scholarly journals THE EXPERIENCE OF A NEWLY IMPLEMENTED ONLINE LEARNING PLATFORM FOR MEDICAL STUDENTS

2021 ◽  
Vol 2 ◽  
pp. 123-133
Author(s):  
Marina Ruxandra Otelea ◽  
Elena Juganaru ◽  
Ana Maria Balan ◽  
Bogdan Viorel Vilceleanu ◽  
Elena Merlusca ◽  
...  
Keyword(s):  
Time Management ◽  
Online Teaching ◽  
Medical Training ◽  
Online Communication ◽  
Learning Tools ◽  
Teacher Student ◽  
Learning Platform ◽  
The Future ◽  
E Learning ◽  
Better Than

INTRODUCTION: In the context of the current public health emergency, an adequate adjustment imposed a transition from a conservative approach to medical education to online teaching and interaction. E-learning also brought advantages to the students, which were assessed in this survey in order to learn how to keep and benefit from them in the future. METHODS: the data was collected through a questionnaire which included general data (gender, year of study) and the self-perceived progress. Specific questions addressed the quality of the teacher-student communication, or the advantages e-learning offered, while the platform's functionalities were analyzed through a five-point scale. RESULTS: Among the 536 respondents, 99.81% mentioned at least one feature used specifically in the online training that would be valuable to retain in the future. Students perceiving progress better than expected had a higher appreciation of the e-learning tools. Gender differences in opinion were only correlated with the standardization of the studying process. While time management was accepted as a main advantage, 25% of the participants considered the overall communication better than before. A major disapproval regarding online communication was encountered in years 3, 4, and 5, while the desire to continue the communication through the existing platform was the highest in the first and last year of study. CONCLUSION: Even in a blended learning process, the digital delivery of medical training needs further improvement and adaptation in order to align with the fast-developing society and its expectations.

scholarly journals Validation of a TAM Extension in Agriculture: Exploring the Determinants of Acceptance of an e-Learning Platform

2021 ◽  
Vol 11 (10) ◽  
pp. 4672
Author(s):  
Ivonne Angelica Castiblanco Jimenez ◽  
Laura Cristina Cepeda García ◽  
Federica Marcolin ◽  
Maria Grazia Violante ◽  
Enrico Vezzetti
Keyword(s):  
Technology Acceptance ◽  
Time Management ◽  
Agricultural Sector ◽  
Geographical Location ◽  
Ease Of Use ◽  
Content Quality ◽  
Learning Platform ◽  
Primary Determinant ◽  
E Learning ◽  
Acceptance Model

Supporting education and training initiatives has been identified as an effective way to address Sustainable Development Challenges. In this sense, e-learning stands out as one of the most viable alternatives considering its advantages in terms of resources, time management, and geographical location. Understanding the reasons that move users to adopt these technologies is critical for achieving the desired social objectives. The Technology Acceptance Model (TAM) provides valuable guidelines to identify the variables shaping users’ acceptance of innovations. The present study aims to validate a TAM extension designed for FARMER 4.0, an e-learning application in the agricultural sector. Findings suggest that content quality (CQ) is the primary determinant of farmers’ and agricultural entrepreneurs’ perception of the tool’s usefulness (PU). Furthermore, experience (EXP) and self-efficacy (SE) shape potential users’ perceptions about ease of use (PEOU). This study offers helpful insight into the design and development of e-learning applications in the farming sector and provides empirical evidence of TAM’s validity to assess technology acceptance.

Ideas on the Future of Intelligent Web-Based E-Learning

2018 ◽  
pp. 2274-2287
Author(s):  
Utku Kose
Keyword(s):  
Artificial Intelligence ◽  
Teaching And Learning ◽  
Current Status ◽  
Learning Approaches ◽  
Learning Tools ◽  
Web Based ◽  
The Future ◽  
Teachers And Students ◽  
Important Approach ◽  
E Learning

With the outstanding improvements in technology, the number of e-learning applications has increased greatly. This increment is associated with awareness levels of educational institutions on the related improvements and the power of communication and computer technologies to ensure effective and efficient teaching and learning experiences for teachers and students. Consequently, there is a technological flow that changes the standards of e-learning processes and provides better ways to obtain desired educational objectives. When we consider today's widely used technological factors, Web-based e-learning approaches have a special role in directing the educational standards. Improvements among m-learning applications and the popularity of the Artificial Intelligence usage for educational works have given great momentum to this orientation. In this sense, this chapter provides some ideas on the future of intelligent Web-based e-learning applications by thinking on the current status of the literature. As it is known, current trends in developing Artificial Intelligence-supported e-learning tools continue to shape the future of e-learning. Therefore, it is an important approach to focus on the future. The author thinks that the chapter will be a brief but effective enough reference for similar works, which focus on the future of Artificial Intelligence-supported distance education and e-learning.

Future Developments of E-Modules

2013 ◽  
pp. 147-153
Author(s):  
Alina Christova
Keyword(s):  
Higher Education ◽  
European Union ◽  
Learning Tools ◽  
Transfer Of Knowledge ◽  
Content Structure ◽  
Knowledge And Skills ◽  
Future Developments ◽  
Learning Platform ◽  
Interactive Tools ◽  
E Learning

E-learning tools can be found on an occasional basis in higher education, in particular regarding social sciences. This paper concentrates on envisaged future developments of E-Modules, the innovative e-learning platform on European Union matters created by the Institute for European Studies, which is an autonomous department of the Free University Brussels. First, it provides an overview of the strategy and the concept of E-Modules as well as content, structure and main features of the e-learning tool including best practices and current challenges. The author also explores in depth the role interactive tools and multimedia can play in enhancing the transfer of knowledge and skills to the users of the E-Modules.

Tools Interoperability for Learning Management Systems

2017 ◽  
pp. 25-49 ◽  
Author(s):  
Nikolas Galanis ◽  
Enric Mayol ◽  
María José Casany ◽  
Marc Alier
Keyword(s):  
Teaching And Learning ◽  
Learning Tools ◽  
Educational Tools ◽  
Learning Platform ◽  
Service Oriented ◽  
E Learning ◽  
Integral Element ◽  
Learning Institutions ◽  
External Learning ◽  
Oriented Approach

E-learning has experienced an extraordinary growth over the last years. We have reached a point in time when most learning institutions have adopted an LMS as an integral element of their teaching and learning infrastructure. In parallel, the number of educational tools available for learning is increasing and keeps evolving. This variety means that it is not always easy or possible to add these educational tools into LMSs to enhance the learning process. It would, however, be in everyone´s interest for these tools to interact with the LMSs. To solve the problem of interoperability between LMS and learning tools, several interoperability standards define ways so that LMSs can interface with external learning tools in order to make them accessible from within the learning platform in an intuitive and concise way. This chapter is focused on the service-oriented approach to interoperability and specifically on the IMS LTI standard and the TSUGI hosting environment that aims to simplify the integration of external learning tools.

Future Developments of E-Modules

2011 ◽  
Vol 3 (1) ◽  
pp. 22-28
Author(s):  
Alina Christova
Keyword(s):  
Social Sciences ◽  
Best Practices ◽  
Learning Tools ◽  
Transfer Of Knowledge ◽  
Content Structure ◽  
Knowledge And Skills ◽  
Future Developments ◽  
Learning Platform ◽  
Interactive Tools ◽  
E Learning

E-learning tools can be found on an occasional basis in higher education, in particular regarding social sciences. This paper concentrates on envisaged future developments of E-Modules, the innovative e-learning platform on European Union matters created by the Institute for European Studies, which is an autonomous department of the Free University Brussels. First, it provides an overview of the strategy and the concept of E-Modules as well as content, structure and main features of the e-learning tool including best practices and current challenges. The author also explores in depth the role interactive tools and multimedia can play in enhancing the transfer of knowledge and skills to the users of the E-Modules.

scholarly journals Quarantined-at-Home Teaching Experience: My E-Learning Plan and Implementation

2020 ◽  
Vol 14 (1) ◽  
pp. 120-132 ◽  
Author(s):  
Azher Hameed Qamar
Keyword(s):  
Undergraduate Students ◽  
Online Teaching ◽  
Teaching Experience ◽  
Course Content ◽  
Implementation Model ◽  
Learning Plan ◽  
Teacher Student ◽  
E Learning ◽  
Study Context ◽  
At Home

Using my own teaching experience in quarantined-at-home settings, I describe and reflect on my e-learning plan and its implementation. I am teaching two groups of undergraduate students consisting of 80 students. I have taught half of the course content during the first half of the semester in a formal university setting. However, after the novel corona breakout, we are engaged in online teaching. In line with university guidelines and available support, I initiated my e-learning plan based on blended learning and led by the core objectives to maintain accessibility and quality. Using asynchronous and synchronous modes I used common and easily available options to enhance two-way teacher-student communication. The feedback that I received after three weeks of implementation of my e-learning plan proved my understanding of the study context as workable and realistic. My conceptual models about the objectives leading the e-learning plan and the implementation model presented in this article can be helpful for the teachers teaching social sciences for the first time in ‘quarantined’ settings. 

scholarly journals All-digital training course in neurophysiology: lessons learned from the COVID-19 pandemic

2022 ◽  
Vol 22 (1) ◽  
Author(s):  
Michael Duszenko ◽  
Nicole Fröhlich ◽  
Ariane Kaupp ◽  
Olga Garaschuk
Keyword(s):  
Learning Style ◽  
Online Teaching ◽  
Medical Training ◽  
Building Blocks ◽  
Lessons Learned ◽  
Personal Contact ◽  
Social Distancing ◽  
Training Course ◽  
The Future ◽  
Digital Training

Abstract Background The social distancing and suspension of on-campus learning, imposed by the COVID-19 pandemic, are likely to influence medical training for months if not years. Thus, there is a need for digital replacement for classroom teaching, especially for hands-on courses, during which social distancing is hardly possible. Here, we investigated students’ learning experience with a newly designed digital training course in neurophysiology, with intercalated teaching blocks in either asynchronous (unsupervised online lectures and e-labs) or synchronous (online seminars, supervised by instructors) formats. Methods The accompanying anonymized prospective study included 146 student participants. At the beginning and the end of the course, students were invited to answer anonymous online questionnaires with 18 and 25 items, respectively. We conducted both qualitative analyses of students’ survey responses and statistical analyses of the results of cohort-specific summative examinations. The summative assessment results were compared both between 4 current cohorts and with the respective historical cohorts. Results Despite having little prior experience with e-learning (4.5 on the 1-7 scale), students adapted remarkably well to this online format. They appreciated its higher flexibility, time efficiency, student-oriented nature (especially when using inverted classroom settings), tolerance towards the individual learning style and family circumstances, and valued the ability to work through lectures and e-labs at their own learning speed. The major complaints concerned diminished social contacts with instructors and fellow students, the inability to ask questions as they occur, and the lack of sufficient technical expertise. The students valued the newly developed e-labs, especially the implementation of interactive preparative measures (PreLabs) and the intuitive lab design offered by the chosen software (Lt Platform from AD Instruments). The summative examinations at the end of the course documented the quality of knowledge transfer, which was comparable to that of previous classically instructed cohorts. Conclusion Despite the missing personal contact between the faculty and the students, inherent to online teaching, the all-digital training course described here proofed to be of good educational value and, in case the pandemic continues, is worse considering for the future. Some of the described building blocks, like digital lectures or interactive PreLabs, may survive the pandemics to enrich the medical education toolbox in the future.

scholarly journals Scaffolding students’ preparation for a pharmacology practical improves their self-efficacy and learning

2021 ◽  
Vol 16 (30) ◽  
Author(s):  
Johanne Juel Callesen ◽  
Karin Hjernø ◽  
Lotte O'Neill ◽  
Stine Sonne Carstensen ◽  
Maria Bloksgaard
Keyword(s):  
Content Knowledge ◽  
Conceptual Understanding ◽  
Self Efficacy ◽  
Online Teaching ◽  
Development Project ◽  
Choice Test ◽  
Learning Tools ◽  
Multiple Choice Test ◽  
E Learning ◽  
Strongly Agree

Laboratory practicals are important learning elements in science teaching. We used principles of active learning to develop interactive online teaching materials to scaffold students’ preparation for a simulated pharmacology practical. We aimed at increasing students’ self-efficacy and evaluated the effect of the intervention qualitatively and quantitatively. The online material contained elements of formative assessment for the students to follow their learning progress. Students’ readiness for the practical was assessed through a mandatory multiple-choice test. Students (73%) agree or strongly agree that the course of the practical increased their competences in pharmacology. We infer from the evaluations that the interactive material increased students’ self-efficacy, informed refinement of the conceptual understanding of pharmacology and increased their ability to apply content knowledge to solve the inquiries for the practical. The pedagogical principles, e-learning tools and learning elements demonstrated in this development project can be used in many other educational contexts and disciplines.

scholarly journals Architectural and Urban Education in Egypt in the Post Covid-19 Pandemic

2021 ◽  
Vol 10 (2) ◽  
pp. 91
Author(s):  
Sara Elrawy ◽  
Doaa Abouelmagd
Keyword(s):  
Urban Education ◽  
Distance Learning ◽  
Student Satisfaction ◽  
The Internet ◽  
Architecture Education ◽  
Ongoing Research ◽  
Learning Platform ◽  
The Future ◽  
Need To Evaluate ◽  
E Learning

Quality of education is a global Sustainable Development Goal (SDG) to be achieved by the united nations by 2030. The covid-19 pandemic resulted in a significant problem in education worldwide and Egypt with problems related to the shift to distance learning and accessibility to technology and facilities supporting this shift. This paper aims to contribute to the currently ongoing research that asses the changes in architecture and urban education due to the Coronavirus pandemic, including the shift to distance learning in the practical courses that initially need studio work. The state of distance education via the Internet is difficult for architectural teaching curricula. Most studio environment courses require in-class follow-up. In developing countries like Egypt, not all architecture schools are equipped to move to e-learning, and most have not dealt with this before. This paper assesses student satisfaction and analyzes the entire process of distance learning in practical architectural courses during the coronavirus pandemic in Egypt. the research applies a quantitative and qualitative approach. A questionnaire was designed and distributed; 304 students from 17 Egyptian schools of architecture responded. A survey and series of interviews were completed among twelve schools of architecture in Egypt to analyze their responses during the crises and study the shift to e-learning in teaching the practical courses. The paper shows that the psychological effect and working solo from home have affected the students the most. There is a need to solve the internet problems, train the staff and the students to use the online tools for virtual classes, and provide a stable e-learning platform. The future of the traditional studio environment is under questioning. This study responds to the urgent need to evaluate the effect of Covid-19 on architecture education and to question the studio environment in the future to achieve a sustainable higher education in schools of architecture in Egypt.

scholarly journals A culture shift: transforming learning at CERN

2020 ◽  
Vol 245 ◽  
pp. 08010
Author(s):  
Elizabeth Louise Eastwood-Barzdo ◽  
Maria Fiascaris ◽  
Michal Kwiatek
Keyword(s):  
Nuclear Research ◽  
Learning Opportunities ◽  
Learning Culture ◽  
Learning Technologies ◽  
Learning Tools ◽  
Learning Platform ◽  
Culture Shift ◽  
New Learning ◽  
E Learning ◽  
Future Vision

To accomplish its mission, the European Centre for Nuclear Research (CERN, Switzerland) is committed to the continuous development of its personnel through a systematic and sustained learning culture, that aims at keeping the knowledge and competences of the personnel in line with the evolving needs of the organisation. With this goal in mind, CERN supports learning in its broadest sense and promotes a variety of learning methods. Over the last few years, CERN has focused its efforts on expanding the learning opportunities of its personnel via newly available software and e-learning tools and methodologies, thereby bringing a shift in the learning culture of the organisation. In September 2018, CERN launched a new Learning Management System centralising all learning opportunities in a single platform, the CERN Learning Hub. In addition, new e-learning resources are now widely available to the personnel, including customised internally created e-learnings, an e-library, a commercial e-learning platform for self-paced learning and online surveys (180 feedback tools for CERN managers and leaders). This paper presents the experience gained by CERN in testing and adopting these new e-learning technologies and discusses the future vision for CERN.

Sign in / Sign up

Export Citation Format

Share Document