Using Online Distance Learning to Raise Metocean Awareness Amongst Engineering Users

This paper describes why and how the authors have developed an online distance learning package specifically designed with the objective of raising awareness of Metocean amongst Shell’s discipline engineers around the world. Metocean technology is applied across the oil and gas business in design, operational planning and in everyday operations. It has a significant high value impact. Changes in the working and business environment have highlighted a clear need to raise awareness amongst users of Metocean technology — both for the business and for individual competence development. The disciplines identified are project management, structures, floaters, pipelines, subsea, drilling, operations, civil, geomatics and seismic. The paper explores ways to raise this awareness, leading to the choice of a tailored online distance learning course. It describes its design and development, and the incorporation of a number of learning innovations. It also presents the feedback both from line managers and participants on the course, and identifies lessons learnt and areas for improvement. The paper concludes with suggestions for the future and how others can develop bespoke awareness programmes most effectively to add value to their businesses. The significance of this paper is that it focuses on how best to communicate Metocean technology to a broad range of users, and it describes how various online distance learning techniques and innovations were tailored to achieve this. Not only do participants learn about Metocean principles and conditions around the world, but also they select their own business related course assignment. The course design encourages interaction and sharing amongst participants, and includes a variety of case studies and peer reviews. Amongst participants, the course has received high completion, satisfaction and business value scores.

Online Nurse Education

Encyclopedia of Healthcare Information Systems ◽

10.4018/978-1-59904-889-5.ch127 ◽

2008 ◽

pp. 1024-1031

Author(s):

Jane Klobas ◽

Ciro Sementina ◽

Stefano Renzi

Keyword(s):

Online Learning ◽

Distance Learning ◽

Course Design ◽

Online Collaboration ◽

Online Course ◽

Market Segments ◽

Wide Scale ◽

Online Distance ◽

Collaborative Activities

In many countries, healthcare professionals are required to participate annually in compulsory continuing medical education (CME). The effort involved in providing wide-scale training led the Italian Ministry of Health to support pilot courses using online distance learning. This article reports the results of a short survey which aimed to gauge the potential of online CME for nurses in Italy. Most of the 152 respondents, all of whom had completed an online course, supported the inclusion of some form of collaborative learning. Three possible market segments for online learning emerged from the study: nurses who prefer to study alone, those who would appreciate collaborative activities well-integrated into course design, and those who would prefer courses that include online collaboration of any kind. The authors conclude that online learning is a suitable mode for enabling participation in CME for accreditation, but caution that further research is required to confirm that the preferences of nurses who have experienced online distance learning are shared by those who have not.

Motivation, Volition, and Engagement in Online Distance Learning - Advances in Mobile and Distance Learning ◽

Foundations of Motivational Research and Design in Online Distance Learning

10.4018/978-1-7998-7681-6.ch003 ◽

2021 ◽

pp. 68-76

Author(s):

John M. Keller ◽

Hasan Ucar ◽

Alper Tolga Kumtepe

Keyword(s):

Distance Learning ◽

Online Instruction ◽

Course Design ◽

Teaching Process ◽

Traditional Course ◽

And Performance ◽

Online Distance ◽

Research And Design

An effective and efficient teaching process in online distance learning requires more than just implementing a traditional course design and delivery process that typically focuses on organizing and sequencing content. These are necessary components of a well-designed course and might sometimes be sufficient for success, but only if students want to learn the content and if the course is not implemented in a way that kills their motivation. This can be a serious problem in online instruction, especially with self-instructional courses where it might be assumed that students will be motivated to succeed simply because they have enrolled in the course. Within this context, the aim of this chapter is to provide a framework and foundation for theoretical and applied papers dealing with motivation and performance in online distance learning.

Google Classroom as Perceived by Educators: An Overview

Malaysian Journal of Social Sciences and Humanities (MJSSH) ◽

10.47405/mjssh.v6i7.867 ◽

2021 ◽

Vol 6 (7) ◽

pp. 360-369

Author(s):

Mohamad Syafiq Ya Shak ◽

Mohd Haniff Mohd Tahir ◽

Airil Haimi Mohd Adnan ◽

N Shushma Devi Piaralal ◽

Dianna Suzieanna Mohamad Shah

Keyword(s):

Distance Learning ◽

Management System ◽

Teaching And Learning ◽

Learning Management System ◽

General Educators ◽

Positive Perception ◽

The Past ◽

The World ◽

Learning Management System (LMS) is gaining prominence in how education is delivered today due to the increased popularity of remote and online distance learning and the unimaginable COVID-19 pandemic that stuns the world. One of the more popular LMSs in the world is Google Classroom (GC). Due to its popularity, it is essential for the perception of its users particularly educators to be gauged as it is believed that their perception could determine what they do in their teaching and learning sessions. This paper reviewed eleven selected past studies about educators’ perception on the use of GC. The content of these studies was analyzed and coded into themes and specific categories by using the Atlas.ti Software. In general, educators seem to hold a positive perception on the use of GC with their students. However, some reservations about the use of GC have also been expressed. Several recommendations about how GC could be improved were also offered by the participants in the studies. The gaps in the past studies might provide some ideas on how the educators’ perception of GC could be better ascertained in future.

Collaborating Digital and Social Media For Teaching Science And Arabic in Higher Education Learning Process During COVID-19 Pandemic

Ijaz Arabi Journal of Arabic Learning ◽

10.18860/ijazarabi.v4i1.10793 ◽

2020 ◽

Vol 4 (1) ◽

Author(s):

Leon Abdillah

Keyword(s):

Higher Education ◽

Information Technology ◽

Distance Learning ◽

Enterprise Resource Planning ◽

Resource Planning ◽

Learning Activities ◽

Work From Home ◽

The World ◽

Globalization does not only involve the spread of massive information technology throughout the world. In the early 2020s the world also experienced a global pandemic COVID-19 which plagues almost all countries in the world. COVID-19 forces learning activities di higher education level to be carried out with social distancing concepts. Online learning can be done using a number of popular information technology applications. The study involved college students from the faculty of computer science and engineering. They took courses on enterprise resource planning, human-computer interaction, and research methods. The results showed that COVID-19 did not impede learning activities. A number of social technologies such as Dropbox, Facebook, Google Forms, Moodle, WhatsApp, WordPress, YouTube, and Zoom have seen a surge in usage to support distance learning activities during the COVID-19 pandemic. With online distance learning mode, all learning activities can be done with the concept of work from home.

Exploring the Experiences of Postgraduate Students in the Field of Special Education with Remote Online Teaching Amid COVID-19 Pandemic: A Mixed Methods Study

Journal of Educational and Social Research ◽

10.36941/jesr-2021-0121 ◽

2021 ◽

Vol 11 (5) ◽

pp. 237

Author(s):

Alyaa Hemdi

Keyword(s):

Special Education ◽

Online Learning ◽

Mixed Methods ◽

Distance Learning ◽

World Health ◽

Postgraduate Students ◽

Study Results ◽

The World ◽

The spread of COVID-19 has had a significant impact on many parts of life, including education. Instructors, students, and institutions across the world were forced to close their doors and shift to online distance learning in accordance with the World Health Organization (WHO) recommendation for social distancing. This study aims to explore the experience (challenges and benefits) of Saudi postgraduate students in the field of special education relating to the sudden shift to online distance learning during the COVID-19 pandemic. An embedded mixed methods design with a great emphasis placed on the qualitative strand, while the quantitative strand took a secondary role. Online learning readiness was assessed using a scale with (n=37) postgraduate students, then interviews were conducted with (n=9) postgraduate students. Postgraduate students in the Kingdom Saudi Arabia were found to have a high level of readiness and were highly confident and highly motivated for online learning during the pandemic. The most frequently mentioned challenges found in this study included technical difficulties. It was also found that despite the challenges faced by the students, they still preferred virtual classes over traditional face-to-face lectures, as they are flexible and convenient. Study results lead to a better understanding of postgraduate students’ adaptation to online learning in emergency situations. Additional improvements including refining the difficulties, strengthening the current advantages, and listening to students’ experiences and suggestions would lead to more successful remote teaching in the future. Received: 12 July 2021 / Accepted: 20 August 2021 / Published: 5 September 2021

Blended Learning: Understanding the Middle Ground between Traditional Classroom and Fully Online Instruction

Journal of Educational Technology Systems ◽

10.2190/67fx-b7p8-pyux-tdup ◽

2005 ◽

Vol 34 (1) ◽

pp. 33-55 ◽

Cited By ~ 36

Author(s):

Jan Welker ◽

Lisa Berardino

Keyword(s):

New York ◽

Distance Learning ◽

Blended Learning ◽

Course Design ◽

Traditional Classroom ◽

Design Quality ◽

Face To Face Learning ◽

Institute Of Technology ◽

Blended learning is any combined use of electronic learning tools that supplement but do not replace face-to-face learning. This article is about how two researchers are trying to comfortably and logically place blended learning somewhere in the middle of two extremes—traditional classroom at one end and fully online distance learning at the other end. Twenty-two faculty and 38 students at the State University of New York Institute of Technology (SUNYIT) responded to a survey on perceptions held about blended learning. Responses from faculty revealed enrollment as a major factor in the increased use of this course design; quality of assignments and course grades that are as good or better; and courses that are producing improved writing and discussions. While the design is easy to use, faculty reported more work on their part and some loss of traditional classroom dynamics. Students reported flexibility, convenience, and independence as advantages, along with confusion, reduced social interaction, and more work as disadvantages. However, there appears to be a net economic gain for students as tuition and financial aid remain unchanged while expenditure in time and travel are reduced. Course management technology and course design recommendations are provided for faculty consideration. The boundaries between traditional classroom instruction and fully online distance learning are blurring. As course design moves more toward a fully online look-alike, expectations for a smoothly operating course will be higher for both faculty and students.