Identifying the Needs of Flexible and Technology Enhanced Learning in Vocational and Professional Education and Training’s (VPET) Workplaces

2017 ◽  
pp. 107-117 ◽  
Author(s):  
Ricky Yuk-Kwan Ng ◽  
Rechell Yee-Shun Lam ◽  
Kwan Keung Ng ◽  
Ivan Ka Wai Lai
Keyword(s):  
Professional Education ◽  
Technology Enhanced Learning ◽  
Enhanced Learning

scholarly journals Can a virtual microbiology simulation be as effective as the traditional Wetlab for pharmacy student education?

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
L. Baumann-Birkbeck ◽  
S. Anoopkumar-Dukie ◽  
S. A. Khan ◽  
M. J. Cheesman ◽  
M. O’Donoghue ◽  
...  
Keyword(s):  
Learning Outcomes ◽  
Professional Education ◽  
Statistical Significance ◽  
Pharmacy Practice ◽  
Pharmacy Students ◽  
Technology Enhanced Learning ◽  
Multiple Choice Questions ◽  
Post Intervention ◽  
The Impact ◽  
Enhanced Learning

Abstract Background Pharmacy practice education requires the development of proficiencies and an understanding of clinical microbiology. Learning in this area could be delivered using practical laboratory exercises, or potentially, simulation-based education. Simulation has previously successfully enhanced learning in health professional education. The current global climate due to COVID-19 has further highlighted the important role of technology-enhanced learning in delivering outcomes that meet the requisite learning objectives of a course. The aim of the present study was to compare the impact of a commercially available virtual microbiology simulation (VUMIE™) with a traditional wet laboratory (wetlab) on learner knowledge, skills and confidence in a second-year integrated pharmacotherapeutics course for Bachelor of Pharmacy students. Methods A randomised, crossover study was employed to determine whether the simulation intervention (VUMIE™) improves learning outcomes (knowledge, skills and confidence) of pharmacy students, when compared to a traditional wetlab intervention. Each student completed three 1–2 h length sessions, for both the wetlab and VUMIE™ interventions (6 sessions total). Data was collected using surveys deployed at baseline (pre-interventions), post-intervention 1 or 2 (VUMIE™ or wetlab) and endpoint (post-interventions 1 and 2). Statistical analysis was conducted using SPSS Statistics 25 and Instat™ software. Results Response rates were approximately 50% at initial survey and approximately 25% at endpoint survey. VUMIE™ produced higher post-intervention knowledge scores for the multiple-choice questions compared to the wetlab, however, the highest score was achieved at endpoint. Both interventions produced statistically significant differences for mean scores compared to baseline (pre-VUMIE™ and wetlab) across the domains of knowledge, skills and confidence. VUMIE™ produced higher post-intervention mean scores for knowledge, skills and confidence compared to post-intervention mean scores for the wetlab, however there was no statistical significance between the mean score for the two interventions, thus the VUMIE™ activity produced learning outcomes comparable to the wetlab activity. Conclusion These findings suggest VUMIE™ provides similar effects on students’ knowledge, skills, and confidence as a wetlab. The simulation’s implementation was not cost-prohibitive, provided students with a physically and psychologically safe learning environment, and the benefit of being able to repeat activities, supporting deliberate practice.

scholarly journals Bioethics as an Anthropological Challenge

2021 ◽  
Vol 12 (3Sup1) ◽  
pp. 61-75
Author(s):  
Ludmila Kondratska ◽  
◽  
Liudmila Romanovska ◽  
Tetiana Kravchyna ◽  
Nataliia Korolova ◽  
...  
Keyword(s):  
Professional Education ◽  
Structural Model ◽  
Human Life ◽  
Research Field ◽  
Technology Enhanced Learning ◽  
Learning Technology ◽  
Virtual Experiments ◽  
Interdisciplinary Course ◽  
Enhanced Learning ◽  
The Voice

The subject of the proposed paper is the disclosure of prerequisites and determinants of the implementation of the soteriological concept of studying the interdisciplinary course of bioethics, the structural model and synectic algorithm of its comprehension and epistemological map of formation of soteriological competence of the future specialist during the study of bioethics. The methodological basis for the implementation of the proposed project is the theory of research-oriented professional education (Inquiry Based Science Education) and, thereafter, technology of advanced learning (Technology Enhanced Learning), which provide wide opportunities to study the course of bioethics in the form of observation of remote virtual experiments on the portal Go-Lab; GRAASP environment for the implementation of author's developments and pedagogically structured programs in the process of performative interaction between teacher and students. The scientific novelty of the material is to substantiate the content of anthropological competencies of future specialists in biomedical specialties and the strategies of obtaining them on the basis of the principles of hermeneutic didactics. Conclusions. Today, obviously, the task of bioethics is not only to protect nature and human life, but also to participate in the realization of the high mission of Salvation. This defines the research field of bioethics as a space of secret dialogue, in which it is desirable to find a place not only for the voice of clinicians, pharmacists, engineers, philosophers, public figures, but also the pastoral voice of the Church.

Cultures of Inquiry in Technology Enhanced Learning and Beyond

2011 ◽  
Vol 4 (2) ◽  
pp. 291-311 ◽  
Author(s):  
Patrick Carmichael
Keyword(s):  
Research And Development ◽  
Educational Research ◽  
Technology Enhanced Learning ◽  
Common Problems ◽  
Culture Of Inquiry ◽  
Enhanced Learning ◽  
Educational Research And Development

Interdisciplinary working is often understood as involving individuals or teams from different disciplines to engage with common problems, but this has proved to be an enduring challenge. An alternative framing of interdisciplinary working is Hall's ‘culture of inquiry’, in which it is conceptualised as narrative creation in an environment of formative critique. This paper explores the relevance and applicability of this idea to educational research and development, specifically in the context of purportedly interdisciplinary TEL projects. It draws on the author's experience in projects in which multiple narratives — pedagogical, technological and social — have the potential to contribute to both to individual and collective understanding and the development of new practice.

Faculty Development: A Stage Model Matched to Blended Learning Maturation

2011 ◽  
Vol 15 (1) ◽  
Author(s):  
Michael L. Fetters ◽  
Tova Garcia Duby
Keyword(s):  
Faculty Development ◽  
Blended Learning ◽  
Lessons Learned ◽  
Technology Enhanced Learning ◽  
Stage Model ◽  
Years Of Experience ◽  
Development Programs ◽  
Curriculum Innovation ◽  
Enhanced Learning

Faculty development programs are critical to the implementation and support of curriculum innovation. In this case study, the authors present lessons learned from ten years of experience in faculty development programs created to support innovation in technology enhanced learning. Stages of curriculum innovation are matched to stages of faculty development, and important lessons for success as well as current challenges are delineated and discussed.

scholarly journals Monitoring, awareness and reflection in blended technology enhanced learning: a systematic review

2017 ◽  
Vol 9 (2/3) ◽  
pp. 126 ◽  
Author(s):  
María Jesús Rodríguez Triana ◽  
Luis P. Prieto ◽  
Andrii Vozniuk ◽  
Mina Shirvani Boroujeni ◽  
Beat A. Schwendimann ◽  
...  
Keyword(s):  
Systematic Review ◽  
Technology Enhanced Learning ◽  
Enhanced Learning
Sign in / Sign up

Export Citation Format

Share Document