Diffusion of an innovative online education intervention: experiences and lessons learned

Public Health ◽  
2016 ◽  
Vol 140 ◽  
pp. 23-26 ◽  
Author(s):  
M. Avdagovska ◽  
L. Bistritz ◽  
K. Kovacs Burns ◽  
K. Olson ◽  
L. Gramlich
Keyword(s):  
Online Education ◽  
Lessons Learned ◽  
Education Intervention

scholarly journals Our Self-Access Experience in Times of COVID

2020 ◽  
pp. 250-262
Author(s):  
Adelina Ruiz-Guerrero
Keyword(s):  
Online Education ◽  
Family Members ◽  
Lessons Learned ◽  
Online Classes ◽  
Special Issue ◽  
Face To Face ◽  
Language Courses ◽  
Personal Level

The coronavirus pandemic has without a doubt had an enormous impact on every possible way of our lives. We have felt its effects on an individual personal level and as family members, at work, as members of a community, and particularly as students and teachers. Even in institutions and departments such as ours where online education has been at the forefront of our work for years now, the challenge to survive a fully virtual new reality has left us with a lot of lessons learned and has opened doors to more opportunities for growth. For years now, the Language Department at ITESO has had its language courses in LMS platforms and has offered courses in blended and fully virtual options alongside face-to-face classes. In the English Certificate Programme, we have regular teletandem sessions with universities in other countries. The Language Hub, our self-access centre, offers writing support through an emailing writing desk service and we run virtual conversation clubs on Zoom alongside face-to-face sessions. We are certainly no strangers to online work, but up until now, that was just an option both students and teachers could consider. As of March, this year, our whole university had to move to online classes and the services of our self-access centre had to be adapted to virtual options as well. This report presents our answer to the questions posed by SISAL for this open call to the special issue on how we have lived the experience of self-access during the pandemic.

Using Web-Based Technologies for Transformative Hybrid Distance Education

2011 ◽  
pp. 37-55 ◽  
Author(s):  
Nory Jones ◽  
Gloria Vollmers
Keyword(s):  
Distance Education ◽  
Online Learning ◽  
Online Education ◽  
Real World ◽  
Learning Experiences ◽  
Shared Vision ◽  
Lessons Learned ◽  
Web Based ◽  
Perceived Need ◽  
Hybrid Distance

This paper shares the experiences and lessons learned from an experimental graduate class using web-based technologies that resulted in the development of a state-wide entrepreneurship knowledge portal. Research suggests that real-world relevant projects greatly enhance online learning experiences. Our class experience supports that model, demonstrating the power of a shared vision and perceived need for the entrepreneurship portal. This paper also explores emerging web-based technologies, issues and challenges associated with teaching a complex course using web-based technologies and trends in online education.

The Transition From Teaching F2F to Online

2020 ◽  
pp. 67-84 ◽  
Author(s):  
Steven Tolman ◽  
Matt Dunbar ◽  
K. Brooke Slone ◽  
Allie Grimes ◽  
Christopher A. Trautman
Keyword(s):  
Online Education ◽  
Faculty Member ◽  
Lessons Learned ◽  
Faculty Members ◽  
Face To Face ◽  
Online Environments

As online education continues to grow, more and more faculty find themselves transitioning from teaching face-to-face to online environments. Unsurprisingly, this can be challenging for many faculty as they go through this process. This book chapters examines the experience of a faculty member who transitioned from teaching exclusively face-to-face to online and lessons learned are shared. Additionally, four students share their experience learning online and provide recommendations to faculty members.

DESIGN-ED: a pedagogical toolkit to support K-12 teachers’ emergency transition to remote online education

2020 ◽  
Vol 121 (5/6) ◽  
pp. 331-339
Author(s):  
Paul Flynn
Keyword(s):  
Online Education ◽  
Design Research ◽  
Design Thinking ◽  
Lessons Learned ◽  
Iterative Refinement ◽  
Design Development ◽  
Content Type ◽  
Online Engagement ◽  
Educational Engagement ◽  
K 12

Purpose K-12 educators face persistent and nascent challenges as they grapple with making an emergency transition to remote online modes of engaging with their students. Crossing the digital divide that exists between multi-site educational engagement is challenging. This paper aims to address the particular challenge of maintaining or, perhaps re-conceptualising, the constructs that support social interaction in the face-to-face setting. A second pressing challenge is considering issues of equity when making the emergency transition to remote online engagement that are, in the physical classroom, somewhat mitigated by practitioners and the systems that support them. Design/methodology/approach DESIGN-ED is the output of a design-based research study. Findings However, in the rush to support this transition, it is possible that such challenges could be exacerbated if practitioners are not supported by a sustainable pedagogical process to frame their engagement with K-12 students in remote online formats. This paper explores these nascent challenges, presents a conceptual framework and explicates a subsequent design research model the form of a practitioner focussed “toolkit” that has the consideration of equity at its core. The “DESIGN-ED Toolkit” adopts and adapts a contemporary, effective and rapidly iterative design process from industry known as design thinking. Research limitations/implications The core components of this this process (empathy, definition, ideation, prototype and test) are pedagogically translated for use in complex and dynamic educational settings such as remote online engagement. Practical implications Lessons learned from the design, development and iterative refinement of this toolkit over three years are presented, and affordances of engaging with such a process are explored. Originality/value Lessons learned from the design, development and iterative refinement of this toolkit over three years are presented, and affordances of engaging with such a process are explored.

scholarly journals Twelve tips for effective crisis response in medical education institutions: Lessons learned from COVID-19

2020 ◽  
Author(s):  
Samar A. Ahmed ◽  
Mohamed H. K. Shehata ◽  
Raymond L Wells ◽  
Hani Atwa ◽  
Hebat Allah Amin
Keyword(s):  
Medical Education ◽  
Online Education ◽  
Crisis Management ◽  
Health Care Professionals ◽  
Task Force ◽  
Well Being ◽  
Crisis Response ◽  
Lessons Learned ◽  
Educational Process ◽  
Psychological Well Being

Medical education is facing great challenges and uncertainties amidst the COVID-19 pandemic. Medical Education Institutions are required to build a task force team for crisis management. These should be committed to supporting a sudden online education transition, academic support, and psychological well-being of students, staff members, health care professionals, paramedics, and faculty administration. As the situation evolves, the task force has to monitor the challenges and provide appropriate plans, guidance, and solutions. Leaders in medical education have a crucial role in response to the pandemic crisis in securing a successful educational process while ensuring the mental and psychological well-being of the stakeholders. Herein, we provide tips that can provide a guide for medical education leaders to coordinate crisis management.

scholarly journals EDUCATION IN TIMES OF PANDEMIC: Lessons learned and shared

2020 ◽  
Vol 6 (2) ◽  
pp. a16en
Author(s):  
Elaine Jesus Alves ◽  
Denilda Caetano de Faria
Keyword(s):  
Online Education ◽  
Daily Life ◽  
Lessons Learned ◽  
The Internet ◽  
Face To Face ◽  
The Social ◽  
Rapid Spread ◽  
The World ◽  
Educational Field ◽  
Education In Brazil

In 2020, the world was plagued by a pandemic that demanded the social isolation of people from all over the planet to prevent the rapid spread and overcrowding of hospitals. In the educational field, face-to-face classes have been suspended in more than 150 countries. Some institutions started to use technological resources to offer remote education. The pandemic highlighted issues such as the unpreparedness of education systems and teachers, inequalities in access to the internet and students' computers, among others. Considering that technologies have been part of the daily life of schools for more than 30 years, in this atypical moment there is a strangeness among teachers in their improvised use with their students. This article aims to reflect what this pandemic situation has taught us about online education in Brazil and the perspectives that we can see in this field in the post-pandemic scenario.

Opportunities in online education: Lessons learned from 250 e-lectures.

2013 ◽  
Vol 31 (15_suppl) ◽  
pp. e17545-e17545
Author(s):  
Dominik Berthold ◽  
Francesca Marangoni ◽  
Chatrina Melcher ◽  
Alberto Costa
Keyword(s):  
Medical Education ◽  
Online Education ◽  
Medical Information ◽  
Rapid Evolution ◽  
Continuous Medical Education ◽  
Lessons Learned ◽  
Handheld Devices ◽  
Fast Diffusion ◽  
Learning Program ◽  
Comprehensive Overview

e17545 Background: Continuous medical education (CME) is critical for physicians, particularly in oncology because of the rapid evolution in diagnosis and treatment of malignancies. Since the fast diffusion of the internet in highly developed as well as less developed nations, online education has become a media to reach potentially a significant number of physicians around the globe. Methods: The European School of Oncology is a non-profit organization dedicated to medical education in oncology. A structured e-learning program was launched in 2008. Interactive live lectures are held by recognized experts in the field and are actively moderated. A tailored webpage www.e-eso.net has been developed. Presenters and participants are connected from their own institutes, often in distant locations. Two formats have been developed: E-grandrounds are weekly sessions on hot-topics without commercial sponsorship. E-oncoreviews are monthly sessions designed to offer a balance and comprehensive overview on a specific topic. Participants can register for free and obtain CME accreditation. Users of the live sessions are encouraged to ask questions by email. Presentations are available online for 6 months. Applications for handheld devices have been developed. Results: Between 2008 and 2012, 4700 users from 117 nations have been registered, using the application at least once. 252 online lectures were held, generating 22.000 views (about 87 participants/presentation). The cost per session was about 4000 $US ( 45$/participant) for technical support. About 100 new users per months are currently registered. None of the presenters or participants had to travel. Conclusions: This is to our knowledge the largest online education program based on non-commercial sponsorship. Online education is feasible, potentially cost-effective and ecologically sustainable. Online education is a way to equal access to medical information for economically less favored nations.

scholarly journals Online, Hybrid, and Face-to-Face Learning Through the Eyes of Faculty, Students, Administrators, and Instructional Designers: Lessons Learned and Directions for the Post-Vaccine and Post-Pandemic/COVID-19 World

2021 ◽  
pp. 004723952110637
Author(s):  
Jitendra Singh ◽  
Erica Evans ◽  
Amber Reed ◽  
Lisa Karch ◽  
Karen Qualey ◽  
...  
Keyword(s):  
Online Education ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Lessons Learned ◽  
Instructional Designers ◽  
Theoretical Frameworks ◽  
Structural Support ◽  
Continuous Quality ◽  
Model Community ◽  
Face To Face Learning

This exploratory study builds upon the expertise of a panel of faculty, administrators, students, and instructional designers (IDs) who lived through the pandemic and dealt with the associated challenges firsthand. These participants provided insight on how to establish systems that would create successful online teaching and learning opportunities in the post-vaccine and post-pandemic world. Four major themes emerged: (a) integrating technology to facilitate and enhance education; (b) structural support and resources needed to build sound processes for effective online education; (c) establishing faculty presence to facilitate learning; and (d) joint ownership and responsibility of learning—everyone must play a part. These themes have been described in light of theoretical frameworks, such as the Technological Pedagogical and Content Knowledge (TPACK) model, Community of Inquiry (COI), and Continuous Quality Improvement (CQI). Finally, evidence-based tips will allow academic institutions to successfully emerge out of the pandemic while still making plans to adjust and adapt in the post-vaccine world.

An Online Initiative Goes Viral

2013 ◽  
pp. 229-250
Author(s):  
Elizabeth A. Fisher
Keyword(s):  
Online Education ◽  
Online Courses ◽  
Fold Increase ◽  
Undergraduate Curriculum ◽  
Current Approach ◽  
Lessons Learned ◽  
Strategic Approach ◽  
New Students ◽  
Growth Initiative ◽  
The University

The University of Alabama at Birmingham’s (UAB) growth initiative to increase access and enrollment in part through online education prompted its School of Business (BUS) to examine its current approach to this mode of instruction. The faculty-led Undergraduate Curriculum Committee in the school encouraged a more strategic approach than was previously employed. Desire to remain competitive in the higher education arena made administration eager to woo new students and better serve current ones. The BUS is keenly aware that students increasingly demand flexibility in attending classes and are willing to shop around for it. This case describes the implementation of online instruction at UAB School of Business yielding a five-fold increase in online courses in just three years with much larger gains in credit hour production than their traditional programs realized. Moreover, the case describes major accomplishments, challenges encountered, lessons learned, and solutions from instructional design and project management perspectives.

Improving Maritime English Oral Communication Skills in an Online Environment

2021 ◽  
pp. 272-292
Author(s):  
Aydin Şihmantepe ◽  
Murat Selçuk Solmaz ◽  
Cihat Aşan
Keyword(s):  
Online Education ◽  
Communication Skills ◽  
Oral Communication ◽  
Role Playing ◽  
Lessons Learned ◽  
Online Environment ◽  
Maritime Education ◽  
Minimum Requirements ◽  
Maritime English ◽  
Maritime Education And Training

Online education has been an option until the first half of the year 2020. After the outbreak of COVID-19, online learning has gradually become a must for education. In this period, institutions have had to transform and adopt not only their teaching approach and content, but also their technology. Maritime education and training inevitably has followed the same pattern. As English is the operational language of the sea, teaching maritime English has had its share from this transformation. This study focuses on improving maritime students' job-related communication skills in an online environment with online role-playing. The study firstly reviews general requirements and setbacks involved in online teaching and language requirements at sea. The focus of the study is on online oral communication role-playing to perform ship-based external communication. The study concludes by pinpointing minimum requirements for conducting such training, lessons learned from the sessions, as well as knowledge and experience achieved by the students.

Sign in / Sign up

Export Citation Format

Share Document