scholarly journals E-learning as a Model of Lifelong Education for Older Adults

2017 ◽  
Author(s):  
Tatiana G. Bekisheva
Keyword(s):  
Older Adults ◽  
Lifelong Education ◽  
E Learning

scholarly journals Designing an Efficient Cloud Management Architecture for Sustainable Online Lifelong Education

2019 ◽  
Vol 11 (6) ◽  
pp. 1523 ◽  
Author(s):  
TaeYoung Kim ◽  
JongBeom Lim
Keyword(s):  
Information System ◽  
Service Level Agreement ◽  
Service Level ◽  
Lifelong Education ◽  
Text Learning ◽  
Demand Learning ◽  
Management Scheme ◽  
E Learning ◽  
Media Learning ◽  
Machine Allocation

As online learning and e-learning are prevalent and widely used in education, it is important to design an efficient and reliable information system for storing learning data and providing on-demand learning services. In this paper, we design a cloud-based information system architecture for online lifelong education. Since a cloud system is based on virtualization technology, we propose a virtual resource management scheme—virtual machine allocation and monitoring nodes assignment. With the proposed cloud-based architecture, we can build and operate an e-learning information system for online lifelong education, which requires efficiency, reliability, and persistence. The evaluation results show that our proposed method can deal with more tasks for e-learning (requests for learning management system (LMS) navigations, text learning contents, text and media learning contents, and video learning contents) while introducing 48× fewer service level agreement (SLA) violations than the existing method.

scholarly journals An E-learning Module on Chronic Low Back Pain in Older Adults: Effect on Medical Resident Attitudes, Confidence, Knowledge, and Clinical Skills

Pain Medicine ◽  
2018 ◽  
Vol 19 (6) ◽  
pp. 1112-1120 ◽  
Author(s):  
Zachary G Jacobs ◽  
D Michael Elnicki ◽  
Subashan Perera ◽  
Debra K Weiner
Keyword(s):  
Older Adults ◽  
Low Back Pain ◽  
Back Pain ◽  
Chronic Low Back Pain ◽  
Clinical Skills ◽  
Medical Resident ◽  
Low Back ◽  
Resident Attitudes ◽  
Learning Module ◽  
E Learning

scholarly journals Feasibility, Acceptability, and Impact of a Self-guided e-Learning Memory Program for Older Adults

2021 ◽  
Vol 5 (Supplement_1) ◽  
pp. 977-978
Author(s):  
Danielle D'Amico ◽  
Iris Yusupov ◽  
Lynn Zhu ◽  
Jordan Lass ◽  
Cindy Plunkett ◽  
...  
Keyword(s):  
Older Adults ◽  
Goal Attainment ◽  
Healthy Lifestyle ◽  
Retention Rate ◽  
Later Life ◽  
Subjective Cognitive Decline ◽  
Age Related ◽  
E Learning ◽  
Feedback Data ◽  
High Level

Abstract Clinician-led memory interventions have been shown to increase knowledge, reduce anxiety, promote memory-strategy use, and increase brain-healthy lifestyle behaviours in older adults with normal age-related memory changes. A self-guided, e-learning version of the Baycrest Memory and Aging Program® was recently developed to increase accessibility to memory interventions. The objectives of the current study were to assess program feasibility (retention rate), acceptability (satisfaction), and participant-reported impact (memory concerns, behaviour change, goal attainment). As part of a larger study, participants were 139 healthy older adults (mean age: 73±7, 73% female). Ninety-two individuals completed the program (retention rate=66%). Anonymous feedback data indicated a high level of satisfaction with the program overall (98%), the pace and clarity of the learning modules (100%), and the organization and navigation of the interface (92%). Suggested improvements included offering more interaction with others and addressing minor platform glitches. There was a decrease in the level of concern about memory change, with 64% expressing concern at a level consistent with the Jessen et al. (2014) criteria for Subjective Cognitive Decline at baseline, and 23% expressing the same at post-test. The majority of participants reported increases in using memory-strategies (63-97%) and lifestyle-promoting behaviours (40-72%). All participants reported moderate to high satisfaction with personal goal attainment. Results support feasibility, acceptability, and impact of a self-guided e-learning adaptation of memory intervention. E-learning tools may be a promising avenue to deliver accessible brain health promotion in later life, especially in the context of the shift to virtual care during and beyond COVID-19.

Use of oncology electronic learning resources to learn about geriatric oncology.

2020 ◽  
Vol 38 (15_suppl) ◽  
pp. 11033-11033
Author(s):  
Tina Hsu ◽  
Kori LaDonna ◽  
Claire Touchie
Keyword(s):  
Older Adults ◽  
Geriatric Oncology ◽  
Future Research ◽  
Learning Resources ◽  
Electronic Resources ◽  
Self Directed Learning ◽  
Electronic Learning ◽  
Oncology Education ◽  
E Learning ◽  
Asco Meeting

11033 Background: Despite the aging population driving cancer growth, oncology trainees receive little training in geriatrics. While electronic resources, such as ASCO University, may help meet this gap, use of available geriatric oncology (GO) modules is low. We sought to understand why by exploring how oncology trainees currently learn about GO, their preferred methods for learning about GO, and their attitudes towards e-learning and geriatrics. Methods: Canadian medical oncology residents and recent graduates were electronically surveyed about the following domains: demographics, self-directed learning practices, use of electronic resources, perceived facilitators and barriers to e-learning, and geriatric oncology teaching. Descriptive statistics were used to analyze the data. Results: Respondents (n = 47) were mostly aged < 35 (66%). Respondents felt that learning about older adults was important (mean 4.3±1.0 out of 5) and generally felt comfortable caring for them (mean 3.9±0.9 out of 5) despite minimal training in geriatrics.Almost half (48.9%) received 0-2 hours of teaching in GO during residency, with the majority (59.6%) receiving teaching in clinic, 36.2% through lectures and 21.3% via seminars. Respondents also learned about GO through reading journal articles (42.6%), modelling in clinic (36.2%), reading a textbook (19.2%) or attending a conference (19.2%). Respondents preferred to learn about GO through on-site lectures (46.8%), dinner meetings (42.6%), case discussion (42.6%) and attending conferences (38.3%). Although overall respondents highly valued electronic learning (mean 4.3±0.75 out of 5), only a minority (8.5%) had received GO teaching electronically using e-modules and only 23.4% respondents were aware of e-learning resources in GO. In contrast most respondents (83%) had used an e-learning resource to learn about oncology. The most common oncology e-resources used were ASCO University (61.7%), Oncology Education (61.7%), and ASCO meeting videos (44.7%). Conclusions: Although oncology trainees value and commonly use e-learning resources, e-learning is not a common or preferred way to learn about GO, potentially due to lack of awareness about these resources. Future research will explore whether the current methods of educating oncology learners about older adults are appropriate and sufficient, as well as how trainees value and prioritize learning about topics that are not included in the formal curricula.

scholarly journals Addressing the polypharmacy challenge in older people with multimorbidity (APOLLO-MM): study protocol for an in-depth ethnographic case study in primary care

BMJ Open ◽  
2019 ◽  
Vol 9 (8) ◽  
pp. e031601
Author(s):  
Deborah Swinglehurst ◽  
Nina Fudge
Keyword(s):  
Older Adults ◽  
Common Source ◽  
Ethnographic Case Study ◽  
Daily Lives ◽  
Video Recordings ◽  
Organisational Routines ◽  
E Learning ◽  
Institutional Contexts ◽  
Field Notes

IntroductionPolypharmacy is on the rise. It is burdensome for patients and is a common source of error and adverse drug reactions, especially among older adults. Health policy advises clinicians to practicemedicines optimisation—a person-centred approach to safe, effective medicines use. There has been little research exploring older patients’ perspectives and priorities around medicines-taking or their actual practices of fitting medicines into their daily lives and how these are shaped by the wider context of healthcare.Methods and analysisWe will conduct an in-depth multisite ethnographic case study. The study is based in seven clinical sites (three general practices and four community pharmacies) and includes longitudinal ethnographic follow-up of older adults, organisational ethnography and participatory methods. Main data sources include field notes of observations in the home and clinical settings; interviews with patients and professionals; cultural probe activities; video recordings of clinical consultations and interprofessional talk; documents. Our analysis will illuminate the everyday practices of polypharmacy from a range of lay and professional perspectives; the institutional contexts within which these practices play out and the sense-making work that sustains—or challenges—these practices. Our research will adopt a ‘practice theory’ lens, drawing on the sociology of organisational routines and other relevant social theory guided by ongoing iterative data analysis.Ethics approvalThe study has HRA approval and received a favourable ethical opinion from the Leeds West Research Ethics Committee (IRAS project ID: 205517; REC reference 16/YH/0462).DisseminationAside from academic outputs, our findings will inform the development of recommendations for practice and policy including an interactive e-learning resource. We will also work with service users to co-design patient/public engagement resources.

scholarly journals Cognitive-Based E-Learning Design for Older Adults

2019 ◽  
Vol 8 (1) ◽  
pp. 6 ◽  
Author(s):  
Marios A. Pappas ◽  
Eleftheria Demertzi ◽  
Yannis Papagerasimou ◽  
Lefteris Koukianakis ◽  
Nikitas Voukelatos ◽  
...  
Keyword(s):  
Older Adults ◽  
Information And Communication Technologies ◽  
Cognitive Abilities ◽  
Assessment Tests ◽  
Learning Platform ◽  
Positive Attitudes ◽  
Information And Communication ◽  
E Learning ◽  
Highly Correlated ◽  
Practice Questions

Aging is highly correlated with a decline in cognitive abilities. Information and communication technologies are nowadays increasingly used for knowledge acquisition, education, cognitive development, etc. Older adults should be prepared to adopt these technologies and take advantage of their capabilities. The purpose of this study was to analyze the cognitive profile of older adults in order to identify the ways that they learn, as well as to analyze older adults’ attitudes, to aid in the development of an e-learning platform adapted to their needs. The sample of the study consisted of 103 older adults, aged 55+, from Greece. According to their responses, older adults seemed to prefer e-learning modules that presented the educational content step-by-step and contained practice questions and examples. In addition, respondents had positive attitudes toward the existence of assessment tests for after the completion of each module. Finally, the utilization of explanatory videos and special graphics in the modules was imperative, according to older adults’ preferences.

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