Comprehensive E-Learning Appraisal System

2019 ◽  
pp. 289-304
Author(s):  
Jose Luis Monroy Anton ◽  
Juan Vicente Izquierdo Soriano ◽  
Maria Isabel Asensio Martinez ◽  
Felix Buendia Garcia
Keyword(s):  
Health Professionals ◽  
Online Courses ◽  
Technological Development ◽  
Healthcare Sector ◽  
Appraisal System ◽  
Virtual Training ◽  
Face To Face ◽  
E Learning ◽  
Training Courses

The healthcare sector in the 21st century presents a big technological development. All fields of medicine are deepening their knowledge, which increases the volume of material that must be handled by professionals in each specialty. This large volume of material should be taken into account by health professionals, because it contributes to a better quality of care. The traditional way of teaching has been face-to-face classes; however, with rising technologies, virtual training via computers and virtual teachers are being implemented in some institutions. This change in the way of teaching also leads to changes in how to assess the knowledge gained through this method of learning. The aim of this chapter is to provide a small analysis of online training courses for health professionals, and deepen into an appraisal system developed to integrate different complementary variables, and how they can be implemented as a method addressed to assess online courses in a more comprehensive way.

Comprehensive E-Learning Appraisal System

2018 ◽  
pp. 5787-5799
Author(s):  
Jose Luis Monroy Anton ◽  
Juan Vicente Izquierdo Soriano ◽  
Maria Isabel Asensio Martinez ◽  
Felix Buendia Garcia
Keyword(s):  
Health Professionals ◽  
Online Courses ◽  
Technological Development ◽  
Healthcare Sector ◽  
Appraisal System ◽  
Virtual Training ◽  
Face To Face ◽  
E Learning ◽  
Training Courses

The healthcare sector in the XXI century presents a big technological development that covers a broad knowledge. All fields of medicine are deepening their knowledge, which increases the volume of material that must be handled by professionals in each specialty. This large volume of material should be taken into account by health professionals, because it contributes to a better quality of care. The traditional way of teaching has been face-to-face classes; however, with rising technologies, virtual training via computers and virtual teachers are being implemented in some institutions. This change in the way of teaching also leads to changes in how to assess the knowledge gained through this method of learning. The aim of this paper is to provide a small analysis of online training courses for health professionals, and deepen into an appraisal system developed to integrate different complementary variables, and how they can be implemented as a method addressed to assess online courses in a more comprehensive way.

Learning across Multiple Spaces

2014 ◽  
pp. 372-392
Author(s):  
Laura Fedeli ◽  
Pier Giuseppe Rossi ◽  
Lorella Giannandrea
Keyword(s):  
Higher Education ◽  
Cultural Heritage ◽  
Traditional Instruction ◽  
Online Courses ◽  
Higher Education Institutions ◽  
Department Of Education ◽  
Teaching Staff ◽  
Face To Face ◽  
E Learning

This chapter deals with four different case studies represented by graduate and post-lauream courses run at the Department of Education, Cultural Heritage and Tourism at University of Macerata (Italy). These cases synthesize the research developed in the last 10 years by the teaching staff who have promoted the activation of e-learning in the institution. The choice to present different contexts, from blended solutions where face-to-face courses are integrated with online environments to fully online courses, is framed in a new pedagogical perspective; that is, the need to focus on the methodologies and strategies is recognized as successful in e-learning in order to improve the quality of traditional instruction developed in the presence of higher education institutions. This process shifts attention from “quality of e-learning” to “quality through e-learning.” In fact, the differentiated and flexible use of technologies is aimed at helping students become more involved in the educational setting and to help them contextualize their studies more effectively.

scholarly journals Utilizing a Facebook closed group for EFL e-learning environment: Students’ views

2021 ◽  
Vol 8 (3) ◽  
pp. 1026-1044
Author(s):  
Martha Nandari Santoso
Keyword(s):  
Learning Environment ◽  
Foreign Language ◽  
Online Classes ◽  
Online Class ◽  
Face To Face ◽  
Closed Group ◽  
E Learning ◽  
Group A ◽  
Display Quality

This study was conducted out of the researcher’s teaching reflection while teaching English as a foreign language (EFL) online class during the pandemic of COVID-19, a time when face-to-face courses had to be converted to online classes. Her choice of educational tool for her EFL e-learning environment utilized a Facebook closed group. Her experiences in utilizing a Facebook closed group for her EFL e-learning environment and the students’ views were the main topics of this study. Eighteen EFL freshmen participants were selected in this study. The researcher used data from a questionnaire with some closed and open-ended questions. The findings indicated that the students found the Facebook closed group a comfortable, practical, and useful e-learning environment. The students’ familiarity with the interface helped them to immediately focus on the class activities instead of learning how to use the tool. Most students viewed the Facebook closed group as positive for class interactions, creative work, opinions, and express feelings. A few dislike voices were related to the display quality of Facebook, the asynchronous and silent communication on Facebook. Accordingly, utilizing a Facebook closed group might be worth considering for learners who have not been adequately prepared with the technology for joining an online class. 

scholarly journals The de.NBI / ELIXIR-DE training platform - Bioinformatics training in Germany and across Europe within ELIXIR

F1000Research ◽  
2020 ◽  
Vol 8 ◽  
pp. 1877
Author(s):  
Daniel Wibberg ◽  
Bérénice Batut ◽  
Peter Belmann ◽  
Jochen Blom ◽  
Frank Oliver Glöckner ◽  
...  
Keyword(s):  
Training Program ◽  
Life Sciences ◽  
Learning Material ◽  
Ministry Of Education ◽  
Face To Face ◽  
E Learning ◽  
Training Courses ◽  
Group 3 ◽  
Training Activities ◽  
Bioinformatics Community

The German Network for Bioinformatics Infrastructure (de.NBI) is a national and academic infrastructure funded by the German Federal Ministry of Education and Research (BMBF). The de.NBI provides (i) service, (ii) training, and (iii) cloud computing to users in life sciences research and biomedicine in Germany and Europe and (iv) fosters the cooperation of the German bioinformatics community with international network structures. The de.NBI members also run the German node (ELIXIR-DE) within the European ELIXIR infrastructure. The de.NBI / ELIXIR-DE training platform, also known as special interest group 3 (SIG 3) ‘Training & Education’, coordinates the bioinformatics training of de.NBI and the German ELIXIR node. The network provides a high-quality, coherent, timely, and impactful training program across its eight service centers. Life scientists learn how to handle and analyze biological big data more effectively by applying tools, standards and compute services provided by de.NBI. Since 2015, more than 300 training courses were carried out with about 6,000 participants and these courses received recommendation rates of almost 90% (status as of July 2020). In addition to face-to-face training courses, online training was introduced on the de.NBI website in 2016 and guidelines for the preparation of e-learning material were established in 2018. In 2016, ELIXIR-DE joined the ELIXIR training platform. Here, the de.NBI / ELIXIR-DE training platform collaborates with ELIXIR in training activities, advertising training courses via TeSS and discussions on the exchange of data for training events essential for quality assessment on both the technical and administrative levels. The de.NBI training program trained thousands of scientists from Germany and beyond in many different areas of bioinformatics.

scholarly journals Technical Quality of a Mobile SPOC

2018 ◽  
Vol 12 (5) ◽  
pp. 140
Author(s):  
Naima Belarbi ◽  
Abdelwahed Namir ◽  
Nadia Chafiq ◽  
Mohammed Talbi
Keyword(s):  
Learning Environments ◽  
Online Courses ◽  
Mobile App ◽  
Technical Quality ◽  
Quality Factors ◽  
Computer Based Learning ◽  
E Learning ◽  
Computer Based ◽  
Windows Phone

<p class="0papertitle">Computer based Learning Environments are mainly shaped by emerging environments such as Massive Open Online Courses (MOOCs), SPOCS (Small Private Online Courses) and Mobile learning. This variety challenges the quality of the content delivered in these various environments. In Moroccan higher education, SPOCS is a trending topic widely used in its context of blended learning. The present work focuses on an SPOC delivered as a hybrid mobile app and on factors that define its technical quality. The objective is to propose a set of technical quality factors which are defined following a study of literature, focusing on frameworks, labels, practices that are used to assess the quality of e-learning environments, MOOCs, SPOCs and mobile applications. ISO standards for the quality software and the guidelines for the most dominant Mobile Operating Systems (Android/IOS/Windows phone) are also considered when defining these criteria. The proposed criteria can be twofold used: 1) to assess the technical quality of an existing mobile SPOC; 2) constitutes guidelines to increase the technical quality of a new mobile SPOC</p>

Exploring University Students’ Perceptions Of Online Physical Education Class As Participants: A Qualitative Case Study

2021 ◽  
Vol 7 (5) ◽  
pp. 3559-3575
Author(s):  
Zhao Jia ◽  
Dandan Tang ◽  
Borhannudin Bin Abdullah ◽  
Roxana Dev Omar Dev ◽  
Shamsulariffin bin Samsudin
Keyword(s):  
College Students ◽  
Physical Education ◽  
University Students ◽  
Online Courses ◽  
Online Classes ◽  
Face To Face ◽  
University Of Technology ◽  
Face To Face Learning

Compare face to face learning, the implication of online courses has been discussed for several years in higher education. However, in 2020 the rise of the global COVID-19 pandemic has created obvious shifts in university students’ life. In order to ensure the “suspension of classes”, university students took part more in online classes compare to physical education (PE) classes in China. It is significant to explore students’ views on PE online learning that is benefit for teachers to provide students with high quality of online PE courses, which will be better to guide students to take PE lessons and also improve students’ health. This study investigated the issues of students’ perceptions toward online physical education courses in Tianjin University of Technology in China based on a case study. The findings of this study indicate that some students don’t like taking online PE courses due to there were some disadvantages of online PE lesson. Some students enjoy taking online PE courses because of the interesting sports videos. This study also explored teachers’ view on how to motivate college students to engage in physical education classes and recommends specific strategies for teachers to motivate college students to take online PE courses.

An Overview of Telemedicine Technologies for Healthcare Applications

2018 ◽  
pp. 732-759 ◽  
Author(s):  
P. S. Pandian
Keyword(s):  
Health Care ◽  
Health Professionals ◽  
Physiological Monitoring ◽  
Improve Quality ◽  
Healthcare Applications ◽  
Allied Health Professionals ◽  
Face To Face ◽  
Communications Technologies ◽  
The Face

Medical care generally relies on the face-to-face encounter between patients and doctors. In places where face-to-face encounters are not possible, telemedicine technologies are relied upon to link patients to specialist doctors for consultation and to obtain opinion. The telemedicine technologies provide improved health care to the underprivileged in inaccessible areas at reduced cost. Telemedicine also improve quality of health care and more importantly reduce the isolation of specialists, nurses and allied health professionals. This review papers discusses the telemedicine technologies and its history, the communications technologies that are being used. The paper also covers the advantages and benefits of telemedicine. Also the recent advances that are going on in telemedicine in the areas of m-health, Wearable Physiological Monitoring System (WPMS), Wireless Body Area Networks (WBAN). Finally, the paper concludes with some of the drawbacks or issues of telemedicine technologies.

Education and E-Learning Evaluation and Assessment

2009 ◽  
pp. 189-194
Author(s):  
Emilio Lastrucci ◽  
Debora Infante ◽  
Angela Pascale
Keyword(s):  
Learning Environments ◽  
Needs Analysis ◽  
Assessment And Evaluation ◽  
Face To Face ◽  
Learner Centered ◽  
E Learning ◽  
New Perspective ◽  
Definition Of ◽  
Teaching Learning

The assessment of e-learning shares most of the needs and requirements of face-to-face teaching, including clarity of the main objective, needs analysis, comprehensibility of objectives, definition of resources, and balance report (Calvani & Rotta, 2000). However, in e-learning environments the qualities of both monitoring and formative assessment have prominence, and can even determine the success of the course (Moore & Kearsley, 1996). In the learner-centered approach, typical in e-learning, the student is the protagonist of the teaching-learning process and thus, assessment is considered from a new perspective. It can be defined as the systematic process of correction, revision, collection, and use of information regarding both the students and the course in order to favor the progress and the learning of each student (Palomba & Banta, 1999). Assessment and evaluation are two different concepts even though they are interconnected: the former determines the student’s knowledge, skills and attitudes while the latter is necessary to express an opinion on learning results and on the quality of teaching.

scholarly journals Online Teaching Amid COVID-19 Pandemic: Factors Affecting Teacher Satisfaction

2021 ◽  
Author(s):  
Pham Ngoc Thach ◽  
Do Quynh Huong ◽  
Tran Minh Thanh
Keyword(s):  
Online Teaching ◽  
Online Courses ◽  
Teacher Satisfaction ◽  
Factors Affecting ◽  
Teaching Online ◽  
Face To Face ◽  
Study Results ◽  
Regression Techniques ◽  
Almost All

The COVID-19 pandemic had a great impact on almost all aspects of life, especially in the field of education and training. In response to this challenge, most schools and universities worldwide made online courses available their students according to the policy ‘School is Out, but Class is On’. In this study, we used mixed methods approach, frequency analysis, correlationand multivariate regression techniques to explore the factors that affect lecturers satisfaction when teaching online during the period of COVID-19 pandamic at a big university in Vietnam. The ‘study results showed that the main factors affecting faculty satisfaction were their interaction with students, their skills to operate available applications, support from institutions and students’online behaviour. The results of qualitative data analysis (open-ended questions and interviews) reinforced the above findings and indicated the need to deploy blended-learning, which combines online and face-to-face modes to ensure quality of teaching.

scholarly journals Menjaga Kualitas Pembelajaran Praktikum Pengolahan Data Secara Daring pada Mata Pelatihan Analisis dan Interpretasi Data

2021 ◽  
Vol 9 (1) ◽  
pp. 24-32
Author(s):  
Naily Kamaliah ◽  
Alpha Fadila Juliana Rahman
Keyword(s):  
Data Processing ◽  
Learning Strategies ◽  
Online Training ◽  
Learning Objectives ◽  
Training Data ◽  
Face To Face ◽  
Learning Platform ◽  
Quality Of Learning ◽  
E Learning

[MAINTAINING THE QUALITY OF LEARNING DATA PROCESSING PRACTICUM IN SUBJECT OF TRAINING DATA ANALYSIS AND INTERPRETATION]. Online learning during the SARS-CoV2 virus pandemic is a necessity in order to avoid the spread of the virus. But in its implementation, it becomes a challenge, especially in practicum learning. The implementation of online training is a response to the situation and conditions in the SARS-CoV2 virus pandemic which forces classical training to migrate to online training. The purpose of this study was conducted to find out what factors support the achievement of learning objectives, in classical learning, e-learning, and whether the learning strategies that have been applied in e-learning can maintain the quality of training. The instrument in this study was an assessment of the evaluation of learning from participants for the facilitator, on 3 waves of classical PPJFP and 3 waves of PPJFP e-learning, with a total of 126 training participants as respondents. Data processing and analysis were carried out by simple regression analysis, to find out the factors that influence the achievement of learning objectives; as well as an independent sample t-test to compare classical learning methods (face to face) and e-learning. The results showed that the systematic presentation of learning materials and the ability to present the material were the spearheads in the achievement of face-to-face learning. In synchronous learning through the E-learning Platform, aspects of how the facilitator answers questions are important points in learning through e-learning; and e-learning at the syncronus stage is able to maintain the quality of learning.

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