Postgraduate training in health education/promotion: the demand from potential students for distance learning

1995 ◽  
Vol 54 (2) ◽  
pp. 163-175 ◽  
Author(s):  
Gellisse Bagnall
Keyword(s):  
Distance Learning ◽  
Health Education ◽  
Postgraduate Training ◽  
Support Systems ◽  
Student Support ◽  
Perceived Benefits ◽  
Learning Materials ◽  
Flexible Approach ◽  
Professional Study ◽  
Employer Support

This paper reports the findings from a survey on the demand among health education/promotion specialists for postgraduate professional study at Diploma or Masters level by distance learning methods. The purpose of the survey was to clarify perceived benefits and disadvantages of this flexible approach to study, along with information about appropriate structure and content of distance learning materials, student support systems, access to resources and predicted employer support. The results suggest that potential students among health education/promotion specialists throughout Scotland strongly favour the introduction of distance learning, with the need to negotiate adequate support (from employers) for such study being clearly recognised.

Digitizing distance learning materials: Measuring students’ readiness and intended challenges

2020 ◽  
Vol 25 (4) ◽  
pp. 2987-3002
Author(s):  
Emmanuel Arthur-Nyarko ◽  
Douglas Darko Agyei ◽  
Justice Kofi Armah
Keyword(s):  
Distance Learning ◽  
Learning Materials

scholarly journals Forms to improve the quality of postgraduate training of ophthalmologists

2021 ◽  
Vol 9 (2) ◽  
pp. 29-31
Author(s):  
S.O. Rykov ◽  
O.V. Tumanova ◽  
O.V. Petrenko ◽  
S.I. Kosuba
Keyword(s):  
Distance Learning ◽  
Postgraduate Training ◽  
Cognitive Activity ◽  
Postgraduate Education ◽  
Clinical Analysis ◽  
Educational Process ◽  
Professional Activities ◽  
Gradual Introduction ◽  
Transfer Of Information ◽  
Independent Work

The main direction of improving the process of professional development of doctors at the stage of postgraduate training is the gradual introduction of modern forms of education. Internship is the first step to independent work of a doctor, so it is important from this stage to direct the efforts of a young specialist to self-improvement. Traditional methods of training interns are primarily aimed at obtaining and deepening knowledge through the transfer of information with subsequent implementation in specific professional activities with recognized algorithms. However, this method of teaching does not contribute to the development of independent cognitive activity of young colleagues, although it is on this postulate the concept of distance learning is based as a new form of postgraduate education. The article characterizes the modern system of training of interns-ophthalmologists. The use of distance learning, clinical analysis of patients’ data, stage test control, situational tasks in the educational process is substantiated. Wishes are expressed to improve the organization of the internship in ophthalmology.

Be a peach

2002 ◽  
Vol 23 (1) ◽  
pp. 18-22
Author(s):  
Pat F. Booth
Keyword(s):  
Distance Learning ◽  
Editorial Staff ◽  
Learning Materials ◽  
Technical Writers ◽  
Publishing Houses ◽  
Different Levels

Training in indexing can be provided for different groups of people and at different levels of complexity: freelance indexers (the beginners, the newly qualified, the experienced), technical writers, and editorial staff in publishing houses. Delivery can take place through attendance-based courses and events, and through distance-learning materials (print and electronic); all forms need to be supplemented by private study.

Instructional Delivery and Learning Outcomes in Distance Learning

2011 ◽  
pp. 1117-1122
Author(s):  
Bosede Aworuwa ◽  
Robert Owen
Keyword(s):  
Distance Learning ◽  
Learning Outcomes ◽  
Instructional Delivery ◽  
Learning Activities ◽  
Community Center ◽  
Learning Materials ◽  
Large Measure ◽  
Wide Range ◽  
Technological Tools ◽  
Learner Interactions

Distance learning describes a wide range of instructional-learning activities, instructional delivery modalities, and learner interactions characterized by some distance between the teacher and the learner, and mediated by a variety of technological tools (Schlosser & Simonson, 2002; Tiene & Ingram, 2001). Learners can interact with instruction at any time and in any place, such as the workplace, school, a community center, or in their homes (Presby, 2004; Simonson, Smaldino, Albright & Zvacek, 2003). The tools available for the delivery and access of learning materials contribute in large measure to the kind of experiences that learners have with distance learning.

Implementing Learning Support Systems

2011 ◽  
pp. 1125-1133
Author(s):  
J. Bernardes ◽  
J. O’Donoghue
Keyword(s):  
Information Technology ◽  
Educational Technology ◽  
Distance Learning ◽  
Support Systems ◽  
Type Material ◽  
The Internet ◽  
Learning Support ◽  
Good Teaching ◽  
Effective Learning ◽  
Academic Professions

Kearsley (1998) writes that “technology is often seen as a quick fix, a siren song,” and warns that “educational technology is a distraction … from what matters most— effective learning and good teaching.” The approach taken often seems more in the vein of entertainment than education, with television-type material creating an expectation of how information will be presented; the linkup of the Internet and television through streamed video may just exacerbate this. It is our view that information technology (IT) is unlikely to create empty institutions delivering distance learning, but is more likely to create distanceless learning, which is actually more accessible to all potential students. What this implies, and few in the academic professions yet understand properly, is that the whole business of delivering teaching is likely to be transformed in a way that has not happened for generations. While it is possible to develop IT-based approaches that, to some extent, mirror traditional methods of remote learning by isolated individuals and which has little or nothing to do with lifelong experiences or expertise, most academics will find themselves forced to confront very basic questions about what it is that they are trying to achieve and how they might best go about achieving those desired outcomes.

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