UNDERGRADUATE HEALTHCARE STUDENTS’ ATTITUDE TO E-LEARNING AT MEDICAL UNIVERSITY - PLOVDIV

2017 ◽  
Vol 5 ◽  
pp. 855-861 ◽  
Author(s):  
Yordanka Tsokova ◽  
Tanya Taneva ◽  
Biyanka Tornyova ◽  
Todor Cherkezov
Keyword(s):  
Time Management ◽  
Management System ◽  
Learning Experience ◽  
Content Management ◽  
University Education ◽  
First Year ◽  
First Year Students ◽  
E Learning ◽  
Traditional Classroom Teaching ◽  
Medical University

E-learning is seen as a possible solution to the problem of modernization of the university education in response to the changing needs of the society. In undergraduate healthcare training, e-learning is implemented predominantly as blended learning in addition to the traditional classroom teaching. A major factor in the success of e-learning are learners’ attitudes, beliefs and concerns. The aim of the present study was to investigate undergraduate healthcare students’ attitude to e-learning at Medical University – Plovdiv. In this case, e-learning is considered to be electronic educational resources organized as an interactive e-learning unit or course, provided through a learning content management system. The survey was carried out in 2016 through a self-reported questionnaire among 270 first year students from ten healthcare specialties. Participants were asked to express a degree of agreement with nine statements on a five point Likert scale. The influence of gender, age, specialty and previous e-learning experience on the opinion of students was investigated. The results showed that students’ attitudes towards e-learning were positive, but learners were not enthusiastic about it. Genders have different views about e-learning implementation – women are more likely to accept it. The experience first year students had did not allow them to judge if e-learning supports better time-management or life-long learning skills. Students agreed that implementation of e-learning depends on the subjects and there are disciplines that can be provided as distant courses within the learning management system.

A Roadmap to Implement Rapid Transition as a Proposal of e-Learning Model

2014 ◽  
Vol 6 (2) ◽  
pp. 46-62
Author(s):  
M. Erdal Balaban ◽  
Elif Kartal
Keyword(s):  
Management System ◽  
Learning Experience ◽  
Transition Process ◽  
Content Management ◽  
Virtual Classroom ◽  
Learning System ◽  
Public And Private ◽  
E Learning ◽  
Rapid Transition ◽  
Set Up

Digital age (information/computer age) offers many opportunities. Many transforms and changes have been made in public and private sectors. It is clear to say that education is one of the most important areas that has been trying to use IT tools. Today, e-learning is an important way of removing time and place constraints between students and instructors. In addition, it is the best way to make education sustainable in every organization. Many organizations can face problems during their e-learning experience. Having enough knowledge about e-learning is not a must for every organization in every sector. Therefore, in this study, the authors aim to provide a rapid transition for organizations that wants to set up an e-learning system. This paper gives some hints related to transition process. Therefore, theoretical framework of an e-learning system, selection of learning management system (LMS) and content management system (CMS), designing of a virtual classroom, online course implementation, controlling the project are explained, future works related to the framework are discussed.

scholarly journals TIME MANAGEMENT TECHNOLOGY AS A MEANS OF ADAPTING A A FORMER SCHOOL CHILD TO STUDYING IN A UNIVERSITY

2020 ◽  
Vol 34 (4) ◽  
pp. 81-85
Author(s):  
Chulpan I. Nizamova ◽  
Keyword(s):  
Time Management ◽  
Effective Means ◽  
University Education ◽  
Self Organization ◽  
First Year ◽  
School Students ◽  
Educational Activities ◽  
First Year Students ◽  
Management Technology ◽  
Pedagogical Research

School education is different from university education. If at school students are under the care of parents and a team of teachers, then at university students face the need to independently organize their learning activities. This kind of change is embarrassing for many first-year students. This problem is associated with the low level of self-organization of first-year students. In addition to this, self-organization of students has its own character of manifestation in different groups of students. Based on the above, an urgent problem in pedagogical research is a qualitative and quantitative diagnosis of the level of selforganization of first-year students and the search for effective means to increase the level of self-organization of students. Thus, the problem of this study is to identify the existing level of self-organization among first-year students and recommend how to increase the level of selforganization. To diagnose the level of self-organization we used a diagnostic complex created by the author. According to the identified level and characteristics of self-organization, there are given recommendations for increasing the level and quality of self-organization of firstyear students using time management techniques. An increase in the level of self-organization in the experimental group of students in educational activities was revealed. Consequently, the time management technology in the development of students’ organizational skills in educational activities is considered justified and effective self-management.

Analsis e-learning status in Palestinian universities, a case study of Palestine Technical University KadoorieTulkarm

2020 ◽  
Vol 8 (3) ◽  
pp. 154-178
Author(s):  
Heba Almbayed
Keyword(s):  
Learning System ◽  
Simple Random Sample ◽  
First Year ◽  
First Year Students ◽  
Academic Level ◽  
Computer Course ◽  
E Learning ◽  
Technical University ◽  
Palestinian Universities ◽  
The University

The study aimed to analyze the reality of e-learning at Palestine Technical University-Khudouri/Tulkarem, and to identify the most important challenges facing students when using the education system, as well as to analyze the extent to which university students interact with the e-learning system, and to show the differences between the average opinions of the study sample on e-learning according to the study variables due to the nature of the study, the descriptive analytical approach was used, in order to reach practical results, and to achieve and analyze the reality of e-learning  a questionnaire consisting of (34) paragraphs was designed, where the study community consisted of (6,559) students, and a simple random sample of (522) students was taken, and the questionnaire was distributed electronically because it was not able to be distributed manually due to the prevailing conditions _ the spread of the Corona pandemic- at the time of the preparation of the study. The results of the study showed that (63.136%) of the researched believe that the reality of e-learning at the university suffers from different problems. The study indicated that (87.97%) among respondents, complaints have increased in the e-learning system after the Corona pandemic and that (81.36%) among the researchers, the infrastructure was one of the most barriers in e-learning. While (63.934%)of the researched that e-learning has a role to play in achieving Interaction among students, as the results of the study showed no differences Statistically significant to the reality of e-learning according to the gender variable, and there are no differences depending on the variable of the scientific qualification except in the field of e-learning reality, there are also no differences Statistics according to the variable of the academic level ,except for the field of Interaction with students. In the light of the results of the study, a series of recommendations were made, the most prominent of which were: 1.Include an e-learning system item in The computer course assigned as a university requirement for first-year students 2. Provide opportunities to train and develop the capabilities of all educational parties to use and apply E-learning.

CAD Platform Independent Software for Automatic Grading of Technical Drawings

2017 ◽  
Author(s):  
Sanchit Ingale ◽  
Anirudh Srinivasan ◽  
Diana Bairaktarova
Keyword(s):  
Engineering Students ◽  
Spatial Reasoning ◽  
Learning Experience ◽  
Spatial Visualization ◽  
First Year ◽  
Spatial Skills ◽  
First Year Students ◽  
Pedagogical Tool ◽  
Students Success ◽  
Mechanical Objects

Spatial visualization is the ability of an individual to imagine an object mentally and understand its spatial orientation. There have been multiple works proving that spatial visualization skills can be improved with an appropriate training. Such training warrant a critical place in the undergraduate engineering curricula in many engineering schools as spatial skills are considered vital for students’ success in the technical and design fields [1–4]. Enhanced spatial skills help not only professionals in the engineering field but also everyone in the 21st century environment. Drawing sectional views requires mental manipulation and visual thinking. To enhance students spatial reasoning, one of the authors of this study, conducted a class in spatial visualization. The course-learning goal aimed at improving first-year engineering students’ spatial reasoning through instruction on freehand drawings of sectional view. During the semester, two teaching assistants had to grade more than 500 assignments that consisted of sectional views of mechanical objects. This was a tedious and a time consuming task. Motivated by this experience, this paper proposes a software aiming at automating grading of students’ sectional view drawings. The proposed software will also give live feedback to students while they are working on the drawings. This interactive tool aims to 1) improve the learning experience of first year students, with limited CAD knowledge, and 2) introduce a pedagogical tool that can enhance spatial visualization training.

scholarly journals Assessment of knowledge, attitude and skills towards e-learning in first year medical students

2019 ◽  
Vol 7 (11) ◽  
pp. 4119 ◽  
Author(s):  
Monali Hiwarkar ◽  
Onjal Taywade
Keyword(s):  
Medical Students ◽  
Medical Training ◽  
Positive Impact ◽  
First Year ◽  
First Year Students ◽  
Learning Modalities ◽  
Conventional Teaching ◽  
Significant Difference ◽  
Education In India ◽  
E Learning

Background: With digitization the e-learning modalities are being increasingly used by medical students. These often help the first MBBS students to overcome limitations of conventional teaching methods like didactic lectures. However, e-learning is not official part of medical education in India and the awareness about its use among medical students need to be evaluated. Aim and objective of the study was to assess the extent to which MBBS first year students use e-resources for learning as well as to assess knowledge, attitude, skills and habits of first MBBS students towards e-learning.Methods: A questionnaire of twenty five questions on various aspects of e-learning was administered to the first MBBS students at two medical colleges. The data generated from responses was compiled and analyzed on SPSS to get insight on various aspects of e-learning.Results: Out of 236 students surveyed 77.97% were aware about the academic websites related to first MBBS subjects. 90.68 % accepted that e-learning helped in understanding topics, 84.32% recommended conventional teaching to be supplemented with e-learning. However there was no statistically significant difference between responses from two groups i.e. female and male students (p>0.05).Conclusions: The majority of first MBBS students use e-resources for learning various topics in anatomy, physiology and biochemistry. The e-resources have made a positive impact on overall learning especially anatomy. e-learning can supplement conventional teaching in the first year of medical training.

scholarly journals New Weighted Clustering Approach to Map and Prioritise Learning Knowledge Objects towards Learning Approaches

2016 ◽  
Vol 11 (06) ◽  
pp. 28
Author(s):  
Sai Sabitha ◽  
Deepti Mehrotra ◽  
Abhay Bansal
Keyword(s):  
Management System ◽  
Learning Experience ◽  
Learning Management System ◽  
Feature Space ◽  
Learning Objects ◽  
Learning Approaches ◽  
Course Content ◽  
E Learning ◽  
Knowledge Objects ◽  
Learning Management

To have a unique learning experience and a high learning impact, diverse courses should be incorporated in e-Learning. Learning Management System, a tool in e-Learning manages and delivers content to users. Learning Objects (LO), the course content is the fundamental unit of Learning Management System. Knowledge Object of Knowledge Management System can also be a viable resource in technology supported learning. A learning scenario for a given learner has to be identified. The course content (LO) has to match their learning skills. Data mining techniques can be widely used to find similar objects and K-Mean clustering technique can be used to produce more consistent clusters. The clusters can have strong and similar concepts of Learning Knowledge Objects. A new algorithm, a weighted cosine distance that gives real-valued distances between instances which further modifies the structure of the feature space is used for prioritising objects in clusters. These objects can be further mapped to learning approaches of the users. An experiment is conducted by using Learning and Knowledge Objects to understand the effectiveness of the weighted measure, thereby a personalized holistic learning environment is provided to the learners.

scholarly journals Fostering students’ autonomy in learning English in nonlinguistic university

2020 ◽  
Vol 75 ◽  
pp. 03007
Author(s):  
Oksana Pershukova ◽  
Nina Nikolska ◽  
Oksana Vasiukovych
Keyword(s):  
Language Learning ◽  
Learning Experience ◽  
Learner Autonomy ◽  
Autonomous Learning ◽  
Control Group ◽  
First Year ◽  
First Year Students ◽  
Autonomy Development ◽  
Special Approach ◽  
And Control

The study aims to find out whether it is possible to foster students’ learner autonomy in the context of ESP language learning in non-linguistic universities by using a special approach. The experiment was carried out at National Aviation University in Ukraine with two groups of first-year students of electronics (experimental and control) in 2018-2019. Testings to determine students’ level of communicative competence in English and surveys to identify students’ level of learner autonomy development were conducted in September and May of the same year of education. The control group did not receive any special training, while in the experimental group were created special learning conditions. With the purpose to prepare students to accept responsibility for their learning, they were given the opportunities to choose educational materials; to set goals of their learning; to reflect the process and evaluate the results of learning, etc. Modern technologies were widely used as well as scaffolding (if necessary). According to the results of the experiment, it was stated that only a part of the most active students used the created conditions and gained experience in autonomous learning. The conclusion was made about creating such an environment. It is a challenge that is appropriate to realize to give an autonomous learning experience to aspiring students.

Sign in / Sign up

Export Citation Format

Share Document