grow and online education is increasingly recognized as an established instructional mode, the unique challenges posed by this learning environment should be addressed. A primary challenge for virtual educators is developing social presence such that participants feel a sense of human connection with…

Approaching Common Ground: Defining Quality in Online Education

ERIC Educational Resources Information Center

Mitchell, Regina L. Garza

2010-01-01

The notion of quality in regard to teaching and learning has always been highly debatable. Is it best measured by qualitative or quantitative measures? Summative or formative assessments? Comparative or independent studies? As someone deeply involved with online education for many years, the author continues to seek definitive answers. During her…

Continuing the Classroom Community: Suggestions for Using Online Discussion Boards

ERIC Educational Resources Information Center

Jewell, Vivian

2005-01-01

A considerable use of technology to supplement classroom instruction could improve student learning. A high school teacher reveals the ways in which the use of online discussions of literature assignments increases student participation by extending dialogue beyond the physical space and time of a single class.

Post-Implementation Insights about a Hybrid Degree Program

ERIC Educational Resources Information Center

Toth, Meredith; Foulger, Teresa S.; Amrein-Beardsley, Audrey

2008-01-01

Researchers and practitioners in the field of online learning continue to debate how to best leverage the convenience of online delivery while maintaining or increasing the quality and effectiveness of course content and delivery. While students demand the flexibility and convenience that distance education offerings provide, instructors and…

Graduate Students' Perceptions of Online Learning

ERIC Educational Resources Information Center

Fedynich, LaVonne; Bradley, Karen Sue; Bradley, Jack

2015-01-01

Online education has definitely moved into higher education with new programs being added continuously. How can institutions ensure that they are offering quality programs? A vital source of information should come from the students who participated in this study. The purpose of this study was to gain insights into graduate students' perceptions…

Lifelong Learning: Skills and Online Resources

ERIC Educational Resources Information Center

Lim, Russell F.; Hsiung, Bob C.; Hales, Deborah J.

2006-01-01

Objective: Advances in information technology enable the practicing psychiatrist's quest to keep up-to-date with new discoveries in psychiatry, as well as to meet recertification requirements. However, physicians' computer skills do not always keep up with technology, nor do they take advantage of online search and continuing education services.…

Correlational Analysis of Adult Students' Self-Directed Learning Readiness, Affective Learning Outcomes, Prior Electronic Learning Experience, and Age in Hybrid and Online Course-Delivery Formats

ERIC Educational Resources Information Center

Nikitenko, Gleb

2009-01-01

The self-directed learning (SDL) in all of its characteristics measured in students and in various learning contexts continues to have a very important role in educational research and requires new explorations. Contemporary research indicates that there is a direct positive relationship between the level of student self-directed learning…

Think "E" for Engagement: Use Technology Tools to Design Personalized Professional E-Learning

ERIC Educational Resources Information Center

Farris, Shari

2015-01-01

As faculty chair of early childhood education at Vanguard University of Southern California, the author was challenged each day by questions: How to provide high-impact online professional learning to adult continuing education students? What barriers exist for adult learners seeking meaningful professional learning? How does practice as a…

Flipped Learning for ESL Writing in a Sudanese School

ERIC Educational Resources Information Center

Abdelrahman, Limia Ali Mohamed; DeWitt, Dorothy; Alias, Norlidah; Rahman, Mohd Nazri Abdul

2017-01-01

Sudanese students seem to lack proficiency in writing English. In addition, teachers continue to use traditional, teacher-centered methods in teaching English as a second language (ESL). The flipped learning (FL) approach where video lectures are assigned as online homework before class, followed by learning activities during class, might be able…

A Glance at Institutional Support for Faculty Teaching in an Online Learning Environment

ERIC Educational Resources Information Center

Lion, Robert W.; Stark, Gary

2010-01-01

With continued advances in web-based learning, colleges and universities strive to meet the needs and interests of students, faculty, and staff. New instructional technologies have at least one thing in common: the learning curve associated with users becoming adept. Mastery requires significant time and attention. Providing the best quality…

Active Learning with Interactive Videos: Creating Student-Guided Learning Materials

ERIC Educational Resources Information Center

Baker, Ariana

2016-01-01

Distance learning programs across the country continue to grow and evolve. In order to support these programs, librarians are often expected to convert face-to-face classes and reference sessions to the online environment. Due to the necessity of explaining information literacy concepts and demonstrating the access and use of library resources,…

Cooperative Learning Effects on Achievement and Community of Inquiry in Online Education

ERIC Educational Resources Information Center

Oyarzun, Beth Allred; Morrison, Gary R.

2013-01-01

While distance education continues to grow in higher education, students express the concern that they feel isolated. The purpose of this study was to determine if the implementation of a cooperative learning strategy would affect social presence and achievement. Each group completed an individual assignment and a cooperative learning assignment…

New Faces of Blended Learning

ERIC Educational Resources Information Center

Horn, Michael B.; Fisher, Julia Freeland

2017-01-01

The Clayton Christiansen Institute maintains a database of more than 400 schools across the United States that have implemented some form of blended learning, which combines online learning with brick-and-mortar classrooms. Data the Institute has collected over the past six months suggests three trends as this model continues to evolve and mature.…

Blended Learning in the Visual Communications Classroom: Student Reflections on a Multimedia Course

ERIC Educational Resources Information Center

George-Palilonis, Jennifer; Filak, Vincent

2009-01-01

Advances in digital technology and a rapidly evolving media landscape continue to dramatically change teaching and learning. Among these changes is the emergence of multimedia teaching and learning tools, online degree programs, and hybrid classes that blend traditional and digital content delivery. At the same time, visual communication programs…

Designing health care risk management on-line:meeting regulators' concerns for fixed-hour curriculum.

PubMed

Hyer, Kathryn; Taylor, Heidi H; Nanni, Kennith

2004-01-01

This paper describes the experience of creating a continuing professional education on-line risk management program that is designed to meet Florida's educational requirements for licensure as a risk manager in health-care settings and details the challenges faced when the in-class didactic program of 15 eight-hour sessions is reformatted as an on-line program. Structuring instructor/learner interactivity remains a challenge, especially if the program allows learner control and is a key feature in marketing the program. The article presents the dilemmas for state regulators as they work to determine if the on-line program meets legislative intent and statutory requirements because the learning platform does not have a clock function that accumulates time for each learner. While some details reflect the uniqueness of the 120-hour educational requirements for risk managers in Florida, the experience of the authors provides insight into the development of continuing professional education distance learning programs that are multidisciplinary and move primarily from a time-based format into a curriculum that uses time as only one dimension of the evaluation of learning.

A systematic review of online learning programs for nurse preceptors.

PubMed

Wu, Xi Vivien; Chan, Yah Shih; Tan, Kimberlyn Hui Shing; Wang, Wenru

2018-01-01

Nurse preceptors guide students to integrate theory into practice, teach clinical skills, assess clinical competency, and enhance problem solving skills. Managing the dual roles of a registered nurse and preceptor poses tremendous challenges to many preceptors. Online learning is recognized as an effective learning approach for enhancing nursing knowledge and skills. The systematic review aims to review and synthesise the online learning programs for preceptors. A systematic review was designed based on the Cochrane Handbook for Systematic Reviews of Programs. Articles published between January 2000 and June 2016 were sought from six electronic databases: CINAHL, Medline OVID, PubMed, Science Direct, Scopus, and Web of Science. All papers were reviewed and quality assessment was performed. Nine studies were finally selected. Data were extracted, organized and analysed using a narrative synthesis. The review identified five overarching themes: development of the online learning programs for nurse preceptors, major contents of the programs, uniqueness of each program, modes of delivery, and outcomes of the programs. The systematic review provides insightful information on educational programs for preceptors. At this information age, online learning offers accessibility, convenience, flexibility, which could of great advantage for the working adults. In addition, the online platform provides an alternative for preceptors who face challenges of workload, time, and support system. Therefore, it is paramount that continuing education courses need to be integrated with technology, increase the flexibility and responsiveness of the nursing workforce, and offer alternative means to take up courses. Copyright © 2017 Elsevier Ltd. All rights reserved.

MO-F-16A-03: AAPM Online Learning Support of New ABR MOC Requirements

DOE Office of Scientific and Technical Information (OSTI.GOV)

Bloch, C; Ogburn, J; Woodward, M

2014-06-15

In 2002 the American Board of Radiology (ABR) discontinued issuing lifetime board certification. After that time diplomates received a timelimited certificate and must participate in the Maintenance of Certification (MOC) program in order to maintain their certification. Initially certificates were issued with a 10 year expiration period and the MOC had requirements to be met over that 10 year period. The goal was to demonstrate continuous maintenance of clinical competency, however some diplomates were attempting to fulfill most or all of the requirements near the end of the 10 year period. This failed to meet the continuous aspect of themore » goal and so the ABR changed to a sliding 3-year window. This was done to recognize that not every year would be the same, but that diplomates should be able to maintain a reasonable average over any 3 year period.A second significant change occurred in 2013. The initial requirements included 20 selfassessment modules (SAMs) over the original 10 year term. SAMs are a special type of continuing education (CE) credit that were an addition to the 250 standard CE credits required over the 10 year period. In 2013, however, the new requirement is 75 CE credits over the previous 3 years, of which 25 must include self-assessment. Effectively this raised the self-assessment requirement from 20 in 10 years to 25 in 3 years. Previously SAMs were an interactive presentation available in limited quantities at live meetings. However, the new requirement is not for SAMs but CE-SA which includes SAMs, but also includes the online quizzes provided at the AAPM online learning center. All credits earned at the AAPM online learning center fulfill the ABR SA requirement.This talk will be an interactive demonstration of the AAPM online learning center along with a discussion of the MOC requirements.« less

Nursing Librarians Cultivating Evidence-Based Practice Through an Asynchronous Online Course.

PubMed

Mears, Kim; Blake, Lindsay

2017-09-01

In response to a request from the Nursing Shared Governance Evidence-Based Practice Council, librarians created an online evidence-based practice (EBP) continuing education course for clinical nurses. The curriculum was adapted from a previously created face-to-face course and was offered online through a learning management system. Although many nurses registered for the course, only a small sample was able to complete all modules. Feedback revealed that nurses appreciated the ease of online use, but they experienced technical barriers. Overall, nurses completing the course agreed that all learning objectives were met. An online asynchronous course for nurses is a viable option for teaching EBP, but hospital computer limitations must be taken into account to allow for participants' full immersion into the material. J Contin Educ Nurs. 2017;48(9):420-424. Copyright 2017, SLACK Incorporated.

Navigating the changing learning landscape: perspective from bioinformatics.ca

PubMed Central

Ouellette, B. F. Francis

2013-01-01

With the advent of YouTube channels in bioinformatics, open platforms for problem solving in bioinformatics, active web forums in computing analyses and online resources for learning to code or use a bioinformatics tool, the more traditional continuing education bioinformatics training programs have had to adapt. Bioinformatics training programs that solely rely on traditional didactic methods are being superseded by these newer resources. Yet such face-to-face instruction is still invaluable in the learning continuum. Bioinformatics.ca, which hosts the Canadian Bioinformatics Workshops, has blended more traditional learning styles with current online and social learning styles. Here we share our growing experiences over the past 12 years and look toward what the future holds for bioinformatics training programs. PMID:23515468

Virtual Doors to Brick and Mortar Learning

NASA Astrophysics Data System (ADS)

Shaw, M. S.; Gay, P. L.; Meyer, D. T.; Zamfirescu, J. D.; Smith, J. E.; MIT Educational Studies Program Team

2005-12-01

The MIT Educational Studies Program (ESP) has spent the past year developing an online gateway for outreach programs. The website has a five-fold purpose: to introduce the organization to potential students, teachers, volunteers and collaborators; to allow teachers to create, design and interact with classes and to allow students to register for and dialogue with these classes; to provide an online forum for continuing dialogue; and to provide organizers a wiki for documenting program administration. What makes our site unique is the free and flexible nature of our easily edited and expanded code. In its standard installation, teachers setup classes, and administrators can approve/edit classes and make classes visible in an online catalogues. Student registration is completely customizable - students can register for self-selected classes, or they can register for a program and later get placed into teacher-selected classes. Free wiki software allows users to interactively create and edit documentation and knowledgebases. This allows administrators to track online what has been done while at the same time creating instant documentation for future programs. The online forum is a place where students can go after our programs end to learn more, interact with their classmates, and continue dialogues started in our classrooms. We also use the forum to get feedback on past and future programs. The ease with which the software handles program creation, registration, communications and more allows programs for roughly 3000 students per year to be handled by about 20 volunteering undergraduates. By combining all these elements - promotion, class creation, program registration, an organizational wiki, and student forums - we create a one-stop virtual entryway into face-to-face learning that allows students to continue their experience after they leave the classroom. The code for this site is available for free upon request to other organizations.

The effects of an online basic life support course on undergraduate nursing students' learning.

PubMed

Tobase, Lucia; Peres, Heloisa H C; Gianotto-Oliveira, Renan; Smith, Nicole; Polastri, Thatiane F; Timerman, Sergio

2017-08-25

To describe learning outcomes of undergraduate nursing students following an online basic life support course (BLS). An online BLS course was developed and administered to 94 nursing students. Pre- and post-tests were used to assess theoretical learning. Checklist simulations and feedback devices were used to assess the cardiopulmonary resuscitation (CPR) skills of the 62 students who completed the course. A paired t-test revealed a significant increase in learning [pre-test (6.4 ± 1.61), post-test (9.3 ± 0.82), p < 0.001]. The increase in the average grade after taking the online course was significant (p<0.001). No learning differences (p=0.475) had been observed between 1st and 2nd year (9.20 ± 1.60), and between 3rd and 4th year (9.67 ± 0.61) students. A CPR simulation was performed after completing the course: students checked for a response (90%), exposed the chest (98%), checked for breathing (97%), called emergency services (76%), requested for a defibrillator (92%), checked for a pulse (77%), positioned their hands properly (87%), performed 30 compressions/cycle (95%), performed compressions of at least 5 cm depth (89%), released the chest (90%), applied two breaths (97%), used the automated external defibrillator (97%), and positioned the pads (100%). The online course was an effective method for teaching and learning key BLS skills wherein students were able to accurately apply BLS procedures during the CPR simulation. This short-term online training, which likely improves learning and self-efficacy in BLS providers, can be used for the continuing education of health professionals.

Nurse Educator Perceptions of the Importance of Relationship in Online Teaching and Learning.

PubMed

Smith, Yvonne M; Crowe, Alicia R

The purpose of this study was to understand the perceptions of teaching nursing students in online environments as experienced by nursing educators who have been teaching online for a minimum of 2 years. The study used an interview-based qualitative descriptive design. Semistructured interviews with 10 full-time nurse educators were conducted. The participants represented a range of ranks and teaching experience. Analysis involved a constant comparative process of initial and focused coding. Relationships were important to these nurse educators, and there was an interconnected nature among (a) student engagement and learning, (b) "knowing students," and (c) helping students meet their needs. Although different in how they experienced these elements, they seemed to share a sense that you have to know your students to help them meet their needs, and that you have to help them meet their needs so that they can learn, and building relationships within the online environment is key to all if this. Relationships are the heart of nursing and, for these nurse educators, a key aspect of nursing education. Having a strong relationship between nurse educators and nursing students supports student engagement in learning online. With continually increasing online nurse education, understanding these relationships is important to improve nursing education and consequently improve nursing practice. Copyright © 2016 Elsevier Inc. All rights reserved.

Autonomic arousal and learning in Web-based simulation: a feasibility study.

PubMed

Gorrindo, Tristan; Chevalier, Lydia; Goldfarb, Elizabeth; Hoeppner, Bettina B; Birnbaum, Robert J

2014-01-01

Autonomic arousal is an important component of understanding learning as it is related to cognitive effort, attention, and emotional arousal. Currently, however, little is known about its relationship to online education. We conducted a study to determine the feasibility of measuring autonomic arousal and engagement in online continuing medical education (CME). Using the Computer Simulation Assessment Tool (CSAT) platform, health care providers were randomly assigned to either high- or low-valence versions of a Web-based simulation on risk assessment for a returning veteran. Data were collected on participants' actions within the simulation, self-reported cognitive engagement, knowledge retention, and autonomic arousal measured using galvanic skin response (GSR). Participants in the high-valence condition (n = 7) chose a lower percentage of critical actions (M = 79.2, SD = 4.2) than participants in the low valence (n = 8) condition (M = 83.9, SD = 3.6, t(1,14) = 2.44, p = .03). While not statistically significant, high-valence participants reported higher cognitive engagement. Participants in the high-valence condition showed a larger increase in physiologic arousal when comparing mean tonic GSR during the orientation simulation to the study simulation (high-valence mean difference = 4.21 μS, SD = 1.23 vs low-valence mean difference = 1.64 μS, SD = 2.32, t(1,13) = -2.62, p = .01). In addition to being consistent with previous engagement research, this experiment functioned as a feasibility study for measuring autonomic arousal in online CME. The current study provides a framework for future studies, which may use neurophysiology to identify the critical autonomic and engagement components associated with effective online learning. © 2014 The Alliance for Continuing Education in the Health Professions, the Society for Academic Continuing Medical Education, and the Council on Continuing Medical Education, Association for Hospital Medical Education.

Competency: an essential component of caring in nursing.

PubMed

Knapp, Bobbi

2004-01-01

Providing online e-learning for nurses significantly reduces medical errors by providing "just-in-time" reference and device training. Offering continuing education 24/7 assures continued competency in an ever-changing practice environment while fostering professional development and career mobility.

Semantic Maps Capturing Organization Knowledge in e-Learning

NASA Astrophysics Data System (ADS)

Mavridis, Androklis; Koumpis, Adamantios; Demetriadis, Stavros N.

e-learning, shows much promise in accessibility and opportunity to learn, due to its asynchronous nature and its ability to transmit knowledge fast and effectively. However without a universal standard for online learning and teaching, many systems are proclaimed as “e-learning-compliant”, offering nothing more than automated services for delivering courses online, providing no additional enhancement to reusability and learner personalization. Hence, the focus is not on providing reusable and learner-centered content, but on developing the technology aspects of e-learning. This current trend has made it crucial to find a more refined definition of what constitutes knowledge in the e-learning context. We propose an e-learning system architecture that makes use of a knowledge model to facilitate continuous dialogue and inquiry-based knowledge learning, by exploiting the full benefits of the semantic web as a medium capable for supplying the web with formalized knowledge.

Data Mining Student Answers with Moodle to Investigate Learning Pathways in an Introductory Geohazards Course

NASA Astrophysics Data System (ADS)

Sit, S. M.; Brudzinski, M. R.; Colella, H. V.

2012-12-01

The recent growth of online learning in higher education is primarily motivated by a desire to (a) increase the availability of learning experiences for learners who cannot, or choose not, to attend traditional face-to-face offerings, (b) assemble and disseminate instructional content more cost-efficiently, or (c) enable instructors to handle more students while maintaining a learning outcome quality that is equivalent to that of comparable face-to-face instruction. However, a less recognized incentive is that online learning also provides an opportunity for data mining, or efficient discovery of non-obvious valuable patterns from a large collection of data, that can be used to investigate learning pathways as opposed to focusing solely on assessing student outcomes. Course management systems that enable online courses provide a means to collect a vast amount of information to analyze students' behavior and the learning process in general. One of the most commonly used is Moodle (modular object-oriented developmental learning environment), a free learning management system that enables creation of powerful, flexible, and engaging online courses and experiences. In order to examine student learning pathways, the online learning modules we are constructing take advantage of Moodle capabilities to provide immediate formative feedback, verifying answers as correct or incorrect and elaborating on knowledge components to guide students towards the correct answer. By permitting multiple attempts in which credit is diminished for each incorrect answer, we provide opportunities to use data mining strategies to assess thousands of students' actions for evidence of problem solving strategies and mastery of concepts. We will show preliminary results from application of this approach to a ~90 student introductory geohazard course that is migrating toward online instruction. We hope more continuous assessment of students' performances will help generate cognitive models that can inform instructional redesign, improve overall efficiency of student learning, and, potentially, be used to create an intelligent tutoring system.

The quality of on-line communication in a national learning programme for newly qualified nurses, midwives and allied health professionals.

PubMed

Lauder, W; Roxburgh, M; Atkinson, John; Banks, Pauline; Kane, Helen

2011-05-01

Asynchronous communication has become the dominant mode of on-line instruction and has been incorporated into Flying Start NHS, an on-line programme for newly qualified NMAHPs in the transition phase from student to registered practitioner. On-line programmes have a number of objectives including the delivery of educational materials and the development of on-line communities. This study sought to provide a direct and objective understanding of the quality of the on-line community within Flying Start NHS and give an indication of areas of strength and weakness. The study used mixed methods including a Gricean analysis of on-line communication focusing on quantity, quality, relevance, and manner, and a thematic analysis of communication content. There was little evidence that students engaged in the type of interactive communication essential for creating on-line learning communities. The majority of postings related to progression through Flying Start. The small number of communications which did begin to engage with the learning materials were limited with little evidence of the development of critical debate. Analysis of the qualitative data indicates that the period of transition continues to be stressful with Flying Start NHS being undertaken concurrently with local CPD being seen as duplication of effort. Copyright © 2010 Elsevier Ltd. All rights reserved.

Promoting Physics Literacy through Enquiry-Based Learning Online

ERIC Educational Resources Information Center

Ng, Wan; Angstmann, Elizabeth

2017-01-01

In Australia, as in a number of other countries, studies have consistently shown a low enrolment trend towards Physics by students in post-secondary years, due partly to the subject being perceived as conceptually difficult and abstract to grasp. In order to promote Physics literacy, continued opportunities such as online courses for students to…

Gender and Power Issues in On-Line Learning Environments.

ERIC Educational Resources Information Center

Machanic, Mindy

The Internet (Net) and World Wide Web (WWW) have developed a variety of cultures and communities. Although most early users of the Net (mostly males) were well-intentioned and well-mannered, their social conventions (some blatantly sexist, others in the nature of macho posturing) have continued in many online chat rooms and virtual gaming…

Learning through Digital Storytelling: Exploring Entertainment Techniques in Lecture Video

ERIC Educational Resources Information Center

Choi, Grace Y.

2018-01-01

Although online education is popularized, it is in a developing stage that continues to struggle with communicating and engaging with students. The question remains on how students can be better engaged in online educational materials that are presented in asynchronous media, especially in lecture videos. Thus, using engagement theory, the present…

Improving the Development and Implementation of Online Courses: A Student's Perspective

ERIC Educational Resources Information Center

Benson, Damien D.; Jenny, Seth E.

2017-01-01

As distance education continues to be utilized by higher learning institutions, many struggle in knowing how to effectively utilize tools for the benefit of the students, faculty and staff facilitating online courses, distance education departments, and the university as a whole. This paper will highlight survey and interview results from…

Relevant Adult Programs, Resilient Students, and Retention-Driven Administration

ERIC Educational Resources Information Center

Beth Sullivan, Esther; Pagano, Rosanne V.

2012-01-01

In ten years, Alaska Pacific University has moved from a totally decentralized administration of its adult online program to a very centralized structure. Drastic changes in funding sources and student needs have compelled the university to take new approaches. As the learning landscape continues to shift for adults, online learners, and Alaska…

Degree of Hybridity: Peer Review in the Blended Composition Classroom

ERIC Educational Resources Information Center

Middlebrook, Rebecca Helminen

2013-01-01

As the move to increase availability of composition courses in the online environment continues, it is important to understand the ways in which composition instructors take on the challenges associated with moving their teaching online and how they modify, or re-mediate, their pedagogy for this new teaching and learning environment. By…

Neural networks for continuous online learning and control.

PubMed

Choy, Min Chee; Srinivasan, Dipti; Cheu, Ruey Long

2006-11-01

This paper proposes a new hybrid neural network (NN) model that employs a multistage online learning process to solve the distributed control problem with an infinite horizon. Various techniques such as reinforcement learning and evolutionary algorithm are used to design the multistage online learning process. For this paper, the infinite horizon distributed control problem is implemented in the form of real-time distributed traffic signal control for intersections in a large-scale traffic network. The hybrid neural network model is used to design each of the local traffic signal controllers at the respective intersections. As the state of the traffic network changes due to random fluctuation of traffic volumes, the NN-based local controllers will need to adapt to the changing dynamics in order to provide effective traffic signal control and to prevent the traffic network from becoming overcongested. Such a problem is especially challenging if the local controllers are used for an infinite horizon problem where online learning has to take place continuously once the controllers are implemented into the traffic network. A comprehensive simulation model of a section of the Central Business District (CBD) of Singapore has been developed using PARAMICS microscopic simulation program. As the complexity of the simulation increases, results show that the hybrid NN model provides significant improvement in traffic conditions when evaluated against an existing traffic signal control algorithm as well as a new, continuously updated simultaneous perturbation stochastic approximation-based neural network (SPSA-NN). Using the hybrid NN model, the total mean delay of each vehicle has been reduced by 78% and the total mean stoppage time of each vehicle has been reduced by 84% compared to the existing traffic signal control algorithm. This shows the efficacy of the hybrid NN model in solving large-scale traffic signal control problem in a distributed manner. Also, it indicates the possibility of using the hybrid NN model for other applications that are similar in nature as the infinite horizon distributed control problem.

Objects and Issues--A Sunday Supplement View of Continuing Professional Development in Higher Education

ERIC Educational Resources Information Center

Pegler, Chris

2005-01-01

This paper draws on the presentation of three online pilot "series" of learning objects aimed at offering university staff convenient updating opportunities around issues connected with e-learning. The "Hot Topics" format presented short themed sets (series) of learning objects to a wide-range of staff, encouraging sampling strategies to support…

Dialogic e-Learning2learn: Creating Global Digital Networks and Educational Knowledge Building Architectures across Diversity

ERIC Educational Resources Information Center

Sorensen, Elsebeth Korsgaard

2007-01-01

Purpose: The purpose of this paper is to address the challenge and potential of online higher and continuing education, of fostering and promoting, in a global perspective across time and space, democratic values working for a better world. Design/methodology/approach: The paper presents a generalized dialogic learning architecture of networked…

Cognitive Presence in Virtual Collaborative Learning: Assessing and Improving Critical Thinking in Online Discussion Forums

ERIC Educational Resources Information Center

Beckmann, Jennifer; Weber, Peter

2016-01-01

Purpose: The purpose of this study is to introduce a virtual collaborative learning setting called "Net Economy", which we established as part of an international learning network of currently six universities, and present our approach to continuously improve the course in each cycle. Design/ Methodology/Approach: Using the community of…

University of Central Florida and the American Association of State Colleges and Universities: Blended Learning Toolkit

ERIC Educational Resources Information Center

EDUCAUSE, 2014

2014-01-01

The Blended Learning Toolkit supports the course redesign approach, and interest in its openly available clearinghouse of online tools, strategies, curricula, and other materials to support the adoption of blended learning continues to grow. When the resource originally launched in July 2011, 20 AASCU [American Association of State Colleges and…

Online incidental statistical learning of audiovisual word sequences in adults: a registered report.

PubMed

Kuppuraj, Sengottuvel; Duta, Mihaela; Thompson, Paul; Bishop, Dorothy

2018-02-01

Statistical learning has been proposed as a key mechanism in language learning. Our main goal was to examine whether adults are capable of simultaneously extracting statistical dependencies in a task where stimuli include a range of structures amenable to statistical learning within a single paradigm. We devised an online statistical learning task using real word auditory-picture sequences that vary in two dimensions: (i) predictability and (ii) adjacency of dependent elements. This task was followed by an offline recall task to probe learning of each sequence type. We registered three hypotheses with specific predictions. First, adults would extract regular patterns from continuous stream (effect of grammaticality). Second, within grammatical conditions, they would show differential speeding up for each condition as a factor of statistical complexity of the condition and exposure. Third, our novel approach to measure online statistical learning would be reliable in showing individual differences in statistical learning ability. Further, we explored the relation between statistical learning and a measure of verbal short-term memory (STM). Forty-two participants were tested and retested after an interval of at least 3 days on our novel statistical learning task. We analysed the reaction time data using a novel regression discontinuity approach. Consistent with prediction, participants showed a grammaticality effect, agreeing with the predicted order of difficulty for learning different statistical structures. Furthermore, a learning index from the task showed acceptable test-retest reliability ( r  = 0.67). However, STM did not correlate with statistical learning. We discuss the findings noting the benefits of online measures in tracking the learning process.

Online incidental statistical learning of audiovisual word sequences in adults: a registered report

PubMed Central

Duta, Mihaela; Thompson, Paul

2018-01-01

Statistical learning has been proposed as a key mechanism in language learning. Our main goal was to examine whether adults are capable of simultaneously extracting statistical dependencies in a task where stimuli include a range of structures amenable to statistical learning within a single paradigm. We devised an online statistical learning task using real word auditory–picture sequences that vary in two dimensions: (i) predictability and (ii) adjacency of dependent elements. This task was followed by an offline recall task to probe learning of each sequence type. We registered three hypotheses with specific predictions. First, adults would extract regular patterns from continuous stream (effect of grammaticality). Second, within grammatical conditions, they would show differential speeding up for each condition as a factor of statistical complexity of the condition and exposure. Third, our novel approach to measure online statistical learning would be reliable in showing individual differences in statistical learning ability. Further, we explored the relation between statistical learning and a measure of verbal short-term memory (STM). Forty-two participants were tested and retested after an interval of at least 3 days on our novel statistical learning task. We analysed the reaction time data using a novel regression discontinuity approach. Consistent with prediction, participants showed a grammaticality effect, agreeing with the predicted order of difficulty for learning different statistical structures. Furthermore, a learning index from the task showed acceptable test–retest reliability (r = 0.67). However, STM did not correlate with statistical learning. We discuss the findings noting the benefits of online measures in tracking the learning process. PMID:29515876

Student perceptions and learning outcomes of blended learning in a massive first-year core physiology for allied health subjects.

PubMed

Page, Janelle; Meehan-Andrews, Terri; Weerakkody, Nivan; Hughes, Diane L; Rathner, Joseph A

2017-03-01

Evidence shows that factors contributing to success in physiology education for allied health students at universities include not only their high school achievement and background but also factors such as confidence with their teachers and quality of their learning experience, justifying intensive and continued survey of students' perceptions of their learning experience. Here we report data covering a 3-yr period in a physiology subject that has been redesigned for blended and online presentation. Consistent with previous reports, we show that when we undertook a blended mode of delivery, students demonstrated better grades than traditional modes of teaching; however the absence of didactic teaching in this subject resulted in lower grades overall. Students have very strong positive attitudes to weekly quizzes (80% positive approval) but report ambivalent attitudes to online self-directed learning (61% negative perception), even though they had 2-h weekly facilitated workshops. Overwhelmingly, students who undertook the subject in a self-directed online learning mode requested more face-to-face-teaching (70% of comments). From these data, we suggest that there is a quantifiable benefit to didactic teaching in the blended teaching mode that is not reproduced in online self-directed learning, even when face-to-face guided inquiry-based learning is embedded in the subject. Copyright © 2017 the American Physiological Society.

E-learning and professional development--never too old to learn.

PubMed

Gill, Anthony

A growing concern among healthcare professionals is the need to continually update knowledge and skills in order to enhance clinical practice. It is recognized that there are major concerns about recruitment and retention of staff within health care, and an increasing need for greater emphasis on valuing the existing workforce. This article contributes to the debate about the role of e-learning in conjunction with continuing professional development (CPD) and personal professional development. It describes how healthcare professionals utilized an innovative, self-managed, pick-up and put-down distance learning module delivered online or by CD-ROM. Staff enrolled on the module were encouraged to complete a questionnaire online or by post upon completion of each unit; to enhance validity, telephone interviews were also conducted with selected staff. Results indicate that participants showed some improvement in all categories, especially patient care where 90% of staff reported some improvement after completing the course. This particular method of teaching and learning was shown to be favoured by staff as a method of CPD, and thus has the potential to enhance patient care.

Resolving Bottlenecks: Converting Three High-Enrollment Nursing Courses to an Online Format.

PubMed

Chen, Ken-Zen; Anderson, Jeff; Hannah, Elizabeth Lyon; Bauer, Christine; Provant-Robishaw, Corinna

2015-07-01

Converting large undergraduate classes from the classroom to online has been an effective way to increase enrollments in high-demand courses in undergraduate education. However, challenges exist to maintaining students' high-quality learning interaction and engagement in large online courses. This article presents a collaborative model between faculty in health sciences and instructional designers to redesign and redevelop three high-enrollment courses to online at Boise State University. Health studies course faculty and eCampus instructional designers conducted this study to reflect the collaborative online course development process at Boise State. The offering of high-enrollment nursing courses met enrollment demand and maintained student retention. Challenges related to instruction were addressed by using a careful course redesign process and continuous improvement. Implications of this educational innovation for health science educators, instructional designers, and lessons learned are provided. Copyright 2015, SLACK Incorporated.

An online survey of chiropractors' opinions of continuing education

PubMed Central

Stuber, Kent J; Grod, Jaroslaw P; Smith, Dean L; Powers, Paul

2005-01-01

Background Continuing Education (CE) for chiropractors is mandatory for licensure in most North American jurisdictions. Numerous chiropractic colleges have begun collaborating with universities to offer master's degree programs. Distance education master's degree programs may be desirable to allow full-time practicing doctors to further their post-graduate education. The present survey sought to answer three questions. First, what is the level of satisfaction of chiropractors with their continuing education? Second, what is the level of interest of chiropractors in online master's degree programs? Lastly, what is the response rate of chiropractors to an online survey? Methods An online survey consisting of 22 multiple choice questions was e-mailed to 1000 chiropractors randomly selected from the mailing list of an online chiropractic newsletter. Upon completion of the questionnaire, participants' answers were saved on a secure site. Data analysis included evaluation of the demographic characteristics of the respondents, their opinions of and patterns of taking CE including online education, preferred learning formats, and their interest in proposed online master's degree programs. A survey response rate was determined. Results Nearly 86% of respondents felt their previously completed CE courses were either somewhat or extremely satisfactory. Over ninety percent of respondents who had completed online or distance CE coursesfound them to be somewhat or extremelysatisfactory. Almost half the respondents indicated that they most preferred online distance learning, while 34.08% most preferred face-to-face interaction. Fifty-three percent of respondents indicated an interest in starting a master's degree program; however 70.46% of respondents were interested in an online master's degree program that would offer CE credit. A response rate of 35.8% was obtained. Conclusion Satisfaction among chiropractors with CE programs is high. The notion of completing a part-time online master's degree (or online combined with face-to-face interaction) appears to be popular among respondents, with a M.Sc. in Chiropractic Sciences being the most popular of those mentioned. Online surveys are a viable method of obtaining opinion in a cost and time efficient manner; there are some sources of bias involved in this type of research, and numerous steps need to be taken to obtain a suitable response rate. PMID:16242035

The "Gourmet" Sausage Factory: Keeping It Human

ERIC Educational Resources Information Center

Willems, Christiaan

2015-01-01

Whilst tertiary institutions have and continue to invest heavily in the technological aspects of online Teaching & Learning (T&L), there does not appear to have been a commensurate investment in the "human" aspects of the utilising the technology. Despite the broad recognition that teaching & learning "materials"…

Promoting Continuous Quality Improvement in Online Teaching: The META Model

ERIC Educational Resources Information Center

Dittmar, Eileen; McCracken, Holly

2012-01-01

Experienced e-learning faculty members share strategies for implementing a comprehensive postsecondary faculty development program essential to continuous improvement of instructional skills. The high-impact META Model (centered around Mentoring, Engagement, Technology, and Assessment) promotes information sharing and content creation, and fosters…

The effects of an online basic life support course on undergraduate nursing students’ learning

PubMed Central

Tobase, Lucia; Peres, Heloisa H.C.; Smith, Nicole; Polastri, Thatiane F.; Timerman, Sergio

2017-01-01

Objectives To describe learning outcomes of undergraduate nursing students following an online basic life support course (BLS). Methods An online BLS course was developed and administered to 94 nursing students. Pre- and post-tests were used to assess theoretical learning. Checklist simulations and feedback devices were used to assess the cardiopulmonary resuscitation (CPR) skills of the 62 students who completed the course. Results A paired t-test revealed a significant increase in learning [pre-test (6.4 ± 1.61), post-test (9.3 ± 0.82), p < 0.001]. The increase in the average grade after taking the online course was significant (p<0.001). No learning differences (p=0.475) had been observed between 1st and 2nd year (9.20 ± 1.60), and between 3rd and 4th year (9.67 ± 0.61) students. A CPR simulation was performed after completing the course: students checked for a response (90%), exposed the chest (98%), checked for breathing (97%), called emergency services (76%), requested for a defibrillator (92%), checked for a pulse (77%), positioned their hands properly (87%), performed 30 compressions/cycle (95%), performed compressions of at least 5 cm depth (89%), released the chest (90%), applied two breaths (97%), used the automated external defibrillator (97%), and positioned the pads (100%). Conclusions The online course was an effective method for teaching and learning key BLS skills wherein students were able to accurately apply BLS procedures during the CPR simulation. This short-term online training, which likely improves learning and self-efficacy in BLS providers, can be used for the continuing education of health professionals. PMID:28850944

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.

Institutional Characteristics and Student Retention: What Integrated Postsecondary Education Data Reveals about Online Learning

ERIC Educational Resources Information Center

Chiyaka, Edward T.; Sithole, Alec; Manyanga, Fidelis; McCarthy, Peter; Bucklein, Brian K.

2016-01-01

Online course delivery continues to grow as a viable means of providing increased educational access to more students, but low student retention rates remain a major challenge. In this study, key institutional characteristics that influence student retention in postsecondary education are analyzed. These are student-faculty ratio, graduation rate,…

Administrator and Faculty Perceptions of Institutional Support for Online Education in Florida's College System

ERIC Educational Resources Information Center

Thompson, Gerene M.

2017-01-01

Approximately 30% of Florida's college system (FCS) students are enrolled in distance learning courses (FLDOE, 2015). As FCS institutions continue to grow their online programs to meet demand, a lack of support from, and consensus among administrator and faculty stakeholders could undermine institutional efforts to sustain growth and quality…

The Importance of Interaction in Web-Based Education: A Program-Level Case Study of Online MBA Courses

ERIC Educational Resources Information Center

Su, Bude; Bonk, Curtis J.; Magjuka, Richard J.; Liu, Xiaojing; Lee, Seung-hee

2005-01-01

Though interaction is often billed as a significant component of successful online learning, empirical evidence of its importance as well as practical guidance or specific interaction techniques continue to be lacking. In response, this study utilizes both quantitative and qualitative data to investigate how instructors and students perceive the…

MBA Online: Is Challenging Peer Work Motivating? Is It Mastered?

ERIC Educational Resources Information Center

Akhras, Caroline

2012-01-01

Deciding to go the extra mile to continue self-development does not necessarily mean learning to assimilate online technology into one's field of expertise though it has been found that general-purpose social networking sites are a popular venue for peer socialization where goals are shared, integrated, and mastered virtually. It has been found…

Mothers of Children with LD and ADHD: Empowerment through Online Communication

ERIC Educational Resources Information Center

Margalit, Malka; Raskind, Marshall H.

2009-01-01

Mothers of children with learning disabilities (LD) and Attention Deficit Hyperactivity Disorder (ADHD) were notified of the possibility that their online community was going to be closed. They immediately responded with messages about the significance of the community to their lives and distress that the site would not continue to be available.…

Teaching with Technology: Reaching out in the Digital Age

ERIC Educational Resources Information Center

Dennett, Susan K.; Vásquez-Colina, Maria D.

2012-01-01

In this article, the authors discuss how technology can enhance online teaching and student engagement. As the number of adult learners increase and the continuing use of online teaching increases, it is important to keep students engaged during learning. If the adult learners are engaged, they will most likely remain the duration of the course,…

The Path from Insight to Action: The Case of an Online Learning Community in Support of Collaborative Teacher Inquiry

ERIC Educational Resources Information Center

Sessums, Christopher Davis

2009-01-01

Teacher professional development is a complex enterprise (Sprinthall, Reiman, and Thies-Sprinthall, 1996). While many online professional development programs have been introduced over the past several years that provide continuous, job-embedded support, empirical evidence relating what works and what does not has been limited (Whitehouse, Breit,…

Supporting Online Faculty--Revisiting the Seven Principles (A Few Years Later)

ERIC Educational Resources Information Center

Puzziferro, Maria; Shelton, Kaye

2009-01-01

Since 2005, the landscape of online teaching and learning has changed as well as the landscape of the academy, and continues to transform before our eyes. These changes are not only a product of technological innovation, but also a result of new and reconceptualized "values" of higher education, and so we must reexamine what changes to…

Toward a Semantic Forum for Active Collaborative Learning

ERIC Educational Resources Information Center

Li, Yanyan; Dong, Mingkai; Huang, Ronghuai

2009-01-01

Online discussion forums provide open workspace allowing learners to share information, exchange ideas, address problems and discuss on specific themes. But the substantial impediment to its promotion as effective e-learning facility lies in the continuously increasing messages but with discrete and incoherent structure as well as the loosely-tied…

Determined to Learn: Accessing Education despite Life-Threatening Disasters

ERIC Educational Resources Information Center

SchWeber, Claudine

2008-01-01

The "right to education" proclaimed by the 1948 Universal Declaration of Human Rights requires access to learning as well as the support systems. Since access can be interrupted by various circumstances, the possibility of providing continuity despite external dangers by using online distance education, offers an intriguing and valuable…

E-Coaching Systems: Convenient, Anytime, Anywhere, and Nonhuman

ERIC Educational Resources Information Center

Warner, Teri

2012-01-01

Technologies continue to evolve to provide more compelling and interactive learning opportunities. Coaching has traditionally been face-to-face or by email. By combining the new technologies with coaching, learning developers now have the opportunity to develop an asynchronous, online, nonhuman coaching system, or e-coaching system. An e-coaching…

The Robust Learning Model with a Spiral Curriculum: Implications for the Educational Effectiveness of Online Master Degree Programs

ERIC Educational Resources Information Center

Neumann, Yoram; Neumann, Edith; Lewis, Shelia

2017-01-01

This study integrated the Spiral Curriculum approach into the Robust Learning Model as part of a continuous improvement process that was designed to improve educational effectiveness and then assessed the differences between the initial and integrated models as well as the predictability of the first course in the integrated learning model on a…

PESTEL Factors for E-Learning Revisited: The 4Es of Tutoring for Value Added Learning

ERIC Educational Resources Information Center

Graham, Deryn

2018-01-01

There is a growing prevalence in the use of digital media for education management and international partnerships; however, research continues to reflect the position that the absence of social interaction is a major barrier to a positive on-line learning experience. In 2007, a paper described the application of PESTE (Political, Economic, Social,…

Meeting the Challenge of Free Education: How to Make Money When the Competition Is Giving It Away

ERIC Educational Resources Information Center

Matkin, Gary W.

2011-01-01

In the very near future, the huge and rapidly growing store of free, online learning opportunities will completely transform higher continuing education. The beginnings of this transformation are already evident and the factors compelling this change are so powerful that free learning is no longer a "trend." Rather, free learning is an imperative…

Student Perceptions of the Relationship between Web-Based Instructional Tools and Perceived Attainment of Intended Learning Outcomes

ERIC Educational Resources Information Center

Parenti, Melissa A.

2012-01-01

With the advent of and continual adaptations related to distance learning, there is a recognized need for up to date research in the area of effectiveness of online education programs. More specifically, assessing the capacity to attain academic goals by use of asynchronous and synchronous learning management systems (LMS) that power distance…

Decentralized stabilization for a class of continuous-time nonlinear interconnected systems using online learning optimal control approach.

PubMed

Liu, Derong; Wang, Ding; Li, Hongliang

2014-02-01

In this paper, using a neural-network-based online learning optimal control approach, a novel decentralized control strategy is developed to stabilize a class of continuous-time nonlinear interconnected large-scale systems. First, optimal controllers of the isolated subsystems are designed with cost functions reflecting the bounds of interconnections. Then, it is proven that the decentralized control strategy of the overall system can be established by adding appropriate feedback gains to the optimal control policies of the isolated subsystems. Next, an online policy iteration algorithm is presented to solve the Hamilton-Jacobi-Bellman equations related to the optimal control problem. Through constructing a set of critic neural networks, the cost functions can be obtained approximately, followed by the control policies. Furthermore, the dynamics of the estimation errors of the critic networks are verified to be uniformly and ultimately bounded. Finally, a simulation example is provided to illustrate the effectiveness of the present decentralized control scheme.

Educational Technology: Transitioning from Business Continuity to Mission Continuity

ERIC Educational Resources Information Center

Mekdeci, Kelly Broyles

2011-01-01

United States schools and American Overseas (A/OS) schools depend upon educational technology (ET) to support business operations and student learning experiences. Schools rely upon administrative software, on-line course modules, information databases, digital communications systems, and many other ET processes. However, ET's fragility compared…

Adapting online learning for Canada's Northern public health workforce.

PubMed

Bell, Marnie; MacDougall, Karen

2013-01-01

Canada's North is a diverse, sparsely populated land, where inequalities and public health issues are evident, particularly for Aboriginal people. The Northern public health workforce is a unique mix of professional and paraprofessional workers. Few have formal public health education. From 2009 to 2012, the Public Health Agency of Canada (PHAC) collaborated with a Northern Advisory Group to develop and implement a strategy to strengthen public health capacity in Canada's 3 northern territories. Access to relevant, effective continuing education was identified as a key issue. Challenges include diverse educational and cultural backgrounds of public health workers, geographical isolation and variable technological infrastructure across the north. PHAC's Skills Online program offers Internet-based continuing education modules for public health professionals. In partnership with the Northern Advisory Group, PHAC conducted 3 pilots between 2008 and 2012 to assess the appropriateness of the Skills Online program for Northern/Aboriginal public health workers. Module content and delivery modalities were adapted for the pilots. Adaptations included adding Inuit and Northern public health examples and using video and teleconference discussions to augment the online self-study component. Findings from the pilots were informative and similar to those from previous Skills Online pilots with learners in developing countries. Online learning is effective in bridging the geographical barriers in remote locations. Incorporating content on Northern and Aboriginal health issues facilitates engagement in learning. Employer support facilitates the recruitment and retention of learners in an online program. Facilitator assets included experience as a public health professional from the north, and flexibility to use modified approaches to support and measure knowledge acquisition and application, especially for First Nations, Inuit and Metis learners. Results demonstrate that appropriate adaptations to online professional development can provide practical, accessible means for a wide range of Northern/Aboriginal public health workers to acquire core competencies for public health.

Adaptive control of nonlinear system using online error minimum neural networks.

PubMed

Jia, Chao; Li, Xiaoli; Wang, Kang; Ding, Dawei

2016-11-01

In this paper, a new learning algorithm named OEM-ELM (Online Error Minimized-ELM) is proposed based on ELM (Extreme Learning Machine) neural network algorithm and the spreading of its main structure. The core idea of this OEM-ELM algorithm is: online learning, evaluation of network performance, and increasing of the number of hidden nodes. It combines the advantages of OS-ELM and EM-ELM, which can improve the capability of identification and avoid the redundancy of networks. The adaptive control based on the proposed algorithm OEM-ELM is set up which has stronger adaptive capability to the change of environment. The adaptive control of chemical process Continuous Stirred Tank Reactor (CSTR) is also given for application. The simulation results show that the proposed algorithm with respect to the traditional ELM algorithm can avoid network redundancy and improve the control performance greatly. Copyright © 2016 ISA. Published by Elsevier Ltd. All rights reserved.

Twelve tips for developing and delivering a massive open online course in medical education.

PubMed

Pickering, James D; Henningsohn, Lars; DeRuiter, Marco C; de Jong, Peter G M; Reinders, Marlies E J

2017-07-01

Massive open online courses (MOOCs) are a novel mode of online learning. They are typically based on higher education courses and can attract a high number of learners, often in the thousands. They are distinct from on-campus education and deliver the learning objectives through a series of short videos, recommended readings and discussion fora, alongside automated assessments. Within medical education the role of MOOCs remains unclear, with recent proposals including continuing professional development, interprofessional education or integration into campus-based blended learning curricula. In this twelve tips article, we aim to provide a framework for readers to use when developing, delivering and evaluating a MOOC within medical education based on the literature and our own experience. Practical advice is provided on how to design the appropriate curriculum, engage with learners on the platform, select suitable assessments, and comprehensively evaluate the impact of your course.

Constructing Temporally Extended Actions through Incremental Community Detection

PubMed Central

Li, Ge

2018-01-01

Hierarchical reinforcement learning works on temporally extended actions or skills to facilitate learning. How to automatically form such abstraction is challenging, and many efforts tackle this issue in the options framework. While various approaches exist to construct options from different perspectives, few of them concentrate on options' adaptability during learning. This paper presents an algorithm to create options and enhance their quality online. Both aspects operate on detected communities of the learning environment's state transition graph. We first construct options from initial samples as the basis of online learning. Then a rule-based community revision algorithm is proposed to update graph partitions, based on which existing options can be continuously tuned. Experimental results in two problems indicate that options from initial samples may perform poorly in more complex environments, and our presented strategy can effectively improve options and get better results compared with flat reinforcement learning. PMID:29849543

Perceptions of Community of Associate Degree Nurse Learners in an RN-to-BSN Online Program

ERIC Educational Resources Information Center

Rebar, Cherie R.

2010-01-01

Registered Nurses (RNs), when educated in an Associate Degree (AD) program, learn in a face-to-face environment. Today's preferred standard of education for RNs is to achieve a minimum of a Bachelor's degree. For convenience while they continue working, numerous AD-prepared nurses seek online education to complete their Bachelor of Science in…

Understanding the Online Doctoral Learning Experience: Factors That Contribute to Students' Sense of Community

ERIC Educational Resources Information Center

Byrd, Jeremy Carl

2016-01-01

As the number of students taking online courses continues to grow steadily, it is becoming increasingly important to inquire about the experiences of these students in order to understand the factors that contribute to their success. It is imperative that the social needs of students be understood, as interaction is an important aspect of the…

Online selective kernel-based temporal difference learning.

PubMed

Chen, Xingguo; Gao, Yang; Wang, Ruili

2013-12-01

In this paper, an online selective kernel-based temporal difference (OSKTD) learning algorithm is proposed to deal with large scale and/or continuous reinforcement learning problems. OSKTD includes two online procedures: online sparsification and parameter updating for the selective kernel-based value function. A new sparsification method (i.e., a kernel distance-based online sparsification method) is proposed based on selective ensemble learning, which is computationally less complex compared with other sparsification methods. With the proposed sparsification method, the sparsified dictionary of samples is constructed online by checking if a sample needs to be added to the sparsified dictionary. In addition, based on local validity, a selective kernel-based value function is proposed to select the best samples from the sample dictionary for the selective kernel-based value function approximator. The parameters of the selective kernel-based value function are iteratively updated by using the temporal difference (TD) learning algorithm combined with the gradient descent technique. The complexity of the online sparsification procedure in the OSKTD algorithm is O(n). In addition, two typical experiments (Maze and Mountain Car) are used to compare with both traditional and up-to-date O(n) algorithms (GTD, GTD2, and TDC using the kernel-based value function), and the results demonstrate the effectiveness of our proposed algorithm. In the Maze problem, OSKTD converges to an optimal policy and converges faster than both traditional and up-to-date algorithms. In the Mountain Car problem, OSKTD converges, requires less computation time compared with other sparsification methods, gets a better local optima than the traditional algorithms, and converges much faster than the up-to-date algorithms. In addition, OSKTD can reach a competitive ultimate optima compared with the up-to-date algorithms.

Googling in Anatomy Education: Can Google Trends Inform Educators of National Online Search Patterns of Anatomical Syllabi?

ERIC Educational Resources Information Center

Phelan, Nigel; Davy, Shane; O'Keeffe, Gerard W.; Barry, Denis S.

2017-01-01

The role of e-learning platforms in anatomy education continues to expand as self-directed learning is promoted in higher education. Although a wide range of e-learning resources are available, determining student use of non-academic internet resources requires novel approaches. One such approach that may be useful is the Google Trends© web…

A urinary incontinence continuing education online course for community health nurses in South Korea.

PubMed

De Gagne, Jennie C; Park, Sunah; So, Aeyoung; Wu, Bei; Palmer, Mary H; McConnell, Eleanor S

2015-04-01

Although urinary incontinence is prevalent among older women living in rural Korea, a lack of awareness and education exists in this population and among health professionals. Geographic isolation and limited resources also contribute to having few educational offerings for rural nurses. The authors' aim was to develop an online continuing education course on continence care for community health nurses and to examine its effectiveness. A one-group, pretest-posttest design was used to detect changes in knowledge and attitudes after taking the online education course. Participant satisfaction was also measured at the end of the training. A significant improvement in knowledge and attitudes toward continence care was noted. More than 95% of participants responded that they would recommend the online program to other health care providers and indicated the program would be helpful regarding continence care in their practice. The continuing education online course is a feasible strategy to support rural community health nurses' learning to improve knowledge and attitudes toward urinary incontinence management and care. Copyright 2015, SLACK Incorporated.

Using VoiceThread to Promote Collaborative Learning in On-Line Clinical Nurse Leader Courses.

PubMed

Fox, Ola H

The movement to advance the clinical nurse leader (CNL) as an innovative new role for meeting higher health care quality standards continues with CNL programs offered on-line at colleges and universities nationwide. Collaborative learning activities offer the opportunity for CNL students to gain experience in working together in small groups to negotiate and solve care process problems. The challenge for nurse educators is to provide collaborative learning activities in an asynchronous learning environment that can be considered isolating by default. This article reports on the experiences of 17 CNL students who used VoiceThread, a cloud-based tool that allowed them to communicate asynchronously with one another through voice comments for collaboration and sharing knowledge. Participants identified benefits and drawbacks to using VoiceThread for collaboration as compared to text-based discussion boards. Students reported that the ability to hear the voice of their peers and the instructor helped them feel like they were in a classroom communicating with "real" instructor and peers. Students indicated a preference for on-line classes that used VoiceThread discussions to on-line classes that used only text-based discussion boards. Copyright © 2016 Elsevier Inc. All rights reserved.

Transferring learning to practice with e-learning--experiences in continuing education in the field of ambient assisted living.

PubMed

Illiger, Kristin; Egbert, Nicole; Krückeberg, Jörn; Stiller, Gerald; Kupka, Thomas; Hübner, Ursula; Behrends, Marianne

2014-01-01

The article describes an analysis of the use of e-learning to improve the learning transfer to practice in continuing education. Therefore an e-learning offer has been developed as a part between two attendance periods of a training course in the field of Ambient Assisted Living (AAL). All participants of the course were free to use the e-learning offer. After the end of the e-learning part we compared the e-learning users to the other participants. Using an online questionnaire we explored if there are differences in the activities in the field AAL after the training course. The results show that e-learning is beneficial especially for communication processes. Due to the fact that the possibility to talk about the learning content is an essential factor for the learning transfer, e-learning can improve the learning success.

Distance Learning: Effectiveness of an Interdisciplinary Course in Speech Pathology and Dentistry

ERIC Educational Resources Information Center

Ramos, Janine Santos; da Silva, Letícia Korb; Pinzan, Arnaldo; de Castro Rodrigues, Antonio; Berretin-Felix, Giédre

2015-01-01

Objective: Evaluate the effectiveness of distance learning courses for the purpose of interdisciplinary continuing education in Speech Pathology and Dentistry. Methods: The online course was made available on the Moodle platform. A total of 30 undergraduates participated in the study (15 from the Dentistry course and 15 from the Speech Pathology…

Places to Go: Sakai|http://www.sakaiproject.org/

ERIC Educational Resources Information Center

Downes, Stephen

2006-01-01

Stephen Downes continues his examination of open source learning management systems (LMSs) with a visit to Sakai's Web site. While Sakai's Web site is not particularly easy to navigate, it provides access to a large community and constellation of related online learning products and initiatives. Visitors can visit discussion forums to ask…

Supporting student nurses in practice with additional online communication tools.

PubMed

Morley, Dawn A

2014-01-01

Student nurses' potential isolation and difficulties of learning on placement have been well documented and, despite attempts to make placement learning more effective, evidence indicates the continuing schism between formal learning at university and situated learning on placement. First year student nurses, entering placement for the first time, are particularly vulnerable to the vagaries of practice. During 2012 two first year student nurse seminar groups (52 students) were voluntarily recruited for a mixed method study to determine the usage of additional online communication support mechanisms (Facebook, wiki, an email group and traditional methods of support using individual email or phone) while undertaking their first five week clinical placement. The study explores the possibility of strengthening clinical learning and support by promoting the use of Web 2.0 support groups for student nurses. Results indicate a high level of interactivity in both peer and academic support in the use of Facebook and a high level of interactivity in one wiki group. Students' qualitative comments voice an appreciation of being able to access university and peer support whilst working individually on placement. Recommendations from the study challenge universities to use online communication tools already familiar to students to complement the support mechanisms that exist for practice learning. This is tempered by recognition of the responsibility of academics to ensure their students are aware of safe and effective online communication. Copyright © 2013 Elsevier Ltd. All rights reserved.

One hertz repetitive transcranial magnetic stimulation over dorsal premotor cortex enhances offline motor memory consolidation for sequence-specific implicit learning.

PubMed

Meehan, S K; Zabukovec, J R; Dao, E; Cheung, K L; Linsdell, M A; Boyd, L A

2013-10-01

Consolidation of motor memories associated with skilled practice can occur both online, concurrent with practice, and offline, after practice has ended. The current study investigated the role of dorsal premotor cortex (PMd) in early offline motor memory consolidation of implicit sequence-specific learning. Thirty-three participants were assigned to one of three groups of repetitive transcranial magnetic stimulation (rTMS) over left PMd (5 Hz, 1 Hz or control) immediately following practice of a novel continuous tracking task. There was no additional practice following rTMS. This procedure was repeated for 4 days. The continuous tracking task contained a repeated sequence that could be learned implicitly and random sequences that could not. On a separate fifth day, a retention test was performed to assess implicit sequence-specific motor learning of the task. Tracking error was decreased for the group who received 1 Hz rTMS over the PMd during the early consolidation period immediately following practice compared with control or 5 Hz rTMS. Enhanced sequence-specific learning with 1 Hz rTMS following practice was due to greater offline consolidation, not differences in online learning between the groups within practice days. A follow-up experiment revealed that stimulation of PMd following practice did not differentially change motor cortical excitability, suggesting that changes in offline consolidation can be largely attributed to stimulation-induced changes in PMd. These findings support a differential role for the PMd in support of online and offline sequence-specific learning of a visuomotor task and offer converging evidence for competing memory systems. © 2013 Federation of European Neuroscience Societies and John Wiley & Sons Ltd.

Forecasting daily streamflow using online sequential extreme learning machines

NASA Astrophysics Data System (ADS)

Lima, Aranildo R.; Cannon, Alex J.; Hsieh, William W.

2016-06-01

While nonlinear machine methods have been widely used in environmental forecasting, in situations where new data arrive continually, the need to make frequent model updates can become cumbersome and computationally costly. To alleviate this problem, an online sequential learning algorithm for single hidden layer feedforward neural networks - the online sequential extreme learning machine (OSELM) - is automatically updated inexpensively as new data arrive (and the new data can then be discarded). OSELM was applied to forecast daily streamflow at two small watersheds in British Columbia, Canada, at lead times of 1-3 days. Predictors used were weather forecast data generated by the NOAA Global Ensemble Forecasting System (GEFS), and local hydro-meteorological observations. OSELM forecasts were tested with daily, monthly or yearly model updates. More frequent updating gave smaller forecast errors, including errors for data above the 90th percentile. Larger datasets used in the initial training of OSELM helped to find better parameters (number of hidden nodes) for the model, yielding better predictions. With the online sequential multiple linear regression (OSMLR) as benchmark, we concluded that OSELM is an attractive approach as it easily outperformed OSMLR in forecast accuracy.

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

PubMed Central

2006-01-01

A wide range of e-learning modalities are widely integrated in medical education. However, some of the key questions related to the role of e-learning remain unanswered, such as (1) what is an effective approach to integrating technology into pre-clinical vs. clinical training?; (2) what evidence exists regarding the type and format of e-learning technology suitable for medical specialties and clinical settings?; (3) which design features are known to be effective in designing on-line patient simulation cases, tutorials, or clinical exams?; and (4) what guidelines exist for determining an appropriate blend of instructional strategies, including on-line learning, face-to-face instruction, and performance-based skill practices? Based on the existing literature and a variety of e-learning examples of synchronous learning tools and simulation technology, this paper addresses the following three questions: (1) what is the current trend of e-learning in medical education?; (2) what do we know about the effective use of e-learning?; and (3) what is the role of e-learning in facilitating newly emerging competency-based training? As e-learning continues to be widely integrated in training future physicians, it is critical that our efforts in conducting evaluative studies should target specific e-learning features that can best mediate intended learning goals and objectives. Without an evolving knowledge base on how best to design e-learning applications, the gap between what we know about technology use and how we deploy e-learning in training settings will continue to widen. PMID:19223995

Student Perceptions of WebCT in a Web-Supported Instructional Environment: Distance Education Technologies for the Classroom.

ERIC Educational Resources Information Center

Lindner, James R.; Murphy, Tim H.

2001-01-01

Responses from 89 of 111 agricultural education students explored their perceptions of the use of WebCT. Results show that 72% were able accomplish course objectives and 92% were able to access grades online. However, 82% did not take advantage of the online learning community, and 76% continued to rely on print-based course materials. (Contains…

Enhancing Writing Skills through Blogging in an Advanced English as a Foreign Language Class in Spain

ERIC Educational Resources Information Center

Vurdien, Ruby

2013-01-01

Today Web 2.0 technologies, including blogs, are presenting both teachers and learners with new horizons in the field of language teaching and learning. A blog is an online journal which can be continuously updated by its users [Matheson, D. (2004). Weblogs and the epistemology of the news: Some trends in online journalism. "New Media &…

Does a Formal Wiki Event Contribute to the Formation of a Network of Practice? A Social Capital Perspective on the Potential for Informal Learning

ERIC Educational Resources Information Center

Rehm, Martin; Littlejohn, Allison; Rienties, Bart

2018-01-01

Informal learning in blended and online settings plays an increasingly important role in the continuous professional development of individuals. Yet, how do individuals engage into these types of activities? We argue that social capital theory can provide valuable insights into how people behave and decide to take part in (in)formal learning.…

The design, marketing, and implementation of online continuing education about computers and nursing informatics.

PubMed

Sweeney, Nancy M; Saarmann, Lembi; Seidman, Robert; Flagg, Joan

2006-01-01

Asynchronous online tutorials using PowerPoint slides with accompanying audio to teach practicing nurses about computers and nursing informatics were designed for this project, which awarded free continuing education units to completers. Participants had control over the advancement of slides, with the ability to repeat when desired. Graphics were kept to a minimum; thus, the program ran smoothly on computers using dial-up modems. The tutorials were marketed in live meetings and through e-mail messages on nursing listservs. Findings include that the enrollment process must be automated and instantaneous, the program must work from every type of computer and Internet connection, marketing should be live and electronic, and workshops should be offered to familiarize nurses with the online learning system.

A Multiple Case Study Approach to Explore Generational Theory to Enhance Online Continuing Nursing Education

ERIC Educational Resources Information Center

Foecke, Jan

2017-01-01

Nurses are expected to participate in ongoing professional development, whether that is higher education to obtain another degree or continuing nursing education (CNE) to enhance knowledge or skills, maintain licensure, and/or maintain certification. Because there are generational differences that can affect adult education, learning preferences…

Investigation of Continuous Assessment of Correctness in Introductory Programming

ERIC Educational Resources Information Center

Ferreira, Deller James; da Silva, Hebert Coelho; Melo, Tatiane F. N.; Ambrósio, Ana Paula

2017-01-01

Teachers usually expect that any form of a continuous assessment (CA) should contribute significantly to the student learning process in introductory programming courses. To foster teachers to go beyond the current practices of a CA applied when to programming, from 2011 to 2014, we investigated the use of the Boca Online Contest Administrator…

Applying Constructivist Instructional Strategies to E-Learning: A Case Study of a Web Development Course

ERIC Educational Resources Information Center

Wang, Ye Diana

2014-01-01

As the practice of e-learning continues to proliferate, online educators, especially in the computing disciplines, are facing special challenges, due to the lack of relevant literature, the technical nature of the courses, and the perceived need for direct student support mechanisms. This paper presents a constructivist instructional approach to…

Student-Centered and Dynamic Interfaces that Enrich Technical Learning for Online Science Learners: A Review of the Literature

ERIC Educational Resources Information Center

Killian, Susan A.; Beck, Dennis E.; O'Bryan, Corliss A.; Jarvis, Nathan; Clausen, Edgar C.; Crandall, Philip G.

2014-01-01

Communicating complex scientific and technical information presents a challenge for food science educators. The most efficient learning occurs when all senses are engaged, one reason that many educators believe that scientific principles are best taught with hands-on laboratory experiences. Today there are many challenges to the continuation of…

Business Models Associated with Distance Learning in Higher Education

ERIC Educational Resources Information Center

Wang, Shouhong; Wang, Hai

2017-01-01

Textbook prices are continuously rising in higher education. This paper analyzes a business model which makes commercial textbooks more expensive, and explains why this issue tends to be more severe in the field of distance learning in higher education. It reports a case of adoption of open educational resources (OER) textbook for an online course…

Building Connective Capital and Personal Learning Networks through Online Professional Development Communities for New Teachers

ERIC Educational Resources Information Center

Sciuto, David J.

2017-01-01

Increasingly, researchers concerned with the effects of digital technology have hypothesized that the millennial generation does not think or process information like its predecessors. In an age of disruptive technology changing culture and learning, new teachers continue to leave the classroom within the first five years of service. Among the…

Learning Online? Educational Internet Use and Participation in Adult Learning, 2002 to 2010

ERIC Educational Resources Information Center

White, Patrick; Selwyn, Neil

2012-01-01

Covering a decade during which the "digital divide" came to popular and political attention, and written at a time when the Internet continues to be championed as a means of widening access to educational opportunities, this paper presents an analysis of the social, economic and educational characteristics associated with using the…

Cytopathology whole slide images and adaptive tutorials for postgraduate pathology trainees: a randomized crossover trial.

PubMed

Van Es, Simone L; Kumar, Rakesh K; Pryor, Wendy M; Salisbury, Elizabeth L; Velan, Gary M

2015-09-01

To determine whether cytopathology whole slide images and virtual microscopy adaptive tutorials aid learning by postgraduate trainees, we designed a randomized crossover trial to evaluate the quantitative and qualitative impact of whole slide images and virtual microscopy adaptive tutorials compared with traditional glass slide and textbook methods of learning cytopathology. Forty-three anatomical pathology registrars were recruited from Australia, New Zealand, and Malaysia. Online assessments were used to determine efficacy, whereas user experience and perceptions of efficiency were evaluated using online Likert scales and open-ended questions. Outcomes of online assessments indicated that, with respect to performance, learning with whole slide images and virtual microscopy adaptive tutorials was equivalent to using traditional methods. High-impact learning, efficiency, and equity of learning from virtual microscopy adaptive tutorials were strong themes identified in open-ended responses. Participants raised concern about the lack of z-axis capability in the cytopathology whole slide images, suggesting that delivery of z-stacked whole slide images online may be important for future educational development. In this trial, learning cytopathology with whole slide images and virtual microscopy adaptive tutorials was found to be as effective as and perceived as more efficient than learning from glass slides and textbooks. The use of whole slide images and virtual microscopy adaptive tutorials has the potential to provide equitable access to effective learning from teaching material of consistently high quality. It also has broader implications for continuing professional development and maintenance of competence and quality assurance in specialist practice. Copyright © 2015 Elsevier Inc. All rights reserved.

Distance learning in toxicology: Australia's RMIT program

DOE Office of Scientific and Technical Information (OSTI.GOV)

Ahokas, Jorma; Donohue, Diana; Rix, Colin

2005-09-01

RMIT University was the first to offer a comprehensive Masters of Toxicology in Australasia 19 years ago. In 2001 the program was transformed into two stages, leading to a Graduate Diploma and Master of Applied Science in Toxicology. Now, these programs are fully online and suitable for graduates living and working anywhere in the world. The modular distance-learning courses are specifically designed to equip students with essential skills for entering fields such as chemical and drug evaluation; risk assessment of chemicals in the workplace; environmental and food toxicology. RMIT's online course delivery system has made it possible to deliver themore » toxicology programs, both nationally and internationally. The learning material and interactive activities (tests and quizzes, discussion boards, chat sessions) use Blackboard and WebBoard, each with a different educational function. Students log in to a Learning Hub to access their courses. The Learning Hub enables students to extend their learning beyond the classroom to the home, workplace, library and any other location with Internet access. The teaching staff log in to the Learning Hub to maintain and administer the online programs and courses which they have developed and/or which they teach. The Learning Hub is also a communication tool for students and staff, providing access to email, a diary and announcements. The early experience of delivering a full toxicology program online is very positive. However this mode of teaching continues to present many interesting technical, educational and cultural challenges, including: the design and presentation of the material; copyright issues; internationalisation of content; interactive participation; and the assessment procedures.« less

An evaluation of flipped e-learning experiences.

PubMed

Jones-Bonofiglio, Kristen Dawn; Willett, Timothy; Ng, Stella

2017-12-22

The "flipped" classroom is an educational strategy gaining popularity for its growing evidence base that suggests it may successfully improve learning outcomes. Also known as reverse instruction, this approach has been typically implemented and studied in in-person post-secondary settings. The utilization of a flipped approach in the healthcare education literature has been examined in a wide range of contexts, but little has been written regarding continuing professional development (CPD). Therefore, with success in other contexts there is potential for the flipped classroom approach to enhance student satisfaction, learner engagement, and learning outcomes in the context of online education for CPD. In this paper, we describe the structure and format of such a course using a qualitative case study framework. This study contributes to a more comprehensive understanding of effective ways of overcoming distributed learning challenges in online CPD using a flipped approach.

A conceptual model for analysing informal learning in online social networks for health professionals.

PubMed

Li, Xin; Gray, Kathleen; Chang, Shanton; Elliott, Kristine; Barnett, Stephen

2014-01-01

Online social networking (OSN) provides a new way for health professionals to communicate, collaborate and share ideas with each other for informal learning on a massive scale. It has important implications for ongoing efforts to support Continuing Professional Development (CPD) in the health professions. However, the challenge of analysing the data generated in OSNs makes it difficult to understand whether and how they are useful for CPD. This paper presents a conceptual model for using mixed methods to study data from OSNs to examine the efficacy of OSN in supporting informal learning of health professionals. It is expected that using this model with the dataset generated in OSNs for informal learning will produce new and important insights into how well this innovation in CPD is serving professionals and the healthcare system.

Climate Discovery Online Courses for Educators from NCAR

NASA Astrophysics Data System (ADS)

Henderson, S.; Ward, D. L.; Meymaris, K. K.; Johnson, R. M.; Gardiner, L.; Russell, R.

2008-12-01

The National Center for Atmospheric Research (NCAR) has responded to the pressing need for professional development in climate and global change sciences by creating the Climate Discovery online course series. This series was designed with the secondary geoscience educator in mind. The online courses are based on current and credible climate change science. Interactive learning techniques are built into the online course designs with assignments that encourage active participation. A key element of the online courses is the creation of a virtual community of geoscience educators who exchange ideas related to classroom implementation, student assessment, and lessons plans. Geoscience educators from around the country have participated in the online courses. The ongoing interest from geoscience educators strongly suggests that the NCAR Climate Discovery online courses are a timely and needed professional development opportunity. The intent of NCAR Climate Discovery is to positively impact teachers' professional development scientifically authentic information, (2) experiencing guided practice in conducting activities and using ancillary resources in workshop venues, (3) gaining access to standards-aligned lesson plans, kits that promote hands-on learning, and scientific content that are easily implemented in their classrooms, and (4) becoming a part of a community of educators with whom they may continue to discuss the challenges of pedagogy and content comprehension in teaching climate change in the Earth system context. Three courses make up the Climate Discovery series: Introduction to Climate Change; Earth System Science - A Climate Change Perspective; and Understanding Climate Change Today. Each course, instructed by science education specialists, combines geoscience content, information about current climate research, hands-on activities, and group discussion. The online courses use the web-based Moodle courseware system (open- source software similar to Blackboard and webCT), utilizing its features to promote dialogue as well as provide rich online content and media. A key element of the online courses is the development and support of an online learning community, an essential component in successful online courses. Interactive learning techniques are built into the course designs with assignments that encourage active participation. Educators (both formal and informal) use the courses as a venue to exchange ideas and teaching resources. A unique feature of the courses is the emphasis on hands-on activities, a hallmark of our professional development efforts. This presentation will focus on the lessons learned in the development of the three online courses and our successful recruitment and retention efforts.

Perceived barriers to online education by radiologic science educators.

PubMed

Kowalczyk, Nina K

2014-01-01

Radiologic science programs continue to adopt the use of blended online education in their curricula, with an increase in the use of online courses since 2009. However, perceived barriers to the use of online education formats persist in the radiologic science education community. An electronic survey was conducted to explore the current status of online education in the radiologic sciences and to identify barriers to providing online courses. A random sample of 373 educators from radiography, radiation therapy, and nuclear medicine technology educational programs accredited by the Joint Review Committee on Education in Radiologic Technology and Joint Review Committee on Educational Programs in Nuclear Medicine Technology was chosen to participate in this study. A qualitative analysis of self-identified barriers to online teaching was conducted. Three common themes emerged: information technology (IT) training and support barriers, student-related barriers, and institutional barriers. Online education is not prevalent in the radiologic sciences, in part because of the need for the clinical application of radiologic science course content, but online course activity has increased substantially in radiologic science education, and blended or hybrid course designs can effectively provide opportunities for student-centered learning. Further development is needed to increase faculty IT self-efficacy and to educate faculty regarding pedagogical methods appropriate for online course delivery. To create an excellent online learning environment, educators must move beyond technology issues and focus on providing quality educational experiences for students.

Online course delivery modes and design methods in the radiologic sciences.

PubMed

Kowalczyk, Nina; Copley, Stacey

2013-01-01

To determine the current status of online education in the radiologic sciences and to explore learning management systems, course design methods, and online educational tools used in the radiologic sciences. A random sample of 373 educators from Joint Review Committee-accredited radiography, radiation therapy, and nuclear medicine technology educational programs was invited to participate in this study with an online survey. The majority of the programs responding to the survey do not offer online core courses. However, the institutions that do provide online core radiologic courses reported limited use of online tools for course delivery. BlackBoard was reported as the most commonly used learning management system. No significant relationships were identified in reference to self-reported instructor information technology self-efficacy and the instructors' age, years of teaching in higher education, years of teaching online, or use of asynchronous and synchronous technologies. Survey results did demonstrate a significant relationship between the type of institution and the use of synchronous technologies, suggesting that university-based programs were more likely to use this technology. Although the results suggest that online distance education is still not prevalent in radiologic science education, the past 3 years have seen a substantial increase in online course activity. This increase emphasizes the importance of adequate educator instruction and continuing education in the use of interactive technologies for online content delivery. Most educators report receiving 1 to 4 hours of training prior to online course implementation, but additional postimplementation training is necessary to improve the success of online delivery and further integrate interactive learning activities into an online format. The traditional classroom setting is still the primary course offering for radiologic science programs. PowerPoint remains the primary content delivery tool, suggesting a need for educators to incorporate tools that promote student interactions and interactive learning. Although the results did not reveal a significant relationship between assessed factors, the small correlations identified suggest that the younger instructors have a higher information technology self-efficacy. In addition, survey results suggest that instructors responding to this survey received limited training in reference to online course methods and design both before and after implementing an online course. Although educators may not have a choice regarding the system adopted by their university or college, they should seek additional training regarding the best tools available for online course delivery methods.

Analyzing Online Behaviors, Roles, and Learning Communities via Online Discussions

ERIC Educational Resources Information Center

Yeh, Yu-Chu

2010-01-01

Online learning communities are an important means of sharing and creating knowledge. Online behaviors and online roles can reveal how online learning communities function. However, no study has elucidated the relationships among online behaviors, online roles, and online learning communities. In this study, 32 preservice teachers participated in…

Using Online Student Polling for Continuous Improvement Planning

ERIC Educational Resources Information Center

Wingate, Julius Jason

2010-01-01

This study examines the use of Internet polling at schools to gain student input for the improvement of learning conditions to assist in the continuous improvement planning. The study consists of 2006 respondents and three different schools containing the middle school child. The grades included in the study were 5, 6, 7, and 8. Although two…

The Rise of E-learning and Opportunities for Indian Family Physicians.

PubMed

Datta, Chayan

2012-01-01

The IT (information technology) revolution is sweeping across the globe. Distance, location and costs have become irrelevant. With availability of newer communication tools, medical education and practice are bound to be transformed. Rapid advancement of science requires medical professionals to update their knowledge constantly. Online interface for CME (Continued Medical Education) presents an exciting opportunity as an E learning tool.

What Leads People to Keep on E-Learning? An Empirical Analysis of Users' Experiences and Their Effects on Continuance Intention

ERIC Educational Resources Information Center

Rodríguez-Ardura, Inma; Meseguer-Artola, Antoni

2016-01-01

User retention is a major goal for higher education institutions running their teaching and learning programmes online. This is the first investigation into how the senses of presence and flow, together with perceptions about two central elements of the virtual education environment (didactic resource quality and instructor attitude), facilitate…

Staying Smart: How Today's Graduates Continue to Learn Once They Complete College. Project Information Literacy Research Report. The Passage Studies

ERIC Educational Resources Information Center

Head, Alison J.

2016-01-01

This report presents findings about the information-seeking behavior of relatively recent college graduates used for lifelong learning in personal life, the workplace, and the local communities where they lived. Included are results from online surveys of 1,651 respondents and telephone interviews with 126 study participants who graduated from one…

Value Engineering Handbook

DTIC Science & Technology

2006-09-01

Six Sigma, • Theory of Constraints, and • Business Process Reengineering. To learn more about these models, a bibliography of sources of further...aspects of VE along with an online continuous- learning VE overview module. SAVE International is an international society devoted to the advancement and...seekers with knowledge sources (both written and experiential ). Communities of practice (CoPs) are proven vehicles for linking people with experience

Mapping the Terrain: Educational Leadership Field Experiences in K-12 Virtual Schools

ERIC Educational Resources Information Center

LaFrance, Jason A.; Beck, Dennis

2014-01-01

Opportunities for K-12 students to choose virtual and blended learning experiences continue to grow. All 50 states including Washington, D.C., now offer some virtual experience in K-12 education. Of these, 40 states have state virtual schools or state-led online learning initiatives. In addition, federal and state support for this type of learning…

UK Health-Care Professionals' Experience of On-Line Learning Techniques: A Systematic Review of Qualitative Data

ERIC Educational Resources Information Center

Carroll, Christopher; Booth, Andrew; Papaioannou, Diana; Sutton, Anthea; Wong, Ruth

2009-01-01

Introduction: Continuing professional development and education is vital to the provision of better health services and outcomes. The aim of this study is to contribute to the evidence base by performing a systematic review of qualitative data from studies reporting health professionals' experience of e-learning. No such previous review has been…

The Effects of Group Dynamics on Language Learning and Use in an MMOG

ERIC Educational Resources Information Center

Vosburg, Donald

2017-01-01

The use of video games as a learning tool, in particular massively multiplayer online games (MMOGs), continues to grow, as does the research in this field of study; research to date has revealed benefits to the language learner as well as hindrances and research gaps (Godwin-Jones, 2014). This study examines participant perspectives on group…

Making It Real: Project Managing Strategic e-Learning Development Processes in a Large, Campus-Based University

ERIC Educational Resources Information Center

Ward, Mary-Helen; West, Sandra; Peat, Mary; Atkinson, Susan

2010-01-01

The University of Sydney is a large, research-intensive, campus-based Australian University. Since 2004 a strategic initiative of project-based eLearning support has been creating teams of non-academic and academic staff, who have worked together to develop online resources to meet identified needs. The University's aims in continuing to provide…

Using Competency-Based Digital Open Learning Activities to Facilitate and Promote Health Professions Education (OLAmeD): A Proposal

PubMed Central

Barman, Linda

2016-01-01

Background Traditional learning in medical education has been transformed with the advent of information technology. We have recently seen global initiatives to produce online activities in an effort to scale up learning opportunities through learning management systems and massive open online courses for both undergraduate and continued professional education. Despite the positive impact of such efforts, factors such as cost, time, resources, and the specificity of educational contexts restrict the design and exchange of online medical educational activities. Objective The goal is to address the stated issues within the health professions education context while promoting learning by proposing the Online Learning Activities for Medical Education (OLAmeD) concept which builds on unified competency frameworks and generic technical standards for education. Methods We outline how frameworks used to describe a set of competencies for a specific topic in medical education across medical schools in the United States and Europe can be compared to identify commonalities that could result in a unified set of competencies representing both contexts adequately. Further, we examine how technical standards could be used to allow standardization, seamless sharing, and reusability of educational content. Results The entire process of developing and sharing OLAmeD is structured and presented in a set of steps using as example Urology as a part of clinical surgery specialization. Conclusions Beyond supporting the development, sharing, and repurposing of educational content, we expect OLAmeD to work as a tool that promotes learning and sets a base for a community of medical educational content developers across different educational contexts. PMID:27390226

Using Competency-Based Digital Open Learning Activities to Facilitate and Promote Health Professions Education (OLAmeD): A Proposal.

PubMed

Vaitsis, Christos; Stathakarou, Natalia; Barman, Linda; Zary, Nabil; McGrath, Cormac

2016-07-07

Traditional learning in medical education has been transformed with the advent of information technology. We have recently seen global initiatives to produce online activities in an effort to scale up learning opportunities through learning management systems and massive open online courses for both undergraduate and continued professional education. Despite the positive impact of such efforts, factors such as cost, time, resources, and the specificity of educational contexts restrict the design and exchange of online medical educational activities. The goal is to address the stated issues within the health professions education context while promoting learning by proposing the Online Learning Activities for Medical Education (OLAmeD) concept which builds on unified competency frameworks and generic technical standards for education. We outline how frameworks used to describe a set of competencies for a specific topic in medical education across medical schools in the United States and Europe can be compared to identify commonalities that could result in a unified set of competencies representing both contexts adequately. Further, we examine how technical standards could be used to allow standardization, seamless sharing, and reusability of educational content. The entire process of developing and sharing OLAmeD is structured and presented in a set of steps using as example Urology as a part of clinical surgery specialization. Beyond supporting the development, sharing, and repurposing of educational content, we expect OLAmeD to work as a tool that promotes learning and sets a base for a community of medical educational content developers across different educational contexts.

Online information seeking practices of biology teachers and the perceived influences on instructional planning

NASA Astrophysics Data System (ADS)

Perrault, Anne Marie

The purpose of this study was to examine biology teachers' perceptions of how their online information seeking practices influence their instructional planning. When teachers engage in activities to locate, evaluate, and use online information and resources, a myriad of inter-related and often inseparable consequences follows. These influences may be any combination of direct/indirect, desirable/undesirable, or anticipated/unanticipated (Rogers, 2003). This exploratory study collected baseline data regarding teachers' online practices and its influence on their practice. There were two phases of data collection in this study. Phase I was an online survey of more than seventy New York State biology teachers. The survey was intended to capture (1) a snapshot of the biology teachers' online information seeking practices during the summer and fall 2004, and (2) their perceptions regarding how their online practices influenced their instructional planning. In Phase II, ten study participants were interviewed in order to explore in greater detail the consequences of their online information seeking practices on their instructional planning. Four themes reflecting the consequences of teachers' information seeking practices emerged from the data analysis: Currency of Information; Sparking of Ideas and Gaining Personal Knowledge; Resource Management and the Role of Time; and Webs of Sharing. Each theme encompassed both the purposeful and the indirect actions by teachers to access knowledge and resources to refine and improve their instructional planning. This study's findings show that teachers are using a greater number and wider range of current and multi-modal resources than pre-Internet and they perceive this as an advantage in creating authentic, inquiry-based learning experiences. A notable discovery was of the under-use by teachers of educational online resources specifically designed to support teaching and learning activities (e.g., digital libraries, online databases, and listservs). This study's findings point to a recursive process in which teachers are engaged in ongoing online information seeking practices; continually learning and fostering new knowledge; integrating the learning into their instructional planning practices; changing their teaching strategies; and going back online to search for information and resources and begin the cycle again.

Poor uptake of an online intervention in a cluster randomised controlled trial of online diabetes education for rural general practitioners.

PubMed

Paul, Christine L; Piterman, Leon; Shaw, Jonathan E; Kirby, Catherine; Forshaw, Kristy L; Robinson, Jennifer; Thepwongsa, Isaraporn; Sanson-Fisher, Robert W

2017-03-23

In Australia, rural and remote communities have high rates of diabetes-related death and hospitalisation. General practitioners (GPs) play a major role in diabetes detection and management. Education of GPs could optimise diabetes management and improve patient outcomes at a population level. The study aimed to describe the uptake of a continuing medical education intervention for rural GPs and its impact on the viability of a cluster randomised controlled trial of the effects of continuing medical education on whole-town diabetes monitoring and control. Trial design: the cluster randomised controlled trial involved towns as the unit of allocation and analysis with outcomes assessed by de-identified pathology data (not reported here). The intervention programme consisted of an online active learning module, direct electronic access to specialist advice and performance feedback. Multiple rounds of invitation were used to engage GPs with the online intervention content. Evidence-based strategies (e.g. pre-notification, rewards, incentives) were incorporated into the invitations to enrol in the programme. Recruitment to the programme was electronically monitored through the hosting software package during the study intervention period. Eleven matched pairs of towns were included in the study. There were 146 GPs in the 11 intervention towns, of whom 34 (23.3%) enrolled in the programme, and 8 (5.5%) completed the online learning module. No town had more than 10% of the resident GPs complete the learning module. There were no contacts made by GPs regarding requests for specialist advice. Consequently, the trial was discontinued. There is an ongoing need to engage primary care physicians in improving diabetes monitoring and management in rural areas. Online training options, while notionally attractive and accessible, are not likely to have high levels of uptake, even when evidence-based recruitment strategies are implemented. Australian New Zealand Clinical Trials Registry, identifier: ACTRN12611000553976 . Retrospectively registered on 31 May 2011.

Is Online Learning Suitable for All English Language Students?

ERIC Educational Resources Information Center

Kuama, Settha; Intharaksa, Usa

2016-01-01

This study aimed to examine online language learning strategies (OLLS) used and affection in online learning of successful and unsuccessful online language students and investigate the relationships between OLLS use, affection in online learning and online English learning outcomes. The participants included 346 university students completing a…

Online human training of a myoelectric prosthesis controller via actor-critic reinforcement learning.

PubMed

Pilarski, Patrick M; Dawson, Michael R; Degris, Thomas; Fahimi, Farbod; Carey, Jason P; Sutton, Richard S

2011-01-01

As a contribution toward the goal of adaptable, intelligent artificial limbs, this work introduces a continuous actor-critic reinforcement learning method for optimizing the control of multi-function myoelectric devices. Using a simulated upper-arm robotic prosthesis, we demonstrate how it is possible to derive successful limb controllers from myoelectric data using only a sparse human-delivered training signal, without requiring detailed knowledge about the task domain. This reinforcement-based machine learning framework is well suited for use by both patients and clinical staff, and may be easily adapted to different application domains and the needs of individual amputees. To our knowledge, this is the first my-oelectric control approach that facilitates the online learning of new amputee-specific motions based only on a one-dimensional (scalar) feedback signal provided by the user of the prosthesis. © 2011 IEEE

Online feature selection with streaming features.

PubMed

Wu, Xindong; Yu, Kui; Ding, Wei; Wang, Hao; Zhu, Xingquan

2013-05-01

We propose a new online feature selection framework for applications with streaming features where the knowledge of the full feature space is unknown in advance. We define streaming features as features that flow in one by one over time whereas the number of training examples remains fixed. This is in contrast with traditional online learning methods that only deal with sequentially added observations, with little attention being paid to streaming features. The critical challenges for Online Streaming Feature Selection (OSFS) include 1) the continuous growth of feature volumes over time, 2) a large feature space, possibly of unknown or infinite size, and 3) the unavailability of the entire feature set before learning starts. In the paper, we present a novel Online Streaming Feature Selection method to select strongly relevant and nonredundant features on the fly. An efficient Fast-OSFS algorithm is proposed to improve feature selection performance. The proposed algorithms are evaluated extensively on high-dimensional datasets and also with a real-world case study on impact crater detection. Experimental results demonstrate that the algorithms achieve better compactness and higher prediction accuracy than existing streaming feature selection algorithms.

Effectiveness of an individual, online e-learning program about sexually transmitted infections: a prospective cohort study.

PubMed

Bos-Bonnie, Linda H A; van Bergen, Jan E A M; Te Pas, Ellen; Kijser, Michael A; van Dijk, Nynke

2017-04-24

Primary health-care professionals play an important role in the treatment and prevention of Sexually Transmitted Infections (STI). Continuing Medical Education (CME)-courses can influence the knowledge and behavior of health-care professionals concerning STI. We performed a prospective cohort study to evaluate if the individual and online e-learning program "The STI-consultation", which uses the Commitment-to-Change (CtC)-method, is able to improve the knowledge, attitude and behavior of Dutch General Practitioners (GPs), concerning the STI-consultation. This e-learning program is an individual, accredited, online CME-program, which is freely available for all GPs and GP-trainees in the Netherlands. In total 2192 participants completed the questionnaire before completing the e-learning program and 249 participants completed the follow-up questionnaire after completing the e-learning program. The effect of the program on their knowledge, attitude and behavior concerning the STI-consultation was evaluated. In total 193 participants formulated 601 learning points that matched the learning objectives of the program. The knowledge and attitude of the participants improved, which persisted up to two years after completing the program. Another 179 participants formulated a total of 261 intended changes concerning the sexual history taking, additional investigation and treatment of STI, 97.2% of these changes was partially or fully implemented in daily practice. Also, 114 participants formulated a total of 180 "unintended" changes in daily practice. These changes concerned the attitude of participants towards STI and the working conditions concerning the STI-consultation. The individual, online e-learning program "The STI-consultation", which uses the CtC-method, has a small but lasting, positive effect on the knowledge, attitude, and behavior of GPs concerning the STI-consultation.

Gradient calculations for dynamic recurrent neural networks: a survey.

PubMed

Pearlmutter, B A

1995-01-01

Surveys learning algorithms for recurrent neural networks with hidden units and puts the various techniques into a common framework. The authors discuss fixed point learning algorithms, namely recurrent backpropagation and deterministic Boltzmann machines, and nonfixed point algorithms, namely backpropagation through time, Elman's history cutoff, and Jordan's output feedback architecture. Forward propagation, an on-line technique that uses adjoint equations, and variations thereof, are also discussed. In many cases, the unified presentation leads to generalizations of various sorts. The author discusses advantages and disadvantages of temporally continuous neural networks in contrast to clocked ones continues with some "tricks of the trade" for training, using, and simulating continuous time and recurrent neural networks. The author presents some simulations, and at the end, addresses issues of computational complexity and learning speed.

Using Interprofessional Learning for Continuing Education: Development and Evaluation of the Graduate Certificate Program in Health Professional Education for Clinicians.

PubMed

Henderson, Saras; Dalton, Megan; Cartmel, Jennifer

2016-01-01

Health professionals may be expert clinicians but do not automatically make effective teachers and need educational development. In response, a team of health academics at an Australian university developed and evaluated the continuing education Graduate Certificate in Health Professional Education Program using an interprofessional learning model. The model was informed by Collins interactional expertise and Knowles adult learning theories. The team collaboratively developed and taught four courses in the program. Blended learning methods such as web-based learning, face-to-face workshops, and online discussion forums were used. Twenty-seven multidisciplinary participants enrolled in the inaugural program. Focus group interview, self-report questionnaires, and teacher observations were used to evaluate the program. Online learning motivated participants to learn in a collaborative virtual environment. The workshops conducted in an interprofessional environment promoted knowledge sharing and helped participants to better understand other discipline roles, so they could conduct clinical education within a broader health care team context. Work-integrated assessments supported learning relevance. The teachers, however, observed that some participants struggled because of lack of computer skills. Although the interprofessional learning model promoted collaboration and flexibility, it is important to note that consideration be given to participants who are not computer literate. We therefore conducted a library and computer literacy workshop in orientation week which helped. An interprofessional learning environment can assist health professionals to operate outside their "traditional silos" leading to a more collaborative approach to the provision of care. Our experience may assist other organizations in developing similar programs.

Rapid Statistical Learning Supporting Word Extraction From Continuous Speech.

PubMed

Batterink, Laura J

2017-07-01

The identification of words in continuous speech, known as speech segmentation, is a critical early step in language acquisition. This process is partially supported by statistical learning, the ability to extract patterns from the environment. Given that speech segmentation represents a potential bottleneck for language acquisition, patterns in speech may be extracted very rapidly, without extensive exposure. This hypothesis was examined by exposing participants to continuous speech streams composed of novel repeating nonsense words. Learning was measured on-line using a reaction time task. After merely one exposure to an embedded novel word, learners demonstrated significant learning effects, as revealed by faster responses to predictable than to unpredictable syllables. These results demonstrate that learners gained sensitivity to the statistical structure of unfamiliar speech on a very rapid timescale. This ability may play an essential role in early stages of language acquisition, allowing learners to rapidly identify word candidates and "break in" to an unfamiliar language.

Out of sight, out of mind: Do repeating students overlook online course components?

PubMed

Holland, Jane; Clarke, Eric; Glynn, Mark

2016-11-01

E-Learning is becoming an integral part of undergraduate medicine, with many curricula incorporating a number of online activities and resources, in addition to more traditional teaching methods. This study examines physical attendance, online activity, and examination outcomes in a first-year undergraduate medical program. All 358 students who completed the Alimentary System module within the first semester of the program were included, 30 of whom were repeating the year, and thus the module. This systems-based, multidisciplinary module incorporated didactic lectures, cadaveric small group tutorials and additional e-Learning resources such as online histology tutorials. Significant differences were demonstrated in physical attendance and utilization of online resources between repeating students and those participating in the module for the first time. Subsequent analyses confirmed that physical attendance, access of online lecture resources, and utilization of online histology tutorials were all significantly correlated. In addition, both physical attendance and utilization of online resources significantly correlated with summative examination performance. While nonattendance may be due to a variety of factors, our data confirm that significant differences exist in both physical attendance and online activity between new entrants and repeating students, such that all students repeating a module or academic year should be routinely interviewed and offered appropriate supports to ensure that they continue to engage with the program. While the development of complex algorithmic models may be resource intensive, using readily available indices from virtual learning environments is a straightforward, albeit less powerful, means to identify struggling students prior to summative examinations. Anat Sci Educ 9: 555-564. © 2016 American Association of Anatomists. © 2016 American Association of Anatomists.

Relationship between Online Learning Readiness and Structure and Interaction of Online Learning Students

ERIC Educational Resources Information Center

Demir Kaymak, Zeliha; Horzum, Mehmet Baris

2013-01-01

Current study tried to determine whether a relationship exists between readiness levels of the online learning students for online learning and the perceived structure and interaction in online learning environments. In the study, cross sectional survey model was used. The study was conducted with 320 voluntary students studying online learning…

Are online learning modules an effective way to deliver hand trauma management continuing medical education to emergency physicians?

PubMed

Williams, Jason G

2014-01-01

The enormity of modern medical knowledge and the rapidity of change have created increased need for ongoing or continuing medical education (CME) for physicians. Online CME is attractive for its availability at any time and any place, low cost and potentially increased effectiveness compared with traditional face-to-face delivery. To determine whether online CME modules are an effective method for delivering plastic surgery CME to primary care physicians. A needs assessment survey was conducted among all emergency and family physicians in Nova Scotia. Results indicated that this type of program was appealing, and that hand trauma related topics were most desired for CME. 7 Lesson Builder (SoftChalk LLC, www.softchalk.com) was used to construct a multimedia e-learning module that was distributed along with a pretest, post-test and feedback questionnaire. Quantitative (pre- and post-test scores) and qualitative (feedback responses) data were analyzed. The 32 participants who completed the study indicated that it was a positive and enjoyable experience, and that there was a need for more resources like this. Compared with pretest scores, there was a significant gain in knowledge following completion of the module (P=0.001). The present study demonstrated that an e-learning format is attractive for this population and effective in increasing knowledge. This positive outcome will lead to development of additional modules.

In Search of a Better Understanding of Social Presence: An Investigation into How Researchers Define Social Presence

ERIC Educational Resources Information Center

Lowenthal, Patrick R.; Snelson, Chareen

2017-01-01

Research on social presence and online learning continues to grow. But to date, researchers continue to define and conceptualize social presence very differently. For instance, at a basic level, some conceptualize social presence as one of three presences within a Community of Inquiry, while others do not. Given this problem, we analyzed how…

Participation in online continuing education.

PubMed

Farrell, Barbara; Ward, Natalie; Jennings, Brad; Jones, Caitlin; Jorgenson, Derek; Gubbels-Smith, Ashley; Dolovich, Lisa; Kennie, Natalie

2016-02-01

The ADAPT (ADapting pharmacists' skills and Approaches to maximize Patients' drug Therapy effectiveness) e-learning programme requires weekly participation in module activities and facilitated discussion to support skill uptake. In this study, we sought to describe the extent and pattern of, satisfaction with and factors affecting participation in the initial programme offering and reasons for withdrawal. Mixed methods - convergent parallel approach. Participation was examined in qualitative data from discussion boards, assignments and action plans. Learner estimations of time commitment and action plan submission rates were calculated. Surveys (Likert scale and open-ended questions) included mid-point and final, exit and participation surveys. Eleven of 86 learners withdrew, most due to time constraints (eight completed an exit survey; seven said they would take ADAPT again). Thirty-five of 75 remaining learners completed a participation survey. Although 50-60% of the remaining 75 learners actively continued participating, only 15/35 respondents felt satisfied with their own participation. Learners spent 3-5 h/week (average) on module activities. Factors challenging participation included difficulty with technology, managing time and group work. Factors facilitating participation included willingness to learn (content of high interest) and supportive work environment. Being informed of programme time scheduling in advance was identified as a way to enhance participation. This study determined extent of learner participation in an online pharmacist continuing education programme and identified factors influencing participation. Interactions between learners and the online interface, content and with other learners are important considerations for designing online education programmes. Recommendations for programme changes were incorporated following this evaluation to facilitate participation. © 2015 Royal Pharmaceutical Society.

Encouraging the learning of hydraulic engineering subjects in agricultural engineering schools

NASA Astrophysics Data System (ADS)

Rodríguez Sinobas, Leonor; Sánchez Calvo, Raúl

2014-09-01

Several methodological approaches to improve the understanding and motivation of students in Hydraulic Engineering courses have been adopted in the Agricultural Engineering School at Technical University of Madrid. During three years student's progress and satisfaction have been assessed by continuous monitoring and the use of 'online' and web tools in two undergraduate courses. Results from their application to encourage learning and communication skills in Hydraulic Engineering subjects are analysed and compared to the initial situation. Student's academic performance has improved since their application, but surveys made among students showed that not all the methodological proposals were perceived as beneficial. Their participation in the 'online', classroom and reading activities was low although they were well assessed.

On-line training of recurrent neural networks with continuous topology adaptation.

PubMed

Obradovic, D

1996-01-01

This paper presents an online procedure for training dynamic neural networks with input-output recurrences whose topology is continuously adjusted to the complexity of the target system dynamics. This is accomplished by changing the number of the elements of the network hidden layer whenever the existing topology cannot capture the dynamics presented by the new data. The training mechanism is based on the suitably altered extended Kalman filter (EKF) algorithm which is simultaneously used for the network parameter adjustment and for its state estimation. The network consists of a single hidden layer with Gaussian radial basis functions (GRBF), and a linear output layer. The choice of the GRBF is induced by the requirements of the online learning. The latter implies the network architecture which permits only local influence of the new data point in order not to forget the previously learned dynamics. The continuous topology adaptation is implemented in our algorithm to avoid memory and computational problems of using a regular grid of GRBF'S which covers the network input space. Furthermore, we show that the resulting parameter increase can be handled "smoothly" without interfering with the already acquired information. If the target system dynamics are changing over time, we show that a suitable forgetting factor can be used to "unlearn" the no longer-relevant dynamics. The quality of the recurrent network training algorithm is demonstrated on the identification of nonlinear dynamic systems.

Massive Open Online Courses in Dental Education: Two Viewpoints: Viewpoint 1: Massive Open Online Courses Offer Transformative Technology for Dental Education and Viewpoint 2: Massive Open Online Courses Are Not Ready for Primetime.

PubMed

Kearney, Rachel C; Premaraj, Sundaralingam; Smith, Becky M; Olson, Gregory W; Williamson, Anne E; Romanos, Georgios

2016-02-01

This point/counterpoint article discusses the strengths and weaknesses of incorporating Massive Open Online Courses (MOOCs) into dental education, focusing on whether this relatively new educational modality could impact traditional dental curricula. Viewpoint 1 asserts that MOOCs can be useful in dental education because they offer an opportunity for students to learn through content and assessment that is delivered online. While specific research on MOOCs is limited, some evidence shows that online courses may produce similar learning outcomes to those in face-to-face courses. Given that MOOCs are intended to be open source, there could be opportunities for dental schools with faculty shortages and financial constraints to incorporate these courses into their curricula. In addition to saving money, dental schools could use MOOCs as revenue sources in areas such as continuing education. Viewpoint 2 argues that the hype over MOOCs is subsiding due in part to weaker than expected evidence about their value. Because direct contact between students, instructors, and patients is essential to the dental curriculum, MOOCs have yet to demonstrate their usefulness in replacing more than a subset of didactic courses. Additionally, learning professionalism, a key component of health professions education, is best supported by mentorship that provides significant interpersonal interaction. In spite of the potential of early MOOC ideology, MOOCs in their current form require either further development or altered expectations to significantly impact dental education.

Anatomy education for the YouTube generation.

PubMed

Barry, Denis S; Marzouk, Fadi; Chulak-Oglu, Kyrylo; Bennett, Deirdre; Tierney, Paul; O'Keeffe, Gerard W

2016-01-01

Anatomy remains a cornerstone of medical education despite challenges that have seen a significant reduction in contact hours over recent decades; however, the rise of the "YouTube Generation" or "Generation Connected" (Gen C), offers new possibilities for anatomy education. Gen C, which consists of 80% Millennials, actively interact with social media and integrate it into their education experience. Most are willing to merge their online presence with their degree programs by engaging with course materials and sharing their knowledge freely using these platforms. This integration of social media into undergraduate learning, and the attitudes and mindset of Gen C, who routinely creates and publishes blogs, podcasts, and videos online, has changed traditional learning approaches and the student/teacher relationship. To gauge this, second year undergraduate medical and radiation therapy students (n = 73) were surveyed regarding their use of online social media in relation to anatomy learning. The vast majority of students had employed web-based platforms to source information with 78% using YouTube as their primary source of anatomy-related video clips. These findings suggest that the academic anatomy community may find value in the integration of social media into blended learning approaches in anatomy programs. This will ensure continued connection with the YouTube generation of students while also allowing for academic and ethical oversight regarding the use of online video clips whose provenance may not otherwise be known. © 2015 American Association of Anatomists.

Supporting nurse preceptors through online continuing education.

PubMed

Zahner, Susan J; Tipple, Susan M; Rather, Marsha L; Schendzielos, Christine

2009-10-01

A pilot study was conducted to assess the feasibility of using an online continuing education course to increase knowledge and self-efficacy in nurse preceptors who work with student nurses in acute and primary care settings. A one-group pre- and posttest repeated measures design was used. Pre-course knowledge and self-efficacy were assessed with an electronic survey. Post-course knowledge and satisfaction assessments were embedded in the course. Knowledge retention and change in self-efficacy were assessed with an electronic follow-up survey. Analysis used paired sample t tests. Participants (N = 13) reported satisfaction with the course. Participant knowledge increased from pretest to post-course and from pretest to follow-up. Knowledge declined from post-course to follow-up. No change in self-efficacy ratings was observed. This study suggests that online continuing education is a feasible strategy to support preceptor learning. Further research on the effectiveness of this approach in changing and retaining knowledge and improving self-efficacy is needed. Copyright 2009, SLACK Incorporated.

Adaptation and Evaluation of Online Self-learning Modules to Teach Critical Appraisal and Evidence-Based Practice in Nursing: An International Collaboration.

PubMed

Gagnon, Johanne; Gagnon, Marie-Pierre; Buteau, Rose-Anne; Azizah, Ginette Mbourou; Jetté, Sylvie; Lampron, Amélie; Simonyan, David; Asua, José; Reviriego, Eva

2015-07-01

Healthcare professionals need to update their knowledge and acquire skills to continually inform their practice based on scientific evidence. This study was designed to evaluate online self-learning modules on critical appraisal skills to promote the use of research in clinical practice among nurses from Quebec (Canada) and the Basque Country (Spain). The teaching material was developed in Quebec and adapted to the Basque Country as part of an international collaboration project. A prospective pre-post study was conducted with 36 nurses from Quebec and 47 from the Basque Country. Assessment comprised the administration of questionnaires before and after the course in order to explore the main intervention outcomes: knowledge acquisition and self-learning readiness. Satisfaction was also measured at the end of the course. Two of the three research hypotheses were confirmed: (1) participants significantly improved their overall knowledge score after the educational intervention; and (2) they were, in general, satisfied with the course, giving it a rating of seven out of 10. Participants also reported a greater readiness for self-directed learning after the course, but this result was not significant in Quebec. The study provides unique knowledge on the cultural adaptation of online self-learning modules for teaching nurses about critical appraisal skills and evidence-based practice.

How People Learn in an Asynchronous Online Learning Environment: The Relationships between Graduate Students' Learning Strategies and Learning Satisfaction

ERIC Educational Resources Information Center

Choi, Beomkyu

2016-01-01

The purpose of this study was to examine the relationships between learners' learning strategies and learning satisfaction in an asynchronous online learning environment. In an attempt to shed some light on how people learn in an online learning environment, one hundred and sixteen graduate students who were taking online learning courses…

Negotiating Femininities Online

ERIC Educational Resources Information Center

Davies, Julia

2004-01-01

Much has been written about the potential for online learning (Fryer, 1997; www. ngfl.gov.uk/ngfl/index.html). However this literature typically emphasizes not online learning but online education. In this paper I focus on the potential for online learning, specifically learning about issues surrounding femininity in the presence of online peers,…

(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.

Alzheimer's Caregiver Support Online: lessons learned, initial findings and future directions.

PubMed

Glueckauf, Robert L; Loomis, Jeffrey S

2003-01-01

Family caregivers of older adults with progressive dementia (e.g., Alzheimer's disease) are faced with a variety of emotional and behavioral difficulties, such as dealing with persistent, repetitive questions, managing agitation and depression, and monitoring hygiene and self-care activities. Although professional and governmental organizations have called for the creation of community-based education and support programs, most dementia caregivers continue to receive little or no formal instruction in responding effectively to these challenges. The current paper describes the development and implementation of Alzheimer's Caregiver Support Online, a Web- and telephone-based education and support network for caregivers of individuals with progressive dementia. Lessons learned from the first two years of this state-supported initiative are discussed, followed by the findings of a Robert Wood Johnson Foundation-funded strategic marketing initiative and an initial program evaluation of AlzOnline's Positive Caregiving classes. Finally, clinical implications and future directions for program development and evaluation research are proposed.

Multiple Motor Learning Strategies in Visuomotor Rotation

PubMed Central

Saijo, Naoki; Gomi, Hiroaki

2010-01-01

Background When exposed to a continuous directional discrepancy between movements of a visible hand cursor and the actual hand (visuomotor rotation), subjects adapt their reaching movements so that the cursor is brought to the target. Abrupt removal of the discrepancy after training induces reaching error in the direction opposite to the original discrepancy, which is called an aftereffect. Previous studies have shown that training with gradually increasing visuomotor rotation results in a larger aftereffect than with a suddenly increasing one. Although the aftereffect difference implies a difference in the learning process, it is still unclear whether the learned visuomotor transformations are qualitatively different between the training conditions. Methodology/Principal Findings We examined the qualitative changes in the visuomotor transformation after the learning of the sudden and gradual visuomotor rotations. The learning of the sudden rotation led to a significant increase of the reaction time for arm movement initiation and then the reaching error decreased, indicating that the learning is associated with an increase of computational load in motor preparation (planning). In contrast, the learning of the gradual rotation did not change the reaction time but resulted in an increase of the gain of feedback control, suggesting that the online adjustment of the reaching contributes to the learning of the gradual rotation. When the online cursor feedback was eliminated during the learning of the gradual rotation, the reaction time increased, indicating that additional computations are involved in the learning of the gradual rotation. Conclusions/Significance The results suggest that the change in the motor planning and online feedback adjustment of the movement are involved in the learning of the visuomotor rotation. The contributions of those computations to the learning are flexibly modulated according to the visual environment. Such multiple learning strategies would be required for reaching adaptation within a short training period. PMID:20195373

Determinants of Student Satisfaction in Online Tutorial: A Study of A Distance Education Institution

ERIC Educational Resources Information Center

Harsasi, Meirani; Sutawijaya, Adrian

2018-01-01

Education system nowadays tends to utilize online learning, including in higher education. Online learning system becomes a major requirement in implementing learning process, including in Indonesia. Universitas Terbuka has implemented online learning system known as online tutorials to support the distance learning system. One interesting issue…

An Examination through Conjoint Analysis of the Preferences of Students Concerning Online Learning Environments According to Their Learning Styles

ERIC Educational Resources Information Center

Daghan, Gökhan; Akkoyunlu, Buket

2012-01-01

This study examines learning styles of students receiving education via online learning environments, and their preferences concerning the online learning environment. Maggie McVay Lynch Learning Style Inventory was used to determine learning styles of the students. The preferences of students concerning online learning environments were detected…

Faculty Perspectives on Online Learning: A Comparative Study of Palo Alto College and San Antonio College of the Alamo Community College District

ERIC Educational Resources Information Center

Garza, Robert Lee, Jr.

2008-01-01

Enrollments in distance education courses continue to rise and faculty members continue to teach them. In some cases, student demand for distance education courses exceeds the number of courses offered by the institution. Additional faculty members are needed to teach distance education courses to meet the increasing student demand. As…

Integral reinforcement learning for continuous-time input-affine nonlinear systems with simultaneous invariant explorations.

PubMed

Lee, Jae Young; Park, Jin Bae; Choi, Yoon Ho

2015-05-01

This paper focuses on a class of reinforcement learning (RL) algorithms, named integral RL (I-RL), that solve continuous-time (CT) nonlinear optimal control problems with input-affine system dynamics. First, we extend the concepts of exploration, integral temporal difference, and invariant admissibility to the target CT nonlinear system that is governed by a control policy plus a probing signal called an exploration. Then, we show input-to-state stability (ISS) and invariant admissibility of the closed-loop systems with the policies generated by integral policy iteration (I-PI) or invariantly admissible PI (IA-PI) method. Based on these, three online I-RL algorithms named explorized I-PI and integral Q -learning I, II are proposed, all of which generate the same convergent sequences as I-PI and IA-PI under the required excitation condition on the exploration. All the proposed methods are partially or completely model free, and can simultaneously explore the state space in a stable manner during the online learning processes. ISS, invariant admissibility, and convergence properties of the proposed methods are also investigated, and related with these, we show the design principles of the exploration for safe learning. Neural-network-based implementation methods for the proposed schemes are also presented in this paper. Finally, several numerical simulations are carried out to verify the effectiveness of the proposed methods.

Online learning control using adaptive critic designs with sparse kernel machines.

PubMed

Xu, Xin; Hou, Zhongsheng; Lian, Chuanqiang; He, Haibo

2013-05-01

In the past decade, adaptive critic designs (ACDs), including heuristic dynamic programming (HDP), dual heuristic programming (DHP), and their action-dependent ones, have been widely studied to realize online learning control of dynamical systems. However, because neural networks with manually designed features are commonly used to deal with continuous state and action spaces, the generalization capability and learning efficiency of previous ACDs still need to be improved. In this paper, a novel framework of ACDs with sparse kernel machines is presented by integrating kernel methods into the critic of ACDs. To improve the generalization capability as well as the computational efficiency of kernel machines, a sparsification method based on the approximately linear dependence analysis is used. Using the sparse kernel machines, two kernel-based ACD algorithms, that is, kernel HDP (KHDP) and kernel DHP (KDHP), are proposed and their performance is analyzed both theoretically and empirically. Because of the representation learning and generalization capability of sparse kernel machines, KHDP and KDHP can obtain much better performance than previous HDP and DHP with manually designed neural networks. Simulation and experimental results of two nonlinear control problems, that is, a continuous-action inverted pendulum problem and a ball and plate control problem, demonstrate the effectiveness of the proposed kernel ACD methods.

Utilisation of internet resources for continuing professional development: a cross-sectional survey of general practitioners in Scotland.

PubMed

MacWalter, Gordon; McKay, John; Bowie, Paul

2016-01-21

Participation in continuing professional development (CPD) is a professional and regulatory expectation of general practitioners (GPs). Traditionally, CPD activity was undertaken face-to-face in educational settings, but internet based formats have found increasing favour. The need for doctors to use the internet for service and educational purposes is growing, particularly in support of specialty training and appraisal. We aimed to determine how GPs in Scotland utilise online resources in support of their CPD. This involved identifying which resources are used and how frequently, along with their preferences as to how and why they access these resources. A cross sectional study was undertaken using an online questionnaire to survey general practitioners across Scotland. Data were subjected to descriptive analysis and differences in attitudinal responses between groups and Fischer's exact tests were calculated. Three hundred and eighty-three GP responses were received, with the majority being female (n = 232, 60.6%) and GP partners (n = 236, 61.6%). The majority used the internet on three or more working days per week or more frequently (n = 361, 94.3%) with the three most common reasons being to obtain information for a patient (n = 358, 93.5%), answering a clinical question (n = 357, 93.2%) and CPD purposes (n = 308, 80.4%). Of 37 online resources used by respondents, the top five were SIGN Guidelines (n = 303, 79.3%), BMJ Learning (n = 279, 73.0%), NICE Guidelines (n = 255, 66.8%), GP Notebook (n = 243, 63.6%) and Google (n = 234, 61.3%). Low use of social media such as Facebook (n = 11, 2.9%) and Twitter (n = 11, 2.9%) was reported for CPD. A majority agreed that 'reading information online' (95.0%) and 'completing online learning modules' (87.4%) were the most valued online activities. Slow internet connections (n = 240, 62.7%), website access restrictions (n = 177, 46.2%) and difficulties logging into online CPD resources (n = 163, 42.6%) were reported barriers. Significant response differences (P < 0.05) were found between groups based on high volume online usage, gender and age. The majority of respondents had positive attitudes to using online resources for continuing professional development, and a preference for evidence-based and peer reviewed online resources. Information technology (IT) difficulties remain a barrier to effective utilisation. The findings have implications for future planning and design of online resources and IT infrastructure.

Online Learning Self-Efficacy in Students with and without Online Learning Experience

ERIC Educational Resources Information Center

Zimmerman, Whitney Alicia; Kulikowich, Jonna M.

2016-01-01

A need was identified for an instrument to measure online learning self-efficacy, which encompassed the wide variety of tasks required of successful online students. The Online Learning Self-Efficacy Scale (OLSES) was designed to include tasks required of students enrolled in paced online courses at one university. In the present study, the…

The value of online learning and MRI: finding a niche for expensive technologies.

PubMed

Cook, David A

2014-11-01

The benefits of online learning come at a price. How can we optimize the overall value? Critically appraise the value of online learning. Narrative review. Several prevalent myths overinflate the value of online learning. These include that online learning is cheap and easy (it is usually more expensive), that it is more efficient (efficiency depends on the instructional design, not the modality), that it will transform education (fundamental learning principles have not changed), and that the Net Generation expects it (there is no evidence of pent-up demand). However, online learning does add real value by enhancing flexibility, control and analytics. Costs may also go down if disruptive innovations (e.g. low-cost, low-tech, but instructionally sound "good enough" online learning) supplant technically superior but more expensive online learning products. Cost-lowering strategies include focusing on core principles of learning rather than technologies, using easy-to-learn authoring tools, repurposing content (organizing and sequencing existing resources rather than creating new content) and using course templates. Online learning represents just one tool in an educator's toolbox, as does the MRI for clinicians. We need to use the right tool(s) for the right learner at the right dose, time and route.

Faculty Professional Development for Quality Online Teaching

ERIC Educational Resources Information Center

Alexiou-Ray, Jennifer; Bentley, Courtney C.

2015-01-01

Meaningful technology use in education continues to improve given an increase in access to available technologies and professional development. For educators, professional development has focused on approaches for technology use that foster content-specific best practices and improve student learning in traditional classroom formats. Meaningful…

A Single-Display Groupware Collaborative Language Laboratory

ERIC Educational Resources Information Center

Calderón, Juan Felipe; Nussbaum, Miguel; Carmach, Ignacio; Díaz, Juan Jaime; Villalta, Marco

2016-01-01

Language learning tools have evolved to take into consideration new teaching models of collaboration and communication. While second language acquisition tasks have been taken online, the traditional language laboratory has remained unchanged. By continuing to follow its original configuration based on individual work, the language laboratory…

The Viability of Online Education for Professional Development

ERIC Educational Resources Information Center

Carr, Vivienne B.

2010-01-01

Information technology is influencing continuing education for K-12 administrators and in-service teachers, especially with regard to asynchronous education for professional development. Implementation of instructional technology applications has required a major restructuring of the learning environment. The restructuring has included the use of…

Learning across Distance

ERIC Educational Resources Information Center

Cowan, Kristina

2009-01-01

A 2008 report, "Keeping Pace with K-12 Online Learning," commissioned by North American Council for Online Learning (NACOL) and others, defines online learning as "teacher-led education that takes place over the Internet, with the teacher and student separated geographically." The term "distance learning" includes online education, but is…

The Online Learning Definitions Project

ERIC Educational Resources Information Center

International Association for K-12 Online Learning, 2011

2011-01-01

The mission of the International Association for K-12 Online Learning (iNACOL) is to ensure all students have access to a world-class education and quality online learning opportunities that prepare them for a lifetime of success. "The Online Learning Definitions Project" is designed to provide states, districts, online programs, and…

Instructional design in the development of an online course on Basic Life Support.

PubMed

Tobase, Lucia; Peres, Heloisa Helena Ciqueto; Almeida, Denise Maria de; Tomazini, Edenir Aparecida Sartorelli; Ramos, Meire Bruna; Polastri, Thatiane Facholi

2018-03-26

To develop and evaluate an online course on Basic Life Support. Technological production research of online course guided by the ADDIE (Analysis, Design, Development, Implementation, Evaluation) instructional design model based on Andragogy and the Meaningful Learning Theory. The online course was constructed in the platform Moodle, previously assessed by a group of experts, and then presented to the students of the Nursing School of the University of São Paulo, who assessed it at the end of the course. The course was evaluated by the experts and obtained a mean score of 0.92 (SD 0.15), considered as good quality (between 0.90-0.94), and by the students, with a mean score of 0.95 (SD 0.03), considered as high quality (0.95-1.00). The instructional design used was found to be appropriate to the development of the online course. As an active educational strategy, it contributed to the learning on Basic Life Support during cardiac arrest-related procedures in adults. In view of the need for technological innovations in education and systematization of care in cardiopulmonary resuscitation, the online course allows the establishment of continuous improvement processes in the quality of resuscitation in the care provided by students and professionals.

Discovering online learning barriers: survey of health educational stakeholders in dentistry.

PubMed

Schönwetter, D; Reynolds, P

2013-02-01

Given the exponential explosion of online learning tools and the challenge to harness their influence in dental education, there is a need to determine the current status of online learning tools being adopted at dental schools, the barriers that thwart the potential of adopting these and to capture this information from each of the various stakeholders involved in dental online learning (administrators, instructors, students and software/hardware technicians). The aims of this exploratory study are threefold: first, to understand which online learning tools are currently being adopted at dental schools; second, to determine the barriers in adopting online learning in dental education; and third, to identify a way of better preparing stakeholders in their quest to encourage others at their institutions to adopt online learning tools. Seventy-two participants representing eight countries and 13 stakeholder groups in dentistry were invited to complete the online Survey of Barriers in Online Learning Education in Health Professional Schools. The survey was created for this study but generic to all healthcare education domains. Twenty participants completed the survey. demonstrated that many online learning tools are being successfully adopted at dental schools, but computer-based assessment tools are the least successful. Added to this are challenges of support and resources for online learning tools. Participants offered suggestions of creating a blended (online and face-to-face) tutorial aimed at assisting stakeholders to help their dental schools in adopting online learning tools The information from this study is essential in helping us to better prepare the next generation of dental providers in terms of adopting online learning tools. This paper will not only provide strategies of how best to proceed, but also inspire participants with the necessary tools to move forward as they assist their clients with adopting and sustaining online learning tools and models. © 2012 John Wiley & Sons A/S.

Veterans Health Administration's Disaster Emergency Medical Personnel System (DEMPS) Training Evaluation: Potential Implications for Disaster Health Care Volunteers.

PubMed

Schmitz, Susan; Radcliff, Tiffany A; Chu, Karen; Smith, Robert E; Dobalian, Aram

2018-02-20

The US Veterans Health Administration's Disaster Emergency Medical Personnel System (DEMPS) is a team of employee disaster response volunteers who provide clinical and non-clinical staffing assistance when local systems are overwhelmed. This study evaluated attitudes and recommendations of the DEMPS program to understand the impact of multi-modal training on volunteer perceptions. DEMPS volunteers completed an electronic survey in 2012 (n=2120). Three training modes were evaluated: online, field exercise, and face-to-face. Measures included: "Training Satisfaction," "Attitudes about Training," "Continued Engagement in DEMPS." Data were analyzed using χ2 and logistic regression. Open-ended questions were evaluated in a manner consistent with grounded theory methodology. Most respondents participated in DEMPS training (80%). Volunteers with multi-modal training who completed all 3 modes (14%) were significantly more likely to have positive attitudes about training, plan to continue as volunteers, and would recommend DEMPS to others (P-value<0.001). Some respondents requested additional interactive activities and suggested increased availability of training may improve volunteer engagement. A blended learning environment using multi-modal training methods, could enhance satisfaction and attitudes and possibly encourage continued engagement in DEMPS or similar programs. DEMPS training program modifications in 2015 expanded this blended learning approach through new interactive online learning opportunities. (Disaster Med Public Health Preparedness. 2018; page 1 of 8).

Optimal and Adaptive Online Learning

ERIC Educational Resources Information Center

Luo, Haipeng

2016-01-01

Online learning is one of the most important and well-established machine learning models. Generally speaking, the goal of online learning is to make a sequence of accurate predictions "on the fly," given some information of the correct answers to previous prediction tasks. Online learning has been extensively studied in recent years,…

Evaluating the Effectiveness of Online Learning at the High School Level

ERIC Educational Resources Information Center

Haley, Robert

2013-01-01

United States high schools are increasingly using online learning to complement traditional classroom learning. Previous researchers of post secondary online learning have shown no significant differences between traditional and online learning. However, there has been little research at the secondary level about the effectiveness of online…

Accommodating Students' Sensory Learning Modalities in Online Formats

ERIC Educational Resources Information Center

Allison, Barbara N.; Rehm, Marsha L.

2016-01-01

Online classes have become a popular and viable method of educating students in both K-12 settings and higher education, including in family and consumer sciences (FCS) programs. Online learning dramatically affects the way students learn. This article addresses how online learning can accommodate the sensory learning modalities (sight, hearing,…

Using a Comprehensive Model to Test and Predict the Factors of Online Learning Effectiveness

ERIC Educational Resources Information Center

He, Minyan

2013-01-01

As online learning is an important part of higher education, the effectiveness of online learning has been tested with different methods. Although the literature regarding online learning effectiveness has been related to various factors, a more comprehensive review of the factors may result in broader understanding of online learning…

Improving Web-Based Student Learning Through Online Video Demonstrations

NASA Astrophysics Data System (ADS)

Miller, Scott; Redman, S.

2010-01-01

Students in online courses continue to lag their peers in comparable face-to-face (F2F) courses (Ury 2004, Slater & Jones 2004). A meta-study of web-based vs. classroom instruction by Sitzmann et al (2006) discovered that the degree of learner control positively influences the effectiveness of instruction: students do better when they are in control of their own learning. In particular, web-based courses are more effective when they incorporate a larger variety of instructional methods. To address this need, we developed a series of online videos to demonstrate various astronomical concepts and provided them to students enrolled in an online introductory astronomy course at Penn State University. We found that the online students performed worse than the F2F students on questions unrelated to the videos (t = -2.84), but that the online students who watched the videos performed better than the F2F students on related examination questions (t = 2.11). We also found that the online students who watched the videos performed significantly better than those who did not (t = 3.43). While the videos in general proved helpful, some videos were more helpful than others. We will discuss our thoughts on why this might be, and future plans to improve upon this study. These videos are freely available on iTunesU, YouTube, and Google Video.

Online learning in a dermatology clerkship: piloting the new American Academy of Dermatology Medical Student Core Curriculum.

PubMed

Cipriano, Sarah D; Dybbro, Eric; Boscardin, Christy K; Shinkai, Kanade; Berger, Timothy G

2013-08-01

Multiple studies have shown that both current and future primary care providers have insufficient education and training in dermatology. To address the limitations and wide variability in medical student dermatology instruction, the American Academy of Dermatology (AAD) created a standardized, online curriculum for both dermatology learners and educators. We sought to determine the impact of the integration of the AAD online curriculum into a 2-week introductory dermatology clerkship for fourth-year medical students. In addition to their clinical duties, we assigned 18 online modules at a rate of 1 to 3 per day. We evaluated knowledge acquisition using a 50-item, multiple-choice pretest and posttest. Postmodule and end-of-course questionnaires contained both closed and open-ended items soliciting students' perceptions about usability and satisfaction. All 51 participants significantly improved in their dermatology knowledge (P < .001). The majority of students found the modules easy to navigate (95%) and worth their time (93%). All respondents supported the continuation of the modules as part of the dermatology clerkship. Without a control group who did not experience the online curriculum, we are unable to isolate the specific impact of the online modules on students' learning. This study demonstrates the successful integration of this educational resource into a 2-week, university-based dermatology clerkship. Students' perceptions regarding usability and satisfaction were overwhelmingly positive, suggesting that the online curriculum is highly acceptable to learners. Widespread use of this curriculum may be a significant advancement in standardized dermatology learning for medical students. Copyright © 2013 American Academy of Dermatology, Inc. Published by Mosby, Inc. All rights reserved.

Continuing professional development and ICT: target practice.

PubMed

Eaton, K A; Reynolds, P A

2008-07-26

Ever-increasing needs and demands by dentists and all other members of the dental team for education and training at all levels - undergraduate, postgraduate and continuing - are straining the resources of existing providers of such education. At the same time, there are ever-increasing opportunities to develop online delivery and the use of a range of information and communication technology (ICT) systems and services further, in all aspects of dental education. This paper reviews recent developments that have led to an increased demand for dental postgraduate programmes and continuing professional development (CPD) courses in the United Kingdom and then discusses how ICT has and will impact on teaching practice. Examples include the use of teaching and learning resources in a virtual learning environment (VLE) and the increasing use of blended learning. The paper then explores the need for both teachers and students to adapt to the new environment to ensure they can benefit to the maximum and that teaching and learning practices are changed accordingly.

Long distance education for croatian nurses with open source software.

PubMed

Radenovic, Aleksandar; Kalauz, Sonja

2006-01-01

Croatian Nursing Informatics Association (CNIA) has been established as result of continuing work on promoting nursing informatics in Croatia. Main goals of CNIA are promoting nursing informatics and education of nurses about nursing informatics and using information technology in nursing process. CNIA in start of work is developed three courses from nursing informatics all designed with support of long distance education with open source software. Courses are: A - 'From Data to Wisdom', B - 'Introduction to Nursing Informatics' and C - 'Nursing Informatics I'. Courses A and B are obligatory for C course. Technology used to implement these online courses is based on the open source Learning Management System (LMS), Claroline, free online collaborative learning platform. Courses are divided in two modules/days. First module/day participants have classical approach to education and second day with E-learning from home. These courses represent first courses from nursing informatics' and first long distance education for nurses also.

Online learning in dentistry: an overview of the future direction for dental education.

PubMed

Schönwetter, D J; Reynolds, P A; Eaton, K A; De Vries, J

2010-12-01

This paper provides an overview of the diversity of tools available for online learning and identifies the drivers of online learning and directives for future research relating to online learning in dentistry. After an introduction and definitions of online learning, this paper considers the democracy of knowledge and tools and systems that have democratized knowledge. It identifies assessment systems and the challenges of online learning. This paper also identifies the drivers for online learning, including those for instructors, administrators and leaders, technology innovators, information and communications technology personnel, global dental associations and government. A consideration of the attitudes of the stakeholders and how they might work together follows, using the example of the unique achievement of the successful collaboration between the Universities of Adelaide, Australia and Sharjah, United Arab Emirates. The importance of the interaction of educational principles and research on online learning is discussed. The paper ends with final reflections and conclusions, advocating readers to move forward in adopting online learning as a solution to the increasing worldwide shortage of clinical academics to teach dental clinicians of the future. © 2010 Blackwell Publishing Ltd.

Peer learning a pedagogical approach to enhance online learning: A qualitative exploration.

PubMed

Raymond, Anita; Jacob, Elisabeth; Jacob, Darren; Lyons, Judith

2016-09-01

Flexible online programs are becoming increasingly popular method of education for students, allowing them to complete programs in their own time and cater for lifestyle differences. A mixture of delivery modes is one way which allows for enhanced learning. Peer learning is another method of learning which is shown to foster collaboration and prepare healthcare students for their future careers. This paper reports on a project to combine peer and online learning to teach pharmacology to nursing students. To explore undergraduate nursing student opinions of working in peer groups for online learning sessions in a pharmacology course. A qualitative study utilising a self-reported questionnaire. A rural campus of an Australian university. Second year nursing students enrolled in a Bachelor of Nursing Program. A hard copy questionnaire was distributed to all students who attended the final semester lecture for the course. Content analysis of open-ended survey questions was used to identify themes in the written data. Of the 61 students enrolled in the nursing subject, 35 students chose to complete the survey (57%). Students reported a mixed view of the benefits and disadvantages of peer online learning. Sixty 6% (66%) of students liked peer online learning, whilst 29% disliked it and 6% were undecided. Convenience and ease of completion were reported as the most common reason to like peer online learning, whilst Information Technology issues, communication and non-preferred learning method were reasons for not liking peer online learning. Peer online learning groups' acted as one further method to facilitate student learning experiences. Blending peer online learning with traditional face-to-face learning increases the variety of learning methods available to students to enhance their overall learning experience. Copyright © 2016 Elsevier Ltd. All rights reserved.

Combining Offline and Online Computation for Solving Partially Observable Markov Decision Process

DTIC Science & Technology

2015-03-06

David Hsu and Wee Sun Lee, Monte Carlo Bayesian Reinforcement Learning, International Conference on Machine Learning (ICML), 2012. • Haoyu Bai, David...and Automation (ICRA), 2015. • Zhan Wei Lim, David Hsu, and Wee Sun Lee, Adaptive Informative Path Planning in Metric Spaces. Submitted to Int. J... Automation (ICRA), 2015. 2. Bai, H., Hsu, D., Kochenderfer, M. J., and Lee, W. S., Unmanned aircraft collision avoidance using continuous state POMDPs

A comparison of student performance in human development classes using three different modes of delivery: Online, face-to-face, and combined

NASA Astrophysics Data System (ADS)

Kalsow, Susan Christensen

1999-11-01

The problem. The dual purposes of this research were to determine if there is a difference in student performance in three Human Development classes when the modes of delivery are different and to analyze student perceptions of using Web-based learning as all or part of their course experience. Procedures. Data for this study were collected from three Human Development courses taught at Drake University. Grades from five essays, projects, and overall grades were used in the three classes and analyzed using a single factor analysis of variance to determine if there was a significant difference. Content analysis was used on the evaluation comments of the participants in the online and combined classes to determine their perceptions of Web-based learning. Findings. The single factor analysis of variance measuring student performance showed no significant difference among the online, face-to-face, and combined scores at the .05 level of significance, however, the difference was significant at the .06. The content analysis of the online and combined course showed the three major strengths of learning totally or partly online to be increased comfort in using the computer, the quality of the overall experience, and convenience in terms of increased access to educational opportunities. The barriers included lack of human interaction and access to the professor. Conclusions. The study indicates that Web-based learning is a viable option for postsecondary educational delivery in terms of student performance and learning. On the average, performance is at least as good as performance in traditional face-to-face classrooms. Improved performance, however, is contingent on adequate access to equipment, faculty skill in teaching using a new mode of delivery, and the personality of the student. The convenient access to educational opportunities and becoming more comfortable with technology are benefits that were important to these two groups. Web-based learning is not for everyone, but Web-assisted learning may be. It has the potential to reach a population of students who otherwise would not have access to postsecondary education. Recommendations. Technology in the twenty-first century will continue to explode and impact our lives. Universities and colleges have the potential to reach a more diverse population, but face-to-face learning will always have value. Consideration must be given to how technology and the use of Web-based learning can be used in varying degrees to meet the needs of students. Classes in the future should have some expected component of navigation and productive use of online learning. Web classes vary from totally online to mostly face-to-face, but all students in the twenty-first century should be expected to know and use this powerful educational resource.

Online Learning Tools as Supplements for Basic and Clinical Science Education.

PubMed

Ellman, Matthew S; Schwartz, Michael L

2016-01-01

Undergraduate medical educators are increasingly incorporating online learning tools into basic and clinical science curricula. In this paper, we explore the diversity of online learning tools and consider the range of applications for these tools in classroom and bedside learning. Particular advantages of these tools are highlighted, such as delivering foundational knowledge as part of the "flipped classroom" pedagogy and for depicting unusual physical examination findings and advanced clinical communication skills. With accelerated use of online learning, educators and administrators need to consider pedagogic and practical challenges posed by integrating online learning into individual learning activities, courses, and curricula as a whole. We discuss strategies for faculty development and the role of school-wide resources for supporting and using online learning. Finally, we consider the role of online learning in interprofessional, integrated, and competency-based applications among other contemporary trends in medical education are considered.

Online Learning Tools as Supplements for Basic and Clinical Science Education

PubMed Central

Ellman, Matthew S.; Schwartz, Michael L.

2016-01-01

Undergraduate medical educators are increasingly incorporating online learning tools into basic and clinical science curricula. In this paper, we explore the diversity of online learning tools and consider the range of applications for these tools in classroom and bedside learning. Particular advantages of these tools are highlighted, such as delivering foundational knowledge as part of the “flipped classroom” pedagogy and for depicting unusual physical examination findings and advanced clinical communication skills. With accelerated use of online learning, educators and administrators need to consider pedagogic and practical challenges posed by integrating online learning into individual learning activities, courses, and curricula as a whole. We discuss strategies for faculty development and the role of school-wide resources for supporting and using online learning. Finally, we consider the role of online learning in interprofessional, integrated, and competency-based applications among other contemporary trends in medical education are considered. PMID:29349323

Promoting occupational health nursing training: an educational outreach with a blended model of distance and traditional learning approaches.

PubMed

Ward, Julie A; Beaton, Randal D; Bruck, Annie M; de Castro, A B

2011-09-01

In 2009, occupational health nursing faculty and professionals at the University of Washington developed an innovative continuing nursing education offering, the OHN Institute. The OHN Institute was designed to meet the following objectives: (1) extend basic occupational health nursing training to non-occupational health nurses in Federal Region X, (2) target new occupational health nurses or those who possessed little or no advanced education in occupational health nursing, and (3) offer a hybrid continuing nursing education program consisting of on-site and distance learning modalities. Evaluation findings suggested that the various continuing nursing education modalities and formats (e.g., asynchronous vs. synchronous, online modules vs. live modules) were essentially comparable in terms of effectiveness. Perhaps most importantly, the OHN Institute evaluation demonstrated that quality continuing nursing education outcomes for occupational health nurses depended largely on knowledgeable and engaging faculty and a compelling vision of desired outcomes, including the application of learned content to professional practice. Copyright 2011, SLACK Incorporated.

Self-assessed learning style correlates to use of supplemental learning materials in an online course management system.

PubMed

Halbert, Caitlin; Kriebel, Richard; Cuzzolino, Robert; Coughlin, Patrick; Fresa-Dillon, Kerin

2011-01-01

The benefit of online learning materials in medical education is not well defined. The study correlated certain self-identified learning styles with the use of self-selected online learning materials. First-year osteopathic medical students were given access to review and/or summary materials via an online course management system (CMS) while enrolled in a pre-clinical course. At the end of the course, students completed a self-assessment of learning style based on the Index of Learning Styles and a brief survey regarding their usage and perceived advantage of the online learning materials. Students who accessed the online materials earned equivalent grades to those who did not. However, the study found that students who described their learning styles as active, intuitive, global, and/or visual were more likely to use online educational resources than those who identified their learning style as reflective, sensing, sequential, and/or verbal. Identification of a student's learning style can help medical educators direct students to learning resources that best suit their individual needs.

Are Online Learners Frustrated with Collaborative Learning Experiences?

ERIC Educational Resources Information Center

Capdeferro, Neus; Romero, Margarida

2012-01-01

Online education increasingly puts emphasis on collaborative learning methods. Despite the pedagogical advantages of collaborative learning, online learners can perceive collaborative learning activities as frustrating experiences. The purpose of this study was to characterize the feelings of frustration as a negative emotion among online learners…

Student-Teacher Interaction in Online Learning Environments

ERIC Educational Resources Information Center

Wright, Robert D., Ed.

2015-01-01

As face-to-face interaction between student and instructor is not present in online learning environments, it is increasingly important to understand how to establish and maintain social presence in online learning. "Student-Teacher Interaction in Online Learning Environments" provides successful strategies and procedures for developing…

Dental students' perceptions of an online learning.

PubMed

Asiry, Moshabab A

2017-10-01

To identify the readiness of students for online learning, to investigate their preference and perception, and to measure the quality of online tutorials. A 14-statement questionnaire was administered to fourth year undergraduate dental students in male campus at King Saud University who completed preclinical orthodontic course. The students responded to each statement by using Likert scale. The results reveal a high agreement of students (27.8-31.5% agree and 38.9-50% strongly agree) on a possession of necessary computer skills and access to internet. 59.2% and 64.8% of the students replied that online flash lectures and procedural videos were helpful to their learning, respectively. With respect to students' learning preferences, few students preferred online flash lectures (31.5%) and procedural videos (17.1%). Most students (38.9% agree and 31.5% strongly agree) preferred a combination of traditional teaching methods and online learning. Overall, student attitudes were positive regarding online learning. The students viewed online learning helpful as a supplement to their learning rather than a replacement for traditional teaching methods.

Belonging Online: Students' Perceptions of the Value and Efficacy of an Online Learning Community

ERIC Educational Resources Information Center

LaPointe, Loralee; Reisetter, Marcy

2008-01-01

The proliferation of online course designs has changed the learning environments for many students and professors. Recommendations for best practice in online course design frequently include maximizing students' online peer connections, with the intention of building a viable, if virtual, online learning community. However, students' responses to…

Accommodating student learning styles and preferences in an online occupational therapy course.

PubMed

Doyle, Nancy Wolcott; Jacobs, Karen

2013-01-01

Occupational therapy's online education must be research-based and inclusive. One way to provide a more inclusive online learning experience is to attend to individual learning styles and preferences. This study uses the best available evidence on learning styles and online education to develop, implement, and study occupational therapy students' experiences with an online learning module and related assignment. Eight students consented to take an online survey after completing a learning module and related assignment in an online post-professional graduate course in occupational therapy. The survey explored their learning experience and its applicability to clinical work. Data gathered from multiple-choice, Likert-scale, and open-ended questions were descriptively analyzed. Results from this study suggest that students find the study of learning styles and preferences enjoyable and applicable to their clinical work, but are often motivated by factors such as time and technology when selecting the format of a course assignment.

Using Online Learning for At-Risk Students and Credit Recovery. Promising Practices in Online Learning

ERIC Educational Resources Information Center

Watson, John; Gemin, Butch

2008-01-01

Online learning programs are designed to expand high-quality educational opportunities and to meet the needs of diverse students. While the primary reason online courses are offered in school districts is to expand offerings to courses that would otherwise be unavailable, the second most commonly cited reason for offering online learning is to…

Factors of Learner-Instructor Interaction Which Predict Perceived Learning Outcomes in Online Learning Environment

ERIC Educational Resources Information Center

Kang, M.; Im, T.

2013-01-01

Interaction in the online learning environment has been regarded as one of the most critical elements that affect learning outcomes. This study examined what factors in learner-instructor interaction can predict the learner's outcomes in the online learning environment. Learners in K Online University participated by answering the survey, and data…

An Exploratory Factor Analysis and Reliability Analysis of the Student Online Learning Readiness (SOLR) Instrument

ERIC Educational Resources Information Center

Yu, Taeho; Richardson, Jennifer C.

2015-01-01

The purpose of this study was to develop an effective instrument to measure student readiness in online learning with reliable predictors of online learning success factors such as learning outcomes and learner satisfaction. The validity and reliability of the Student Online Learning Readiness (SOLR) instrument were tested using exploratory factor…

Exploring the Effectiveness of Self-Regulated Learning in Massive Open Online Courses on Non-Native English Speakers

ERIC Educational Resources Information Center

Chung, Liang-Yi

2015-01-01

Massive Open Online Courses (MOOCs) are expanding the scope of online distance learning in the creation of a cross-country global learning environment. For learners worldwide, MOOCs offer a wealth of online learning resources. However, such a diversified environment makes the learning process complicated and challenging. To achieve their…

The Luddite Revolt Continues

ERIC Educational Resources Information Center

Baggaley, Jon

2010-01-01

The bicentenary in 2011 of the Luddite Revolt prompts us to ask "what would Ned Ludd think of today's automated styles of distance education?" He would no doubt echo the common criticism that educational technologies create an impersonal style of teaching and learning, and devalue the teacher. He would probably agree that online methods…

iNACOL Research Agenda

ERIC Educational Resources Information Center

International Association for K-12 Online Learning, 2013

2013-01-01

The International Association for K-12 Online Learning (iNACOL) publishes a research agenda on an ongoing basis to continue its work in field-building, capacity-building and knowledge-building. Based on a 2013 survey of the field to identify research needs, iNACOL developed a research approach, including the following: (1) Build a collaborative…

Let's Get Fiscal

ERIC Educational Resources Information Center

Barbour, Andrew

2013-01-01

With the US economy continuing its weak recovery, it's tempting to think that IT budgets in higher education might begin to rebound especially in light of the increased focus on online learning. Nice thought, but no. Education costs are rising even faster than those for healthcare, and the public outcry over the cost of higher education…

Online Learning: Cross-Cultural Development in Time Poor Environments

ERIC Educational Resources Information Center

Cameron, Heather; Limberger, Jacqui

2004-01-01

Faced with a unique problem of providing cross-cultural awareness training on a continuing basis, Griffith University, located in Brisbane, Queensland developed an innovative program to meet the challenges it faced. A key strategy in the University's Indigenous Recruitment Strategy was to establish a cross-cultural awareness program sensitising…

Troublesome Knowledge of SoTL

ERIC Educational Resources Information Center

Manarin, Karen; Abrahamson, Earle

2016-01-01

This study explores the Scholarship of Teaching and Learning (SoTL) as a form of troublesome knowledge (Perkins 1999) that continues to trouble its practitioners. Forty-eight higher education professionals from six countries described their understanding of SoTL in an online survey; ten individuals participated in follow-up interviews to consider…

Facilitating Service Learning in the Online Technical Communication Classroom

ERIC Educational Resources Information Center

Nielsen, Danielle

2016-01-01

Drawing from the author's experience teaching online technical communication courses with an embedded service-learning component, this essay opens the discussion to the potential problems involved in designing online service-learning courses and provides practical approaches to integrating service learning into online coursework. The essay…

Using Visualization to Motivate Student Participation in Collaborative Online Learning Environments

ERIC Educational Resources Information Center

Jin, Sung-Hee

2017-01-01

Online participation in collaborative online learning environments is instrumental in motivating students to learn and promoting their learning satisfaction, but there has been little research on the technical supports for motivating students' online participation. The purpose of this study was to develop a visualization tool to motivate learners…

From Presentation to Interaction: New Goals for Online Learning Technologies

ERIC Educational Resources Information Center

Tu, Chih-Hsiung

2005-01-01

Educators have used online technology in the past as information presentation tools and information storage tools to support learning. Researchers identify online technologies with large capacities and capabilities to enhance human learning in an interactive fashion. Online learning technology should move away from the use of computer technology…

Critical Success Factors in Online Language Learning

ERIC Educational Resources Information Center

Alberth

2011-01-01

With the proliferation of online courses nowadays, it is necessary to ask what defines the success of teaching and learning in these new learning environments exactly. This paper identifies and critically discusses a number of factors for successful implementation of online delivery, particularly as far as online language learning is concerned.…

Self-Direction in On-Line Language Learning

ERIC Educational Resources Information Center

Rappel, L.

2017-01-01

This paper presents design based research on the role of self-direction in online learning by exploring elements of both individual and collective engagement as significant aspects of learning. By making the claim that online instruction draws on autonomous and social aspects of learning, this paper examines how online teaching environments are…

Learning Online: What Research Tells Us about Whether, When and How

ERIC Educational Resources Information Center

Means, Barbara; Bakia, Marianne; Murphy, Robert

2014-01-01

At a time when more and more of what people learn both in formal courses and in everyday life is mediated by technology, "Learning Online" provides a much-needed guide to different forms and applications of online learning. This book describes how online learning is being used in both K-12 and higher education settings as well as in…

The Impacts of System and Human Factors on Online Learning Systems Use and Learner Satisfaction

ERIC Educational Resources Information Center

Alshare, Khaled A.; Freeze, Ronald D.; Lane, Peggy L.; Wen, H. Joseph

2011-01-01

Success in an online learning environment is tied to both human and system factors. This study illuminates the unique contributions of human factors (comfort with online learning, self-management of learning, and perceived Web self-efficacy) to online learning system success, which is measured in terms of usage and satisfaction. The research model…

The impact of teachers' approaches to teaching and students' learning styles on students' approaches to learning in college online biology courses

NASA Astrophysics Data System (ADS)

Hong, Yuh-Fong

With the rapid growth of online courses in higher education institutions, research on quality of learning for online courses is needed. However, there is a notable lack of research in the cited literature providing evidence that online distance education promotes the quality of independent learning to which it aspires. Previous studies focused on academic outcomes and technology applications which do not monitor students' learning processes, such as their approaches to learning. Understanding students' learning processes and factors influencing quality of learning will provide valuable information for instructors and institutions in providing quality online courses and programs. The purpose of this study was to identify and investigate college biology teachers' approaches to teaching and students' learning styles, and to examine the impact of approaches to teaching and learning styles on students' approaches to learning via online instruction. Data collection included eighty-seven participants from five online biology courses at a community college in the southern area of Texas. Data analysis showed the following results. First, there were significant differences in approaches to learning among students with different learning styles. Second, there was a significant difference in students' approaches to learning between classes using different approaches to teaching. Three, the impact of learning styles on students' approaches to learning was not influenced by instructors' approaches to teaching. Two conclusions were obtained from the results. First, individuals with the ability to perceive information abstractly might be more likely to adopt deep approaches to learning than those preferring to perceive information through concrete experience in online learning environments. Second, Teaching Approach Inventory might not be suitable to measure approaches to teaching for online biology courses due to online instructional design and technology limitations. Based on the findings and conclusions of this study, implications for distance education and future research are described.

Advanced Networks in Dental Rich Online MEDiA (ANDROMEDA)

NASA Astrophysics Data System (ADS)

Elson, Bruce; Reynolds, Patricia; Amini, Ardavan; Burke, Ezra; Chapman, Craig

There is growing demand for dental education and training not only in terms of knowledge but also skills. This demand is driven by continuing professional development requirements in the more developed economies, personnel shortages and skills differences across the European Union (EU) accession states and more generally in the developing world. There is an excellent opportunity for the EU to meet this demand by developing an innovative online flexible learning platform (FLP). Current clinical online systems are restricted to the delivery of general, knowledge-based training with no easy method of personalization or delivery of skill-based training. The PHANTOM project, headed by Kings College London is developing haptic-based virtual reality training systems for clinical dental training. ANDROMEDA seeks to build on this and establish a Flexible Learning Platform that can integrate the haptic and sensor based training with rich media knowledge transfer, whilst using sophisticated technologies such as including service-orientated architecture (SOA), Semantic Web technologies, knowledge-based engineering, business intelligence (BI) and virtual worlds for personalization.

Telemedicine for peer-to-peer psychiatry learning between U.K. and Somaliland medical students.

PubMed

Keynejad, Roxanne; Ali, Faisal R; Finlayson, Alexander E T; Handuleh, Jibriil; Adam, Gudon; Bowen, Jordan S T; Leather, Andrew; Little, Simon J; Whitwell, Susannah

2013-05-01

The proportion of U.K. medical students applying for psychiatry training continues to decline, whereas, in Somaliland, there are no public-sector psychiatrists. This pilot study assessed the usefulness and feasibility of online, instant messenger, peer-to-peer exchange for psychiatry education between cultures. Twenty medical students from King's College, London, and Hargeisa University (Somaliland) met online in pairs every 2 weeks to discuss prearranged psychiatric topics, clinical cases, and treatment options, completing online evaluations throughout. Average ratings of the enjoyment, academic helpfulness, and interest of sessions were 4.31, 3.56, and 4.54 (of a maximum of 5), respectively; 83% would recommend the partnership to a friend. This partnership enabled students on both sides to exploit psychiatry-learning resources at the other's disposal, outside the standard medical education context, illustrating the benefits to medical students in dramatically different locations of partnership through telemedicine. This pilot study presents an innovative, cost-effective, under-used approach to international medical education.

The instructional impact of the American Medical Association's Older Drivers Project online curriculum.

PubMed

Meuser, Thomas M; Carr, David B; Berg-Weger, Marla; Irmiter, Cheryl; Peters, Karen E; Schwartzberg, Joanne G

2014-01-01

The Older Drivers Project (ODP) of the American Medical Association has provided evidence-based training for clinicians since 2003. More than 10,000 physicians and other professionals have been trained via an authoritative manual, the Physician's Guide to Assessing & Counseling Older Drivers, and an associated continuing medical education five-module curriculum offered formally by multidisciplinary teams from 12 U.S. States from 2003 to 2008. An hour-long, online version was piloted with medical residents and physicians (N = 259) from six academic and physician office sites from 2010 to 2011. Pre/postsurveys were completed. Most rated the curriculum of high quality and relevant to their practice. A majority (88%) reported learning a new technique or tool, and 89% stated an intention to incorporate new learning into their daily clinical practice. More than one half (62%) reported increased confidence in addressing driving. This transition from in-person to online instruction will allow the ODP to reach many more clinicians, at all levels of training, in the years to come.

Standing in the Middle of a Cyclone: Online Education Comes of Age.

ERIC Educational Resources Information Center

Maeroff, Gene I.

2002-01-01

Discusses online learning and the possible impact on classroom-based courses. Highlights include profits and online courses; problems with classroom learning; hybrid courses; potential for interactivity; adult learners and online courses; policies regarding the implementation of online learning; and a sidebar on the nature of interaction. (LRW)

Learning from label proportions in brain-computer interfaces: Online unsupervised learning with guarantees.

PubMed

Hübner, David; Verhoeven, Thibault; Schmid, Konstantin; Müller, Klaus-Robert; Tangermann, Michael; Kindermans, Pieter-Jan

2017-01-01

Using traditional approaches, a brain-computer interface (BCI) requires the collection of calibration data for new subjects prior to online use. Calibration time can be reduced or eliminated e.g., by subject-to-subject transfer of a pre-trained classifier or unsupervised adaptive classification methods which learn from scratch and adapt over time. While such heuristics work well in practice, none of them can provide theoretical guarantees. Our objective is to modify an event-related potential (ERP) paradigm to work in unison with the machine learning decoder, and thus to achieve a reliable unsupervised calibrationless decoding with a guarantee to recover the true class means. We introduce learning from label proportions (LLP) to the BCI community as a new unsupervised, and easy-to-implement classification approach for ERP-based BCIs. The LLP estimates the mean target and non-target responses based on known proportions of these two classes in different groups of the data. We present a visual ERP speller to meet the requirements of LLP. For evaluation, we ran simulations on artificially created data sets and conducted an online BCI study with 13 subjects performing a copy-spelling task. Theoretical considerations show that LLP is guaranteed to minimize the loss function similar to a corresponding supervised classifier. LLP performed well in simulations and in the online application, where 84.5% of characters were spelled correctly on average without prior calibration. The continuously adapting LLP classifier is the first unsupervised decoder for ERP BCIs guaranteed to find the optimal decoder. This makes it an ideal solution to avoid tedious calibration sessions. Additionally, LLP works on complementary principles compared to existing unsupervised methods, opening the door for their further enhancement when combined with LLP.

Learning from label proportions in brain-computer interfaces: Online unsupervised learning with guarantees

PubMed Central

Verhoeven, Thibault; Schmid, Konstantin; Müller, Klaus-Robert; Tangermann, Michael; Kindermans, Pieter-Jan

2017-01-01

Objective Using traditional approaches, a brain-computer interface (BCI) requires the collection of calibration data for new subjects prior to online use. Calibration time can be reduced or eliminated e.g., by subject-to-subject transfer of a pre-trained classifier or unsupervised adaptive classification methods which learn from scratch and adapt over time. While such heuristics work well in practice, none of them can provide theoretical guarantees. Our objective is to modify an event-related potential (ERP) paradigm to work in unison with the machine learning decoder, and thus to achieve a reliable unsupervised calibrationless decoding with a guarantee to recover the true class means. Method We introduce learning from label proportions (LLP) to the BCI community as a new unsupervised, and easy-to-implement classification approach for ERP-based BCIs. The LLP estimates the mean target and non-target responses based on known proportions of these two classes in different groups of the data. We present a visual ERP speller to meet the requirements of LLP. For evaluation, we ran simulations on artificially created data sets and conducted an online BCI study with 13 subjects performing a copy-spelling task. Results Theoretical considerations show that LLP is guaranteed to minimize the loss function similar to a corresponding supervised classifier. LLP performed well in simulations and in the online application, where 84.5% of characters were spelled correctly on average without prior calibration. Significance The continuously adapting LLP classifier is the first unsupervised decoder for ERP BCIs guaranteed to find the optimal decoder. This makes it an ideal solution to avoid tedious calibration sessions. Additionally, LLP works on complementary principles compared to existing unsupervised methods, opening the door for their further enhancement when combined with LLP. PMID:28407016

Review of online educational resources for medical physicists.

PubMed

Prisciandaro, Joann I

2013-11-04

Medical physicists are often involved in the didactic training of graduate students, residents (both physics and physicians), and technologists. As part of continuing medical education, we are also involved in maintenance of certification projects to assist in the education of our peers. As such, it is imperative that we remain current concerning available educational resources. Medical physics journals offer book reviews, allowing us an opportunity to learn about newly published books in the field. A similar means of communication is not currently available for online educational resources. This information is conveyed through informal means. This review presents a summary of online resources available to the medical physics community that may be useful for educational purposes.

Optimal and Autonomous Control Using Reinforcement Learning: A Survey.

PubMed

Kiumarsi, Bahare; Vamvoudakis, Kyriakos G; Modares, Hamidreza; Lewis, Frank L

2018-06-01

This paper reviews the current state of the art on reinforcement learning (RL)-based feedback control solutions to optimal regulation and tracking of single and multiagent systems. Existing RL solutions to both optimal and control problems, as well as graphical games, will be reviewed. RL methods learn the solution to optimal control and game problems online and using measured data along the system trajectories. We discuss Q-learning and the integral RL algorithm as core algorithms for discrete-time (DT) and continuous-time (CT) systems, respectively. Moreover, we discuss a new direction of off-policy RL for both CT and DT systems. Finally, we review several applications.

Online Learning in a South African Higher Education Institution: Determining the Right Connections for the Student

ERIC Educational Resources Information Center

Queiros, Dorothy R.; de Villiers, M. R.

2016-01-01

Online learning is a means of reaching marginalised and disadvantaged students within South Africa. Nevertheless, these students encounter obstacles in online learning. This research investigates South African students' opinions regarding online learning, culminating in a model of important connections (facets that connect students to their…

Online Chats: A Strategy to Enhance Learning in Large Classes

ERIC Educational Resources Information Center

Mtshali, Muntuwenkosi Abraham; Maistry, Suriamurthee Moonsamy; Govender, Desmond Wesley

2015-01-01

Online-supported teaching and learning is a technological innovation in education that integrates face-to-face teaching in plenary lectures, with an online component using a learning management system. This extends opportunities to students to interact with one another via online chats in the process of transacting their learning. There is a need…

Online Collaborative Learning in a Project-Based Learning Environment in Taiwan: A Case Study on Undergraduate Students' Perspectives

ERIC Educational Resources Information Center

Zhang, Ke; Peng, Shiang Wuu; Hung, Jui-long

2009-01-01

This case study investigated undergraduate students' first experience in online collaborative learning in a project-based learning (PBL) environment in Taiwan. Data were collected through interviews of 48 students, instructor's field notes, researchers' online observations, students' online discourse, and group artifacts. The findings revealed…

Argumentative Knowledge Construction in Online Learning Environments in and across Different Cultures: A Collaboration Script Perspective

ERIC Educational Resources Information Center

Weinberger, A.; Clark, D. B.; Haekkinen, P.; Tamura, Y.; Fischer, F.

2007-01-01

In recent years, information and communication technology has established new opportunities to participate in online learning environments around the globe. These opportunities include the dissemination of specific online learning environments as well as opportunities for learners to connect to online learning environments in distant locations.…

Mobile-Assisted Seamless Learning Activities in Higher Distance Education

ERIC Educational Resources Information Center

Amhag, Lisbeth

2017-01-01

Among online learning factors stated in the research literature, it is argued that online activities is the strongest factor which contributes to online learning. This article illuminates mobile-assisted seamless learning activities by using laptops, tablets, or smart phones. Two conditions are compared, a) face-to-face (F2F) online webinars…

Do Online Students Exhibit Different Learning Styles

ERIC Educational Resources Information Center

Hausler, Joel; Sanders, John W.; Young, Barbara

2007-01-01

We examined the relationship between learning styles and student type. This research seeks to examine if online students exhibit different learning styles from onsite students; and, if so, what accommodations relating to learning style differences may be made for online students? Students (N = 80) were asked to complete an online survey in order…

Blending Learning: The Evolution of Online and Face-to-Face Education from 2008-2015. Promising Practices in Blended and Online Learning Series

ERIC Educational Resources Information Center

Powell, Allison; Watson, John; Staley, Patrick; Patrick, Susan; Horn, Michael; Fetzer, Leslie; Hibbard, Laura; Oglesby, Jonathan; Verma, Sue

2015-01-01

In 2008, the International Association for K-12 Online Learning (iNACOL) produced a series of papers documenting promising practices identified throughout the field of K-12 online learning. Since then, we have witnessed a tremendous acceleration of transformative policy and practice driving personalized learning in the K-12 education space. State,…

Effects of team-based learning on self-regulated online learning.

PubMed

Whittaker, Alice A

2015-04-10

Online learning requires higher levels of self-regulation in order to achieve optimal learning outcomes. As nursing education moves further into the blended and online learning venue, new teaching/learning strategies will be required to develop and enhance self-regulated learning skills in nursing students. The purpose of this study was to compare the effectiveness of team-based learning (TBL) with traditional instructor-led (IL) learning, on self-regulated online learning outcomes, in a blended undergraduate research and evidence-based practice course. The nonrandomized sample consisted of 98 students enrolled in the IL control group and 86 students enrolled in the TBL intervention group. The percentage of total possible online viewing time was used as the measure of self-regulated online learning activity. The TBL group demonstrated a significantly higher percentage (p < 0.001) of self-regulated learning activities than the IL control group. The TBL group scored significantly higher on the course examinations (p = 0.003). The findings indicate that TBL is an effective instructional strategy that can be used to achieve the essential outcomes of baccalaureate nursing education by increasing self-regulated learning capabilities in nursing students.

Online eLearning for undergraduates in health professions: A systematic review of the impact on knowledge, skills, attitudes and satisfaction

PubMed Central

George, Pradeep Paul; Papachristou, Nikos; Belisario, José Marcano; Wang, Wei; Wark, Petra A; Cotic, Ziva; Rasmussen, Kristine; Sluiter, René; Riboli–Sasco, Eva; Car, Lorainne Tudor; Musulanov, Eve Marie; Molina, Joseph Antonio; Heng, Bee Hoon; Zhang, Yanfeng; Wheeler, Erica Lynette; Al Shorbaji, Najeeb; Majeed, Azeem; Car, Josip

2014-01-01

Background Health systems worldwide are facing shortages in health professional workforce. Several studies have demonstrated the direct correlation between the availability of health workers, coverage of health services, and population health outcomes. To address this shortage, online eLearning is increasingly being adopted in health professionals’ education. To inform policy–making, in online eLearning, we need to determine its effectiveness. Methods We performed a systematic review of the effectiveness of online eLearning through a comprehensive search of the major databases for randomised controlled trials that compared online eLearning to traditional learning or alternative learning methods. The search period was from January 2000 to August 2013. We included articles which primarily focused on students' knowledge, skills, satisfaction and attitudes toward eLearning and cost-effectiveness and adverse effects as secondary outcomes. Two reviewers independently extracted data from the included studies. Due to significant heterogeneity among the included studies, we presented our results as a narrative synthesis. Findings Fifty–nine studies, including 6750 students enrolled in medicine, dentistry, nursing, physical therapy and pharmacy studies, met the inclusion criteria. Twelve of the 50 studies testing knowledge gains found significantly higher gains in the online eLearning intervention groups compared to traditional learning, whereas 27 did not detect significant differences or found mixed results. Eleven studies did not test for differences. Six studies detected significantly higher skill gains in the online eLearning intervention groups, whilst 3 other studies testing skill gains did not detect differences between groups and 1 study showed mixed results. Twelve studies tested students' attitudes, of which 8 studies showed no differences in attitudes or preferences for online eLearning. Students' satisfaction was measured in 29 studies, 4 studies showed higher satisfaction for online eLearning and 20 studies showed no difference in satisfaction between online eLearning and traditional learning. Risk of bias was high for several of the included studies. Conclusion The current evidence base suggests that online eLearning is equivalent, possibly superior to traditional learning. These findings present a potential incentive for policy makers to cautiously encourage its adoption, while respecting the heterogeneity among the studies. PMID:24976965

Online eLearning for undergraduates in health professions: A systematic review of the impact on knowledge, skills, attitudes and satisfaction.

PubMed

George, Pradeep Paul; Papachristou, Nikos; Belisario, José Marcano; Wang, Wei; Wark, Petra A; Cotic, Ziva; Rasmussen, Kristine; Sluiter, René; Riboli-Sasco, Eva; Tudor Car, Lorainne; Musulanov, Eve Marie; Molina, Joseph Antonio; Heng, Bee Hoon; Zhang, Yanfeng; Wheeler, Erica Lynette; Al Shorbaji, Najeeb; Majeed, Azeem; Car, Josip

2014-06-01

Health systems worldwide are facing shortages in health professional workforce. Several studies have demonstrated the direct correlation between the availability of health workers, coverage of health services, and population health outcomes. To address this shortage, online eLearning is increasingly being adopted in health professionals' education. To inform policy-making, in online eLearning, we need to determine its effectiveness. We performed a systematic review of the effectiveness of online eLearning through a comprehensive search of the major databases for randomised controlled trials that compared online eLearning to traditional learning or alternative learning methods. The search period was from January 2000 to August 2013. We included articles which primarily focused on students' knowledge, skills, satisfaction and attitudes toward eLearning and cost-effectiveness and adverse effects as secondary outcomes. Two reviewers independently extracted data from the included studies. Due to significant heterogeneity among the included studies, we presented our results as a narrative synthesis. Fifty-nine studies, including 6750 students enrolled in medicine, dentistry, nursing, physical therapy and pharmacy studies, met the inclusion criteria. Twelve of the 50 studies testing knowledge gains found significantly higher gains in the online eLearning intervention groups compared to traditional learning, whereas 27 did not detect significant differences or found mixed results. Eleven studies did not test for differences. Six studies detected significantly higher skill gains in the online eLearning intervention groups, whilst 3 other studies testing skill gains did not detect differences between groups and 1 study showed mixed results. Twelve studies tested students' attitudes, of which 8 studies showed no differences in attitudes or preferences for online eLearning. Students' satisfaction was measured in 29 studies, 4 studies showed higher satisfaction for online eLearning and 20 studies showed no difference in satisfaction between online eLearning and traditional learning. Risk of bias was high for several of the included studies. The current evidence base suggests that online eLearning is equivalent, possibly superior to traditional learning. These findings present a potential incentive for policy makers to cautiously encourage its adoption, while respecting the heterogeneity among the studies.

Applicability of Online Education to Large Undergraduate Engineering Courses

NASA Astrophysics Data System (ADS)

Bir, Devayan Debashis

With the increase in undergraduate engineering enrollment, many universities have chosen to teach introductory engineering courses such as Statics of Engineering and Mechanics of Materials in large classes due to budget limitations. With the overwhelming literature against traditionally taught large classes, this study aims to see the effects of the trending online pedagogy. Online courses are the latest trend in education due to the flexibility they provide to students in terms of schedule and pace of learning with the added advantage of being less expensive for the university over a period. In this research, the effects of online lectures on engineering students' course performances and students' attitudes towards online learning were examined. Specifically, the academic performances of students enrolled in a traditionally taught, lecture format Mechanics of Materials course with the performance of students in an online Mechanics of Materials course in summer 2016 were compared. To see the effect of the two different teaching approaches across student types, students were categorized by gender, enrollment status, nationality, and by the grades students obtained for Statics, one of the prerequisite courses for Mechanics of Materials. Student attitudes towards the online course will help to keep the process of continuously improving the online course, specifically, to provide quality education through the online medium in terms of course content and delivery. The findings of the study show that the online pedagogy negatively affects student academic performance when compared to the traditional face-to-face pedagogy across all categories, except for the high scoring students. Student attitudes reveal that while they enjoyed the flexibility schedule and control over their pace of studying, they faced issues with self-regulation and face-to-face interaction.

Educational software usability: Artifact or Design?

PubMed

Van Nuland, Sonya E; Eagleson, Roy; Rogers, Kem A

2017-03-01

Online educational technologies and e-learning tools are providing new opportunities for students to learn worldwide, and they continue to play an important role in anatomical sciences education. Yet, as we shift to teaching online, particularly within the anatomical sciences, it has become apparent that e-learning tool success is based on more than just user satisfaction and preliminary learning outcomes-rather it is a multidimensional construct that should be addressed from an integrated perspective. The efficiency, effectiveness and satisfaction with which a user can navigate an e-learning tool is known as usability, and represents a construct which we propose can be used to quantitatively evaluate e-learning tool success. To assess the usability of an e-learning tool, usability testing should be employed during the design and development phases (i.e., prior to its release to users) as well as during its delivery (i.e., following its release to users). However, both the commercial educational software industry and individual academic developers in the anatomical sciences have overlooked the added value of additional usability testing. Reducing learner frustration and anxiety during e-learning tool use is essential in ensuring e-learning tool success, and will require a commitment on the part of the developers to engage in usability testing during all stages of an e-learning tool's life cycle. Anat Sci Educ 10: 190-199. © 2016 American Association of Anatomists. © 2016 American Association of Anatomists.

Application of Online Discussion and Cooperative Learning Strategies to Online and Blended College Courses

ERIC Educational Resources Information Center

Lynch, Douglas J.

2010-01-01

Effective online instructional practices may be applied to online and blended college courses. Carefully orchestrated online discussions support learning well beyond the limited face-to-face course time. Students gain greater depth of academic understanding and leadership skills if cooperative learning groups use research-based process and…

Cross Relationships between Cognitive Styles and Learner Variables in Online Learning Environment

ERIC Educational Resources Information Center

Oh, Eunjoo; Lim, Doohun

2005-01-01

This study examines how students' cognitive styles are correlated with their attitudes toward online education and learning behaviors in online learning environments. The Group Embedded Figures Test (GEFT) and the attitude survey toward online instruction were administered to 104 students enrolled in various online courses at the University of…

Regulation of Motivation: Students' Motivation Management in Online Collaborative Groupwork

ERIC Educational Resources Information Center

Xu, Jianzhong; Du, Jianxia

2013-01-01

Background: Online learning is becoming a global phenomenon and has a steadily growing influence on how learning is delivered at universities worldwide. Motivation of students, however, has become one of the most serious problems in one important aspect of online learning--online collaborative groupwork or online group homework. It is surprising…

Bridging Spaces: Cross-Cultural Perspectives on Promoting Positive Online Learning Experiences

ERIC Educational Resources Information Center

Luyt, Ilka

2013-01-01

The globalization of online courses has transformed online learning into cross-cultural learning spaces. Students from non-English backgrounds are enrolling in credit-bearing courses and must adjust their thinking and writing to adapt to online practices. Online courses have as their aim the construction of knowledge, but students' perceptions of…

Peer-to-Peer JXTA Architecture for Continuing Mobile Medical Education Incorporated in Rural Public Health Centers.

PubMed

Rajasekaran, Rajkumar; Iyengar, Nallani Chackravatula Sriman Narayana

2013-04-01

Mobile technology helps to improve continuing medical education; this includes all aspects of public health care as well as keeping one's knowledge up-to-date. The program of continuing medical and health education is intertwined with mobile health technology, which forms an imperative component of national strategies in health. Continuing mobile medical education (CMME) programs are designed to ensure that all medical and health-care professionals stay up-to-date with the knowledge required through mobile JXTA to appraise modernized strategies so as to achieve national goals of health-care information distribution. In this study, a 20-item questionnaire was distributed to 280 health professionals practicing traditional training learning methodologies (180 nurses, 60 doctors, and 40 health inspectors) in 25 rural hospitals. Among the 83% respondents, 56% are eager to take new learning methodologies as part of their evaluation, which is considered for promotion to higher grades, increments, or as part of their work-related activities. The proposed model was executed in five public health centers in which nurses and health inspectors registered in the JXTA network were referred to the record peer group by administrators. A mobile training program on immunization was conducted through the ADVT, with the lectures delivered on their mobiles. Credits are given after taking the course and completing an evaluation test. The system is faster compared with traditional learning. Medical knowledge management and mobile-streaming application support the CMME system through JXTA. The mobile system includes online lectures and practice quizzes, as well as assignments and interactions with health professionals. Evaluation and assessments are done online and credits certificates are provided based on the score the student obtains. The acceptance of mobile JXTA peer-to-peer learning has created a drastic change in learning methods among rural health professionals. The professionals undergo training and should pass an exam in order to obtain the credits. The system is controlled and monitored by the administrator peer group, which makes it more flexible and structured. Compared with traditional learning system, enhanced study improves cloud-based mobile medical education technology.

Peer-to-Peer JXTA Architecture for Continuing Mobile Medical Education Incorporated in Rural Public Health Centers

PubMed Central

Rajasekaran, Rajkumar; Iyengar, Nallani Chackravatula Sriman Narayana

2013-01-01

Objectives: Mobile technology helps to improve continuing medical education; this includes all aspects of public health care as well as keeping one’s knowledge up-to-date. The program of continuing medical and health education is intertwined with mobile health technology, which forms an imperative component of national strategies in health. Continuing mobile medical education (CMME) programs are designed to ensure that all medical and health-care professionals stay up-to-date with the knowledge required through mobile JXTA to appraise modernized strategies so as to achieve national goals of health-care information distribution. Methods: In this study, a 20-item questionnaire was distributed to 280 health professionals practicing traditional training learning methodologies (180 nurses, 60 doctors, and 40 health inspectors) in 25 rural hospitals. Among the 83% respondents, 56% are eager to take new learning methodologies as part of their evaluation, which is considered for promotion to higher grades, increments, or as part of their work-related activities. Results: The proposed model was executed in five public health centers in which nurses and health inspectors registered in the JXTA network were referred to the record peer group by administrators. A mobile training program on immunization was conducted through the ADVT, with the lectures delivered on their mobiles. Credits are given after taking the course and completing an evaluation test. The system is faster compared with traditional learning. Conclusion: Medical knowledge management and mobile-streaming application support the CMME system through JXTA. The mobile system includes online lectures and practice quizzes, as well as assignments and interactions with health professionals. Evaluation and assessments are done online and credits certificates are provided based on the score the student obtains. The acceptance of mobile JXTA peer-to-peer learning has created a drastic change in learning methods among rural health professionals. The professionals undergo training and should pass an exam in order to obtain the credits. The system is controlled and monitored by the administrator peer group, which makes it more flexible and structured. Compared with traditional learning system, enhanced study improves cloud-based mobile medical education technology. PMID:24159539

Computer Literacy and Online Learning Attitude toward GSOE Students in Distance Education Programs

ERIC Educational Resources Information Center

Li, Lung-Yu; Lee, Long-Yuan

2016-01-01

The purpose of this study was to explore graduate students' competencies in computer use and their attitudes toward online learning in asynchronous online courses of distance learning programs in a Graduate School of Education (GSOE) in Taiwan. The research examined the relationship between computer literacy and the online learning attitudes of…

Parental Role and Support for Online Learning of Students with Disabilities: A Paradigm Shift

ERIC Educational Resources Information Center

Smith, Sean J.; Burdette, Paula J.; Cheatham, Gregory A.; Harvey, Susan P.

2016-01-01

This study, conducted by researchers at the Center on Online Learning and Students With Disabilities, investigated parent perceptions and experiences regarding fully online learning for their children with disabilities. Results suggest that with the growth in K-12 fully online learning experiences, the parent (or adult member) in students'…

A Journey on Refining Rules for Online Discussion: Implications for the Design of Learning Management Systems

ERIC Educational Resources Information Center

Chen, Der-Thanq; Wang, Yu-Mei; Hung, David

2009-01-01

Research on asynchronous online discussions has primarily focused on their efficacy in relation to learning outcomes. Rarely are there investigations on how the design of online learning activities or how discussions could be incorporated into student learning experience. We contend that successful online activities need careful and meticulous…

Student Access to Online Interaction Technologies: The Impact on Grade Delta Variance and Student Satisfaction

ERIC Educational Resources Information Center

Revels, Mark; Ciampa, Mark

2012-01-01

Online learning has significantly changed the educational landscape in recent years, offering advantages to both schools as well as students. Despite the fact that some faculty members are not supportive of online learning, researchers have demonstrated that the quality of online learning to be as effective as classroom learning. It has been…

The Reciprocal Determinism of Online Scaffolding in Sustaining a Community of Inquiry in Physics

ERIC Educational Resources Information Center

Bautista, Romiro G.

2013-01-01

This study investigated the learning impact of online scaffolding in sustaining a community of inquiry in Physics instruction. The students' a-priori e-learning activities in online discussion were used in leveraging the learning behaviors of the students. Online learning segments were included in the process of developing classroom tasks…

Communities of Practice in an Arabic Culture: Wenger's Model and the United Arab Emirates Implications for Online Learning

ERIC Educational Resources Information Center

Lamontagne, Mark

2005-01-01

With the advent of globalization and the proliferation of online learning, the creation of culturally sensitive online learning environments takes on increasing importance. Online education provides new opportunities for learners from different cultural backgrounds to come together, learn, expand their knowledge, share ideas, and develop passion…

An Examination of Online Instructional Practices Based on the Learning Styles of Graduate Education Students

ERIC Educational Resources Information Center

Tonsing-Meyer, Julie

2013-01-01

The purpose of this qualitative case study was to understand the perceptions of online learning based on the learning styles of currently enrolled online graduate education students. Designing courses to provide meaningful experiences based on the learning styles of students, as well as the unique approaches to teaching online is a contemporary…

Stress in Japanese Learners Engaged in Online Collaborative Learning in English

ERIC Educational Resources Information Center

Jung, Insung; Kudo, Masayuki; Choi, Sook-Kyoung

2012-01-01

Many studies report positive learning experience and improved performance in online collaborative learning. However, such learning can also incur unnecessary or excessive stress with a resultant adverse effect on the learning. This study aimed to determine the stress factors in online collaborative learning as perceived by 226 Japanese university…

Telemedicine for Peer-to-Peer Psychiatry Learning between U.K. and Somaliland Medical Students

ERIC Educational Resources Information Center

Keynejad, Roxanne; Ali, Faisal R.; Finlayson, Alexander E. T.; Handuleh, Jibriil; Adam, Gudon; Bowen, Jordan S. T.; Leather, Andrew; Little, Simon J.; Whitwell, Susannah

2013-01-01

Objective: The proportion of U.K. medical students applying for psychiatry training continues to decline, whereas, in Somaliland, there are no public-sector psychiatrists. This pilot study assessed the usefulness and feasibility of online, instant messenger, peer-to-peer exchange for psychiatry education between cultures. Method: Twenty medical…

What Do You Mean You Never Got Any Feedback?

ERIC Educational Resources Information Center

Jones, Irma S.; Blankenship, Dianna

2014-01-01

Students are continuously using their cell phones, iPads and text or video messaging services to obtain instant feedback on virtually every aspect of their lives. This mindset of gaining an immediate response to questions asked translates into the classroom environment as well. Although online learning and virtual classes offer students freedom…

Integrating Research Proposals into a Field Seminar: Feedback from Students

ERIC Educational Resources Information Center

Kvarfordt, Connie L.; Carter, Irene; Park, Wansoo; Yun, Sung Hyun

2014-01-01

Teaching research to social work students continues to be the topic of an ongoing dialog within the profession. The literature suggests that some form of a "real-world" or "hands-on" learning opportunity has many benefits for teaching a subject that students often are reluctant to engage in. Using online survey methods,…

Solving the Nation's Teacher Shortage: How Online Learning Can Fix the Broken Teacher Labor Market

ERIC Educational Resources Information Center

Dwinal, Mallory

2015-01-01

As the link between teacher quality and student performance becomes increasingly apparent, education leaders have invested significant time and energy into recruiting high-quality educators. Unfortunately, chronic teacher shortages have undercut these efforts, and many school leaders continue to struggle with staffing each year. A closer…

Collaborative Online Learning in Non-Formal Education Settings in the Developing World: A Best Practice Framework

ERIC Educational Resources Information Center

Asunka, Stephen

2011-01-01

In the present knowledge economy, individuals, particularly working adults, need to continuously acquire purposeful knowledge and skills so they can better contribute towards addressing society's ever-changing developmental challenges. In the developing world however, few opportunities exist for working adults to acquire such new learning…

The Paradox of Transformative Learning among Mid-Career Professionals

ERIC Educational Resources Information Center

Agger-Gupta, Niels; Etmanski, Catherine

2014-01-01

Royal Roads University (RRU) is a special purpose university in British Columbia, Canada. Since 1995, this university has focused primarily on multi-sectoral and interdisciplinary graduate education for working professionals. Most programs are offered in a blended online and face-to-face format, which enables adult learners to continue in their…

Instructional Supervision: A Descriptive Study Focusing on the Observation and Evaluation of Teachers in Cyberschools

ERIC Educational Resources Information Center

Farley, Gregory Charles

2010-01-01

Since 1996, K-12 schools are increasingly moving from a traditional, face-to-face educational environment to an online learning environment utilizing technologies to deliver instruction primarily via the Internet. As this trend continues, administrators familiar with traditional supervisory methods will observe and evaluate teachers of online…

Using Continuous Improvement in Online Program Design: DMAIC as a Tool for Assurance of Learning Assessments

ERIC Educational Resources Information Center

Carnovale, Steven; Allen, Cliff; Pullman, Madeleine; Wong, Daniel

2016-01-01

The integration of technology into education has forced radical innovations to traditional instructional delivery models. Given its prevalence, a thorough understanding of pedagogical best practices associated with the design and implementation of such programs is critical. Furthermore, the need for an institutional commitment to assessment and a…

Cloud-Based Technologies: Faculty Development, Support, and Implementation

ERIC Educational Resources Information Center

Diaz, Veronica

2011-01-01

The number of instructional offerings in higher education that are online, blended, or web-enhanced, including courses and programs, continues to grow exponentially. Alongside the growth of e-learning, higher education has witnessed the explosion of cloud-based or Web 2.0 technologies, a term that refers to the vast array of socially oriented,…

Required Skill Sets of Information Technology Workers in Managed Hosting Environments in Higher Education

ERIC Educational Resources Information Center

Wood, Scott

2017-01-01

Through the rise of online learning, the playing field has been leveled for colleges across the globe. As costs continue to increase, greater emphasis is being placed on higher education institutions to maximize existing resources while adapting to technological advances. Building on Christensen's theory of disruptive innovation, and further…

Change in the Making: Makerspaces and the Ever-Changing Landscape of Libraries

ERIC Educational Resources Information Center

Moorefield-Lang, Heather

2015-01-01

Makerspaces and accompanying technologies are exciting new services being offered in libraries. However, these come with their own challenges and successes. Training for maker learning locations continues to be difficult to obtain. Inservice librarians rely on peers in the field and online resources for their training. Most preservice librarians…

Factors Influencing Virtual Patron Satisfaction with Online Library Resources and Services

ERIC Educational Resources Information Center

Tyler, Katherine; Hastings, Nancy B.

2011-01-01

College students are accessing virtual libraries whether they are on campus or learning from a distance. Academic institutions serving virtual patrons must remain focused on meeting the needs of those library users by continually examining their preferences, their searching behavior, and the information they seek. The purpose of this research was…

Factors Influencing Virtual Patron Satisfaction with Online Library Resources and Services

ERIC Educational Resources Information Center

Tyler, Katherine Mary

2010-01-01

College students are accessing virtual libraries whether they are on campus or learning from a distance. Academic institutions serving virtual patrons must remain focused on meeting the needs of those library users by continually examining their preferences, their searching behavior, and the information they seek. The purpose of this research was…

An Initial Exploration of a Virtual Personal Fitness Course

ERIC Educational Resources Information Center

Mosier, Brian; Lynn, Susan

2012-01-01

The incredible growth rates and increased enrollments in virtual physical education (VPE), otherwise known as K-12 online physical education, continue to rise. VPE has the potential to service K-12 student learning in independent and self-paced curriculum. However, VPE brings a healthy skepticism among the profession. To this point, it is…

Can online conference systems improve veterinary education? A study about the capability of online conferencing and its acceptance.

PubMed

Koch, Michael; Fischer, Martin R; Tipold, Andrea; Ehlers, Jan P

2012-01-01

In veterinary medicine, there is an ongoing need for students, educators, and veterinarians to exchange the latest knowledge in their respective fields and to learn about unusual cases, emerging diseases, and treatment. Networking among veterinary faculties is developing rapidly, but conferences and meetings can be difficult to attend because of time limitations and travel costs. The current study examines acceptance of synchronous online conferences, seminars, meetings, and lectures by veterinarians and students. First, an online survey on the use of communication technology in veterinary medicine was made available for 15 weeks to every German-speaking veterinary university and via professional journals and an online veterinary forum. A total of 1,776 persons (620 veterinarians and 1,156 students) participated. Most reported using the Internet at least once per day; more than half reported using instant messengers. Most participants used the Internet for communication, but less than half used Skype. Second, to test the spectrum of tools for online conferences, a variety of "virtual classroom" systems (netucate systems iLinc, Adobe Acrobat Connect Pro, Cisco WebEx, Skype) were used to deliver student lectures, veterinary continuing-education courses, and academic conferences at the University of Veterinary Medicine, Hannover (TiHo). Of 591 participants in 63 online events, 99.4% rated the virtual events as enjoyable, 96.1% found them useful, and 92.4% said that they learned a lot. Participants noted that the courses were not tied to a certain place, and thus saved time and travel costs. Online conference systems thus offer new opportunities to provide information in veterinary medicine.

A Comparative Analysis of Student Engagement, Learning, and Satisfaction in Lecture Hall and Online Learning Settings

ERIC Educational Resources Information Center

Rabe-Hemp, Cara; Woollen, Susan; Humiston, Gail Sears

2009-01-01

The current study involves a comparison of student levels of engagement, ability to learn autonomously, and interaction with peers and faculty in two different learning settings: a large lecture hall and online. Results suggest that learning mechanism drives the styles of learning and teaching practiced in traditional and online learning settings.…

Promoting Occupational Health Nursing Training

PubMed Central

Ward, Julie A.; Beaton, Randal D.; Bruck, Annie M.; de Castro, A. B.

2012-01-01

In 2009, occupational health nursing faculty and professionals at the University of Washington developed an innovative continuing nursing education offering, the OHN Institute. The OHN Institute was designed to meet the following objectives: (1) extend basic occupational health nursing training to non-occupational health nurses in Federal Region X, (2) target new occupational health nurses or those who possessed little or no advanced education in occupational health nursing, and (3) offer a hybrid continuing nursing education program consisting of on-site and distance learning modalities. Evaluation findings suggested that the various continuing nursing education modalities and formats (e.g., asynchronous vs. synchronous, online modules vs. live modules) were essentially comparable in terms of effectiveness. Perhaps most importantly, the OHN Institute evaluation demonstrated that quality continuing nursing education outcomes for occupational health nurses depended largely on knowledgeable and engaging faculty and a compelling vision of desired outcomes, including the application of learned content to professional practice. PMID:21877672

Student Success Rate in Online Learning Support Classes Compared to Traditional Classes

ERIC Educational Resources Information Center

Pope, Holly

2013-01-01

West Georgia Technical College (WGTC) did not offer online learning support courses and was losing students to other colleges that offered those courses online. Adding to this problem, online learning support class sections were not being added without sufficient proof that students could receive the same level of education in an online section as…

Online continuing education course enhances nutrition and health professionals' knowledge of food safety issues of high-risk populations.

PubMed

Wallner, Stephanie; Kendall, Patricia; Hillers, Virginia; Bradshaw, Eva; Medeiros, Lydia C

2007-08-01

To develop and evaluate the efficacy of an online continuing education course for professionals who provide food safety information to high-risk populations. A 2-credit graduate-level class was converted into six web-based modules (overview of foodborne illness, immunology, pregnancy, human immunodeficiency virus, cancer and transplants, and lifecycle) and offered to nutrition and health professionals. Participants had 8 weeks to complete the modules, pre and post questionnaires, and course evaluation. Those who successfully completed the protocol received six continuing education units from one of three professional associations. Change in knowledge was measured using pre and post questionnaires. Course efficacy was evaluated using a post-course questionnaire. A convenience sample of 140 registered dietitians/dietetic technicians registered, nurses, and extension educators were recruited through professional conferences and electronic mailing lists to take the course. Analysis of variance was used to evaluate differences in knowledge scores for all groups across five main effects (attempt, module, profession, age, and education). Course evaluation responses were used to assess course effectiveness. For each module, knowledge scores increased significantly (P<0.001) from pre to post questionnaire. Overall, knowledge scores increased from 67.3% before the modules to 91.9% afterwards. Course evaluation responses were favorable, and participants indicated that course objectives were met. Online continuing education courses, such as "Food Safety Issues for High Risk Populations," seem to be a convenient, effective option for dietetics professionals, nurses, and extension educators seeking knowledge about food safety issues of high-risk populations. Online learning is a promising delivery approach for the continuing education of health professionals.

Open Online Spaces of Professional Learning: Context, Personalisation and Facilitation

ERIC Educational Resources Information Center

Evans, Peter

2015-01-01

This article explores professional learning through online discussion events as sites of communities of learning. The rise of distributed work places and networked labour coincides with a privileging of individualised professional learning. Alongside this focus on the individual has been a growth in informal online learning communities and…

Emotional Intelligence as a Determinant of Readiness for Online Learning

ERIC Educational Resources Information Center

Buzdar, Muhammad Ayub; Ali, Akhtar; Tariq, Riaz Ul Haq

2016-01-01

Students' performance in online learning environments is associated with their readiness to adopt a digital learning approach. Traditional concept of readiness for online learning is connected with students' competencies of using technology for learning purposes. We in this research, however, investigated psychometric aspects of students'…

Examining Online Learning Patterns with Data Mining Techniques in Peer-Moderated and Teacher-Moderated Courses

ERIC Educational Resources Information Center

Hung, Jui-Long; Crooks, Steven M.

2009-01-01

The student learning process is important in online learning environments. If instructors can "observe" online learning behaviors, they can provide adaptive feedback, adjust instructional strategies, and assist students in establishing patterns of successful learning activities. This study used data mining techniques to examine and…

Teaching Service Learning in the Geosciences: An On the Cutting Edge Workshop Report

NASA Astrophysics Data System (ADS)

Bruckner, M. Z.; Laine, E. P.; Mogk, D. W.; O'Connell, S.; Kirk, K. B.

2010-12-01

Service learning is an instructional method that combines community service and academic instruction within the context of an established academic course. It is a particularly effective approach that uses active and experiential learning to develop the academic skills required of a course of study and to simultaneously address authentic community needs. Service learning projects can energize and motivate students by engaging a sense of civic responsibility by working in concert with community partners. The geosciences provide abundant opportunities to develop service learning projects on topics related to natural hazards, resources, land use, water quality, community planning, public policy, and education (K-12 and public outreach). To explore the opportunities of teaching service learning in the geosciences, the On the Cutting Edge program convened an online workshop in February 2010. The goals of the workshop were to: 1) introduce the principles and practices of effective service learning instructional activities; 2) provide examples of successful service learning projects and practical advice about "what works;" 3) provide participants with the opportunity to design, develop, and refine their own service learning courses or projects; 4) develop collections of supporting resources related to the pedagogy of service learning; and 5) support a community of scholars interested in continued work on service learning in the geoscience curriculum. The workshop consisted of a series of web-based synchronous and asynchronous sessions, including presentations from experienced practitioners of service learning, panel discussions, threaded discussions, and editable web pages used to develop new material for the website. Time was also provided for small group and individual work and for participants to peer-review each others' service learning projects and to revise their own activities based on reviewer comments. Insights from the workshop were integrated into new web pages that can help others implement service learning projects in their own institutions and communities. Online resources developed by the workshop participants, conveners, and supporting staff include an assemblage of online and print resources, a searchable collection of peer-reviewed examples of service learning projects, a tutorial on using the "8-Block Model" to design and implement a service learning project, tips on finding service learning partners, advice on motivating students, departments and the community, and example assessment instruments. Faculty are encouraged to submit their own examples of additional service learning projects in the geosciences. The entire workshop program, resources and activities are available online at: http://serc.carleton.edu/NAGTWorkshops/servicelearning/index.html

Comparing the Cultural Dimensions and Learners' Perceived Effectiveness of Online Learning Systems (OLS) among American and Malaysian Learners

ERIC Educational Resources Information Center

Keng, Seng C.

2010-01-01

With the rapid and exponential growth of Internet use worldwide, online learning has become one of the most widely used learning paradigms in the education environment. Yet despite the rapidly increasing cultural diversity of online learners, few studies have investigated the effectiveness of cross-cultural Online Learning Systems (OLS) using a…

Designing Online Learning. Knowledge Series: A Topical, Start-Up Guide to Distance Education Practice and Delivery.

ERIC Educational Resources Information Center

Mishra, Sanjaya

The term "online learning" refers to an Internet- or intranet-based teaching and learning system designed for World Wide Web-based delivery without face-to-face contact between teacher and learner. The Internet is the backbone of online learning. The following media are available to designers of online courses: text; graphics and images;…

Factors Influencing Adult Learners' Decision to Drop Out or Persist in Online Learning

ERIC Educational Resources Information Center

Park, Ji-Hye; Choi, Hee Jun

2009-01-01

The number of adult learners who participate in online learning has rapidly grown in the last two decades due to online learning's many advantages. In spite of the growth, the high dropout rate in online learning has been of concern to many higher education institutions and organizations. The purpose of this study was to determine whether…

Organizational Support in Online Learning Environments: Examination of Support Factors in Corporate Online Learning Implementation

ERIC Educational Resources Information Center

Schultz, Thomas L.; Correia, Ana-Paula

2015-01-01

This article explores the role of different types of support in corporate online learning programs. Most research has not specifically focused on all of the support factors required to provide a corporate online learning program, although many research studies address several in regards to the research outcome. An effort was made in this article…

Online Feature Transformation Learning for Cross-Domain Object Category Recognition.

PubMed

Zhang, Xuesong; Zhuang, Yan; Wang, Wei; Pedrycz, Witold

2017-06-09

In this paper, we introduce a new research problem termed online feature transformation learning in the context of multiclass object category recognition. The learning of a feature transformation is viewed as learning a global similarity metric function in an online manner. We first consider the problem of online learning a feature transformation matrix expressed in the original feature space and propose an online passive aggressive feature transformation algorithm. Then these original features are mapped to kernel space and an online single kernel feature transformation (OSKFT) algorithm is developed to learn a nonlinear feature transformation. Based on the OSKFT and the existing Hedge algorithm, a novel online multiple kernel feature transformation algorithm is also proposed, which can further improve the performance of online feature transformation learning in large-scale application. The classifier is trained with k nearest neighbor algorithm together with the learned similarity metric function. Finally, we experimentally examined the effect of setting different parameter values in the proposed algorithms and evaluate the model performance on several multiclass object recognition data sets. The experimental results demonstrate the validity and good performance of our methods on cross-domain and multiclass object recognition application.

How Online Learners Perceive Preparedness and Learning after Discovering Personal Learning-Style-Preferences

ERIC Educational Resources Information Center

Voyles, Shannon

2013-01-01

Many students withdraw from online learning because of their low levels of satisfaction and preparedness, and students are often unprepared to adapt their learning habits to meet the demands of online learning. However, the way in which students incorporate knowledge about their own learning styles into their self-concept as learners and their…

Constructivist Learning Environments and Defining the Online Learning Community

ERIC Educational Resources Information Center

Brown, Loren

2014-01-01

The online learning community is frequently referred to, but ill defined. The constructivist philosophy and approach to teaching and learning is both an effective means of constructing an online learning community and it is a tool by which to define key elements of the learning community. In order to build a nurturing, self-sustaining online…

The Philosophy of Learning and Listening in Traditional Classroom and Online Learning Approaches

ERIC Educational Resources Information Center

Hassan, Aminuddin; Abiddin, Norhasni Zainal; Yew, Sim Kuan

2014-01-01

It is important to consider the concepts of traditional classroom and online learning in evaluating effective learning and listening conducted in higher learning institutions. To reach the depth of both concepts, one should understand them in the philosophical point of view. Both traditional classroom and online learning play a role in the…

Rethinking Lifelong Learning through Online Distance Learning in Chinese Educational Policies, Practices and Research

ERIC Educational Resources Information Center

Yang, Min

2008-01-01

This paper offers a critique of the Chinese philosophy of online distance learning as a means of building a lifelong learning society. Literature about lifelong learning and its implications for online distance learning is reviewed. Documents, reports and research papers are examined to explore the characteristics of the Chinese philosophy of…

Effects of Providing a Rationale for Learning a Lesson on Students' Motivation and Learning in Online Learning Environments

ERIC Educational Resources Information Center

Shin, Tae Seob

2010-01-01

This study examined whether providing a rationale for learning a particular lesson influences students' motivation and learning in online learning environments. A mixed-method design was used to investigate the effects of two types of rationales (former student vs. instructor rationales) presented in an online introductory educational psychology…

Effectiveness of an Asynchronous Online Module on University Students' Understanding of the Bohr Model of the Hydrogen Atom

NASA Astrophysics Data System (ADS)

Farina, William J.; Bodzin, Alec M.

2017-12-01

Web-based learning is a growing field in education, yet empirical research into the design of high quality Web-based university science instruction is scarce. A one-week asynchronous online module on the Bohr Model of the atom was developed and implemented guided by the knowledge integration framework. The unit design aligned with three identified metaprinciples of science learning: making science accessible, making thinking visible, and promoting autonomy. Students in an introductory chemistry course at a large east coast university completed either an online module or traditional classroom instruction. Data from 99 students were analyzed and results showed significant knowledge growth in both online and traditional formats. For the online learning group, findings revealed positive student perceptions of their learning experiences, highly positive feedback for online science learning, and an interest amongst students to learn chemistry within an online environment.

Lifelong Learning for Clinical Practice: How to Leverage Technology for Telebehavioral Health Care and Digital Continuing Medical Education.

PubMed

Hilty, Donald M; Turvey, Carolyn; Hwang, Tiffany

2018-03-12

Psychiatric practice continues to evolve and play an important role in patients' lives, the field of medicine, and health care delivery. Clinicians must learn a variety of clinical care systems and lifelong learning (LLL) is crucial to apply knowledge, develop skills, and adjust attitudes. Technology is rapidly becoming a key player-in delivery, lifelong learning, and education/training. The evidence base for telepsychiatry/telemental health via videoconferencing has been growing for three decades, but a greater array of technologies have emerged in the last decade (e.g., social media/networking, text, apps). Clinicians are combining telepsychiatry and these technologies frequently and they need to reflect on, learn more about, and develop skills for these technologies. The digital age has solidified the role of technology in continuing medical education and day-to-day practice. Other fields of medicine are also adapting to the digital age, as are graduate and undergraduate medical education and many allied mental health organizations. In the future, there will be more online training, simulation, and/or interactive electronic examinations, perhaps on a monthly cycle rather than a quasi-annual or 10-year cycle of recertification.

The end of an era? Midwifery conferences.

PubMed

Vilain, Annette Dalsgaard; Stewart, Sarah

2012-12-01

It has long been accepted that conferences are a useful mode of continuous professional development (CPD) (Russell 2010). Midwives welcome the chance to learn about recent practice developments, and the opportunity to network with each other in a face to face environment. However, barriers such as geographical isolation, time and financial constraints restrict midwives' ability to attend conferences (McIntosh 2007; Patterson and Davis 2007). At the same time, the effectiveness of conferences for CPD has been questioned (Guskey 2000). In these days of financial retrenchment, CPD has to be innovative and creative, offering ongoing support and learning in communities of practice that meet individual learning needs. The Virtual International Day of the Midwife (VIDM) is one such innovation. It is an annual 24 hour international synchronous online conference that celebrates the International Day of the Midwife on 5th May, and is freely open to all. Using the VIDM as a case study, this article discusses how online conferences may support and provide CPD for midwives.

Continual evolution: the experience over three semesters of a librarian embedded in an online evidence-based medicine course for physician assistant students.

PubMed

Kealey, Shannon

2011-01-01

This column examines the experience, over three years, of a librarian embedded in an online Epidemiology and Evidence-based Medicine course, which is a requirement for students pursuing a Master of Science in Physician Assistant Studies at Pace University. Student learning outcomes were determined, a video lecture was created, and student learning was assessed via a five-point Blackboard test during year one. For years two and three, the course instructor asked the librarian to be responsible for two weeks of course instruction and a total of 15 out of 100 possible points for the course. This gave the librarian flexibility to measure additional outcomes and gather more in-depth assessment data. The librarian then used the assessment data to target areas for improvement in the lessons and Blackboard tests. Revisions made by the librarian positively affected student achievement of learning outcomes, as measured by the assessment conducted the subsequent semester. Plans for further changes are also discussed.

Assessing Online Learning

ERIC Educational Resources Information Center

Comeaux, Patricia, Ed.

2004-01-01

Students in traditional as well as online classrooms need more than grades from their instructors--they also need meaningful feedback to help bridge their academic knowledge and skills with their daily lives. With the increasing number of online learning classrooms, the question of how to consistently assess online learning has become increasingly…

Fast Facts about Online Learning

ERIC Educational Resources Information Center

International Association for K-12 Online Learning, 2013

2013-01-01

This report explores the latest data concerning online and blended learning, enrollment, access, courses, and key policies indicators. It also reviews online learning statistics, trends, policy issues, and iNACOL strategic priorities. This report provides a snapshot view of state funding models for both full-time and supplemental online learning…

Nursing student perceptions of community in online learning.

PubMed

Gallagher-Lepak, Susan; Reilly, Janet; Killion, Cheryl M

2009-01-01

Nursing faculty need to understand the unique aspects of online learning environments and develop new pedagogies for teaching in the virtual classroom. The concept of community is important in online learning and a strong sense of community can enhance student engagement and improve learning outcomes in online courses. Student perceptions of community in online learning environments were explored in this study. Five focus group sessions were held and online nursing students were asked to give examples of experiences related to sense of community. Fifteen major themes emerged: class structure, required participation, teamwork, technology, becoming, commonalities, disconnects, mutual exchange, online etiquette, informal discussions, aloneness, trepidation, unknowns, nonverbal communication and anonymity. Themes sorted into the categories of structural, processual and emotional factors. Theme descriptions show how sense of community can be enhanced and/or diminished in online courses. This study adds depth and detail to the limited body of research on sense of community in distance education in nursing courses.

Strategies to Enhance Online Learning Teams. Team Assessment and Diagnostics Instrument and Agent-based Modeling

DTIC Science & Technology

2010-08-12

Strategies to Enhance Online Learning Teams Team Assessment and Diagnostics Instrument and Agent-based Modeling Tristan E. Johnson, Ph.D. Learning ...REPORT DATE AUG 2010 2. REPORT TYPE 3. DATES COVERED 00-00-2010 to 00-00-2010 4. TITLE AND SUBTITLE Strategies to Enhance Online Learning ...TeamsTeam Strategies to Enhance Online Learning Teams: Team Assessment and Diagnostics Instrument and Agent-based Modeling 5a. CONTRACT NUMBER 5b. GRANT

Structural Equation Modeling towards Online Learning Readiness, Academic Motivations, and Perceived Learning

ERIC Educational Resources Information Center

Horzum, Mehmet Baris; Kaymak, Zeliha Demir; Gungoren, Ozlem Canan

2015-01-01

The relationship between online learning readiness, academic motivations, and perceived learning was investigated via structural equation modeling in the research. The population of the research consisted of 750 students who studied using the online learning programs of Sakarya University. 420 of the students who volunteered for the research and…

A Comparison of Participation Patterns in Selected Formal, Non-Formal, and Informal Online Learning Environments

ERIC Educational Resources Information Center

Schwier, Richard A.; Seaton, J. X.

2013-01-01

Does learner participation vary depending on the learning context? Are there characteristic features of participation evident in formal, non-formal, and informal online learning environments? Six online learning environments were chosen as epitomes of formal, non-formal, and informal learning contexts and compared. Transcripts of online…

Use of Signaling to Integrate Desktop Virtual Reality and Online Learning Management Systems

ERIC Educational Resources Information Center

Dodd, Bucky J.; Antonenko, Pavlo D.

2012-01-01

Desktop virtual reality is an emerging educational technology that offers many potential benefits for learners in online learning contexts; however, a limited body of research is available that connects current multimedia learning techniques with these new forms of media. Because most formal online learning is delivered using learning management…

Building a Blended Learning Program

ERIC Educational Resources Information Center

McLester, Susan

2011-01-01

"Online learning" often serves as an umbrella term that includes the subcategory of blended learning, which might also be referred to as hybrid learning, and comprises some combination of online and face-to-face time. Spurred in part by a 2009 U.S. Department of Education study, "Evaluation of Evidence-Based Practices in Online Learning," which…

Teaching with Technology: Applications of Collaborative Online Learning Units to Improve 21st Century Skills for All

ERIC Educational Resources Information Center

Terrazas-Arellanes, Fatima E.; Strycker, Lisa A.; Walden, Emily D.; Gallard, Alejandro

2017-01-01

Inquiry-based learning methods, coupled with advanced technology, hold promise for closing the science literacy gap for English learners (ELs) and students with learning difficulties (SWLDs). Project ESCOLAR (Etext Supports for Collaborative Online Learning and Academic Reading) created collaborative online learning units for middle school science…

Learning from Online Modules in Diverse Instructional Contexts

ERIC Educational Resources Information Center

Nugent, Gwen; Kohmetscher, Amy; Namuth-Covert, Deana; Guretzky, John; Murphy, Patrick; Lee, DoKyoung

2016-01-01

Learning objects originally developed for use in online learning environments can also be used to enhance face-to-face instruction. This study examined the learning impacts of online learning objects packaged into modules and used in different contexts for undergraduate education offered on campus at three institutions. A multi-case study approach…

A Randomized Crossover Design to Assess Learning Impact and Student Preference for Active and Passive Online Learning Modules.

PubMed

Prunuske, Amy J; Henn, Lisa; Brearley, Ann M; Prunuske, Jacob

Medical education increasingly involves online learning experiences to facilitate the standardization of curriculum across time and space. In class, delivering material by lecture is less effective at promoting student learning than engaging students in active learning experience and it is unclear whether this difference also exists online. We sought to evaluate medical student preferences for online lecture or online active learning formats and the impact of format on short- and long-term learning gains. Students participated online in either lecture or constructivist learning activities in a first year neurologic sciences course at a US medical school. In 2012, students selected which format to complete and in 2013, students were randomly assigned in a crossover fashion to the modules. In the first iteration, students strongly preferred the lecture modules and valued being told "what they need to know" rather than figuring it out independently. In the crossover iteration, learning gains and knowledge retention were found to be equivalent regardless of format, and students uniformly demonstrated a strong preference for the lecture format, which also on average took less time to complete. When given a choice for online modules, students prefer passive lecture rather than completing constructivist activities, and in the time-limited environment of medical school, this choice results in similar performance on multiple-choice examinations with less time invested. Instructors need to look more carefully at whether assessments and learning strategies are helping students to obtain self-directed learning skills and to consider strategies to help students learn to value active learning in an online environment.

Online and Blended Learning: A Survey of Policy and Practice from K-12 Schools around the World

ERIC Educational Resources Information Center

Barbour, Michael; Brown, Regina; Waters, Lisa Hasler; Hoey, Rebecca; Hunt, Jeffrey L.; Kennedy, Kathryn; Ounsworth, Chantal; Powell, Allison; Trimm, Trina

2011-01-01

In 2006, the North American Council for Online Learning (NACOL) conducted its first international survey, researching how other countries were implementing online and blended learning opportunities for their primary and secondary (K-12) students. As the pace of growth of online and blended learning has grown at an average of over 30% each year for…

Interview with Joe Freidhoff: A Bird's-Eye View of K-12 Online Learning

ERIC Educational Resources Information Center

Pourreau, Leslie

2015-01-01

The intent of this article is to introduce long-time "Online Learning" readership to the field of K-12 online learning while also providing direction for the K-12 online learning scholars about where the field is going or should be going in terms of meeting the needs of K-12 stakeholders. Recently an interview was conducted with Dr. Joe…

Exploring the Relationships between Learning Styles, Online Participation, Learning Achievement and Course Satisfaction: An Empirical Study of a Blended Learning Course

ERIC Educational Resources Information Center

Cheng, Gary; Chau, Juliana

2016-01-01

The purpose of this study was twofold: first, to explore the relationship between students' learning styles and their online participation in a blended learning course, and second, to investigate the relationships of students' online participation with their learning achievement and with course satisfaction. A total of 78 undergraduate students…

Self-Regulated Learning: The Role of Motivation, Emotion, and Use of Learning Strategies in Students' Learning Experiences in a Self-Paced Online Mathematics Course

ERIC Educational Resources Information Center

Cho, Moon-Heum; Heron, Michele L.

2015-01-01

Enrollment in online remedial mathematics courses has increased in popularity in institutions of higher learning; however, students unskilled in self-regulated learning (SRL) find online remedial mathematics courses particularly challenging. We investigated the role of SRL, specifically motivation, emotion, and learning strategies, in students'…

Applying Distributed Learning Theory in Online Business Communication Courses.

ERIC Educational Resources Information Center

Walker, Kristin

2003-01-01

Focuses on the critical use of technology in online formats that entail relatively new teaching media. Argues that distributed learning theory is valuable for teachers of online business communication courses for several reasons. Discusses the application of distributed learning theory to the teaching of business communication online. (SG)

Online Self-Organizing Social Systems: The Decentralized Future of Online Learning.

ERIC Educational Resources Information Center

Wiley, David A.; Edwards, Erin K.

2002-01-01

Describes an online self-organizing social system (OSOSS) which allows large numbers of individuals to self-organize in a highly decentralized manner to solve problems and accomplish other goals. Topics include scalability and bandwidth in online learning; self-organization; learning objects; instructional design underlying OSOSS, including…

Digital Communication Applications in the Online Learning Environment

ERIC Educational Resources Information Center

Lambeth, Krista Jill

2011-01-01

Scope and method of study. The purpose of this study was for the researcher to obtain a better understanding of the online learning environment, to explore the various ways online class instructors have incorporated digital communication applications to try and provide learner-centered online learning environments, and to examine students'…

How Students Develop Online Learning Skills

ERIC Educational Resources Information Center

Roper, Alan R.

2007-01-01

More and more, adult learners are finding the convenience and flexibility of online learning a match for their learning goals and busy lifestyles. Online degree programs, courses, and virtual universities targeting adult learners have proliferated in the past decade. Although students can easily locate an online course or degree program that's…

The Lie of Online Learning.

ERIC Educational Resources Information Center

Zielinski, Dave

2000-01-01

Managers look at online training as an activity that should be done "off time" whereas employees still think of it as something to be done during working hours. No valid study has shown that online delivery reduces learning time. A better understanding of learning needs must be considered before requiring online training. (JOW)

Distance learning and the internet in respiratory therapy education.

PubMed

Varekojis, Sarah M; Sergakis, Georgianna G; Dunlevy, Crystal L; Foote, Elbie; Clutter, Jill

2011-11-01

The profession of respiratory therapy (RT) continues to grow both in number, due to population growth and an ever-increasing aging population, and scope of practice, due to both new and expanded roles and responsibilities in divergent areas of clinical practice. Instructional technology, including distance learning, will probably play a key role in training, educating, and assessing RT students to meet the increasing demand for practitioners. To assess current uses of distance learning and opinions concerning the appropriate use of distance education in RT education programs nationwide. A 13-item on-line survey was designed to collect information about the frequency of use of various types of distance education typically utilized in RT education programs. The survey was sent to directors of 343 Committee on Accreditation for Respiratory Care accredited programs of RT education that offer entry-level or advanced courses of study. The response rate was 50% (169 respondents). Fifty-two percent of the respondents indicated that their courses included some form of on-line learning component. Most directors anticipated that the distance composition of their course offerings will remain unchanged or increase in the near future. Our results indicate that, while distance education plays an important supportive role in RT education, there is still a preference for face-to-face instruction and Internet-facilitated courses among program directors. Program directors continue to view the laboratory and clinical settings as hands-on environments that require instructor supervision in order for students to demonstrate proficiency and critical thinking skills. When used appropriately, distance learning may be an efficient and effective approach to address the many barriers to education faced by the health workforce in general, including budget constraints, overloaded schedules, the need for on-the-job learning opportunities, and lack of access.

Review of online educational resources for medical physicists

PubMed Central

2013-01-01

Medical physicists are often involved in the didactic training of graduate students, residents (both physics and physicians), and technologists. As part of continuing medical education, we are also involved in maintenance of certification projects to assist in the education of our peers. As such, it is imperative that we remain current concerning available educational resources. Medical physics journals offer book reviews, allowing us an opportunity to learn about newly published books in the field. A similar means of communication is not currently available for online educational resources. This information is conveyed through informal means. This review presents a summary of online resources available to the medical physics community that may be useful for educational purposes. PACS number: 87.10.‐e PMID:24257289

Online Collaborative Learning: Theory and Practice

ERIC Educational Resources Information Center

Roberts, Tim, Ed.

2004-01-01

"Online Collaborative Learning: Theory and Practice" provides a resource for researchers and practitioners in the area of online collaborative learning (also known as CSCL, computer-supported collaborative learning), particularly those working within a tertiary education environment. It includes articles of relevance to those interested in both…

How to Involve Students in an Online Course: A Redesigned Online Pedagogy of Collaborative Learning and Self-Regulated Learning

ERIC Educational Resources Information Center

Tsai, Chia-Wen

2013-01-01

In an online course, students learn independently in the virtual environment without teacher's on-the-spot support. However, many students are addicted to the Internet which is filled with a plethora of shopping websites, online games, and social networks (e.g. Facebook). To help keep students focused on and involved in online or blended…

Teachers' Online Experience: Is There a Covert Curriculum in Online Professional Development?

ERIC Educational Resources Information Center

Norton, Priscilla; Hathaway, Dawn

2015-01-01

Although the literature emphasizes the need for teachers to have online learning experiences in preparation for teaching online, teachers have few opportunities to experience online learning. One opportunity is online professional development. The authors hypothesized that online professional development might serve not only as a way to gain…

The Predictive Relationship among the Community of Inquiry Framework, Perceived Learning and Online, and Graduate Students' Course Grades in Online Synchronous and Asynchronous Courses

ERIC Educational Resources Information Center

Rockinson-Szapkiw, Amanda J.; Wendt, Jillian; Wighting, Mervyn; Nisbet, Deanna

2016-01-01

The Community of Inquiry framework has been widely supported by research to provide a model of online learning that informs the design and implementation of distance learning courses. However, the relationship between elements of the CoI framework and perceived learning warrants further examination as a predictive model for online graduate student…

Multiple Pathways to Learning: An Examination of Universal Design and Online Strategic Learning in Higher Education

ERIC Educational Resources Information Center

Hicks, Maryruth Wilks

2010-01-01

The purpose of this study was to examine the effectiveness of universally designed (UD) instruction on strategic learning in an online, interactive learning environment (ILE). The research focused on the premise that the customizable, media-based framework of UD instruction might influence diverse online learning strategies. This study…

Student Experiences on Interaction in an Online Learning Environment as Part of a Blended Learning Implementation: What Is Essential?

ERIC Educational Resources Information Center

Salmi, Laura

2013-01-01

Interaction and community building are essential elements of a well functioning online learning environment, especially in learning environments based on investigative learning with a strong emphasis on teamwork. In this paper, practical solutions covering quality criteria for interaction in online education are presented for a simple…

Student Feedback in Elementary Online Learning: A Phenomenological Study Using Person-Centered Instruction

ERIC Educational Resources Information Center

Smistad, Kirsten E.

2013-01-01

Online learning is becoming increasingly attractive as an option for learning at the K-12 level. However, most research in online learning is done with adults or university participants-a population with a different developmental level and different reasons for learning than those still in compulsory schooling. This study examined the phenomenon…

Universal Design for Learning: Scanning for Alignment in K-12 Blended and Fully Online Learning Materials

ERIC Educational Resources Information Center

Basham, James D.; Smith, Sean J.; Satter, Allyson L.

2016-01-01

In the process of evaluating online learning products for accessibility, researchers in the Center on Online Learning and Students with Disabilities concluded that most often consultation guides and assessment tools were useful in determining sensory accessibility but did not extend to critical aspects of learning within the Universal Design for…

Designing Authentic Learning Activities to Train Pre-Service Teachers about Teaching Online

ERIC Educational Resources Information Center

Luo, Tian; Murray, Alexander; Crompton, Helen

2017-01-01

Online learning is increasingly being used in K-12 learning environments. A concomitant trend is found towards learning becoming "authentic" as students learn with tasks that are connected to real world occupations. In this study, 48 pre-service teachers use an online environment to engage in authentic practice as they developed online…

Effects of Online Interaction via Computer-Mediated Communication (CMC) Tools on an E-Mathematics Learning Outcome

ERIC Educational Resources Information Center

Okonta, Olomeruom

2010-01-01

Recent research studies in open and distance learning have focused on the differences between traditional learning versus online learning, the benefits of computer-mediated communication (CMC) tools in an e-learning environment, and the relationship between online discussion posts and students' achievement. In fact, there is an extant…

Best Practices in Supporting Persistence of Distant Education Students through Integrated Web-Based Systems

ERIC Educational Resources Information Center

McCracken, Holly

2009-01-01

The importance of the interconnectedness of academic, student, and technical support processes intrinsic to the provision of on-line instruction has been frequently depicted as a "service Web," with students at the center of the infrastructure. However, as programming to support distance learning continues to develop, such service Webs have grown…

Building an Efficient and Effective Test Management System in an ODL Institution

ERIC Educational Resources Information Center

Yusof, Safiah Md; Lim, Tick Meng; Png, Leo; Khatab, Zainuriyah Abd; Singh, Harvinder Kaur Dharam

2017-01-01

Open University Malaysia (OUM) is progressively moving towards implementing assessment on demand and online assessment. This move is deemed necessary for OUM to continue to be the leading provider of flexible learning. OUM serves a very large number of students each semester and these students are vastly distributed throughout the country. As the…

Cyberbullying: Assessment of Student Experience for Continuous Improvement Planning

ERIC Educational Resources Information Center

Strom, Paris S.; Strom, Robert D.; Wingate, Julius J.; Kraska, Marie F.; Beckert, Troy E.

2012-01-01

This study examines the use of polling students to improve conditions of learning in their school. Students from three schools (N = 2,006) in Grades 5, 6, 7, and 8 completed an online poll about how cyberbullying affects their personal lives. Principals' impressions about the benefits of student polling are explained along with the Cyberbullying…

Enhancing Writing Skills through Blogs in an EFL Class

ERIC Educational Resources Information Center

Vurdien, Ruby

2012-01-01

Today Web 2.0 technologies, including blogs, are presenting both teachers and learners with new horizons in the field of language teaching and learning. A blog is an online journal which can be continuously updated by its users (Matheson, 2004). People can write their views at their own pace without space and time constraints. Blogs aid in the…

An Investigation of the Factors That Influence Faculty and Student Acceptance of Mobile Learning in Online Higher Education

ERIC Educational Resources Information Center

Marrs, Kathleen

2013-01-01

Technology acceptance in education has been and continues to be a central concern for researchers, application and platform developers, and educators. Rapid advancements in miniaturization along with the availability of fast, reliable, and affordable networks have sparked an increasing demand by students for better ways to complement their mobile…

Doctors Online: Learning Using an Internet Based Content Management System

ERIC Educational Resources Information Center

Pullen, Darren

2013-01-01

The past century has seen spectacular gains in the breadth and depth of medical knowledge, but the potential of these gains has been hampered by a slow system of disseminating knowledge. Over the course of medical education numerous technologies and methods have been used to deliver continuing medical education (CME) to health care professionals…

Instructional Design, Autism Spectrum Disorders, and Online Learning: What's Being Done?

ERIC Educational Resources Information Center

Pearson, Laurie A.

2014-01-01

It is now estimated that 1 in 88 children have autism. As children diagnosed with this disorder continues to increase, so does the demand for appropriate educational programs that meet the diverse needs of the students on the autism spectrum. Results of this basic qualitative study, which included 15 instructional designers who create online…

Design Interactive: A Nonlinear, Multimedia Approach to Teaching Introduction to Visual Communication and Principles of Design

ERIC Educational Resources Information Center

Palilonis, Jennifer; Butler, Darrell; Leidig-Farmen, Pamela

2013-01-01

As online teaching techniques continue to evolve, new opportunities surface for research and insight regarding best practices for the development and implementation of interactive, multimedia teaching and learning tools. These tools are particularly attractive for courses that lend themselves to a rich media approach. Such is the case for visual…

Expectations, Motivations, and Barriers to Professional Development: Perspectives from Adjunct Instructors Teaching Online

ERIC Educational Resources Information Center

Dailey-Hebert, Amber; Mandernach, B. Jean; Donnelli-Sallee, Emily; Norris, Virgil Rusty

2014-01-01

Adjunct instructors are the fastest growing population of faculty in the academy; and, given the current economic condition and its impact on institutions of higher learning, the proportion of adjunct faculty is likely to increase (Gappa, Austin & Trice, 2007; NCES, 2011). Yet the adjunct population continues to remain disconnected from the…

The Influence of Adult Learners' Self-Directed Learning Readiness and Network Literacy on Online Learning Effectiveness: A Study of Civil Servants in Taiwan

ERIC Educational Resources Information Center

Lai, Horng-Ji

2011-01-01

This study examined the effect of civil servants' Self-Directed Learning Readiness (SDLR) and network literacy on their online learning effectiveness in a web-based training program. Participants were 283 civil servants enrolled in an asynchronous online learning program through an e-learning portal provided by the Regional Civil Service…

Lost in Translation: Adapting a Face-to-Face Course Into an Online Learning Experience.

PubMed

Kenzig, Melissa J

2015-09-01

Online education has grown dramatically over the past decade. Instructors who teach face-to-face courses are being called on to adapt their courses to the online environment. Many instructors do not have sufficient training to be able to effectively move courses to an online format. This commentary discusses the growth of online learning, common challenges faced by instructors adapting courses from face-to-face to online, and best practices for translating face-to-face courses into online learning opportunities. © 2015 Society for Public Health Education.

Monitoring of Students' Interaction in Online Learning Settings by Structural Network Analysis and Indicators.

PubMed

Ammenwerth, Elske; Hackl, Werner O

2017-01-01

Learning as a constructive process works best in interaction with other learners. Support of social interaction processes is a particular challenge within online learning settings due to the spatial and temporal distribution of participants. It should thus be carefully monitored. We present structural network analysis and related indicators to analyse and visualize interaction patterns of participants in online learning settings. We validate this approach in two online courses and show how the visualization helps to monitor interaction and to identify activity profiles of learners. Structural network analysis is a feasible approach for an analysis of the intensity and direction of interaction in online learning settings.

An asynchronous learning approach for the instructional component of a dual-campus pharmacy resident teaching program.

PubMed

Garrison, Gina Daubney; Baia, Patricia; Canning, Jacquelyn E; Strang, Aimee F

2015-03-25

To describe the shift to an asynchronous online approach for pedagogy instruction within a pharmacy resident teaching program offered by a dual-campus college. The pedagogy instruction component of the teaching program (Part I) was redesigned with a focus on the content, delivery, and coordination of the learning environment. Asynchronous online learning replaced distance technology or lecture capture. Using a pedagogical content knowledge framework, residents participated in self-paced online learning using faculty recordings, readings, and discussion board activities. A learning management system was used to assess achievement of learning objectives and participation prior to progressing to the teaching experiences component of the teaching program (Part II). Evaluation of resident pedagogical knowledge development and participation in Part I of the teaching program was achieved through the learning management system. Participant surveys and written reflections showed general satisfaction with the online learning environment. Future considerations include addition of a live orientation session and increased faculty presence in the online learning environment. An online approach framed by educational theory can be an effective way to provide pedagogy instruction within a teaching program.

An Instructional Strategy Framework for Online Learning Environments

ERIC Educational Resources Information Center

Johnson, Scott D.; Aragon, Steven R.

2003-01-01

The rapid growth of Web-based instruction has raised many questions about the quality of online courses. This chapter presents a conceptual framework that can guide the development of online courses by providing a holistic perspective on online teaching and learning. Although this framework is based on well-recognized theories of learning and…

Evaluation of a Teaching Tool--Wiki--in Online Graduate Education

ERIC Educational Resources Information Center

Park, Caroline L.; Crocker, Cheryl; Nussey, Janice; Springate, Joyce; Hutchings, Darlene

2010-01-01

This study provides information on ways to enhance learning for students using online educational programs. Technologies that foster and engage students in the learning process are necessary in the online learning environment. Wiki is an online teaching strategy used to promote student interaction. A Wiki was introduced into three sections of a…

Examining the Elements of Online Learning Quality in a Fully Online Doctoral Program

ERIC Educational Resources Information Center

Templeton, Nathan R.; Ballenger, Julia N.; Thompson, J. Ray

2015-01-01

The purpose of this descriptive quantitative study was to examine the quality elements of online learning in a regional doctoral program. Utilizing the six quality dimensions of Hathaway's (2009) theory of online learning quality as a framework, the study investigated instructor-learner, learner-learner, learner-content, learner-interface,…

Cultivating ICT Students' Interpersonal Soft Skills in Online Learning Environments Using Traditional Active Learning Techniques

ERIC Educational Resources Information Center

Myers, Trina S.; Blackman, Anna; Andersen, Trevor; Hay, Rachel; Lee, Ickjai; Gray, Heather

2014-01-01

Flexible online delivery of tertiary ICT programs is experiencing rapid growth. Creating an online environment that develops team building and interpersonal skills is difficult due to factors such as student isolation and the individual-centric model of online learning that encourages discrete study rather than teamwork. Incorporating teamwork…

Video Streaming in Online Learning

ERIC Educational Resources Information Center

Hartsell, Taralynn; Yuen, Steve Chi-Yin

2006-01-01

The use of video in teaching and learning is a common practice in education today. As learning online becomes more of a common practice in education, streaming video and audio will play a bigger role in delivering course materials to online learners. This form of technology brings courses alive by allowing online learners to use their visual and…

Analyzing Educators' Online Interactions: A Framework of Online Learning Support Roles

ERIC Educational Resources Information Center

Nacu, Denise C.; Martin, Caitlin K.; Pinkard, Nichole; Gray, Tené

2016-01-01

While the potential benefits of participating in online learning communities are documented, so too are inequities in terms of how different populations access and use them. We present the online learning support roles (OLSR) framework, an approach using both automated analytics and qualitative interpretation to identify and explore online…

Learning Tasks, Peer Interaction, and Cognition Process: An Online Collaborative Design Model

ERIC Educational Resources Information Center

Du, Jianxia; Durrington, Vance A.

2013-01-01

This paper illustrates a model for Online Group Collaborative Learning. The authors based the foundation of the Online Collaborative Design Model upon Piaget's concepts of assimilation and accommodation, and Vygotsky's theory of social interaction. The four components of online collaborative learning include: individual processes, the task(s)…

Designing an Online Writing System: Learning with Support

ERIC Educational Resources Information Center

Kuo, Chih-Hua

2008-01-01

The potential of online language learning has received much attention recently. This paper reports the design of an online writing system featuring learning support for non-native students during their writing process. The central premise is that in the online writing situation, students are in great need of writing aids. The proposed system…

Learning on Demand: Online Education in the United States, 2009

ERIC Educational Resources Information Center

Allen, I. Elaine; Seaman, Jeff

2010-01-01

"Learning on Demand: Online Education in the United States, 2009" represents the seventh annual report on the state of online learning among higher education institutions in the United States. The study is aimed at answering some of the fundamental questions about the nature and extent of online education. Based on responses from over…

The Effects of Prior-knowledge and Online Learning Approaches on Students' Inquiry and Argumentation Abilities

NASA Astrophysics Data System (ADS)

Yang, Wen-Tsung; Lin, Yu-Ren; She, Hsiao-Ching; Huang, Kai-Yi

2015-07-01

This study investigated the effects of students' prior science knowledge and online learning approaches (social and individual) on their learning with regard to three topics: science concepts, inquiry, and argumentation. Two science teachers and 118 students from 4 eighth-grade science classes were invited to participate in this research. Students in each class were divided into three groups according to their level of prior science knowledge; they then took either our social- or individual-based online science learning program. The results show that students in the social online argumentation group performed better in argumentation and online argumentation learning. Qualitative analysis indicated that the students' social interactions benefited the co-construction of sound arguments and the accurate understanding of science concepts. In constructing arguments, students in the individual online argumentation group were limited to knowledge recall and self-reflection. High prior-knowledge students significantly outperformed low prior-knowledge students in all three aspects of science learning. However, the difference in inquiry and argumentation performance between low and high prior-knowledge students decreased with the progression of online learning topics.

Use of Online Learning Resources in the Development of Learning Environments at the Intersection of Formal and Informal Learning: The Student as Autonomous Designer

ERIC Educational Resources Information Center

Lebenicnik, Maja; Pitt, Ian; Istenic Starcic, Andreja

2015-01-01

Learning resources that are used in the education of university students are often available online. The nature of new technologies causes an interweaving of formal and informal learning, with the result that a more active role is expected from students with regard to the use of ICT for their learning. The variety of online learning resources…

Asynchronous interaction, online technologies self-efficacy and self-regulated learning as predictors of academic achievement in an online class

NASA Astrophysics Data System (ADS)

McGhee, Rosie M. Hector

This research is a correlational study of the relationship among the independent variables: asynchronous interaction, online technologies self-efficacy, and self-regulated learning, and the dependent variable; academic achievement. This study involves an online computer literacy course at a local community college. Very little research exists on the relationship among asynchronous interaction, online technologies self-efficacy and self-regulated learning on predicting academic achievement in an online class. Liu (2008), in his study on student interaction in online courses, concluded that student interaction is a complex issue that needs more research to increase our understanding as it relates to distance education. The purpose of this study was to examine the relationships between asynchronous interaction, online technologies self-efficacy, self-regulated learning and academic achievement in an online computer literacy class at a community college. The researcher used quantitative methods to obtain and analyze data on the relationships among the variables during the summer 2010 semester. Forty-five community college students completed three web-based self-reporting instruments: (a) the GVU 10th WWW User Survey Questionnaire, (b) the Online Technologies Self-Efficacy Survey, and (c) selected items from the Motivated Strategies for Learning Questionnaire. Additional data was obtained from asynchronous discussions posted on Blackboard(TM) Learning Management System. The results of this study found that there were statistically significant relationships between asynchronous interaction and academic achievement (r = .55, p < .05) and between online technologies self-efficacy and academic achievement (r = .50, p < .05). However, there were low correlations between self-regulated learning and academic achievement ( r = -.02, p < .05). The results of this study reflect the constructivist tenants that the student is at the center of the learning experience. Driscoll (2005) said constructivist pedagogy sees the learner as an active participant in their learning experience rather than a passive vessel to be filled with information. This study is beneficial to theorists, administrators, leaders, online instructors, online course designers, faculty, students and others who are concerned about predictors for online students' success. Also, it serves as a foundation for future research and provides valuable information for educators interested in taking online teaching and learning to the next level.

Instructional strategies for online introductory college physics based on learning styles

NASA Astrophysics Data System (ADS)

Ekwue, Eleazer U.

The practical nature of physics and its reliance on mathematical presentations and problem solving pose a challenge toward presentation of the course in an online environment for effective learning experience. Most first-time introductory college physics students fail to grasp the basic concepts of the course and the problem solving skills if the instructional strategy used to deliver the course is not compatible with the learners' preferred learning styles. This study investigates the effect of four instructional strategies based on four learning styles (listening, reading, iconic, and direct-experience) to improve learning for introductory college physics in an online environment. Learning styles of 146 participants were determined with Canfield Learning Style inventory. Of the 85 learners who completed the study, research results showed a statistically significant increase in learning performance following the online instruction in all four learning style groups. No statistically significant differences in learning were found among the four groups. However, greater significant academic improvement was found among learners with iconic and direct-experience modes of learning. Learners in all four groups expressed that the design of the unit presentation to match their individual learning styles contributed most to their learning experience. They were satisfied with learning a new physics concept online that, in their opinion, is either comparable or better than an instructor-led classroom experience. Findings from this study suggest that learners' performance and satisfaction in an online introductory physics course could be improved by using instructional designs that are tailored to learners' preferred ways of learning. It could contribute toward the challenge of providing viable online physics instruction in colleges and universities.

Interactions and Learning Outcomes in Online Language Courses

ERIC Educational Resources Information Center

Lin, Chin-Hsi; Zheng, Binbin; Zhang, Yining

2017-01-01

Interactions are the central emphasis in language learning. An increasing number of K-12 students take courses online, leading some critics to comment that reduced opportunities for interaction may affect learning outcomes. This study examined the relationship between online interactions and learning outcomes for 466 students who were taking…

Online Graduate Students' Perceptions of Best Learning Experiences

ERIC Educational Resources Information Center

Holzweiss, Peggy C.; Joyner, Sheila A.; Fuller, Matthew B.; Henderson, Susan; Young, Robert

2014-01-01

The purpose of this study is to examine the perceptions of online master's students regarding their best learning experiences. The authors surveyed 86 graduate students concerning what helped them learn in the online environment. Results indicate that although graduate students learned using the same technological tools as undergraduates, they…

Generational Perspective of Higher Education Online Student Learning Styles

ERIC Educational Resources Information Center

Williams, Chad J.; Matt, John J.; O'Reilly, Frances L.

2014-01-01

A study was conducted of students participating in on-line academic courses in institutions of higher education to ascertain if there was a generational influence on learning styles. The specific research question was: What, if any, relationships exist among learning styles, generational groups, and satisfaction with online learning? Inferential…

Learning Style, Culture and Delivery Mode in Online Distance Education

ERIC Educational Resources Information Center

Speece, Mark

2012-01-01

Adaptation to customer needs is a key component of competitiveness in any service industry. In online HE (higher education), which is increasingly worldwide, this adaptation must include consideration of learning styles. Most research shows that learning style has little impact on learning outcomes in online education. Nevertheless, students with…

Understanding Online Knowledge Sharing: An Interpersonal Relationship Perspective

ERIC Educational Resources Information Center

Ma, Will W. K.; Yuen, Allan H. K.

2011-01-01

The unique features and capabilities of online learning are built on the ability to connect to a wider range of learning resources and peer learners that benefit individual learners, such as through discussion forums, collaborative learning, and community building. The success of online learning thus depends on the participation, engagement, and…

Accelerated Online Learning: Perceptions of Interaction and Learning Outcomes among African American Students

ERIC Educational Resources Information Center

Kuo, Yu-Chun

2014-01-01

This study investigated student interaction, satisfaction, and performance in accelerated online learning environments with the use of an online learning course-management system. The interactions assessed in this study included learner-learner interaction, learner-instructor interaction, and learner-content interaction. The participants were…

Theoretically Based Pedagogical Strategies Leading to Deep Learning in Asynchronous Online Gerontology Courses

ERIC Educational Resources Information Center

Majeski, Robin; Stover, Merrily

2007-01-01

Online learning has enjoyed increasing popularity in gerontology. This paper presents instructional strategies grounded in Fink's (2003) theory of significant learning designed for the completely asynchronous online gerontology classroom. It links these components with the development of mastery learning goals and provides specific guidelines for…

Online Learning and Social Exclusion.

ERIC Educational Resources Information Center

Clarke, Alan

Online learning covers a wide range of technologies and formal and informal learning methods. A key factor promoting the significant enthusiasm for online learning across all education and training sectors in Great Britain and elsewhere is its potential to overcome many of the barriers of place, pace, and time that socially and economically…

Effects of Group Awareness and Self-Regulation Level on Online Learning Behaviors

ERIC Educational Resources Information Center

Lin, Jian-Wei; Szu, Yu-Chin; Lai, Ching-Neng

2016-01-01

Group awareness can affect student online learning while self-regulation also can substantially influence student online learning. Although some studies identify that these two variables may partially determine learning behavior, few empirical studies or thorough analyses elucidate the simultaneous impact of these two variables (group awareness…

Computer Proficiency for Online Learning: Factorial Invariance of Scores among Teachers

ERIC Educational Resources Information Center

Martin, Amy L.; Reeves, Todd D.; Smith, Thomas J.; Walker, David A.

2016-01-01

Online learning is variously employed in K-12 education, including for teacher professional development. However, the use of computer-based technologies for learning purposes assumes learner computer proficiency, making this construct an important domain of procedural knowledge in formal and informal online learning contexts. Addressing this…

Greeting You Online: Selecting Web-Based Conferencing Tools for Instruction in E-Learning Mode

ERIC Educational Resources Information Center

Li, Judy

2014-01-01

Academic distance learning programs have gained popularity and added to the demand for online library services. Librarians are now conducting instruction for distance learning students beyond their traditional work. Technology advancements have enhanced the delivery mode in distance learning across academic disciplines. Online conference tools…

How I Became a Convert to Online Learning

ERIC Educational Resources Information Center

Kremer, Nick

2011-01-01

This article describes how the author's skepticism about online education turns into belief when he teaches his own online course. Throughout the process of designing and facilitating his online course, he found himself slowly evolving from critic to champion of online education. Here, he shares the benefits of online learning.

Influence of Nursing Faculty Discussion Presence on Student Learning and Satisfaction in Online Courses.

PubMed

Claywell, Lora; Wallace, Cara; Price, Jill; Reneau, Margaret; Carlson, Kathleen

2016-01-01

This study determined the relationships between faculty participation in online discussions with student satisfaction and perceived learning in online RN-BSN and MSN courses. Analysis of faculty participation in online courses (n = 280) demonstrated a relationship between faculty participation and student satisfaction and perceived learning. The results of this study offer guidance on the minimal faculty participation necessary in online discussions in nursing courses.