A Web-based course of lectures in respiratory physiology

2011 ◽  
Vol 35 (3) ◽  
pp. 249-251 ◽  
Author(s):  
John B. West
Keyword(s):  
Graduate Students ◽  
School Curriculum ◽  
Faculty Members ◽  
Respiratory Physiology ◽  
Educational Institutions ◽  
First Year ◽  
Discussion Session ◽  
Web Based ◽  
Practice Of Medicine ◽  
The Web

A complete course of respiratory physiology suitable for first-year medical and graduate students has been placed on the Web for our own students and for other educational institutions. There are several reasons for doing this. The first is that the modern-day student uses a variety of options for acquiring knowledge. These include attending lectures, reading texts, iPod downloads, and surfing the internet. This Web-based course is another option that may be preferable for some students. A second reason is that it is becoming increasingly difficult for some medical schools to find faculty members who are willing and able to teach the principles of respiratory physiology. This is a potentially serious problem because a sound knowledge of respiratory physiology will always be necessary for the intelligent practice of medicine. Schools with limited faculty may find it useful to use these Web-based lectures followed by a discussion session with students. Another reason is that some schools have moved away from systematic lectures to case-based discussions, with the possibility that students will not be exposed to some of the principles of respiratory physiology. The hope is that this comprehensive course of lectures will help students to assimilate this important material as the medical school curriculum continues to expand at a rapid rate.

E-learning and Language and Style in Lancaster

2006 ◽  
Vol 15 (3) ◽  
pp. 234-256 ◽  
Author(s):  
Mick Short
Keyword(s):  
Student Performance ◽  
English Language ◽  
First Year ◽  
Traditional Teaching ◽  
Web Based ◽  
Traditional Lecture ◽  
Student Responses ◽  
Introductory Course ◽  
E Learning ◽  
The Web

This article reports on research conducted in the department of Linguistics and English Language at Lancaster University from 2002 to 2005 on first-year undergraduate student performance in, and reaction to, a web-based introductory course in stylistic analysis. The main focus of this report is a comparison of student responses to the varying ways in which the web-based course was used from year to year. The description of student responses is based on an analysis of end-of-course questionnaires and a comparison of exit grades. In 2002–3, students accessed the first two-thirds of the course in web-based form and the last third through more traditional teaching. In 2003–4 the entire course was accessed in web-based form, and in 2004–5 web-based course workshops were used as part of a combined package which also involved weekly lectures and seminars. Some comparison is also made with student performance in, and responses to, the traditional lecture + seminar form of the course, as typified in the 2001–2 version of the course.

Web-Based Survey of Depression, Anxiety and Stress in First-Year Tertiary Education Students in Hong Kong

2006 ◽  
Vol 40 (9) ◽  
pp. 777-782 ◽  
Author(s):  
Josephine G.W.S. Wong ◽  
Erik P.T. Cheung ◽  
Kitty K.C. Chan ◽  
Kamela K.M. Ma ◽  
Siu Wa Tang
Keyword(s):  
Hong Kong ◽  
Survey Methodology ◽  
Tertiary Education ◽  
First Year ◽  
Prevention Measures ◽  
Education Students ◽  
Web Based ◽  
College Life ◽  
Prevalence Of Depression ◽  
The Web

Objective: The mental health of tertiary education students is an area of increasing concern worldwide. The objective of this study is to examine the prevalence of depression, anxiety and stress in first-year tertiary education students in Hong Kong. Method: Depression, anxiety and stress were measured by the 42-item Depression Anxiety Stress Scales, completed on the web by participating students anonymously. Results: A total of 7915 students completed the survey, yielding a response rate of 27.5%. Depression, anxiety and stress levels of moderate severity or above were found in 21%, 41% and 27% of our respondents, respectively. Conclusions: The web-based survey methodology was well accepted by our sample group of tertiary education students. We found high rates of psychological morbidity in first-year tertiary education students in Hong Kong. The high prevalence of depression, anxiety and stress symptoms in the first year of college life is alarming. It illustrates the need for primary and secondary prevention measures, with development of adequate and appropriate support services for this group.

scholarly journals Impact of a Web-Based Review Quiz on the Learning Outcomes of Dental Hygiene Students in Japan

2020 ◽  
Author(s):  
Hugo Maruyama ◽  
Shikiko Tsukamoto ◽  
Hiromi Toujo ◽  
Takayuki Nambu ◽  
Chiho Mashimo ◽  
...  
Keyword(s):  
Learning Outcomes ◽  
Dental Hygiene ◽  
First Year ◽  
Web Based ◽  
Dental Hygiene Students ◽  
National Examination ◽  
Learning Attitude ◽  
Self Learning ◽  
The Web

Active participation of students is paramount not only for their learning experiences but also for their academic performance. Therefore, various methods have been developed and proven to help students achieve active learning. However, several shortcomings in these methods have been indicated as increasing students’ sense of burden and discomfort, eventually preventing them from benefiting sufficiently. This study aimed to determine the efficiency of a low-load web-based review quiz built by the researchers on Google Forms to enhance students’ reviewing habits and active class participation. Participants in this study were 53 first-year dental hygiene students in a 10-class microbiology course. After each class, all students were given the web-based quiz to prepare for a paper-based review test, which assessed the learning of the content covered in the previous classes. We analyzed the correlations between frequency of participation in the web-based quiz and the average scores of the weekly review tests or the final examination scores. Consequently, voluntary participation in the web-based quiz positively correlated with both short-term and long-term students’ learning outcomes. Through this web-based quiz during the first year of the dental hygiene program, students can develop the “self-learning attitude” needed to pass the national examination.

scholarly journals The Framework for Web-Based Automated Online Question Paper Generator through JEE

2018 ◽  
Vol 7 (3) ◽  
pp. 1415
Author(s):  
Vinayak Hegde ◽  
Lavanya V Rao ◽  
Shivali B S
Keyword(s):  
Web Application ◽  
Large Scale ◽  
Educational Institution ◽  
Faculty Members ◽  
Educational Institutions ◽  
Small Scale ◽  
Web Based ◽  
Educational Institute ◽  
User Friendly ◽  
Word Format

Examinations are an indispensable part of a student’s life. In the conventional mechanism, the question paper generation is time-consuming work for the faculty members of the educational institution. Every educational institute mandatorily expects exam setters to follow its own typesetting format. We have designed the automated question paper setting software to be user-friendly so that, paper setters can overcome from the typographic problem. Presently in most of the educational institutions question papers are set manually. It is time-consuming work and there may be chances of repetition of the same questions. So, in order to make the question paper generation more convenient to use, the web application is developed using Java Enterprise Edition (JEE) that can be accessed from LAN/Intranet.The application comes with the Admin Module and Teachers Module. The Admin grants access to the users by registering them. The faculty can access the system once they are registered. The faculty can enter questions in the database daily as per their free time. In this way, the question pool can be generated. The questions are approved by the chairperson and substandard questions are discarded. The question paper is then generated by selected course experts. The Fisher-Yates Shuffling algorithm used to choose questions randomly from the pool of questions from the database. Text Mining Algorithm aids in duplicity removal from the paper.  The generated question paper will be in Word Format. In our application, we assure better security, removal of duplicity, cost-effectiveness, and human intervention avoidance. It can be used by small-scale and large-scale institutions.  

Data Visualization in Online Educational Research

2020 ◽  
pp. 248-273
Author(s):  
Xue Wen ◽  
Xuan Wang
Keyword(s):  
Graduate Students ◽  
Mixed Methods Research ◽  
Research Study ◽  
Dynamic Visualization ◽  
Web Based ◽  
Significant Research ◽  
Research Findings ◽  
The Public Sphere ◽  
Visualization Techniques ◽  
The Web

This chapter presents a general and practical guideline that is intended to introduce the traditional visualization methods (word clouds), and the advanced visualization methods including interactive visualization (heatmap matrix) and dynamic visualization (dashboard), which can be applied in quantitative, qualitative, and mixed-methods research. This chapter also presents the potentials of each visualization method for assisting researchers in choosing the most appropriate one in the web-based research study. Graduate students, educational researchers, and practitioners can contribute to take strengths from each visual analytical method to enhance the reach of significant research findings into the public sphere. By leveraging the novel visualization techniques used in the web-based research study, while staying true to the analytical methods of research design, graduate students, educational researchers, and practitioners will gain a broader understanding of big data and analytics for data use and representation in the field of education.

Electronic Assessment and Self-Paced Learning on the Web Using a Multiple-Choice Quiz Generator

2000 ◽  
Vol 37 (2) ◽  
pp. 119-125 ◽  
Author(s):  
A. Carbone ◽  
P. Schendzielorz ◽  
J. D. Zakis
Keyword(s):  
Computer Science ◽  
Programming Language ◽  
Multiple Choice ◽  
Educational Assessment ◽  
First Year ◽  
Web Based ◽  
C Programming Language ◽  
Electronic Assessment ◽  
C Programming ◽  
The Web

This paper describes the work of an advanced first-year student in the Department of Computer Science, Monash University, who developed a Web-based multiple-choice quiz. It highlights the unique quiz features, and its use by students and staff. The paper describes how the quiz was incorporated into the first-year computer programming unit, which is based on the C programming language, and presents a conduit of attitudes useful to those who are planning to use the Web as a resource for educational assessment. It also describes some aspects of introduction of the quiz into engineering and Java.

scholarly journals The Efficacy of a Web-Based Logbook in the Monitoring of Educational Activities of Emergency Medicine Residents

2020 ◽  
Vol 19 (2) ◽  
Author(s):  
Ehsan Karimialavijeh ◽  
Javad Seyedhosseini ◽  
Ali Labaf ◽  
Maziar Ashrafi ◽  
Narges Mohammadrezaei
Keyword(s):  
Emergency Medicine ◽  
Faculty Members ◽  
P Value ◽  
Educational Activities ◽  
Web Based ◽  
Significant Difference ◽  
Training Courses ◽  
Training Activities ◽  
Work Shifts ◽  
The Web

Background: Regularly monitoring of educational activities is of undisputed importance in residency training programs. Various educational and training activities can be recorded in a logbook, including giving a lecture, participating in training courses, morning reports, providing particular procedures and skills. Objectives: The current study aimed to compare a newly launched web-based logbook to a paper-based logbook to identify potential strengths and weaknesses. Methods: Emergency medicine residents of postgraduate year 1 (PGY1) and 2 (PGY2) and faculty members participated in the present study. Electronically collected data from February-April 2014 were compared to those of paper logbooks for the same period in the previous year. Furthermore, to evaluate the perspectives of both students and faculty members on the web-based logbook, a survey was implemented. Results: In total 47 residents recorded their activities in the web-based logbook. For the same period in the previous year, logbooks of 40 residents were available. The frequency of work shifts in paper and web-based logbook was 668 and 1020, respectively (P = 0.4). However, a significant difference was observed concerning the work shifts recorded in the logbook and those confirmed by a faculty member [416 (62.3%) in the paper logbook and 945 (92.7%) in the web-based logbook, P value = 0.05]. Also, the frequency of unconfirmed procedures, review of medical cases, morning reports, rotations, and direct observation of procedural skills were significantly lower in the web-based logbook (P value = 0.0001). Based on the results of the survey, 55.55% of faculty members and 66.66% of residents reported the effectiveness of the web-based logbook. Conclusions: This study demonstrated the potential of web-based logbooks to improve recording activities of residents and assisting faculty members to precisely monitor their activities.

Introduction to Online Teaching of Technology-Based Courses

2011 ◽  
pp. 1-31
Author(s):  
Lee Chao
Keyword(s):  
Higher Education ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Education Institution ◽  
Educational Institutions ◽  
The Internet ◽  
Learning Method ◽  
Web Based ◽  
Computer Labs ◽  
The Web

With the improvement of the Internet and computer technologies, online or Web-based teaching has become an important teaching and learning method in educational institutions. In various degrees, online teaching has been implemented in almost every higher education institution. To better understand online teaching systems and how they are related to the book’s main topics, online computer labs for technology-based courses, we will take an overview about online teaching and technology-based courses in this chapter. We will take a look at the strengths and weaknesses of the Web-based teaching (WBT) systems. We will also investigate the roles played by these Web-based teaching systems in teaching technology-based courses. The investigation of these aspects will lead to the discussion to the book’s main topics.

scholarly journals Efficacy and Efficiency of Webcast Orientations Versus Live Resident Orientations: Results of a 2-Year Survey

2010 ◽  
Vol 2 (1) ◽  
pp. 136-140 ◽  
Author(s):  
Kathryn M. Andolsek ◽  
Gwen Murphy ◽  
Sandro Pinheiro ◽  
Emil Petrusa ◽  
Tammy Tuck ◽  
...  
Keyword(s):  
Medical Education ◽  
Learning Curve ◽  
First Year ◽  
Web Based ◽  
Steep Learning Curve ◽  
Blinded Study ◽  
Lecture Format ◽  
Time Required ◽  
Live Lecture ◽  
The Web

Abstract Background Beginning a graduate medical education training program is associated with a steep learning curve for incoming residents. Objective To compare the efficacy and efficiency of live versus webcast formats for Institutional Orientation. Methods This 2-year non-blinded study, with a nonrandomized cohort, compares outcomes for trainees oriented Summer 2005 in a ‘‘live-lecture’’ format with trainees oriented Summer 2006 using a webcast format. Outcomes include posttest success, the time required, presentation quality and utility, and cost. Results In 2005, 249 trainees attended the live orientation. Of the 211 who completed the posttest; 132 (63%) passed it within 3 attempts. Of the 241 trainees in 2006, 236 completed the posttest. Of these, 215 (91%) passed it within 3 attempts. Compared to the live-lecture cohort, the webcast cohort rated the posttest as more difficult. Despite performing better, significantly fewer trainees in the webcast cohort rated the posttest as “appropriate” (χ2 =  5 28.57, df 5 1, P , .001). There were no significant differences between the 2 groups on their perceptions of quality and utility of the presentations. While the first year cost of the webcast exceeded that of live lectures, the amortized cost was nearly identical to the live-lecture costs. Discussion As corroborated by resident comments, the web-based approach was more effective because it provided trainees flexibility regarding when to study, options on how to view the material, and opportunities to review it if needed for mastery. We plan to continue using the webcast strategy, revising the content as needed.

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