e-Learning competency for practice nurses: an evaluation report

2013 ◽  
Vol 19 (4) ◽  
pp. 287 ◽  
Author(s):  
Marie Heartfield ◽  
Andrea Morello ◽  
Melanie Harris ◽  
Sharon Lawn ◽  
Vincenza Pols ◽  
...  
Keyword(s):  
Health Care Professionals ◽  
Chronic Disease Management ◽  
Learning Experience ◽  
Self Management ◽  
Policy Outcomes ◽  
Management Support ◽  
Web Based ◽  
Practice Nurses ◽  
Web Based Learning ◽  
E Learning

Practice nurses in Australia are now funded to facilitate chronic condition management, including self-management support. Chronic disease management requires an established rapport, support and proactivity between general practitioners, patients and the practice nurses. To achieve this, training in shared decision making is needed. e-Learning supports delivery and achievement of such policy outcomes, service improvements and skill development. However, e-learning effectiveness for health care professionals’ is determined by several organisational, economic, pedagogical and individual factors, with positive e-learning experience linked closely to various supports. This paper reinforces previous studies showing nurses’ expanding role across general practice teams and reports on some of the challenges of e-learning. Merely providing practice nurses with necessary information via web-based learning systems does not ensure successful learning or progress toward improving health outcomes for patients.

An Australian University Implementing E-Learning System

2012 ◽  
Vol 3 (2) ◽  
pp. 18-26 ◽  
Author(s):  
Kamaljeet Sandhu
Keyword(s):  
Learning Process ◽  
Learning Experience ◽  
Prior Experience ◽  
Learning System ◽  
Task Environment ◽  
Web Based ◽  
Web Based Learning ◽  
E Learning ◽  
Learner Perception ◽  
User Learning

User learning experience may be considered as one of the prominent factors shaping the adoption of web-based systems. Web-based learners interfacing with large amounts of information the rationale is to deduce the effect in the current web-based task environment. Understanding Web-based learner perception on the basis of the prior experience with information may provide insights into what constitutes in driving those perceptions and their effect in the current and future web-based learning process. The paper demonstrates theoretical context of user learning experience with information and proceeds in an attempt to distinguish factors in using web-based systems.

Towards a Student Advisory System for E-learning

10.28945/3075 ◽  
2007 ◽  
Author(s):  
Raafat Saade ◽  
Dennis Kira ◽  
Dani Dogmoch
Keyword(s):  
Learning Experience ◽  
Research Work ◽  
Cost Savings ◽  
Bottom Line ◽  
Web Based ◽  
Face To Face ◽  
Advisory System ◽  
Web Based Learning ◽  
E Learning ◽  
Improved Performance

Web-based courses are being introduced by higher education institutions at an increasing rate, such that a systematic shift from face-to-face teaching to web-based teaching has become evident. This enthusiasm in web-based education is primarily driven by cost savings and bottom line net profits to institutions. However, research work in the field still has a long way to demonstrate the effectiveness and benefits of web-based learning in general and more specifically, which student can benefit most. Regardless of all the benefits reported, difficulties are still encountered by students, professors, and institutions alike. In fact, many studies show that the web environment for learning is not appropriate for everyone. Therefore, the primary question should be “who is appropriate to take web-based courses?” This of course is in the context of success as it relates to enhanced learning experience and improved performance. Considering the reported benefits and difficulties, this paper identifies seven factors characterizing student success in a web-based learning environment. In addition, we use those factors within a decision support advisory system to help screen students for their appropriateness to take a web-based course. The system was used with few students and this paper reports on one case. The advisory system identifies unfavorable conditions for success to the student and suggests remedial activities to enhance the student’s success.

scholarly journals SPADA Implementation on English E-Learning Course: Mechanical Engineering Students’ Perspectives

2021 ◽  
Vol 4 (3) ◽  
pp. 536-543
Author(s):  
Tutut Nani Prihatmi ◽  
Maria Istiqoma
Keyword(s):  
Learning Strategies ◽  
Mechanical Engineering ◽  
Engineering Students ◽  
Learning Experience ◽  
Web Based ◽  
Web Based Learning ◽  
E Learning ◽  
Institute Of Technology ◽  
Learning English

This study investigates the Mechanical Engineering students’ perspectives on their E-learning experience using SPADA as the primary platform in learning English, including understanding its features and material delivered, difficulties during the learning process, and suggestions to improve the quality of learning English through SPADA ITN Malang. As the Indonesian government requires every school and institution to begin implementing E-learning, starting from March 2020, in the National Institute of Technology (ITN) Malang, all learning activities that have been performed conventionally converted into virtual learning using the web-based learning management system named SPADA ITN Malang. The findings show that SPADA ITN Malang has positive appraisal by the students in accessibility, comprehension, and satisfaction aspect. However, the difficulties found, which were internet connection and the lack of understanding of the material, should be addressed with suitable learning strategies to create a better English learning environment for the non-English department students.

Modeling Best Practices in Web-Based Academic Development

2011 ◽  
pp. 1578-1595 ◽  
Author(s):  
Diana K. Kelly
Keyword(s):  
Best Practice ◽  
Academic Staff ◽  
Learning Experience ◽  
Academic Development ◽  
Future Research ◽  
Web Based ◽  
Teaching Preparation ◽  
American Perspective ◽  
E Learning ◽  
Future Research Directions

This chapter makes a case for the importance of preparing e-teachers by requiring them to have an experience as an e-learner. The chapter begins with a review of the challenges and criticisms of e-learning. Some of the literature indicates that e-learners have been dissatisfied with their learning experiences. Some academics have concerns about the rigour of courses offered through e-learning. The literature of academic development and e-learning is used to link theory with practice. The chapter provides examples of best practice in the preparation of academic staff for e-teaching. Two case studies of lived examples of e-teaching preparation are provided from a North American perspective. Future research directions are outlined, with research questions to be explored regarding the link between the preparation of eteachers through e-learning and the quality of the e-learning experience for students.

Goal-Based Framework for Multi-User Personalized Similarities in e-Learning Scenarios

2014 ◽  
Vol 4 (1) ◽  
pp. 1-14 ◽  
Author(s):  
M. Waseem Chughtai ◽  
Imran Ghani ◽  
Ali Selamat ◽  
Seung Ryul Jeong
Keyword(s):  
Collaborative Filtering ◽  
Cold Start ◽  
Traditional Education ◽  
Experimental Result ◽  
Personalized Recommendation ◽  
Web Based ◽  
Web Based Learning ◽  
E Learning ◽  
Learning Scenarios ◽  
Content Based Filtering

Web-based learning or e-Learning in contrast to traditional education systems offer a lot of benefits. This article presents the Goal-based Framework for providing personalized similarities between multi users profile preferences in formal e-Learning scenarios. It consists of two main approaches: content-based filtering and collaborative filtering. Because only traditional content-based filtering is not sufficient to generate the recommendations for new-users, therefore, the proposed work hybridized multi user's collaborative filtering functionalities with personalized content-based profile preferences filtering. The main purpose of this proposed work is to (a) overcome the user-based cold-start profile recommendations and (b) improve the recommendations accuracy for new-users in formal e-learning recommendation systems. The experimental has been done by using the famous ‘MovieLens' dataset with 15.86% density of the user-item matrix with respect to ratings, while the evaluation of experimental results have been performed with precision mean and recall mean to test the effectiveness of Goal-based personalized recommendation framework. The Experimental result Precision: 81.90% and Recall: 86.56% show that the proposed framework goals performed well for the improvement of user-based cold-start issue as well as for content-based profile recommendations, using multi users personalized collaborative similarities, in formal e-Learning scenarios effectively.

Modeling Best Practices in Web-Based Academic Development

2009 ◽  
pp. 35-55 ◽  
Author(s):  
Diana Kelly
Keyword(s):  
Best Practice ◽  
Academic Staff ◽  
Learning Experience ◽  
Academic Development ◽  
Future Research ◽  
Web Based ◽  
Teaching Preparation ◽  
American Perspective ◽  
E Learning ◽  
Future Research Directions

This chapter makes a case for the importance of preparing e-teachers by requiring them to have an experience as an e-learner. The chapter begins with a review of the challenges and criticisms of e-learning. Some of the literature indicates that e-learners have been dissatisfied with their learning experiences. Some academics have concerns about the rigour of courses offered through e-learning. The literature of academic development and e-learning is used to link theory with practice. The chapter provides examples of best practice in the preparation of academic staff for e-teaching. Two case studies of lived examples of e-teaching preparation are provided from a North American perspective. Future research directions are outlined, with research questions to be explored regarding the link between the preparation of eteachers through e-learning and the quality of the e-learning experience for students.

Enhanced Speech-Enabled Tools for Intelligent and Mobile E-Learning Applications

2010 ◽  
pp. 147-165
Author(s):  
S. A. Selouani ◽  
T. H. Lê ◽  
Y. Benahmed ◽  
D. O’Shaughnessy
Keyword(s):  
New Media ◽  
Recognition Performance ◽  
User Profile ◽  
Learning Material ◽  
Speech Technology ◽  
Web Based ◽  
C Language ◽  
Web Based Learning ◽  
E Learning ◽  
The One

Web-based learning is rapidly becoming the preferred way to quickly, efficiently, and economically create and deliver training or educational content through various communication media. This chapter presents systems that use speech technology to emulate the one-on-one interaction a student can get from a virtual instructor. A Web-based learning tool, the Learn IN Context (LINC+) system, designed and used in a real mixed-mode learning context for a computer (C++ language) programming course taught at the Université de Moncton (Canada) is described here. It integrates an Internet Voice Searching and Navigating (IVSN) system that helps learners to search and navigate both the web and their desktop environment through voice commands and dictation. LINC+ also incorporates an Automatic User Profile Building and Training (AUPB&T) module that allows users to increase speech recognition performance without having to go through the long and fastidious manual training process. New Automated Service Agents based on the Artificial Intelligence Markup Language (AIML) are used to provide naturalness to the dialogs between users and machines. The portability of the e-learning system across a mobile platform is also investigated. The findings show that when the learning material is delivered in the form of a collaborative and voice-enabled presentation, the majority of learners seem to be satisfied with this new media, and confirm that it does not negatively affect their cognitive load.

Towards a Personalized E-Learning System

2011 ◽  
pp. 2124-2134
Author(s):  
Elvis Wai Chung Leung ◽  
Qing Li
Keyword(s):  
Online Education ◽  
Economic Benefit ◽  
Learning System ◽  
Development Cost ◽  
Web Based ◽  
Course Materials ◽  
Web Based Learning ◽  
Interactive Environment ◽  
E Learning ◽  
The Web

To cope with the increasing trend of learning demand and limited resources, most universities are taking advantage of Web-based technology for their distance education or e-learning (Montelpare & Williams, 2000). One of the reasons is due to the significant price drop of personal computers in recent decades; the Internet and multimedia have penetrated into most households. Moreover, most students prefer to learn from an interactive environment through a self-paced style. Under the Web-based learning model, students can learn anytime, anywhere because they are not required to go to school on schedule (Appelt, 1997). Meanwhile, universities also enjoy the economic benefit due to the large student base that can share the development cost of course materials and other operational expenses. Gradually, more and more universities follow this similar way to provide online education.

ECHO

2010 ◽  
pp. 539-555 ◽  
Author(s):  
Hadas Weinberger
Keyword(s):  
Learning Experience ◽  
Semantic Annotation ◽  
Methodological Approach ◽  
Context Aware ◽  
Web Based ◽  
New Approach ◽  
Approach To Learning ◽  
Web Technologies ◽  
Web Based Learning

In this chapter, we suggest Echo, a model for utilizing Web technologies for the design of Web-based context-aware learning. Web technologies are continuously evolving to enhance information retrieval, semantic annotation, social interactions, and interactive experiences. However, these technologies do not offer a methodological approach to learning. In this chapter, we offer a new approach to Web-based learning, which considers the role of the user in shaping the learning experience. The key feature in Echo is the analysis and modeling of content for the design of a Web-based learning experience in context. There are three elements in Echo: 1) a methodology to guide the learning process, 2) techniques to support content analysis and modeling activities, and 3) a three-layered framework of social-semantic software. Incorporating this framework facilitates knowledge organization and representation. We describe our model, the methodology, and the three-layered framework. We then present preliminary results from on-going empirical research that demonstrates the feasibility of Echo and its usefulness for the design of a context-aware learning experience. Finally, we discuss the usefulness of Echo and its contribution to further research in the field of Web technologies.

Web-Based Learning and Instruction

2011 ◽  
pp. 1-14 ◽  
Author(s):  
Valerie N. Morphew
Keyword(s):  
Learning Experience ◽  
Employee Training ◽  
Cost Effective ◽  
Web Based ◽  
Web Based Learning ◽  
Building Process ◽  
Web Based Instruction ◽  
Education Today ◽  
Based Instruction ◽  
Web Based Education

The precipitous rise in Web-based education and employee training speaks volumes of technology’s far-reaching potential. While most agree that Web-based instruction can be cost-effective and convenient, few academicians and practitioners have examined the efficacy of Web-based learning in terms of constructivism, the most widely accepted model of learning in education today. The constructivist approach to learning acknowledges that both teacher and student bring prior knowledge to the learning experience. Over time and through interaction with others in the learning environment, the student co-constructs new meaning as a knowledge-building process—piece by piece, new knowledge is built onto former knowledge. This differs from the former notion of learning that considered children as empty vessels waiting to be filled (tabula rasa). While constructivism is widely accepted by educators in theory, it is not always evident in teaching practices, including Web-based instruction. To help academicians and practitioners provide effective constructivist learning experiences for students and employees, the following issues will be addressed:

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