scholarly journals Experiences with alternative online lectures in medical education in obstetrics and gynecology during the COVID-19 pandemic—possible efficient and student-orientated models for the future?

2021 ◽  
Author(s):  
Maximilian Riedel ◽  
Gabriel Eisenkolb ◽  
Niklas Amann ◽  
Anne Karge ◽  
Bastian Meyer ◽  
...  
Keyword(s):  
Online Courses ◽  
Survey Analysis ◽  
Learning Program ◽  
Face To Face ◽  
Learning Modules ◽  
Online Lectures ◽  
High Satisfaction ◽  
Traditional Lectures ◽  
E Learning ◽  
Online Format

Abstract Purpose The onset of the COVID-19 pandemic posed an eminent challenge for medical teachers worldwide. Face-to-face lectures and seminars were no longer possible, and alternatives had to be found. E-learning concepts quickly emerged as the only practicable solutions and also offered the opportunity to evaluate whether traditional face-to-face lectures could be translated into an online format, independent of the COVID-19 pandemic. Methods We offered an e-learning program consisting of lecture notes, screencasts with audio narration, and online webinars that covered topics normally taught in traditional lectures and seminars. To evaluate the learning behavior and quality of our e-learning program, we drafted a questionnaire that students completed at the end of the 2020 summer semester that had been designed to enable a comparative analysis of the different e-learning modules. Results Voluntary participation in the online courses was high. Survey analysis revealed high satisfaction with and a distinctive preference for the format, even under regular, COVID-19-independent conditions. In general, a positive appraisal of e-learning—especially as a substitute for regular lectures—was found. Students also reported higher studying efficiency. Exam results were equal to those of previous semesters. Conclusion Both acceptance of and satisfaction with our e-learning modules were high, and students displayed increased demand for this kind of e-learning format. We, therefore, conclude that e-learning offerings could serve as reasonable, efficient, student-orientated substitutes for certain medical courses, especially lectures. These curricular adaptations would correlate with the high digitalization seen in students’ everyday lives. This correlation may also hold true independent of the ongoing COVID-19 pandemic.

scholarly journals Focus Group Discussions E-Learning based on Prior Knowledge and Problems in the Covid-19 Pandemic Period

2020 ◽  
Vol 9 ◽  
pp. 119-132
Author(s):  
Yunia Mulyani Azis ◽  
Nurul Fatimah
Keyword(s):  
Prior Knowledge ◽  
Economic Recession ◽  
Group Discussions ◽  
Face To Face ◽  
Online Lectures ◽  
Traditional Lectures ◽  
Long Time ◽  
E Learning ◽  
Face To Face Learning ◽  
Technological Limitations

The Covid-19 pandemic forced many campuses around the world to close. In Indonesia, the closure of the campus began in mid-March 2020. The closure of the campus for a long time will harm students. To prevent this, the Indonesian government encourages campuses to hold online lectures or E-Learning. One of the campuses implementing E-Learning is STIE Ekuitas Bandung. The change from traditional lectures to E-Learning is not as easy as the theory. There are technological limitations, especially connections that cause students to have problems when forced to attend college in the form of video streaming. Besides, the economic recession caused by the pandemic is also another obstacle. On the other hand, most lecturers do not know how to give lectures effectively via the web, because they cannot get feedback from students. One solution we propose in this paper is to revive group discussions on school E-Learning sites. Using the student's Prior knowledge about E-Learning as a parameter, we conclude that the learning design provided in e-learning has to be slower compared to face-to-face learning with the aim that respondents have time to read, understand and finally understand with their efforts.

scholarly journals Together Apart during the COVID-19 Pandemic: Assessing Students’ Readiness for Online Assessments Using an E-Learning System

2020 ◽  
Author(s):  
Glenda H.E. Gay
Keyword(s):  
Online Courses ◽  
Learning System ◽  
Online Assessment ◽  
Electronic Learning ◽  
Face To Face ◽  
Online Lectures ◽  
Regional University ◽  
Online Assessments ◽  
E Learning ◽  
Similar Assessment

Electronic learning (e-learning) is an indispensable management system that supports face-to-face, blended, or fully online courses. In January 2020, 258 students in a second-year management course at a regional university were evaluated on their preparedness for online lectures via e-learning. However, by mid-semester, the COVID-19 pandemic halted face-to-face teaching, pushed final assessments to an online modality, and forced some governments to quickly repatriate their students. This chapter evaluates students’ level of e-learning readiness (e-readiness) and whether it had any effect on their performance in the final assessment. The results show that six percent of the cohort had returned to their home country, six percent had no privacy to take their final online assessments, while 31% depended on Wi-Fi. However, although two-thirds of the cohort preferred the online modality, only a third had acceptable levels of e-readiness. E-ready students felt the disruption in their study routine most, while those who were not e-ready found more time to study after the curfew restrictions were in place. E-ready students attempted their final online assessment earlier than those who were not yet e-ready, but the two groups had similar assessment grades. Evaluating students’ level of e-readiness is vital in providing support for those who have challenges with online learning.

scholarly journals Immersive virtual environments and embodied agents for e-learning applications

2020 ◽  
Vol 6 ◽  
pp. e315
Author(s):  
Isabel S. Fitton ◽  
Daniel J. Finnegan ◽  
Michael J. Proulx
Keyword(s):  
Virtual Environments ◽  
Online Courses ◽  
Initial Study ◽  
Immersive Virtual Environments ◽  
Traditional Lectures ◽  
E Learning ◽  
Power Point ◽  
Lack Of Commitment ◽  
Embodied Agent ◽  
Remote Learning

Massive Open Online Courses are a dominant force in remote-learning yet suffer from persisting problems stemming from lack of commitment and low completion rates. In this initial study we investigate how the use of immersive virtual environments for Power-Point based informational learning may benefit learners and mimic traditional lectures successfully. We examine the role of embodied agent tutors which are frequently implemented within virtual learning environments. We find similar performance on a bespoke knowledge test and metrics for motivation, satisfaction, and engagement by learners in both real and virtual environments, regardless of embodied agent tutor presence. Our results raise questions regarding the viability of using virtual environments for remote-learning paradigms, and we emphasise the need for further investigation to inform the design of effective remote-learning applications.

scholarly journals Challenges in Food Scientist Training in a global setting

2012 ◽  
Vol 1 (2) ◽  
Author(s):  
Andreas Höhl ◽  
Gerhard Schleining ◽  
Charlotte Hochgatterer ◽  
Wolfgang Kneifel ◽  
Velitchka Gotcheva ◽  
...  
Keyword(s):  
Training Programme ◽  
Research Management ◽  
Highly Qualified ◽  
Management Skills ◽  
Target Groups ◽  
Face To Face ◽  
Learning Modules ◽  
E Learning ◽  
Food Safety And Quality ◽  
And Training

Education and training were an integral part of the MoniQA Network of Excellence. Embedded in the "Spreading of excellence programme", Work Package 9 (Joint education programmes and training tools) was responsible for establishing a joint training programme for food safety and quality within and beyond the network. So-called `MoniQA Food Scientist Training' (MoniQA FST) was offered to provide technical knowledge on different levels and research management skills as well. Training needs for different regions as well as for different target groups (scientists, industry personnel, authorities) had to be considered as well as developing strong collaboration links between network partners and related projects. Beside face-to-face workshops e-learning modules have been developed and web seminars were organized. In order to achieve high quality training, a quality assurance concept has been implemented. It turned out that these types of training are of high value in terms of bringing together scientists from different regions and cultures of the globe, involving highly qualified trainers as basis for a sustainable network in the future.

Key Factors for Maximizing the Effectiveness of Blended E-Learning

2014 ◽  
pp. 410-437
Author(s):  
Maria Pavlis-Korres
Keyword(s):  
Distance Learning ◽  
Adult Education ◽  
Educational Process ◽  
Educational Outcome ◽  
Learning Program ◽  
Face To Face ◽  
Scientific Staff ◽  
Learning Programs ◽  
E Learning ◽  
Program Content

The chapter focuses on the main factors, which should be met in order to maximize the effectiveness of a blended e-learning program for adult learners. The factors discussed in this chapter are derived from the perspectives of the learners, scientific staff, administrative staff, and the technical staff engaged in the distance learning process. Specifically, these factors have emerged through the internal evaluation of a national program, Design and Implementation of Distance Learning Programs, implemented in Greece via the Distance Adult Education Center for Lifelong Learning. Findings on the strengths and weaknesses of the program as well as suggestions for implementation of future related programs are also discussed in the chapter. The findings indicate that harmonization of program content and the educational process with the principles of adult education both in face-to-face and online environment has a positive effect on the educational outcome of the program. In addition, the appropriate use of the communication tools in the Learning Management System (LMS) is very important for the effectiveness of the program.

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.

Evaluating the “Flipped” Face to Face Classroom and the Online Classroom in Teacher Education

2017 ◽  
pp. 296-318
Author(s):  
Lori Severino ◽  
Mary Jean Tecce DeCarlo
Keyword(s):  
Teacher Efficacy ◽  
Self Efficacy ◽  
Online Courses ◽  
Short Form ◽  
Statistical Significance ◽  
Face To Face ◽  
Personal Efficacy ◽  
Post Test ◽  
Significant Change ◽  
Online Format

This chapter will discuss a study that set out to determine if knowledge of the structure of language and self-efficacy of pre-service and in-service teachers was impacted by whether the course was taken in a face to face or online format. Results of the study showed there was a statistically significant change in the Teacher Knowledge Assessment: Structure of Language (TKA: SL) for participants in the online courses, but not for students taking the course face to face. To determine whether or not self-efficacy increased, the Teacher Efficacy Scale: short form (TES) was used, The TES includes two subscales: teacher efficacy and personal efficacy. Results showed no statistical significance on the overall TES score between participants; however, on the personal efficacy score, there was a statistically significant change in pre and post test scores of participants who took the course face to face.

scholarly journals Closing the Achievement Gap in a Large Introductory Course by Balancing Reduced In-Person Contact with Increased Course Structure

2019 ◽  
Vol 18 (1) ◽  
pp. ar8 ◽  
Author(s):  
Sat Gavassa ◽  
Rocio Benabentos ◽  
Marcy Kravec ◽  
Timothy Collins ◽  
Sarah Eddy
Keyword(s):  
Achievement Gap ◽  
Research University ◽  
Online Courses ◽  
Underrepresented Students ◽  
Closing The Achievement Gap ◽  
Course Structure ◽  
Hybrid Course ◽  
Face To Face ◽  
The Face ◽  
Online Format

Hybrid and online courses are gaining attention as alternatives to traditional face-to-face classes. In addition to the pedagogical flexibility afforded by alternative formats, these courses also appeal to campuses aiming to maximize classroom space. The literature, however, reports conflicting results regarding the effect of hybrid and online courses on student learning. We designed, taught, and assessed a fully online course (100% online) and a hybrid-and-flipped course (50% online 50% face-to-face) and compared those formats with a lecture-based face-to-face course. The three formats also varied in the degree of structure; the hybrid course was the most structured and the face-to-face course was the least structured. All three courses were taught by the same instructor in a large Hispanic-serving research university. We found that exam scores for all students were lowest in the face-to-face course. Hispanic and Black students had higher scores in the hybrid format compared with online and face-to-face, while white students had the highest performance in the online format. We conclude that a hybrid course format with high structure can improve exam performance for traditionally underrepresented students, closing the achievement gap even while in-person contact hours are reduced.

scholarly journals Evaluation of a novel e-learning program for physiotherapists to manage knee osteoarthritis via telehealth: A qualitative study nested in the PEAK randomised controlled trial (Preprint)

2020 ◽  
Author(s):  
Sarah Elizabeth Jones ◽  
Penny K Campbell ◽  
Alexander J Kimp ◽  
Kim Bennell ◽  
Nadine E Foster ◽  
...  
Keyword(s):  
Best Practice ◽  
Controlled Trial ◽  
Clinical Care ◽  
Learning Program ◽  
Self Directed Learning ◽  
Learning Modules ◽  
Chronic Knee Pain ◽  
E Learning ◽  
Directed Learning ◽  
Randomised Controlled

BACKGROUND The delivery of physiotherapy via telehealth could provide more equitable access to services for patients. Video conference based telehealth has been shown to be an effective and acceptable mode of service delivery for exercise-based interventions for chronic knee pain, however specific training in telehealth is required for physiotherapists to effectively and consistently deliver care using Telehealth. The development and evaluation of training programs to upskill healthcare professionals in the management of osteoarthritis (OA) has also been identified as an important priority to improve OA care delivery. OBJECTIVE To explore physiotherapist’s experiences with, and perceptions of, an e-learning program about best-practice knee osteoarthritis (OA) management (focussed on a structured program of education, exercise and physical activity), including telehealth delivery via video conferencing. METHODS A qualitative study using semi-structured individual telephone interviews, nested within a randomised controlled trial (RCT). Fifteen Australian physiotherapists from metropolitan and regional private practices were interviewed following completion of an e-learning program. The e-learning program involved self-directed learning modules, a mock video consultation with a researcher (simulated patient), and four audited practice video consultations with pilot patients with chronic knee pain. Interviews were audio-recorded and transcribed verbatim. Data were thematically analysed. RESULTS Five themes (with associated subthemes) arose: i) the experience of self-directed e-learning (physiotherapists were more familiar with in-person learning, however they valued the comprehensive self-paced online modules. Unwieldly technological features could be frustrating); ii) practice makes perfect (physiotherapists benefited from the mock consultation with the researcher and practice sessions with pilot patients alongside individualized performance feedback, resulting in confidence and preparedness to implement new skills); iii) the telehealth journey (although inexperienced with telehealth prior to training, physiotherapists were confident and able to deliver remote care following training but they still experienced some technological challenges); iv) the ‘whole package’ (the combination of self-directed learning modules, mock consultation and practice consultations with pilot patients) was felt to be an effective learning approach, and patient information booklets supported the training package); and v) impact on broader clinical practice (training consolidated and refined existing OA management skills, and enabled a switch to telehealth when the COVID-19 pandemic impacted in-person clinical care). CONCLUSIONS Findings provide evidence for the perceived effectiveness and acceptability of an e-learning program to train physiotherapists (in the context of a clinical trial) about best-practice knee OA management, including telehealth delivery via video conferencing. Implementation of e-learning programs to upskill physiotherapists in telehealth appears warranted, given the increasing adoption of telehealth service models for the delivery of clinical care. CLINICALTRIAL n/a

scholarly journals E-Learning dengan Menggunakan COI Framework

2013 ◽  
Vol 4 (2) ◽  
pp. 856
Author(s):  
Lydiawati Kosasih ◽  
Muhammad Iqbal
Keyword(s):  
Knowledge Management ◽  
Information Systems ◽  
Program Implementation ◽  
Discussion Forums ◽  
Learning Program ◽  
Face To Face ◽  
Technological Advances ◽  
E Learning ◽  
Survey Results

This study discusses some considerations in education to achieve a good quality of learning by utilizing technological advances such as E-Learning. This study uses a model of Community of Inquiry (COI) as a comparative study to improve the quality of E-Learning program. Implementation of COI model in discussionforum on BiNusMaya through E-Learning is able to improve the quality of a discussion as improvement of knowledge management. This study aims to provide a proposal to the Department of Information Systems Bina Nusantara University in enhancing the effectiveness of the use of discussion forums on BiNusMaya (ELearning). By presenting the survey results related to the Binusmaya current condition,s such constraints and development expectations of both the lecturers and students for Binusmaya can be described. In addition, the application of CoI model is presented in a learning process especially when meeting outside of class (without face-to-face). The results of this study is expected to be the basis for developing a COI model design and implementation plan in Management Information Systems course, that may improve the quality of the use of discussion forums as part of the knowledge management process in future study.

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