A Comparison amongst Face-to-Face, Hybrid, and Partially Online Course Involving a Freshman Database Course

2016 ◽  
Author(s):  
Russell McMahon
Keyword(s):  
Online Course ◽  
Face To Face

scholarly journals Digital Education on Prudent Antibiotic Use—Evaluation of a Massive Open Online Course for General Practitioners in Germany

2020 ◽  
Vol 41 (S1) ◽  
pp. s192-s193
Author(s):  
Florian Salm ◽  
Tobias Kramer ◽  
Cornelius Remschmidt ◽  
Petra Gastmeier ◽  
Sandra Schneider
Keyword(s):  
Antibiotic Therapy ◽  
General Practitioners ◽  
Antibiotic Use ◽  
Background Information ◽  
Online Course ◽  
Massive Open Online ◽  
Questionnaire Response ◽  
Face To Face ◽  
Massive Open Online Course ◽  
Assessment Questionnaire

Background: Antimicrobial resistance is a growing global health problem predominantly driven by overuse of antibiotics. In humans, most antibiotics are used outside the hospital. Overprescribing for acute respiratory infections (ARIs) is common despite clear guidelines. The need for further training of general practitioners is well known. Objective: To develop and evaluate a massive open online course (MOOC) on antibiotic therapy of common infectious diseases in general practice. Methods: A 4-week MOOC was developed on the basis of previous face-to-face trainings (platform, Hasso Plattner Institute for Digital Engineering) and was conducted 3 times between July 10, 2017, and May 31, 2019. The course was promoted through various general practitioner (GP) networks, local multipliers, and conferences and in the local trade press. In addition to epidemiological background information, the focus was on guideline-based diagnostics and treatment of ARI, side effects of antibiotics, correct drug selection, dosage and duration of indicated antibiotic therapy, as well as aspects of doctor–patient communication. Content included videos, self-tests, additional written material, and an optional exam. At the end of the course, participants were asked to complete a voluntary, anonymous online assessment questionnaire (LimeSurveyPro software). Usage data from the MOOC platform and data from the questionnaire were analyzed using IBM SPSS statistical software. Results: In total, 2,177 registered persons retrieved content (= learners). The proportion of learners dropped from 99.6% in week 1 to 40.7% in week 4. However, among those attending week 4, the average proportion of content used was still high (74.5%). Furthermore, 27.5% of learners completed the course, 23.8% took the exam, and 19.7% passed the exam. Moreover, 284 learners answered the assessment questionnaire (response rate, 13.0%); 62.3% were women, and the mean age was 45.9 years. Also, 225 participants (79.2%) stated that they were physicians; 122 of these worked as general practitioners (54.2% of physicians). Among the other physicians, 23% stated were in specialist training and 15.6% had a different specialist designation. The average overall rating of the course was 1.31 (1 = very good to 6 = not sufficient). General practitioners rated it slightly better than other physicians (1.23 vs 1.41). The clinical relevance was rated at 1.27 (GPs vs other physicians, 1.18 vs 1.35). For all scores, see Table 1. Conclusions: A massive open online course appears to be an appropriate format in which to deliver clinical relevant content concerning prudent antibiotic use in the outpatient setting. It is a good complement to existing face-to-face formats and helps to cover needs related to antibiotic training.Funding: NoneDisclosures: None

scholarly journals Development, Implementation, and Initial Participant Feedback of an Online Anatomy and Radiology Contouring Bootcamp in Radiation Oncology

2021 ◽  
Vol 8 ◽  
pp. 238212052110377
Author(s):  
Paige Eansor ◽  
Madeleine E. Norris ◽  
Leah A. D’Souza ◽  
Glenn S. Bauman ◽  
Zahra Kassam ◽  
...  
Keyword(s):  
Learning Environment ◽  
Radiation Oncology ◽  
Medical Physics ◽  
Course Completion ◽  
Online Course ◽  
Design Development ◽  
Subject Knowledge ◽  
Course Content ◽  
Face To Face ◽  
The Creation

BACKGROUND The Anatomy and Radiology Contouring (ARC) Bootcamp was a face-to-face (F2F) course designed to ensure radiation oncology residents were equipped with the knowledge and skillset to use radiation therapy techniques properly. The ARC Bootcamp was proven to be a useful educational intervention for improving learners’ knowledge of anatomy and radiology and contouring ability. An online version of the course was created to increase accessibility to the ARC Bootcamp and provide a flexible, self-paced learning environment. This study aimed to describe the instructional design model used to create the online offering and report participants’ motivation to enroll in the course and the online ARC Bootcamp's strengths and improvement areas. METHODS The creation of the online course followed the analysis, design, development, implementation, and evaluation (ADDIE) framework. The course was structured in a linear progression of locked modules consisting of radiology and contouring lectures, anatomy labs, and integrated evaluations. RESULTS The online course launched on the platform Teachable in November 2019, and by January 2021, 140 participants had enrolled in the course, with 27 participants completing all course components. The course had broad geographic participation with learners from 19 different countries. Of the participants enrolled, 34% were female, and most were radiation oncology residents (56%), followed by other programs (24%), such as medical physics residents or medical students. The primary motivator for participants to enroll was to improve their subject knowledge/skill (44%). The most common strength identified by participants was the course's quality (41%), and the most common improvement area was to incorporate more course content (41%). CONCLUSIONS The creation of the online ARC Bootcamp using the ADDIE framework was feasible. The course is accessible to diverse geographic regions and programs and provides a flexible learning environment; however, the course completion rate was low. Participants’ feedback regarding their experiences will inform future offerings of the online course.

scholarly journals 1081 'Making the Leap’ To ST3 Plastic Surgery: An Interactive Online Course, In Response To COVID-19

2021 ◽  
Vol 108 (Supplement_6) ◽  
Author(s):  
S H Teoh ◽  
S Majumder
Keyword(s):  
Small Group ◽  
Plastic Surgery ◽  
Video Conferencing ◽  
Online Course ◽  
Face To Face ◽  
The Uk ◽  
Small Group Tutorial ◽  
Learning Points ◽  
Difficult Transition

Abstract Aim The ‘Making the Leap’ interactive online course (MTL) was specifically designed to be delivered during the COVID-19 restrictions. This course aimed to facilitate the difficult transition from CT to ST3 in Plastic Surgery. Method The courses consisted of interactive small-group tutorials, each conducted over 2 days, via Zoom, covering 12 plastic surgery core topics in 8 tutorials. The course was attended by 43 delegates from across the UK and abroad. The tutorials were delivered by 27 plastic surgery consultants. Anonymous feedback was collected from both delegates and faculty. Results The overall feedback from delegates were unanimously positive; 100% of the delegates stated that ‘they would recommend the course to a colleague’. All faculty and delegates agreed the use of video conferencing and small group tutorial to be either ‘very’ or ‘extremely’ suitable for an interactive virtual course like MTL. 98% of delegates thought the course has made them feel more prepared to be a registrar, and 69% of delegates preferred an online interactive course instead of the traditional face-to-face method, for non-practical based courses. Conclusions COVID-19 necessitated delivering ‘Making the Leap” as a Zoom course. However, the feedback clearly demonstrated the need for such a course, and the suitability of the format. We discuss the challenges and learning points from our experience delivering successful interactive courses via Zoom.

scholarly journals Conceptualising a visual representation model for MOOC-based blended learning designs

2019 ◽  
pp. 1-26 ◽  
Author(s):  
Laia Albó ◽  
Davinia Hernández-Leo
Keyword(s):  
Blended Learning ◽  
Visual Learning ◽  
Online Course ◽  
Learning Design ◽  
Design Elements ◽  
Face To Face ◽  
Massive Open Online Course ◽  
Design Representation ◽  
Representation Model ◽  
Fostering Reflection

This article reports on a study about how massive open online course (MOOC)-based blended learning designs can be visually represented to facilitate their comprehension and sharing. We carried out an iterative co-creation process with different stakeholders to conceptualise a visual learning design representation model within the context of blending MOOCs with face-to-face courses. The data analysed was derived from questionnaires and the generated representations. Results indicate that the representation enabled educators to easily visualise the overall structure of the learning designs and the relationships between the different design elements, providing a context for fostering reflection and decision-making during the planning of MOOC-based blended learning designs.

Persistence in Distance Education: A Study Case Using Bayesian Network to Understand Retention

2017 ◽  
Vol 15 (4) ◽  
pp. 61-78 ◽  
Author(s):  
Marianne Kogut Eliasquevici ◽  
Marcos César da Rocha Seruffo ◽  
Sônia Nazaré Fernandes Resque
Keyword(s):  
Student Retention ◽  
Graphical Model ◽  
Methodological Approach ◽  
Theoretical Background ◽  
Student Attrition ◽  
Composite Model ◽  
Online Course ◽  
Internal Factors ◽  
Face To Face ◽  
Study Case

This article presents a study on the variables promoting student retention in distance undergraduate courses at Federal University of Pará, aiming to help school managers minimize student attrition and maximize retention until graduation. The theoretical background is based on Rovai's Composite Model and the methodological approach is conditional probability analysis using the Bayesian Networks graphical model. Network modeling has shown that among internal factors after admission to the course (as defined in the Composite Model) face-to-face tutorial sessions need to be better planned and executed, learning materials are still not adequate to online course specificities and the support structure needs to be remodeled.

Creating and Using Multiple Media in an Online Course

2011 ◽  
pp. 1923-1938
Author(s):  
Maurice W. Wright
Keyword(s):  
Electronic Mail ◽  
Online Course ◽  
Web Pages ◽  
Online Delivery ◽  
Musical Sound ◽  
Face To Face ◽  
Challenges And Opportunities ◽  
History Of ◽  
Multiple Media ◽  
Online Format

The adaptation of a traditional, face-to-face course to an online format presents both challenges and opportunities. A face-to-face fundamentals course treating the science of musical sound and the methods used to code and transform musical sound using digital computers was adapted for online delivery. The history of the course and the composition of its audience are discussed, as are the decisions to create movies, web pages, electronic mail, and a paper textbook for the course. Practical choices for technology, which reflect the conflicting benefits of choosing simple versus more sophisticated technology, are outlined and the reactions of the students to these choices are discussed. An anecdotal comparison between an online and a face-to-face course section is offered, along with ideas for future development.

Collaboration in Online Communications

2011 ◽  
pp. 264-268 ◽  
Author(s):  
Albert L. Ingram ◽  
Lesley G. Hathorn
Keyword(s):  
Teaching Methods ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Online Course ◽  
Online Teaching And Learning ◽  
Face To Face ◽  
Online Communications ◽  
Clear Idea ◽  
Distance Courses

Collaboration and cooperation have become firmly established as teaching methods in face-to-face classes (e.g., Johnson, Johnson, & Smith, 1998). They are also rapidly becoming widespread in online teaching and learning in both hybrid (mixed traditional and online) course and distance courses. The methods are likely to be most effective if they are firmly grounded in how people actually work together. Some groups collaborate more successfully than others. Frequently, instructors may place students into groups in the expectation that they will collaborate without a clear idea of what collaboration is or how to recognize and encourage it. We must define what we mean by the terms, both so that we can use the techniques successfully and so that we can research them accurately.

Collaboration in Online Communications

2011 ◽  
pp. 314-318 ◽  
Author(s):  
Albert L. Ingram ◽  
Lesley G. Hathorn
Keyword(s):  
Teaching Methods ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Accurate Solution ◽  
Online Course ◽  
Online Teaching And Learning ◽  
Face To Face ◽  
Online Communications ◽  
Clear Idea ◽  
Distance Courses

Collaboration and cooperation have become firmly established as teaching methods in face-to-face classes (e.g., Johnson, Johnson, & Smith, 1998). They are also rapidly becoming widespread in online teaching and learning in both hybrid (mixed traditional and online) course and distance courses. The methods are likely to be most effective if they are firmly grounded in how people actually work together. Some groups collaborate more successfully than others. Frequently, instructors may place students into groups in the expectation that they will collaborate without a clear idea of what collaboration is or how to recognize and encourage it. We must define what we mean by the terms, both so that we can use the techniques successfully and so that we can research them accurately. In addition, we must distinguish between groups in which people act independently from those who act collaboratively. As Surowiecki (2004) has pointed out, when all the results are aggregated, a large number of people acting independently may give a more accurate solution to a problem than an expert. Interdependent groups may often produce results inferior to the results obtained by their best-performing members or may be affected by a “groupthink” mentality.

The Importance of Social Presence and Strategies for Incorporating It Into an Online Course

2020 ◽  
pp. 107-122
Author(s):  
Joshua Elliott
Keyword(s):  
Online Learning ◽  
Learning Environments ◽  
Social Presence ◽  
Course Delivery ◽  
Online Course ◽  
Online Learning Environments ◽  
Face To Face ◽  
Online Interactions

As with any mode of course delivery, there are both positives and negatives to online learning. There are the commonly cited positive features of online learning like the removal of geographic restrictions and scheduling barriers. Limitations may include unfamiliarity for those new to online learning and misunderstandings resulting from the transition from primarily face-to-face interactions to only online interactions. One of the nice things about online learning environments is that many of the possible drawbacks can be countered turning them into strength. Building a strong social presence in an online course can help with this. This chapter discusses three categories of strategies for building a social presence; ice breakers, netiquette activities, and discussion activities.

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