Factors associated with transfer of training in workplace e‐learning

2007 ◽  
Vol 19 (5) ◽  
pp. 311-329 ◽  
Author(s):  
Ji‐Hye Park ◽  
Tim Wentling
Keyword(s):  
Transfer Of Training ◽  
Factors Associated ◽  
E Learning

scholarly journals E-learning Modules to Improve Clinical Reasoning and Practice: a Prospective Comparative Study

2021 ◽  
Author(s):  
Fabiola Stollar ◽  
Bernard Cerutti ◽  
Susanne Aujesky ◽  
Daniel Scherly ◽  
Mathieu Nendaz ◽  
...  
Keyword(s):  
Medical Students ◽  
Student Satisfaction ◽  
Clinical Skills ◽  
Learning Methods ◽  
Learning Modules ◽  
Factors Associated ◽  
E Learning ◽  
Fourth Year Medical Students ◽  
Prospective Comparative Study ◽  
The University

Abstract Background: Controversy remains about how successfully e-learning can improve clinical skills and knowledge acquisition. Our study's main objective was to compare the effects of e-learning versus traditional education on medical students' reasoning and how they applied their knowledge to clinical skills by evaluating their performance in a pediatrics exam based on key features. Our secondary objectives were to assess the factors associated with e-learning that might influence exam scores and to evaluate medical students' satisfaction with these two learning methods. Methods: Prospective observational study of two pediatric clerkship cohorts (2016–17 and 2017–18) of fourth-year medical students at the University of Geneva's Faculty of Medicine, Switzerland. All students participated in a standardized program of traditional seminars and e-learning using case-based scenarios. To compare the two learning methods, we taught two subjects using traditional seminars in 2016–17 and then using e-learning modules in 2017–18. To evaluate factors that might have influenced e-learning's effects, we monitored the use of all the e-learning modules studied in the months preceding the pediatric exam. Student satisfaction was evaluated using a questionnaire of four-point Likert scale-like items. Results: We included 299 medical students. Students using interactive e-learning modules had the same median scores for exam questions associated with e-learning as students who attended traditional seminars (median 80%, IQR 67%–100% vs. median 80%, IQR 67%–100%; p=0.975). A linear regression model showed an association between the scores for exam questions associated with e-learning and the number of quizzes taken and sex. Even though the overall satisfaction with the two learning methods was similar, students claimed that they learned more in e-learning than in traditional seminars, that learning objectives were better explained in e-learning modules, and that traditional seminars were better integrated into the curriculum.Conclusions: We found no evidence of a difference in students’ reasoning and how they applied their knowledge to clinical skills between e-learning and traditional seminar-based methods. The number of quizzes taken and being a female student were factors associated with better scores. Overall, students were satisfied with both learning methods, but they claimed that they learned more with e-learning.

scholarly journals Educational factors associated with e-learning

2009 ◽  
Vol 33 (8) ◽  
pp. 314-314
Author(s):  
Pauline M. Devitt ◽  
Elissa Dooley
Keyword(s):  
Factors Associated ◽  
E Learning ◽  
Educational Factors

scholarly journals Student-Centred Outcomes of an E-Learning Course on Public Health in Hanoi and New York

2014 ◽  
Vol 17 (2) ◽  
pp. 1-14 ◽  
Author(s):  
Bach Xuan Tran ◽  
Quyen Le Thi Nguyen ◽  
Vuong Minh Nong ◽  
Rachel Marie Maher ◽  
Anh Tuan Nguyen ◽  
...  
Keyword(s):  
Public Health ◽  
New York ◽  
Distance Learning ◽  
Student Satisfaction ◽  
Learning Outcomes ◽  
Willingness To Participate ◽  
Educational Method ◽  
Factors Associated ◽  
E Learning ◽  
The Impact

Abstract Background We evaluated the satisfaction and improvement in learning outcomes of students taking a distance course in Public Health facilitated by the Institute for Preventive Medicine and Public Health at the Hanoi Medical University and the State University of New York at Albany. Methods A total of 36 students participated in pre- and post- course surveys online. We developed the Vietnamese E-Learning Student Outcomes Profile (VESOP) to evaluate the impact of distance learning methods on students’ learning outcomes. Factor analysis was applied to construct the measure items into five domains: Academic Skills, Intellectual Abilities, Interactions, Responsibility and Educational Engagement. Multivariate regression models, selected using stepwise approach, determined factors associated with changes in students’ learning outcomes. Student satisfaction with the course was assessed by determining their willingness to participate in and pay for future distance learning courses. Results The students showed moderate improvement in “Interactions” and large improvements in the other four domains. Factors associated with improvements included previous academic performance, English proficiency, ease of access to the internet and computers, and time spent studying. All students passed the course, all would be willing to take another distance learning course, and 26 students would be willing to pay for such as course with certification. Conclusions Findings of this study highlight the potential of distance learning as a complementary educational method that could greatly benefit Public Health students. It encourages and supports the development of such training programs for Public Health students in Vietnam.

scholarly journals Towards Understanding the Students’ Acceptance of MOOCs: A Unified Theory of Acceptance and Use of Technology (UTAUT)

2021 ◽  
Vol 16 (02) ◽  
pp. 237
Author(s):  
Maryam Muti Altalhi
Keyword(s):  
Developing Countries ◽  
Saudi Arabia ◽  
Unified Theory ◽  
Factors Associated ◽  
Performance Expectancy ◽  
Use Of Technology ◽  
Learning Techniques ◽  
E Learning ◽  
Facilitating Conditions ◽  
Learning Factors

Massive Open student’s courses (MOOC) have stimulated the efforts made for improving the learning techniques and enhancing it the spectrum for students learning. Unfortunately, the acceptance of MOOC as a learning instrument re-mained low, which is perceived as an entertainment tool rather than an academic tool, particularly in developing countries. The study evaluated the student’s adap-tation of MOOC as an academic tool. It developed an understanding of the asso-ciated factors which impact the students’ decision towards utilizing MOOC as a learning instrument. It initially investigated the constructs of the native UTAUT, subsequent to which is derived theory from the literature, amplifying the UTAUT theory scope by instigating e-learning factors associated with MOOC, such as at-titude and self-efficacy. Based on the established framework, a survey was con-ducted where 150 MOOCs’ students were recruited. The collected data were sta-tistically analyzed using SPSS. The results showed that acceptance of the MOOCs was substantially affected by its performance expectancy, effort expec-tancy, social influence, self-efficiency, attitude, and facilitating conditions. It also suggested that efforts should be introduced to promote the use of MOOCs among the academic institutes in Saudi Arabia.

Stain contamination and embedding in electron microscopy

1986 ◽  
Vol 44 ◽  
pp. 50-53
Author(s):  
Hilton H. Mollenhauer
Keyword(s):  
Electron Microscopy ◽  
Information Retrieval ◽  
Epoxy Resins ◽  
Image Contrast ◽  
Sample Preservation ◽  
Factors Associated ◽  
Amount Of Information ◽  
Electron Microscopical ◽  
Contrast Information

Many factors (e.g., resolution of microscope, type of tissue, and preparation of sample) affect electron microscopical images and alter the amount of information that can be retrieved from a specimen. Of interest in this report are those factors associated with the evaluation of epoxy embedded tissues. In this context, informational retrieval is dependant, in part, on the ability to “see” sample detail (e.g., contrast) and, in part, on tue quality of sample preservation. Two aspects of this problem will be discussed: 1) epoxy resins and their effect on image contrast, information retrieval, and sample preservation; and 2) the interaction between some stains commonly used for enhancing contrast and information retrieval.

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