scholarly journals The de.NBI / ELIXIR-DE training platform - Bioinformatics training in Germany and across Europe within ELIXIR

F1000Research ◽  
2020 ◽  
Vol 8 ◽  
pp. 1877
Author(s):  
Daniel Wibberg ◽  
Bérénice Batut ◽  
Peter Belmann ◽  
Jochen Blom ◽  
Frank Oliver Glöckner ◽  
...  
Keyword(s):  
Training Program ◽  
Life Sciences ◽  
Learning Material ◽  
Ministry Of Education ◽  
Face To Face ◽  
E Learning ◽  
Training Courses ◽  
Group 3 ◽  
Training Activities ◽  
Bioinformatics Community

The German Network for Bioinformatics Infrastructure (de.NBI) is a national and academic infrastructure funded by the German Federal Ministry of Education and Research (BMBF). The de.NBI provides (i) service, (ii) training, and (iii) cloud computing to users in life sciences research and biomedicine in Germany and Europe and (iv) fosters the cooperation of the German bioinformatics community with international network structures. The de.NBI members also run the German node (ELIXIR-DE) within the European ELIXIR infrastructure. The de.NBI / ELIXIR-DE training platform, also known as special interest group 3 (SIG 3) ‘Training & Education’, coordinates the bioinformatics training of de.NBI and the German ELIXIR node. The network provides a high-quality, coherent, timely, and impactful training program across its eight service centers. Life scientists learn how to handle and analyze biological big data more effectively by applying tools, standards and compute services provided by de.NBI. Since 2015, more than 300 training courses were carried out with about 6,000 participants and these courses received recommendation rates of almost 90% (status as of July 2020). In addition to face-to-face training courses, online training was introduced on the de.NBI website in 2016 and guidelines for the preparation of e-learning material were established in 2018. In 2016, ELIXIR-DE joined the ELIXIR training platform. Here, the de.NBI / ELIXIR-DE training platform collaborates with ELIXIR in training activities, advertising training courses via TeSS and discussions on the exchange of data for training events essential for quality assessment on both the technical and administrative levels. The de.NBI training program trained thousands of scientists from Germany and beyond in many different areas of bioinformatics.

scholarly journals The de.NBI / ELIXIR-DE training platform - Bioinformatics training in Germany and across Europe within ELIXIR

F1000Research ◽  
2019 ◽  
Vol 8 ◽  
pp. 1877
Author(s):  
Daniel Wibberg ◽  
Bérénice Batut ◽  
Peter Belmann ◽  
Jochen Blom ◽  
Frank Oliver Glöckner ◽  
...  
Keyword(s):  
Training Program ◽  
Life Sciences ◽  
Learning Material ◽  
Ministry Of Education ◽  
Face To Face ◽  
E Learning ◽  
Training Courses ◽  
Group 3 ◽  
Training Activities ◽  
Bioinformatics Community

The German Network for Bioinformatics Infrastructure (de.NBI) is a national and academic infrastructure funded by the German Federal Ministry of Education and Research (BMBF). The de.NBI provides (i) service, (ii) training, and (iii) cloud computing to users in life sciences research and biomedicine in Germany and Europe and (iv) fosters the cooperation of the German bioinformatics community with international network structures. The de.NBI members also run the German node (ELIXIR-DE) within the European ELIXIR network. The de.NBI / ELIXIR-DE training platform, also known as special interest group 3 (SIG 3) ‘Training & Education’, coordinates the bioinformatics training of de.NBI and the German ELIXIR node. The network provides a high-quality, coherent, timely, and impactful training program across its eight service centers. Life scientists learn how to handle and analyze biological big data more effectively by applying tools, standards and compute services provided by de.NBI. Since 2015, more than 250 training courses were carried out with more than 5,200 participants and these courses received recommendation rates of almost 90% (status as of October 2019). In addition to face-to-face training courses, online training was introduced on the de.NBI website in 2016 and guidelines for the preparation of e-learning material were established in 2018. In 2016, ELIXIR-DE joined the ELIXIR training platform. Here, the de.NBI / ELIXIR-DE training platform collaborates with ELIXIR in training activities, advertising training courses via TeSS and discussions on the exchange of data for training events essential for quality assessment on both the technical and administrative levels. The de.NBI training program trained thousands of scientists from Germany and beyond in many different areas of bioinformatics.

scholarly journals Pandemic-Triggered Online Teaching in Romania. A Language Teacher’s Perspective

2021 ◽  
Vol 13 (2) ◽  
pp. 21-36
Author(s):  
Enikő Tankó
Keyword(s):  
Online Teaching ◽  
Age Groups ◽  
Social Background ◽  
Ministry Of Education ◽  
Face To Face ◽  
Language Classes ◽  
E Learning ◽  
Training Courses ◽  
Digital Language ◽  
Teacher's Perspective

Abstract With the restrictions caused by the pandemic, schools closed and classes went online in the spring of 2020. Suddenly, teachers found themselves in unexpected situations they had to deal with. With limited IT skills and no training courses offered by the Ministry of Education guiding them into the world of Google Classroom, Meet, or Zoom, teachers all over Romania had to cope with e-learning somehow. In the present study, I propose to investigate some of the positive and negative aspects of going online, to compare digital language classes involving different age groups (pupils of elementary schools or middle schools vs university students), as well as the diverse social background which influenced online learning to a large extent. I also intend to look at teaching different language skills: is there any relevant change in this respect as opposed to teaching face-to-face?

Comprehensive E-Learning Appraisal System

2019 ◽  
pp. 289-304
Author(s):  
Jose Luis Monroy Anton ◽  
Juan Vicente Izquierdo Soriano ◽  
Maria Isabel Asensio Martinez ◽  
Felix Buendia Garcia
Keyword(s):  
Health Professionals ◽  
Online Courses ◽  
Technological Development ◽  
Healthcare Sector ◽  
Appraisal System ◽  
Virtual Training ◽  
Face To Face ◽  
E Learning ◽  
Training Courses

The healthcare sector in the 21st century presents a big technological development. All fields of medicine are deepening their knowledge, which increases the volume of material that must be handled by professionals in each specialty. This large volume of material should be taken into account by health professionals, because it contributes to a better quality of care. The traditional way of teaching has been face-to-face classes; however, with rising technologies, virtual training via computers and virtual teachers are being implemented in some institutions. This change in the way of teaching also leads to changes in how to assess the knowledge gained through this method of learning. The aim of this chapter is to provide a small analysis of online training courses for health professionals, and deepen into an appraisal system developed to integrate different complementary variables, and how they can be implemented as a method addressed to assess online courses in a more comprehensive way.

scholarly journals E-LEARNING TRAINING ACTIVITIES FOR LECTURERS

2021 ◽  
Vol 1 (1) ◽  
pp. 20-23
Author(s):  
Dabella Yunia
Keyword(s):  
Training Program ◽  
Teaching And Learning ◽  
Learning Activities ◽  
Campus Environment ◽  
E Learning ◽  
Learning Platforms ◽  
Training Activities

This E-Learning workshop aims to improve lecturers' mastery in utilizing one of the E-Learning platforms, namely Edmodo. This is done as a means for lecturers to carry out teaching and learning activities without being limited by time and place. From the whole series of activities in this training program, several conclusions can be drawn that Edmodo can be used as an alternative to E-Learning learning media that is easy to use and apply to the campus environment.

The Role of School Principals in Applying E-Learning from Teachers Point of View of Government School at Ajloun Directorate: دور مديري المدارس في توظيف التعليم الإلكتروني من وجهة نظر معلمي المدارس الحكومية في محافظة عجلون في الأردن

2021 ◽  
Vol 5 (40) ◽  
pp. 17-1
Author(s):  
Abdel-Razaq Sliman Bakheet Al-Sharee Abdel-Razaq Sliman Bakheet Al-Sharee
Keyword(s):  
School Principals ◽  
Training Needs ◽  
Point Of View ◽  
Ministry Of Education ◽  
Government School ◽  
Male And Female ◽  
E Learning ◽  
Training Courses ◽  
Descriptive Approach

This Study aimed to identify The Role of School Principals in Applying E-Learning from Teachers Point of View of Government School at Ajloun Directorate, the researcher used the Descriptive approach, to collect data Questioner used, which consisted (24) paragraph divided to (3) sectors, it was distributed to a stratified cluster random sample (340) Female and male, the result of SPSS analysis shown that the Role of School Principals in Applying E-Learning from Teachers Point of View of Government School at Ajloun Directorate, was moderate with average (3.15) the sector of (training needs of teacher) was moderate with average (3.63), the sector of " infrastructure readiness" was moderate with average (3.43) finally the sector of " disseminating the culture of E-Learning" was low with average (2.39) , The finding also showed there was no statistically significant differences at (α≥0.05) refers to teachers sex (male and female) in addition there were statistically significant differences between the principals years of experience in favor of (9 years and more). The researcher recommended that Ministry of Education have to provide training courses for principals and teachers in the field of E-learning.

scholarly journals Evaluation of an E-Learning Training Program to Support Implementation of a Group-Based, Theory-Driven, Self-Management Intervention For Osteoarthritis and Low-Back Pain: Pre-Post Study (Preprint)

2018 ◽  
Author(s):  
Deirdre A Hurley ◽  
Alison Keogh ◽  
Danielle Mc Ardle ◽  
Amanda M Hall ◽  
Helen Richmond ◽  
...  
Keyword(s):  
Primary Care ◽  
Training Program ◽  
Communication Strategies ◽  
Self Determination Theory ◽  
Interquartile Range ◽  
Self Determination ◽  
Self Management ◽  
Low Back ◽  
Face To Face ◽  
E Learning

BACKGROUND By adaptation of the face-to-face physiotherapist-training program previously used in the Self-management of Osteoarthritis and Low back pain through Activity and Skills (SOLAS) feasibility trial, an asynchronous, interactive, Web-based, e-learning training program (E-SOLAS) underpinned by behavior and learning theories was developed. OBJECTIVE This study investigated the effect of the E-SOLAS training program on relevant outcomes of effective training and implementation. METHODS Thirteen physiotherapists from across Ireland were trained via E-SOLAS by using mixed methods, and seven physiotherapists progressed to implementation of the 6-week group-based SOLAS intervention. The effectiveness of E-SOLAS was evaluated using the Kirkpatrick model at the levels of reaction (physiotherapist engagement and satisfaction with E-SOLAS training methods and content), learning (pre- to posttraining changes in physiotherapists’ confidence and knowledge in delivering SOLAS content and self-determination theory-based communication strategies, administered via a SurveyMonkey questionnaire), and behavior (fidelity to delivery of SOLAS content using physiotherapist-completed weekly checklists). During implementation, five physiotherapists audio recorded delivery of one class, and the communication between physiotherapists and clients was assessed using the Health Care Climate Questionnaire (HCCQ), the Controlling Coach Behaviour Scale (CCBS), and an intervention-specific measure (ISM; 7-point Likert scale). A range of implementation outcomes were evaluated during training and delivery (ie, acceptability, appropriateness, feasibility, fidelity, and sustainability of E-SOLAS) using a posttraining feedback questionnaire and individual semistructured telephone interviews. RESULTS With regard to their reaction, physiotherapists (n=13) were very satisfied with E-SOLAS posttraining (median 5.0; interquartile range 1.0; min-max 4.0-5.0) and completed training within 3-4 weeks. With regard to learning, there were significant increases in physiotherapists’ confidence and knowledge in delivery of all SOLAS intervention components (P<.05). Physiotherapists’ confidence in 7 of 10 self-determination theory-based communication strategies increased (P<.05), whereas physiotherapists’ knowledge of self-determination theory-based strategies remained high posttraining (P>.05). In terms of behavior, physiotherapists delivered SOLAS in a needs supportive manner (HCCQ: median 5.2, interquartile range 1.3, min-max 3.7-5.8; CCBS: median 6.6, interquartile range 1.0, min-max 5.6-7.0; ISM: median 4.5, interquartile range 1.2, min-max 2.8-4.8). Fidelity scores were high for SOLAS content delivery (total %mean fidelity score 93.5%; SD 4.9%). The posttraining questionnaire and postdelivery qualitative interviews showed that physiotherapists found E-SOLAS acceptable, appropriate, feasible, and sustainable within primary care services to support the implementation of the SOLAS intervention. CONCLUSIONS This study provides preliminary evidence of the effectiveness, acceptability, and feasibility of an e-learning program to train physiotherapists to deliver a group-based self-management complex intervention in primary care settings, which is equivalent to face-to-face training outcomes and would support inclusion of physiotherapists in a definitive trial of SOLAS.

scholarly journals Web-Based Learning Personalization of Sequential Learning Style Type to Foster Students’ Mastery on Concept in Learning

2019 ◽  
Author(s):  
Abdul Haris Indrakusuma
Keyword(s):  
Learning Style ◽  
Sequential Learning ◽  
Learning Material ◽  
Learning Program ◽  
Web Based ◽  
Face To Face ◽  
Material Development ◽  
Web Based Learning ◽  
New Strategy ◽  
E Learning

This research was aimed to see the improvement of students’ mastery on concept in learning by using Sequential Learning Style type which was done by combining online instruction and face to face as the supplementary learning. The data was taken from 30 students who took Learning Material Development course in the Information and Technology Education Department of STKIP PGRI Tulungagung in the semester 4 on 2016. This learning was done by using Personalization of Web-Based Learning of Sequential Learning Style Type in which Dokeos was chosen as the e-learning program. The data was collected by using Likert scale of four categories, that is, excellent mastery, good mastery, fair mastery and poor mastery. Based on the data collected from the respondents, it can be concluded that students’ level of mastery is high. 70% of the students stated that they have excellent mastery on the material and 30% of the students stated that they have good mastery on the material. It showed that this strategy can improve the concept of mastery in learning. The finding, therefore, can be used as the basis to develop new strategy in the learning process by using web-based learning personalization

E-Learning vs. Traditional Teaching Methods

2011 ◽  
pp. 174-178
Author(s):  
Chris Blackmore ◽  
Emmy van Deurzen ◽  
Diby Tantam
Keyword(s):  
Training Program ◽  
Psychotherapy Training ◽  
Practical Experience ◽  
European Countries ◽  
Family Work ◽  
Face To Face ◽  
The United Kingdom ◽  
E Learning ◽  
Self Assessments ◽  
The Impact

We have conducted a series of action research projects on elearning in recent years, funded by grants from the European Commission. The SEPT project (Tantam, 2001) showed that access to psychotherapy for those who are in most need is restricted in many European countries. Accessibility factors played a part in this, and the SEPTIMUS project was designed to widen accessibility to psychotherapy by increasing access to training for students who live in geographically isolated areas, who have family/work commitments or who have a disability. SEPTIMUS is a 1-year psychotherapy training program blending theoretical instruction and tutoring delivered by elearning methods with supervision, therapy and practical experience delivered face to face and local to one of the 16 participating training centers, located in one of eight European countries. The project was coordinated from the United Kingdom (UK), and the training program was available to students in Austria, Czech Republic, Ireland, Italy, Poland, Portugal, Romania and UK The impact of the training was evaluation by means of student self-assessments, participation, time spent on-site, tutor-marked assignments, tutor feedback, supervisor reports and student feedback. One hundred fifty-six students have completed the course, and we recruited an additional 61 students taking comparable but traditional face-to-face courses in three of our participating training institutes to act as educational controls. In this article, we present the results of a comparison between the elearning students and these educational controls.

Textbooks or E-learning? Learners’ Preferences and Motivations in a Japanese EFL Classroom

2017 ◽  
Vol 41 (2) ◽  
pp. 3
Author(s):  
Kazunari Shimada
Keyword(s):  
Language Learning ◽  
Undergraduate Students ◽  
Sem Analysis ◽  
Learning Material ◽  
Learning Context ◽  
Web Based ◽  
Face To Face ◽  
Positive Attitudes ◽  
Self Study ◽  
E Learning

This study investigates Japanese EFL learners’ attitudes and preferences towards textbooks and web-based materials in a blended learning context. Sixty-four undergraduate students of a two-semester English course were asked to complete a questionnaire, which was designed to measure their satisfaction with each type of learning material and their motivation and autonomy in learning English, especially in grammar practice. The results revealed that a greater number of students preferred web-based materials to paper-based ones. Additionally, the results of SEM analysis indicate that learner satisfaction with e-learning materials has a positive effect on their attitudes towards self-study. However, students who preferred textbooks appreciated their advantages, such as the ability to take handwritten notes and the ease of understanding grammar points with face-to-face feedback. Therefore, the findings suggest that a well-balanced blend of materials may meet a wide variety of learners’ needs and promote positive attitudes towards autonomous language learning. 本研究は、ブレンディッドラーニング（ブレンド型学習）環境での教科書とeラーニング教材使用に関する日本人英語学習者の考え方と好みを調査したものである。通年の英語科目を履修している大学生64名を対象に、それぞれの教材に対する満足度、英語学習、特に文法演習への動機づけ、及び自律性を測るアンケートを実施した。その結果、eラーニング教材を好む学生の数が教科書を好む学生の数を上回った。また、構造方程式モデリング（SEM）の分析結果から、eラーニング教材に対する満足度は学習者の自主学習にプラスの影響を及ぼすことが示唆された。しかし教科書を好む学生は、手書きで書き込みができること、教師からの対面でのフィードバックで文法項目が理解しやすいこと、といった教科書使用の利点を高く評価した。従って本研究の結果から、教材をバランスよく使用することで、学習者の多様なニーズに応えることができ、学習者の自律的な言語学習が促進される可能性があることが示唆された。

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