A framework to identify learning needs for continuing nurse education using information technology

1998 ◽  
Vol 27 (5) ◽  
pp. 1017-1020 ◽  
Author(s):  
Reinhard Lindner
Keyword(s):  
Information Technology ◽  
Nurse Education ◽  
Learning Needs

Teaching Reform in the Network IT Environment

2013 ◽  
Vol 278-280 ◽  
pp. 2103-2106
Author(s):  
Hai Feng Chang ◽  
Yu Long Dong ◽  
Jia Jun Liu
Keyword(s):  
Information Technology ◽  
Instructional Design ◽  
Learning Environment ◽  
Learning Needs ◽  
Environment Design ◽  
Design Strategies ◽  
Teaching Resources ◽  
Network Information ◽  
Learning Environment Design ◽  
Good Learning

[Purpose] The paper aims to explore instructional design of the structure under the web-based environment, as well as the similarities and differences with the traditional instructional design; with its teaching resources，methods and students' ability to develop design strategies. [Method]Through the introduction of systems analysis and experimental control and from the network hardware environment, resources, environment and cultural environment the network learning environment design is brought forth. [Results]The results show that the network environment, information technology, instructional design, which are based on the learner and the teaching process for the study, aims to achieve a good learning environment, to organize the various elements; to form an ordered system; particularly to emphasis on learning characteristics and learning needs analysis of the measurement, to focus on the design of learning environments and “communication-oriented” classroom activities. [Conclusions] This instructional design under network information technology environment is a very important significance for a variety effective learning activities, for students to stimulate motivation to learn.

Information Technology Leadership and Change in Higher Education

2020 ◽  
pp. 36-54
Author(s):  
Joseph Ezale Cobbinah
Keyword(s):  
Higher Education ◽  
Information Technology ◽  
Teaching And Learning ◽  
Higher Education Institutions ◽  
Technology Leadership ◽  
Educational Institutions ◽  
Learning Needs ◽  
Higher Educational Institutions ◽  
Use Of Technology ◽  
Higher Educational

Higher educational institutions are widening participation through the introduction of new programs, using different approaches to deliver learning so that many people can have access to education. With the growing number of students in our higher educational institutions, coupled with learners who are working and by virtue of their job commitments cannot do traditional face-to-face education, using information technology (IT) to support lessons in higher education institutions has become very laudable. The introduction and use of technology have brought changes in the way we teach and support students in our higher education institutions. This, therefore, calls for effective IT leaders who will be able to motivate, inspire, and meet the learning needs of the diverse students in our institutions while improving teaching and learning. The IT leaders should not only be individuals who can only lead the change crusade but should be able to manage the change process.

scholarly journals Landasan Teori Dan Teknologi Informasi Dalam Pengembangan Teknologi Pembelajaran

2014 ◽  
pp. 84-96
Author(s):  
Bambang Warsita Bambang Warsita
Keyword(s):  
Information Technology ◽  
Instructional Technology ◽  
Teaching Machine ◽  
Instructional Model ◽  
Learning Needs ◽  
E Learning ◽  
Infrastructure System ◽  
On Line ◽  
Effectiveness And Efficiency ◽  
Changing Times

Abstrak: Setiap teknologi dibangun atas dasar suatu teori tertentu. Demikian pula teknologi pembelajaran, dibangun atas dasar prinsip-prinsip yang ditarik dari teori dan teknologi informasi. Teknologi informasi adalah sarana dan prasarana (hardware, software, useware) sistem dan metode untuk memperoleh, mengirimkan, mengolah, menafsirkan, menyimpan, mengorganisasikan dan menggunakan data secara bermakna. Teknologi Informasi yang dimaksudkan di sini adalah segala bentuk pemanfaatan komputer dan internet untuk pembelajaran. Model pembelajaran berbasis teknologi informasi yang bersifat off line (multimedia) dan yang bersifat on line (internet) misalnya e-learning. Penggunaan teknologi informasi dalam pembelajaran ini diawali oleh B.F Skinner (1958) yang membuat sebuah mesin pembelajaran (teaching machine) dengan konsep pembelajaran terprogram yang dikembangkan berdasarkan teori belajar behaviorisme. Kontribusi atau dukungan teknologi informasi dalam teknologi pembelajaran untuk dapat menjangkau peserta didik di manapun mereka berada. Selain itu untuk melayani sejumlah besar dari peserta didik yang belum memperoleh kesempatan untuk belajar, memenuhi kebutuhan belajar untuk dapat mengikuti perkembangan zaman, dan meningkatkan efektifitas dan efisiensi dalam belajar.Kata kunci: Teknologi informasi, teknologi pembelajaran, multimedia interaktif, internet.Abstract: Each technology is developed on the basis of a certain theory. It also happens to instructional technology. It is developed on the basis of principles drawn from theory and information technology. Information technology is a facilitation and infrastructure, system and method for attaining, sending, processing, interpreting, organizing, and utilizing data in a significant way. Information technology meant here is any form of utilizing computer and internet for learning. E-learning si an example of off-line and online instructional model. The use of information technology in learning initiated by B. F. Skinner (1958) by developing a teaching machine applying programmed instructional concept based on the behaviorism learning theory. The contribution or support of information technology in instructional technology enables a wider coverage of learners wherever they are. Morever, information technology can serve a great number of learners to get opportunity to access to learning, to fulfill learning needs in order to adapt with the changing times and to improve the effectiveness and efficiency in learning. Keywords: Information technology, instructional technology, interactive multimedia, internet.

Educating IT Professionals Using Effective Online, Pedagogical, and Scheduling Techniques

2010 ◽  
Vol 1 (3) ◽  
pp. 15-31 ◽  
Author(s):  
Jeffrey Hsu ◽  
Karin Hamilton ◽  
John Wang
Keyword(s):  
Information Technology ◽  
Adult Learners ◽  
Adult Learning ◽  
Business Education ◽  
Adult Learner ◽  
Real Life ◽  
Learning Preferences ◽  
Information Technology Professionals ◽  
Learning Needs ◽  
It Professionals

Information technology professionals comprise an important segment of adult learners seeking a four-year undergraduate degree, and it is important to provide programs that address not only the conceptual and theoretical, but also adult learning needs in terms of career orientation and practicality together with providing real-life applications relevant to the needs of the IT job marketplace. The techniques of employing distance learning, providing modular and practical learning segments, emphasizing adult-oriented learning preferences, engaging users toward learning, and providing appropriate course schedules and sequencing are discussed in the context of an actual adult learner program. This program integrates job and career-oriented needs with that of a well-rounded business education. Examples and illustrations are provided to illustrate how an adult-oriented program was customized to provide needs important to adult learners and IT professionals, with the objective of producing superior and useful learning results.

Educating IT Professionals Using Effective Online, Pedagogical, and Scheduling Techniques

2012 ◽  
pp. 109-126
Author(s):  
Jeffrey Hsu ◽  
Karin Hamilton ◽  
John Wang
Keyword(s):  
Information Technology ◽  
Adult Learners ◽  
Adult Learning ◽  
Business Education ◽  
Adult Learner ◽  
Real Life ◽  
Learning Preferences ◽  
Information Technology Professionals ◽  
Learning Needs ◽  
It Professionals

Information technology professionals comprise an important segment of adult learners seeking a four-year undergraduate degree, and it is important to provide programs that address not only the conceptual and theoretical, but also adult learning needs in terms of career orientation and practicality together with providing real-life applications relevant to the needs of the IT job marketplace. The techniques of employing distance learning, providing modular and practical learning segments, emphasizing adult-oriented learning preferences, engaging users toward learning, and providing appropriate course schedules and sequencing are discussed in the context of an actual adult learner program. This program integrates job and career-oriented needs with that of a well-rounded business education. Examples and illustrations are provided to illustrate how an adult-oriented program was customized to provide needs important to adult learners and IT professionals, with the objective of producing superior and useful learning results.

scholarly journals Identification of Factors Influencing the Adoption of Health Information Technology by Nurses Who Are Digitally Lagging: In-Depth Interview Study (Preprint)

2019 ◽  
Author(s):  
Jacqueline A De Leeuw ◽  
Hetty Woltjer ◽  
Rudolf B Kool
Keyword(s):  
Health Care ◽  
Information Technology ◽  
Health Information Technology ◽  
Health Information ◽  
Health Care Professionals ◽  
Learning Needs ◽  
Digital Skills ◽  
Digital Knowledge ◽  
The Individual ◽  
Digital Training

BACKGROUND The introduction of health information technology (HIT) has drastically changed health care organizations and the way health care professionals work. Some health care professionals have trouble coping efficiently with the demands of HIT and the personal and professional changes it requires. Lagging in digital knowledge and skills hampers health care professionals from adhering to professional standards regarding the use of HIT and may cause professional performance problems, especially in the older professional population. It is important to gain more insight into the reasons and motivations behind the technology issues experienced by these professionals, as well as to explore what could be done to solve them. OBJECTIVE Our primary research objective was to identify factors that influence the adoption of HIT in a sample of nurses who describe themselves as digitally lagging behind the majority of their colleagues in their workplaces. Furthermore, we aimed to formulate recommendations for practice and leadership on how to help and guide these nurses through ongoing digital transformations in their health care work settings. METHODS In a Dutch university medical center, 10 face-to-face semi-structured interviews were performed with registered nurses (RN). Ammenwerth’s FITT-framework (fit between the Individual, Task, and Technology) was used to guide the interview topic list and to formulate themes to explore. Thematic analysis was used to analyze the interview data. The FITT-framework was also used to further interpret and clarify the interview findings. RESULTS Analyses of the interview data uncovered 5 main categories and 12 subthemes. The main categories were: (1) experience with digital working, (2) perception and meaning, (3) barriers, (4) facilitators, and (5) future perspectives. All participants used electronic devices and digital systems, including the electronic health record. The latter was experienced by some as user-unfriendly, time-consuming, and not supportive in daily professional practice. Most of the interviewees described digital working as “no fun at all,” “working in a fake world,” “stressful,” and “annoying.” There was a lack of general digital knowledge and little or no formal basic digital training or education. A negative attitude toward computer use and a lack of digital skills contributed to feelings of increased incompetency and postponement or avoidance of the use of HIT, both privately and professionally. Learning conditions of digital training and education did not meet personal learning needs and learning styles. A positive impact was seen in the work environment when colleagues and nurse managers were aware and sensitive to the difficulties participants experienced in developing digital skills, and when there was continuous training on the job and peer support from digitally savvy colleagues. The availability of a digital play environment combined with learning on the job and support of knowledgeable peers was experienced as helpful and motivating by participants. CONCLUSIONS Nurses who are digitally lagging often have had insufficient and ineffective digital education. This leads to stress, frustration, feelings of incompetency, and postponement or avoidance of HIT use. A digital training approach tailored to the learning needs and styles of these nurses is needed, as well as an on-the-job training structure and adequate peer support. Hospital management and nurse leadership should be informed about the importance of the fit between technology, task, and the individual for adequate adoption of HIT.

scholarly journals Analysis of Felder-Solomon Index of Learning Styles of Students from Management and Engineering at the University of Mauritius

2012 ◽  
Vol 3 (8) ◽  
pp. 244-249 ◽  
Author(s):  
Maleika Heenaye ◽  
Naushad Ali Mamode Khan .
Keyword(s):  
Information Technology ◽  
Learning Styles ◽  
Effective Teaching ◽  
Learning Needs ◽  
Diverse Learning ◽  
Index Of Learning Styles ◽  
The University

No prior investigations have been made on the learning styles of students from different fields studying the same module at the University of Mauritius. Techniques have to be explored to depict their learning styles, which can lead to a more effective teaching. In this work, students from faculty of management and faculty of engineering studying one of the Information Technology modules at the University of Mauritius were being studied and their learning styles were being deduced through FelderSolomon index of learning (ILS) questionnaire. The data obtained from the questionnaire has been analyzed and it was concluded that students from both faculties have different learning styles. While understanding these differences, there is a better chance to meet diverse learning needs of both groups of students.

scholarly journals Juggling to survive: Master of Science postgraduate nursing students’ experiences of studying far from home

2019 ◽  
Vol 24 (3-4) ◽  
pp. 250-262 ◽  
Author(s):  
Kathleen Markey ◽  
Brid O’Brien ◽  
Margaret M Graham ◽  
Claire O’Donnell
Keyword(s):  
Nursing Students ◽  
International Student ◽  
Postgraduate Education ◽  
Nurse Education ◽  
Student Experiences ◽  
Learning Needs ◽  
Structured Interviews ◽  
Learning And Teaching ◽  
Master Of Science ◽  
Ethical Approval

Background Globally, government and higher education institutions are expected to increase international student numbers. Programme development, marketing international collaboration and management has been the focus of strategy roll out. Aims This study aimed to explore international student experiences while undertaking Master of Science postgraduate education far from home. Methods A qualitative descriptive design was used. Following ethical approval, 11 students studying on a Master of Science Nursing postgraduate programme in one health education institute in Ireland volunteered to participate. Students were of Asian origin and mixed gender and the average age was 27. Data were collected using face-to-face semi-structured interviews and data analysis followed Burnard’s thematic framework. Results The data provide evidence of the complexities and challenges experienced when studying on a Master of Science postgraduate nursing programme. Students described a process of juggling to survive and succeed. Three overarching categories emerged: differing realities, working through, and learning new ways. Conclusions This study adds to international debate regarding structures and processes supporting international nurse education. In meeting ethnic and culturally-diverse student learning needs, consideration of learning and teaching approaches is warranted. For globalisation in nurse education to prosper, investment needs to move from focusing on recruitment towards structures and processes to nurture intercultural learning.

scholarly journals Creatividad e innovación digital en estudiantes de nivel superior de una Universidad Tecnológica en el Sureste de México

2020 ◽  
Vol 8 (16) ◽  
pp. 100-107
Author(s):  
Sergio Roberto Preza Medina ◽  
Sandra Hernández Chacón ◽  
Ángela Cebollón Meza
Keyword(s):  
Information Technology ◽  
Data Collection ◽  
University Students ◽  
Quantitative Method ◽  
Learning Needs ◽  
Digital Competence ◽  
Digital Innovation ◽  
Medium Level ◽  
High Level ◽  
Creativity And Innovation

This study focuses on identifying the level of innovation and creativity that students have for accomplishing their learning needs in the context of the pandemic COVID 19. This research had a quantitative method. The used process for data collection consisted in an instrument Questionnaire for the Study of Digital Competence in University Students (CDAES) [1], as instrument that allows to evaluate the creativity and digital innovation. The research concluded the presence of a “Medium” level of creativity and innovation in University Students, which belong to the degree of Computer Science and Information Technology, with a result of 37.0% and about a “high” level, it was 28,4%. In this way, this study suggests to implement strategies to motivate students for reaching a better creativity and innovation level.

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