Challenges in Implementing an E-Learning Education Program for Syringe Pump Use

2019 ◽  
Vol 16 (1) ◽  
Author(s):  
Patricia Saint-Marc ◽  
Robert Ratiney ◽  
Joël Schlatter
Keyword(s):  
Education Program ◽  
Teaching And Learning ◽  
Human Error ◽  
Infusion Pump ◽  
Syringe Pump ◽  
Learning Program ◽  
Traditional Training ◽  
E Learning ◽  
Baseline Knowledge ◽  
The Impact

AbstractTo prevent the incidence of risks imputable to human error during the process of preparing the infusion pump, clarity in teaching and learning are required. Because traditional classroom training is difficult and time-consuming, the aim of the present study was to challenge the implementation of an e-learning education program for syringe pump use. The impact of the e-learning program was evaluated with 100 nurses between March and June 2016. The e-learning program significantly increased general baseline knowledge in syringe pump use; however, aspects of the program confused participants. The feedback from 98 % of nurses on the e-learning program was that it was effective in helping them with this skill. However, only 54 % opted for the e-learning program versus traditional training. The present study showed nurses preferred a blended learning format. Based on our hospital incident and error reports, this study shows local training requires a specific approach strategy for syringe pump education.

scholarly journals Neither the frying pan nor the fire: In search of a balanced authentic e-learning design through an educational design research process

2014 ◽  
Vol 15 (2) ◽  
Author(s):  
Hanna Teräs ◽  
Jan Herrington
Keyword(s):  
Professional Development ◽  
Design Research ◽  
Development Program ◽  
Research Process ◽  
Learning Program ◽  
Educational Design ◽  
Educational Design Research ◽  
E Learning ◽  
Teaching Faculty ◽  
The Impact

<p class="Abstract"><span lang="EN-GB">Teaching in higher education in the 21st century can be a demanding and complex role and academic educators around the globe are dealing with questions related to change. This paper describes a new type of a professional development program for teaching faculty, using a pedagogical model based on the principles of authentic e-learning. The program was developed with the help of an iterative educational design research process and rapid prototyping based on on-going research and redesign. This paper describes how the findings of the evaluations guided the design process and how the impact of the measures taken was in turn researched, in order to eventually identify and refine design principles for an authentic e-learning program for international teaching faculty professional development.</span></p>

scholarly journals INCISION e-learning program as a useful teaching tool to enhance surgeons’ knowledge and skills: An Indonesian multi-center cross-sectional pilot study

F1000Research ◽  
2018 ◽  
Vol 7 ◽  
pp. 1888
Author(s):  
Achmad Kemal Harzif ◽  
M Nurhadi Rahman ◽  
Pungky Mulawardhana ◽  
Nadia Shafira ◽  
Tricia Dewi Anggraeni ◽  
...  
Keyword(s):  
Pilot Study ◽  
Learning Process ◽  
Teaching And Learning ◽  
Intervention Group ◽  
Wilcoxon Test ◽  
Control Group ◽  
Learning Program ◽  
Learning Module ◽  
Conventional Teaching ◽  
E Learning

Background: Media aids are one of the most important components in the teaching and learning process. This pilot study program was conducted in order to assess the effectiveness of the INCISION e-learning program as teaching media in the surgical teaching and learning process, and its ability to improve surgical skills and knowledge achievement. Methods: One intervention group and one control group were involved in this study. The intervention group used the hysterectomy INCISION e-learning module, while the control group used conventional teaching approaches. The study was conducted with 14 resident surgeons in three universities in Indonesia: Universitas Indonesia, Universitas Airlangga, and Universitas Gajah Mada. The testing components used were a pre-test, post-test questionnaire (a modified Ritzman questionnaire) and direct observation of procedural skills in the operating room (OR). Data were analyzed descriptively using Mann-Whitney and Wilcoxon tests. Results: Using a Mann-Whitney test, we found the differences between the average scores of the intervention group and the control group to be statistically significant (p=0.046). A Wilcoxon test also revealed significant differences  (p=0.028). The modified Ritzman questionnaire also revealed that the residents in the intervention group felt more confident in their surgical knowledge (82%), and made more efficient use of their time in the OR (81%). Conclusions: These findings reveal a significant improvement in knowledge and skill achievement in residents that underwent training via the INCISION e-learning module, compared to residents taught via conventional teaching strategies.

scholarly journals The Impact of E-Learning in Teaching Arabic Language for Non-Native Speakers

2019 ◽  
Vol 8 (2S3) ◽  
pp. 1159-1162
Keyword(s):  
Teaching And Learning ◽  
Analytical Approach ◽  
Technology Development ◽  
Native Speakers ◽  
Language Teaching ◽  
Computer Software ◽  
Arabic Language ◽  
Technology Application ◽  
E Learning ◽  
The Impact

The effect of E-learning and computer software program utilization in the Arabic language teaching among non-native speakers on the students’ achievement in the Malaysian context, was examined in this study. The Malaysian Government’s interest towards Arabic language teaching and learning among the non-native Malaysian speakers, has increased the progress of this teaching. Meanwhile, technological advancements have obliged teachers to employ computer multimedia in reaching some key parameters within the process of education. Challenges that teachers face in information delivery are explored in this study. The application of multimedia in teaching has facilitated teachers in the course outline preparation. Further, technology application in numerous life scopes, teaching included, is essential, especially in Arabic language teaching, specifically for non-native speakers. In achieving the sought after results, inductive analytical approach was used in this study. Considering the nonstop technology development, all the technological aspects of the Malaysian language centers were exploited, especially on the optimal application of present-day E-learning methods. Lastly, several recommendations to expand this technology for easy teaching and learning process were presented in this study

Embracing educational disruption: a case study in making the shift to a remote learning environment

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Ida Fatimawati Adi Badiozaman ◽  
Hugh John Leong ◽  
Wallace Wong
Keyword(s):  
Professional Development ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Online Teaching And Learning ◽  
Content Type ◽  
Technological Support ◽  
Self Reports ◽  
E Learning ◽  
Professional Development Needs ◽  
The Impact

PurposeAs an institution that has invested in e-learning infrastructure and technology for e-learning delivery, Swinburne University of Technology Sarawak conducted The Digital Educator Series as a means of embracing this educational disruption. In particular, this paper reports on the first three courses held under the Digital Educator Series that aims to equip teachers with practical and effective online teaching to school teachers in Sarawak. While the training is still in effect, preliminary results are shared, and implications for practice and recommendations for further research are considered.Design/methodology/approachApproximately 136 questionnaires containing close-and open-ended items were distributed to the teacher participants of the Digital Educator Series. Close-ended items were designed to gather general information about their perceptions of online teaching and learning. Items were constructed to gather insights on familiarity with online teaching and learning, perceived usefulness of platforms such as Microsoft Teams and Google Classrooms. The open-ended items were designed to gather information on areas of improvement for the courses and professional development needs of teachers for online teaching.FindingsThe findings revealed very mixed responses in terms of teachers' familiarity with online teaching and learning. Nonetheless, it was encouraging that the majority of teachers felt positively about the impact and usefulness of the courses in the Digital Educator Series and have expressed that would like to learn more about online teaching pedagogy. Teachers reported the greatest familiarity with Google Classroom and were very positive about the applicability the Google Classroom Course (91.2%) in their own teaching practice. Conversely, all of the participants reported they were unfamiliar with Microsoft Teams. Accordingly, the teachers did not perceive its applicability to be as high as the Google Classroom. The qualitative findings further corroborated this and expressed the need for specific professional development programmes that include pedagogical and technological support. Overall, the teachers are strongly focussed in their professional development in order to improve their online teaching,Research limitations/implicationsLike other research, this too has its limitations. The sample size in this study was restricted to those who attended the Digital Educator Series training. Hence the results of this study, whilst have been enriching, and to a certain extent are supported by the current literature, the accuracy of the description may be unique to this particular group of individuals, within this particular setting. Additionally, the study only relied on self-reports from both the questionnaire and the semi-structured interviews. This study accepts that self-reports have shortcomings. Not all experiences of the courses would have been readily accessible through the teachers' conscious reflections. This makes it difficult to construct a complete picture of the experience, challenges and identify all salient factors within a particular workshop or training.Practical implicationsAlthough the adoption of teaching and learning to online platforms is undoubtedly the way to maintain continuity of learning for students, it has also unveiled glaring inequities in Sarawak. Therefore, continuous and personalised professional development needs to be provided, focussing on pedagogical and technological support. There is a need to embrace these changes as a long-term response that will develop and improve over the next few years. That response should include better infrastructure, policies for quality improvement, accessibility standards and strategic plans for continuous access in the future. This includes advocating for platforms that can fit into the core technology environment and for teachers to adopt an innovative mindset.Originality/valueIn light of the complex and multifaceted challenge of transitioning to online learning in Sarawak Malaysia, it was evident that the need for innovative solutions to optimize educational endeavours has become accelerated. To ensure that students are well-supported and widening participation and access to education, it is imperative that the education disruption be embraced. This starts with addressing teachers' digital literacy through a professional development programme of online reaching.

Integrating E-Learning in the Teaching of English Language Classes

2019 ◽  
pp. 227-253
Author(s):  
Shimey Shawna Masters
Keyword(s):  
Learning Strategies ◽  
Teaching And Learning ◽  
English Language ◽  
School Level ◽  
Learning Approaches ◽  
High School Level ◽  
Language Classes ◽  
Teachers And Students ◽  
E Learning ◽  
The Impact

The purpose of this research was to investigate how the integration of e-learning in the teaching of English Language could benefit teachers and students at the high school level. This study was done using mixed methods in the form of an exploratory sequential action research where an exploration of teachers' experiences who used e-learning strategies in the teaching of English Language classes was observed and assessed to identify successes and challenges. A total of 15 teachers were trained to use e-learning approaches to improve the teaching and learning process and provided with a training manual after revising the literature relating to the problem. This was accomplished in the study, and an evaluation of the impact was conducted. The findings revealed that the teachers commenced integrating the technologies in their classes and that they are utilizing the strategies that they were exposed to in the training process.

Creating Educational Resources for Medical Education in the Web2.0/Web3.0 Era

2013 ◽  
pp. 275-294
Author(s):  
Stefanut Teodor ◽  
Dorian Gorgan ◽  
Eleni Kaldoudi ◽  
Nikolas Dovrolis ◽  
Stefan Dietze
Keyword(s):  
Teaching And Learning ◽  
Production Costs ◽  
Strong Impact ◽  
Teaching Resources ◽  
Development Methodology ◽  
Development Tools ◽  
Traditional Training ◽  
E Learning ◽  
Training Activities ◽  
Networked Society

The accelerated development of the networked society throughout the last few years had a strong impact on the teaching and learning activities from the medical related domains. E-learning applications have become very popular and encouraged the shift from traditional training activities – having the teacher as a mediator, towards self-guided ones where the teacher is rather a supervisor. These changes imposed the creation of new, more complex and more interactive teaching resources, with high quality standards, that could fulfill the requirements of the new approach. At present, the lack of specialized development tools requires the involvement of both medical and IT specialists in the resources creation process, consequently, generating higher production costs. In this chapter, the authors present two specialized tools – MetaMorphosis+ and eGLE – together with a new resources development methodology based on the repurposing approach and the blend of social networks activities with semantic web functionalities. In addition, the authors describe the user evaluation activities performed over the MetaMorphosis+ application and the results obtained.

Re-Envisioning and Restructuring E-Learning Through Engagement With Underprivileged Communities

2021 ◽  
pp. 66-87
Author(s):  
Nomvula J. Ndhlovu ◽  
Leila Goosen
Keyword(s):  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Positive Impact ◽  
Reliability And Validity ◽  
Communication Technologies ◽  
Theoretical Frameworks ◽  
Development Agenda ◽  
Information And Communication ◽  
E Learning ◽  
The Impact

The purpose of this study was answering questions regarding the impact of effectively using information and communication technologies (ICTs) in classrooms on re-envisioning and restructuring e-learning through engagement with schools in underprivileged communities. Its importance is justified regarding positioning disrupted pupils' education towards the development agenda in South Africa. It draws on the latest findings and is located within relevant conceptual/theoretical frameworks on ICTs for teaching and learning. In quantitative aspects of the research design, issues of reliability and validity were considered, while in qualitative aspects, issues of dependability and interpretation were important. Results presented showed that laptops, smartboards, projectors, cell phones, desktops, printers, and iPads were used effectively in classrooms. A discussion of the results suggests solutions and making recommendations that are applicable and useful. In conclusion, ICTs had a positive impact on pupils' education, by helping them to concentrate and understand difficult concepts.

Teaching Speaking and Listening Skills through Audio-Lingual Versus Conventional Methods of Instruction: Which Method Is More Effective?

2021 ◽  
Vol 4 (11) ◽  
pp. 186-195
Author(s):  
Fatemeh Ebrahimi ◽  
Maryam Elahifar
Keyword(s):  
Teaching And Learning ◽  
Placement Test ◽  
Control Group ◽  
Listening Skills ◽  
English Classes ◽  
Traditional Training ◽  
Post Test ◽  
The Impact ◽  
Listening And Speaking ◽  
Speaking Skills

The goal of this study was to check the impact of the Audio-Lingual Method (ALM) compared to traditional training on enhancing intermediate EFL learners' listening and speaking abilities. An Oxford Quick Placement Test was given to 105 participants to meet the study's goals, and 78 participants were chosen in the end. They were then randomly assigned to the control group (CG) and the experimental group (EG). Validated listening and speaking tests were given to them as a pre-test before they began treatment. The EG subsequently started treatment, which included teaching and learning listening and speaking skills through ALM. At the same time, the CG received traditional training, which included instruction based on the teacher's instances and exercises. The two groups were given the identical listening and speaking test as the post-test after 20 sessions of treatment. In addition, after the post-test was administered, a questionnaire comprising twelve items was distributed among 15 teachers teaching at different institutes to seek their views and perspectives regarding the application of ALM in teaching listening and speaking skills. Paired and Independent Samples t-tests were used to assess the data. The results revealed that the EG outperformed the CG by a substantial margin. The EG outperformed the CGs in both skills. The findings imply that ALM may be utilized in English classes to help EFL students improve their listening and speaking abilities.

scholarly journals Analysis of E-Learning Acceptance During Distance Learning Using Unified Theory Of Acceptance and Use of Technology (UTAUT)

2021 ◽  
Vol 8 (2) ◽  
pp. 465-479
Author(s):  
Rifqi Ramadhan Tussardi ◽  
Berlian Maulidya Izzati ◽  
Muhardi Saputra
Keyword(s):  
Online Teaching ◽  
Teaching And Learning ◽  
User Acceptance ◽  
Unified Theory ◽  
Utaut Model ◽  
Organizational Infrastructure ◽  
Learning Platform ◽  
Use Of Technology ◽  
E Learning ◽  
The Impact

The new coronavirus disease that was first identified in Wuhan, China, is referred to as the 2019 coronavirus disease pandemic (COVID-19). The impact of this pandemic has affected various fields, one of which is education, and one of the consequences is the implementation of online teaching and learning processes. In this digital era, Telkom University is implementing CeLOE LMS as an E-Learning medium. CeLOE Learning Management System (LMS) is an online learning platform for regular and distance education study programs at Telkom University. For the application of CeLOE LMS, there has been no report that contains user acceptance of the use of CeLOE LMS that tested with an integrated model. Therefore, the solution offered by this research was to conduct an analysis to determine user acceptance of the application of the CeLOE LMS system by using the Unified Theory of Acceptance and Use of Technology (UTAUT) Model at Telkom University to produce report that can be used as a basis for further decision making by Telkom University in managing its services as the UTAUT Model attempts to clarify the intentions of students to use an information system and the usage actions of students. From this research, it was found that the CeLOE LMS has been accepted and used by Telkom University students with all hypotheses accepted, Performance Expectancy as the variable with the greatest influence, and it needs improvements related to technical infrastructure, organizational infrastructure, and socialization of CeLOE LMS due to the influence of Facilitating Conditions variable was the lowest.

scholarly journals An Assessment of E-Learning System for Instructors and Students of Panpacific University

2018 ◽  
Vol 1 (1) ◽  
pp. 63-70
Author(s):  
Jane M. Fernandez ◽  
Gina Lee M. Santos ◽  
Wennielyn C. Javier
Keyword(s):  
Student Learning ◽  
User Satisfaction ◽  
Teaching And Learning ◽  
Vital Role ◽  
Learning Systems ◽  
Learning System ◽  
E Learning ◽  
The Impact ◽  
Computer Studies ◽  
Positive Effect

Through teaching innovations, E-learning play a vital role in education. The researcher attests by determining the e-learning systems influence on students and instructors. In order to know the perceptions of the students and Instructors the researcher conducted a survey regarding their current experiences. The main purpose of the study was to investigate the impact of elearning used by the School of Computer Studies at Panpacific University. This study will detail the e-learning impacts which had on Instructors and Student participant’s performance about the level of user satisfaction and productivity, utilization and problems encountered. The study found out that the use of e-learning systems shows a positive effect on student learning. Instructors utilized e-learning system as presentation and preparation tool in teaching and learning. Most instructors positively confirm that e-learning supports teaching and learning effectively implemented.

Sign in / Sign up

Export Citation Format

Share Document