No Clinic Left Behind: Providing Cost-Effective In-Services Via Distance Learning

2011 ◽  
Vol 33 (5) ◽  
pp. 17-24 ◽  
Author(s):  
Herschel Knapp ◽  
Michael Fletcher ◽  
Anne Taylor ◽  
Kee Chan ◽  
Matthew Bidwell Goetz
Keyword(s):  
Distance Learning ◽  
Cost Effective ◽  
Left Behind

No Clinic Left Behind: Providing Cost-Effective In-Services Via Distance Learning

2010 ◽  
pp. no-no
Author(s):  
Herschel Knapp ◽  
Michael Fletcher ◽  
Anne Taylor ◽  
Kee Chan ◽  
Matthew Bidwell Goetz
Keyword(s):  
Distance Learning ◽  
Cost Effective ◽  
Left Behind

scholarly journals Meeting Teacher Expectations in a DL Professional Development Programme - A Case Study for Sustained Applied Competence as Programme Outcome

2016 ◽  
Vol 17 (4) ◽  
Author(s):  
Corné Kruger ◽  
Ona Janse van Rensburg ◽  
Marike De Witt
Keyword(s):  
Professional Development ◽  
Distance Learning ◽  
Teacher Expectations ◽  
Cost Effective ◽  
Development Programme ◽  
Teacher Competence ◽  
Philosophical Approach ◽  
Class 1 ◽  
Professional Development Programme ◽  
The Way

<p class="1">Meeting teacher expectations for a professional development programme (PDP) is expected to strengthen sustainable applied competence as programme outcome since teachers will be more motivated to apply the programme content in practice. A revised distance learning (DL) programme was augmented by a practical component comprising a work-integrated portfolio and audio-visual material, aimed to support the applied competence of practising teachers in the South African context. An evaluation of the way the programme measured up to teacher expectations was deemed critical for future DL programme design. A qualitative study based on an interpretivist philosophical approach collected data of teacher expectations <em>for </em>and <em>of</em> the practical component through multiple methods. Their contributions were linked with four main themes related to applied competence as identified in the literature. Participant expectations and experiences with regards to each theme were compared by means of electronic coding through ATLASti™. The findings show a strong correlation between expectations <em>for</em> and experiences <em>of </em>the way the practical component supports the elements of applied competence. Since DL is viewed as a viable and cost effective way to improve teacher competence in developing countries, these findings serve as impetus for further investigation and refining ways to support applied competence in a distance learning professional development programme (DL PDP).</p>

scholarly journals A Framework for Demonstration Devices Used in Distance-Learning Environments

2021 ◽  
Vol 49 (1) ◽  
pp. 17-21
Author(s):  
Péter Decsi ◽  
Ádám Bors ◽  
Péter Kocsor ◽  
Bálint Vörös ◽  
Barnabás Horváth ◽  
...  
Keyword(s):  
Distance Learning ◽  
Learning Environments ◽  
Rolling Resistance ◽  
Cost Effective ◽  
Theoretical Knowledge ◽  
Laboratory Measurements ◽  
Pilot Projects ◽  
The World ◽  
Distance Learning Environment ◽  
User Friendly

Distance-learning has become widespread around the world. Many training areas such as engineering require the acquisition of practical rather than theoretical knowledge. In this paper, a framework is presented in the form of four pilot projects which is used for practical laboratory measurements in a distance-learning environment. Four demonstration devices consisting of an induction motor drivetrain, a magnetorheological clutch as well as a rolling resistance and an ultrasonicsensor were built and several examples of measurements presented.The system, based on accessible and user-friendly hardware, is cost-effective, simple to program and can be adapted to suit any application.

Role of Open and Distance Learning in Agriculture Education in India

2018 ◽  
pp. 244-256
Author(s):  
Mohinder Kumar Salooja ◽  
Vijayakumar P.
Keyword(s):  
Distance Learning ◽  
Agricultural Education ◽  
Cost Effective ◽  
Agriculture Education ◽  
Education In India ◽  
Open And Distance Learning ◽  
Building Activities ◽  
The Government ◽  
The Right ◽  
The Masses

The Open and Distance Learning (ODL) can be an effective and cost effective tool to reach the masses in imparting the required skills and technical proficiency. The conventional Agricultural education system has not utilized the potential of ODL in a big way for extending the reach of agriculture education and capacity building activities. Some of the challenges in ODL system include: identifying the right type and level of programme, selecting the appropriate pedagogy model, covering of large and diverse clientele group, popularization and recognition of the programmes and linkages with the industry. For successful implementation of the ODL programmes in agriculture, the interventions proposed are synergy between ODL and conventional system to improve GER and bridge the gap between demand and supply, collaboration with different institutions and industry for development and delivery of the programmes, linkage with the government schemes, popularization and recognition of ODL programmes, utilization of modern technologies, etc.

scholarly journals ANALISIS PELAKSANAAN PEMBELAJARAN JARAK JAUH DI SD NEGERI KARANGRENA 03

2020 ◽  
Vol 1 (2) ◽  
Author(s):  
Kurnia Dwi Setyaningsih
Keyword(s):  
Qualitative Research ◽  
Distance Learning ◽  
Learning Motivation ◽  
Time Constraints ◽  
Careful Planning ◽  
Left Behind ◽  
Inhibiting Factors ◽  
Inhibiting Factor ◽  
Group 2 ◽  
Teachers And Parents

This study aims to analyze and describe the implementation of distance learning, as well as determine the supporting and inhibiting factors for the implementation of distance learning at SDN Karangrena 03. This type of research is qualitative research with descriptive methods. Participants in this study were the principal, teachers, and parents or guardians of students. Data were collected by means of observation, interviews and documentation. The results of this study are described as follows: 1) Distance learning at SDN Karangrena 03 is carried out using online and offline methods, the strategy adopted by the teacher is to use technology with PJJ media via Whatsapp group. 2) Supporting factors for the implementation of distance learning, namely teachers prepare careful planning in implementing PJJ, the support of internet facilities from schools, and teachers and parents can use technology for communication without any time constraints. The inhibiting factor for the implementation of distance learning is that most parents cannot always assist students in learning because they have jobs that cannot be left behind, assignments given by the teacher require more explanation, and students' learning motivation decreases.

The Use of Distance Learning in Industry

1986 ◽  
Vol 200 (2) ◽  
pp. 131-137
Author(s):  
K D Stephen
Keyword(s):  
United States ◽  
Distance Learning ◽  
Master's Degree ◽  
Cost Effective ◽  
The United States ◽  
Top Management ◽  
Traditional Methods ◽  
Video Instruction ◽  
Master’S Degree ◽  
The Uk

Industry, universities and polytechnics in the UK are becoming aware of the benefits and extent of use being made of distance learning video courses (DLVCs) by their competitors in other countries. In the United States these courses for engineers, scientists and technical managers are now being distributed for credit towards a master's degree by satellite as well as by cassette. Experience in the UK using cassettes and the tutored video instruction (TVI) methodology has shown that the system, when used sensibly, is very cost effective and has several advantages when compared with traditional methods. Grants are now available in the UK to promote the production and use of DLVCs—but rate of adoption depends partly on the attitudes of top management.

scholarly journals Comparing Professional and Academic Qualifications as a Route to Institutional Curriculum Change

2015 ◽  
Vol 4 (2) ◽  
Author(s):  
Chris Garbett
Keyword(s):  
Distance Learning ◽  
Cost Effective ◽  
Facilities Management ◽  
Web Based ◽  
Professional Qualification ◽  
Academic Qualification ◽  
Professional Body ◽  
British Institute ◽  
The University ◽  
Academic Qualifications

There are many current initiatives concerned with achieving institutional changes to curricula. These include, inter alia, various versions of online learning, distance learning and work-based learning. This paper considers blending academic curricula and qualifications with professional body curricula and qualifications as a possible way of achieving cost-effective curricula change. The author’s home institution currently delivers Academic Qualifications in Facilities Management (FM); a BSc (Hons) and an MSc. The institution also delivers the Professional Qualifications for the relevant professional body, the British Institute of Facilities Management (BIFM), at levels 4, 5 and 6.All qualifications and awards are delivered by web-based distance learning. This paper analyses the content and assessment of the Professional Qualification and compares the Professional Qualification with the equivalent Academic Qualification. Using both quantitative and qualitative analysis the paper finds that the Professional Qualification is more challenging and more rigorous than the Academic Qualification. The expectations of the learners from the professional body are higher than the expectations of the students from the university. The implications of this finding are then considered. Given that the Professional Qualification is more challenging and rigorous, could the institutional curricula be changed so that the Professional Qualification could be integrated into an Academic Qualification, thus opening a vocational route for a degree? The paper concludes with a brief consideration of the financial costs and other implications of such an institutional curricula change.

scholarly journals Distance learning training in genetics and genomics practices for Italian healthcare professionals

2020 ◽  
Vol 30 (Supplement_5) ◽  
Author(s):  
G E Calabrò ◽  
A Mazzaccara ◽  
P Carbone ◽  
D Barbina ◽  
D Guerrera ◽  
...  
Keyword(s):  
Distance Learning ◽  
Healthcare Professionals ◽  
Healthcare Delivery ◽  
Healthcare Providers ◽  
Cost Effective ◽  
Training Problem ◽  
Genetics Research ◽  
Italian Experience ◽  
Case Based Learning ◽  
Set Up

Abstract Background Genomics and related fields are becoming increasingly relevant in healthcare practice. Italy is the first European country with a structured policy of Public Health Genomics and dedicated guidelines that focus on three pillars: Health Technology Assessment of omic applications, promotion of citizens' literacy, and promotion of extensive training for all healthcare stakeholders. In January 2019 we initiated a project funded by the Italian Ministry of Health and entitled 'Capacity building and Citizens-Omics'. Objectives The project is coordinated by the National Institute of Health and is aimed at implementing the “Italian National Plan for innovation of the healthcare system based on omics sciences” published in 2017. Results The project had set-up two distance-learning courses on genetic/genomics: an advanced course for physicians and biologists, and a basic one for the remaining healthcare professionals. The courses focused on genetic/genomic testing in clinical practice, pharmacogenomics and oncogenomic and they were developed according to the main models of andragogical training (Problem-based Learning and Case-based Learning). The courses include audio-video lectures and interactive clinical cases and they will be accessible free of charge for a year (from February 17th 2020). In three weeks, we had 2129 participants (1101 physicians, 1028 biologists) for the advanced course and 10.000 for the basic one. Conclusions Genomic literacy among healthcare professionals is essential to ensure optimal translation to healthcare delivery of research. The distance-learning training in genetic/genomic practices represents an effective method to improve healthcare professionals' knowledge in the immediate and mid-term time scale. Our courses represent the third Italian experience in distance training in omic field. The educational effects related with online courses could potentially be relevant internationally and across a wider range of potential audiences. Key messages In view of the ongoing rapid developments in genetics research it is important that omic literacy among healthcare providers be enhanced to ensure translation to healthcare delivery of research. E-learning training appears to offer a cost-effective and time-efficient method of improving omic knowledge and it could be relevant across a wider range of potential audiences.

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