Self-directed Versus Traditional Classroom Training for Neonatal Resuscitation

The effectiveness of Internet or online training was compared to traditional classroom training in the Master Gardener Core Course/Horticulture 1003 at the University of Minnesota, St. Paul. Overall horticultural knowledge was significantly greater for both groups in posttest results, and there was no significant difference in horticultural knowledge between the two groups. Online learners did not perceive the lack of instructor face-to-face interaction to be as important as did classroom participants. Online learners also placed a greater value on flexibility of class time and no commuting. Both groups spent approximately 75 hours on the class. However, 20% of classroom participants' time was commuting. Online training was an effective method for teaching Master Gardeners in this study.

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The Contribution of Serious Games for the Success of Students in Entrepreneurship

IT Issues in Higher Education - Advances in Higher Education and Professional Development ◽

10.4018/978-1-7998-1029-2.ch007 ◽

2020 ◽

pp. 123-148

Author(s):

Fernando Almeida

Keyword(s):

Comparative Analysis ◽

Learning Outcomes ◽

Serious Games ◽

Traditional Classroom ◽

New Venture ◽

Integration Process ◽

Multiple Perspectives ◽

Classroom Training ◽

The Impact

The adoption of serious games as a complement to traditional classroom training is still an emerging theme, but it offers relevant potentialities for both students and teachers. This study describes the integration process of serious games in an entrepreneurship course over five years (2014-2018). In the first three years, the ENTRExplorer was adopted, while in the last two years the FLIGBY was used. The experience of using entrepreneurship serious games is analyzed according to multiple perspectives, such as complexity, generation of more entrepreneurial or group working skills, engagement, interactivity, learning outcomes, or even the impact on the intention to establish a new venture. The findings allowed a comparative analysis of the two games, indicating significant differences in some of those dimensions. Nevertheless, the learning outcomes provided by each game were considered relevant by the students, showing that both games can be useful in the process of learning and acquiring entrepreneurship competencies.

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The Contribution of Serious Games for the Success of Students in Entrepreneurship

10.4018/978-1-6684-3710-0.ch080 ◽

2022 ◽

pp. 1655-1675

Author(s):

Fernando Almeida

Keyword(s):

Comparative Analysis ◽

Learning Outcomes ◽

Serious Games ◽

Traditional Classroom ◽

New Venture ◽

Integration Process ◽

Multiple Perspectives ◽

Classroom Training ◽

The Impact

The adoption of serious games as a complement to traditional classroom training is still an emerging theme, but it offers relevant potentialities for both students and teachers. This study describes the integration process of serious games in an entrepreneurship course over five years (2014-2018). In the first three years, the ENTRExplorer was adopted, while in the last two years the FLIGBY was used. The experience of using entrepreneurship serious games is analyzed according to multiple perspectives, such as complexity, generation of more entrepreneurial or group working skills, engagement, interactivity, learning outcomes, or even the impact on the intention to establish a new venture. The findings allowed a comparative analysis of the two games, indicating significant differences in some of those dimensions. Nevertheless, the learning outcomes provided by each game were considered relevant by the students, showing that both games can be useful in the process of learning and acquiring entrepreneurship competencies.

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Tele-education vs classroom training of neonatal resuscitation: a randomized trial

Journal of Perinatology ◽

10.1038/jp.2010.42 ◽

2010 ◽

Vol 30 (12) ◽

pp. 773-779 ◽

Cited By ~ 32

Author(s):

A Jain ◽

R Agarwal ◽

D Chawla ◽

V Paul ◽

A Deorari

Keyword(s):

Randomized Trial ◽

Neonatal Resuscitation ◽

Classroom Training

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E-learning: a comparative study for knowledge apprehension among nurses

Revista Latino-Americana de Enfermagem ◽

10.1590/s0104-11692007000300006 ◽

2007 ◽

Vol 15 (3) ◽

pp. 397-403 ◽

Cited By ~ 22

Author(s):

Yara Padalino ◽

Heloisa Helena Ciqueto Peres

Keyword(s):

Traditional Classroom ◽

First Century ◽

Computer Assisted ◽

Classroom Training ◽

Technology Revolution ◽

Before And After ◽

E Learning ◽

Group A ◽

Study Population ◽

Group B

The end of the twentieth century and the beginning of the twenty-first century are marked by technology revolution and strategic changes in organizations. Strategies such as the e-learning, has been used for training human resources. This study aimed to compare the knowledge acquired among groups of nurses who used e-learning and those who undergone a traditional classroom training. The true-experimental design was used followed by a quantitative analysis. This study was performed at the Hospital and Maternity São Luiz. The study population was composed by 60 nurses, randomly assigned to two groups, named A and B. Group A received the traditional classroom training and group B received the computer-assisted training. In the data collection, participants filled in a questionnaire before and after the training to evaluate their knowledge and to characterize the population. Results showed there was an equal acquisition of knowledge in both groups; confirming the efficacy of both methods.

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Student Anticipations and Reactions to Hybrid Format Education

Perspectives on Issues in Higher Education ◽

10.1044/ihe11.2.76 ◽

2008 ◽

Vol 11 (2) ◽

pp. 76-82 ◽

Cited By ~ 4

Author(s):

Sarah M. Ginsberg

Keyword(s):

Qualitative Study ◽

Learning Styles ◽

Student Perceptions ◽

Course Design ◽

Learning Experience ◽

Learning Experiences ◽

Traditional Classroom ◽

Traditional Learning ◽

Online Platform ◽

Hybrid Format

Abstract This qualitative study examined student perceptions regarding a hybrid classroom format in which part of their learning took place in a traditional classroom and part of their learning occurred in an online platform. Pre-course and post-course anonymous essays suggest that students may be open to learning in this context; however, they have specific concerns as well. Students raised issues regarding faculty communication patterns, learning styles, and the value of clear connections between online and traditional learning experiences. Student concerns and feedback need to be addressed through the course design and by the instructor in order for them to have a positive learning experience in a hybrid format course.

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Predicting the Need for Significant Neonatal Resuscitation Following the Delivery of Late Preterm Neonates

PEDIATRICS ◽

10.1542/peds.137.supplement_3.448a ◽

2016 ◽

Vol 137 (Supplement 3) ◽

pp. 448A-448A

Author(s):

Catherine O'Neill Buck ◽

Myra H. Wyckoff ◽

L. Steven Brown ◽

Vishal Kapadia

Keyword(s):

Neonatal Resuscitation ◽

Late Preterm ◽

Preterm Neonates

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Students’ Experience in Learning Accounting via Open and Distance Learning (ODL)

Insight Journal ◽

10.24191/ij.v7i1.60 ◽

2020 ◽

Vol 7 (1) ◽

pp. 29-40

Author(s):

Nur Syafiqah Hussin ◽

Naqiah Awang ◽

Farah Husna Mohd Fatzel

Keyword(s):

Distance Learning ◽

Traditional Classroom ◽

Financial Accounting ◽

Way Of Life ◽

Internet Connection ◽

New Material ◽

The Subject ◽

Open And Distance Learning ◽

Catch Up ◽

Almost All

Covid-19 is an unprecedented crisis that has affected almost all industry players including education. It has transformed our way of life and introduced a new normal to how things are done. As an effort to contain the outbreak of pandemic Covid-19, universities have shifted to online learning. In line with this, Universiti Teknologi MARA (UiTM) has decided to execute open and distance learning (ODL) for the current semester until 31 December 2020. ODL introduces a different learning environment as compared to the traditional classroom that requires students to be self-reliant in learning new things. Hence, the purpose of the study is to explore students’ experiences in the process of knowledge transfer through ODL specifically for accounting subjects. A questionnaire was distributed to students who were taking the subject of Introduction to Financial Accounting and Introduction to Cost Accounting in UiTM Pahang Kampus Raub and a total of 206 responses were received. The study found over half of the students enjoy learning through ODL but only one-third were looking forward to having ODL for the next semester. Poor internet connection is the main reason found in the study that makes ODL not preferred by the students. At the same time, few features were highlighted by the students about ODL such as the advantage of pre-recorded video to catch up the new material and flexibility for them to learn at their own pace.

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