scholarly journals Effect of Implementing Distance Learning on Nurses Knowledge and Practice RegardingCovid-19 Pandemic

2020 ◽  
Vol 10 (12) ◽  
pp. 01-09
Author(s):  
Sabah Ahmed Ammar
Keyword(s):  
Distance Learning ◽  
Direct Care ◽  
Learning Assessment ◽  
P Value ◽  
Learning Tools ◽  
Assessment Sheet ◽  
E Learning ◽  
Knowledge And Practice ◽  
Global Communications ◽  
Nurses Knowledge

Background:The global spread of COVID-19 is triggering public health responses and is affecting severely on economic systems and global communications. Nurses are the frontline healthcare professionals, providing direct care to individuals infected with COVID-19. In addition, E-learning tools are playing a crucial role during this pandemic. Aim:The aim of this study was to determine the effect of implementing distance learning on nurse's knowledge and practice regarding the COVID-19 pandemic. Design: Quiz experimental design was used to achieve the aim of the current study. Setting:The study was conducted at the emergency department, Intensive care unitand internal medicine department department at 15- May Hospital – Helwan governorate. Sample:A convenient sample of 50 nurses who are work in the previously mentioned settings. Tools:Five tools were used to collect data includeI: Nurse's demographic characteristics data. II: Nurse's knowledge assessment sheet, III: Nurses practice observation sheet, IV: Hospital health services nurse's opinion assessment sheet, V: Distance learning assessment sheet. Results: high significant positive difference between pre and posttest which reveals improvement in study subject knowledge and practice regarding distance learning implantation at p-value 0.000**. In addition, this study indicates the most of study subject agree with implementing distance learning. Conclusion: The finding of the study concluded that nurses' knowledge and practice was improved post-education than pre-education. Recommendations: Additional research using different training programs for nurses to be well prepared to provide patients with appropriate knowledge and practices about COVID-19 through verbal and written instructions.

Research on the Implementation of E-learning Tools by Bulgarian and Foreign Universities

2021 ◽  
Vol 48 (5) ◽  
pp. 486-497
Author(s):  
Petar Todorov ◽  
Keyword(s):  
Distance Learning ◽  
Management Systems ◽  
Course Management Systems ◽  
Course Management ◽  
Research Subject ◽  
Learning Tools ◽  
Learning And Teaching ◽  
The Past ◽  
E Learning ◽  
Foreign Universities

Over the past two years, the pandemic caused by the COVID-19 virus has put to the test all spheres of life not only in Bulgaria but also worldwide. It can be claimed that the educational sector has acted adequately and has been able to deal with the challenge. The article presents research on the implementation of various e-learning tools by Bulgarian and foreign universities. The research was conducted at the beginning of the pandemic caused by COVID-19 by surveying students and lecturers. It turns out that despite the plethora of e-learning tools, at many universities, even in technologically advanced countries such as China, in most cases, education is delivered through distance learning and course management systems, for instance Moodle. The research objective is to ascertain the degree of implementation of various e-learning tools at Bulgarian and foreign universities. The research subject is the degree of implementation of e-learning tools, whereas the research object is students and lecturers from Bulgarian and foreign universities. The hypothesis, which is proven, is that the implementation of diverse e-learning tools is insufficient, despite the fact that their importance is acknowledged at all levels of learning and teaching.

Security and Privacy in Distance Education

2011 ◽  
pp. 1839-1846 ◽  
Author(s):  
George Yee
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Distributed Learning ◽  
Security And Privacy ◽  
Learning Tools ◽  
Privacy Rights ◽  
Personal Privacy ◽  
E Learning ◽  
Privacy Enhancing Technologies ◽  
User Trust

Many applications and tools have been developed to support the design and delivery of distance learning courses. Unfortunately, many of these applications have only cursory provisions for security and privacy, such as authentication based only on user id and password. Given the increased attacks on networked applications and the increased awareness of personal privacy rights, this situation is unacceptable. Indeed, electronic services of all kinds, including distance learning, will never be fully successful until the users of these services are confident that their information is protected from unauthorized access and their privacy assured. In the literature, there are few papers dealing specifically with security and privacy for distance education. El-Khatib, Korba, Xu and Yee (2003) discuss security and privacy for e-learning in terms of legislative requirements, standards and privacy-enhancing technologies. Korba, Yee, Xu, Song, Patrick and El-Khatib (2004) investigate how security and privacy can promote user trust in agent-supported distributed learning. Yee and Korba (2003, 2004) discuss the use and negotiation of privacy policies for distance education. Lin, Korba, Yee and Shih (2004) describe the application of security and privacy technologies to distance learning tools. Yee, Korba, Lin and Shih (2005) present an approach for using context-aware agents to implement security and privacy in distance learning. Holt and Fraser (2003) discuss the psychological and pedagogical motivation for security and privacy.

Using Innovations Effectively in a Distance Learning Programme

2012 ◽  
pp. 1-22
Author(s):  
Richard Blanchard ◽  
Sheryl Williams
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Student Experiences ◽  
The Internet ◽  
Learning Tools ◽  
Information And Communication ◽  
E Learning

Distance education is not new. Correspondence courses date back over 150 years. Advances in information and communication technologies, particularly the Internet, open up a host of possibilities to study at a distance, making use of the latest advances in e-learning tools. However, it must be stressed that e-learning has to focus on the learning pedagogy and not just the technology. This chapter examines the role of learning in e-learning by reviewing state-of-the-art developments and innovations to support distance learning students and academics. It identifies strategies for successful learning through the evaluation of student experiences and considers methods and practices that can be employed for delivering a successful learning programme.

Trend of E-Learning

2010 ◽  
Vol 8 (1) ◽  
pp. 69-88
Author(s):  
Neil Y. Yen ◽  
Timothy K. Shih ◽  
Qun Jin ◽  
Hui-Huang Hsu ◽  
Louis R. Chao
Keyword(s):  
Distance Learning ◽  
Learning Styles ◽  
Traditional Learning ◽  
Learning Tools ◽  
Web Based ◽  
Learning Standards ◽  
Multimedia Resources ◽  
Research Organizations ◽  
Technical Architecture ◽  
E Learning

With the improvement of internet technologies and multimedia resources, traditional learning has been replaced by distance learning, web-based learning or others’ e-learning learning styles. According to distance learning, there are many research organizations and companies who make efforts in developing the relevant systems. But they lack interoperability. The only way to reuse these applications is to redevelop them for specific purposes. In order to solve this situation and norm the various learning resources, IMS proposes a new e-learning standard named “Common Cartridge”. This standard not only integrates the past e-learning standards like LOM, SCORM and QTI but also proposes a technical architecture called Learning Tools Interoperability to allow applications to reuse different systems without reprogramming. In this paper, we firstly introduce the current e-learning environment. Then we pay attention on the usage of Common Cartridge standards and discuss the architecture of Learning Tools Interoperability. According to these standards, we will point out the e-learning standard that might be widely utilized in the future.

Nastava u uslovima pandemije: klasifikacija uticajnih faktora na kvalitet e-nastave i percepciju zadovoljstva

2021 ◽  
Author(s):  
Biljana Đorić ◽  
Keyword(s):  
Distance Learning ◽  
Digital Literacy ◽  
Teaching And Learning ◽  
Technical Aspect ◽  
Influential Factors ◽  
Learning Tools ◽  
Learning And Teaching ◽  
E Learning ◽  
Affective Components ◽  
Specificity Of Learning

Education is just one aspect of life that has changed significantly as a result of the Covid 19 pandemic. Teachers around the world, at all levels of education, are facing the challenge of distance learning. Despite the readiness of teachers, students and their digital literacy, changed learning conditions and also other life circumstances, have an impact on the process and outcome of learning and teaching. Therefore, the aim of this paper is identification of the influencing factors in the context of distance learning. The paper presents an overview of the literature of relevant research published during the pandemic which deals with the examination of the quality of teaching and learning in pandemic conditions at different levels of education. Based on the analysis of the papers and the results of the conducted research, an overview and classification of influential factors related to the affective components of learning, as well as cognitive, but also other aspects of learning and teaching is given. The following categories of factors are identified: technical aspect of e-learning; perception of e-learning tools; motivation and cognitive factors, factors related to specificity of learning content, social factors, factors related to skills and readiness; time factor and external factors. Finally, the research and pedagogical implications produced from the literature review are given.

scholarly journals Integrating micro-learning content in traditional e-learning platforms

2020 ◽  
Author(s):  
Rebeca P. Díaz Redondo ◽  
Manuel Caeiro Rodríguez ◽  
Juan José López Escobar ◽  
Ana Fernández Vilas
Keyword(s):  
Distance Learning ◽  
Service Oriented Architecture ◽  
Information Service ◽  
Traditional Learning ◽  
Learning Tools ◽  
Learning Content ◽  
Service Oriented ◽  
E Learning ◽  
Learning Platforms ◽  
Micro Learning

Abstract Lifelong learning requires appropriate solutions, especially for corporate training. Workers usually have difficulty combining training and their normal work. In this context, micro-learning emerges as a suitable solution, since it is based on breaking down new concepts into small fragments or pills of content, which can be consumed in short periods of time. The purpose of this paper is twofold. First, we offer an updated overview of the research on this training paradigm, as well as the different technologies leading to potential commercial solutions. Second, we introduce a proposal to add micro-learning content to more formal distance learning environments (traditional Learning Management Systems or LMS), with the aim of taking advantage of both learning philosophies. Our approach is based on a Service-Oriented Architecture (SOA) that is deployed in the cloud. In order to ensure the full integration of the micro-learning approach in traditional LMSs, we have used two well-known standards in the distance learning field: LTI (Learning Tools Interoperability) and LIS (Learning Information Service). The combination of these two technologies allows the exchange of data with the LMS to monitor the student’s activity and results. Finally, we have collected the opinion of lectures from different countries in order to know their thoughts about the potential of this new approach in higher education, obtaining positive feedback.

scholarly journals E-LEARNING TECHNOLOGY IN THE PROCESS OF CLIL AT SCHOO

2021 ◽  
Author(s):  
Gulden Akbayeva ◽  
Maxat Zhumassatuly ◽  
Zhadyragul Bakmaganbetova
Keyword(s):  
Distance Learning ◽  
General Education ◽  
English Language ◽  
Learning System ◽  
Educational Activity ◽  
Learning Technology ◽  
Learning Tools ◽  
School Students ◽  
Teaching Aids ◽  
E Learning

E-learning is a learning system based on formalized teaching but with the help of electronic resources (Asad et al., 2020). The article is devoted to the consideration of the idea of content and language integrated learning (CLIL) in the system of education and the analysis of new concepts and approaches of school education developed in methodological science, taking into account their influence on the motivation of school students to learn English language. The revitalization of the educational activity has always been one of the primary tasks of teaching in general. The CLIL methodology is compared with the ESP and EMI methodologies. This learning model does not imply a complete rejection of traditional teaching methods and combines both the advantages of face-to-face studies (contact with a teacher, group methods of work, language and speech practice, the possibility of feedback) and the advantages of distance learning (an individual approach, differentiation of learning, ample opportunities for the implementation of project activities, optimization of independent work, the formation of language and speech skills and abilities. Modern teaching aids, including e-distance learning tools, provide teachers with ample opportunities for implementing a competency-based approach, providing a comprehensive all-around development of a school student's personality through the subjects studied. With the help of distance educational technologies, it is possible not only to shift a number of routine pedagogical actions onto the shoulders of a computer but also to organize high-quality, individual, differentiated education. The article presents strong theoretical information about CLIL and its importance. Also, the article contains results of qualitative research with conducted questionnaires among school students in grades 10-11 of a general education school.

scholarly journals Nurses' Knowledge and Practice Towards Prevention of Surgical Site Infection

2021 ◽  
Vol 6 (1) ◽  
pp. 1
Author(s):  
Fatimah Sham ◽  
Nur Azira Abdul Raji ◽  
Mohd Fitri Omar ◽  
Zulkarnain Hasan ◽  
Muhammad Khairi Patahorahman ◽  
...  
Keyword(s):  
Surgical Site Infection ◽  
Good Practice ◽  
Public Hospitals ◽  
Control Measures ◽  
Good Knowledge ◽  
P Value ◽  
Site Infection ◽  
Significant Difference ◽  
Knowledge And Practice ◽  
Nurses Knowledge

Surgical Site Infection (SIS) is a common healthcare-associated infection that significantly impacts patient safety and financial losses for health systems. Enhancing nurses' knowledge and practice is an essential component in the prevention of the spread of infection. The study aims to assess the knowledge and practice of preventing surgical site infection among nurses. A cross-sectional study was conducted among 306 nurses in two public hospitals in Malaysia. Data were obtained from selfadministered questionnaires and analyzed using the IBM Statistical Packages for Social Science (SPSS) Window Version 23. This study revealed that 85.3 % of nurses had good knowledge, and 97.7 % had good practice regarding SSI prevention. However, there was no significant difference between the nurses' knowledge and practice towards Prevention SSI (x2: 1.10; p-value: 0.28). There was a statistically significant association between working unit/ward and the total knowledge score (x2:24.51; p-value: 0.01). Nurses who worked in the Operation Theatre were found to have higher percentage of good knowledge (n: 108; 35.3%). It can be concluded that the nurses had good knowledge and practice regarding surgical site infection. Successful strategies of infection control measures were the well-structured guidelines, continuing education programs, adequate supervision, good support, and regular basis of the necessary consumables and supplies.

scholarly journals Analysis of existing gender differences in the effect of using the Virtual Campus platform of the Politehnica University of Timisoara

2019 ◽  
Vol 29 ◽  
pp. 03011
Author(s):  
Camelia Ciuclea ◽  
Andrei Ternauciuc
Keyword(s):  
Gender Differences ◽  
Distance Learning ◽  
Teaching And Learning ◽  
Learning Tools ◽  
Learning Program ◽  
Online Activity ◽  
Virtual Campus ◽  
First Semester ◽  
E Learning ◽  
Distance Learning Program

Admitting the increasing interest for education delivered by the means of technology is relevant if we consider all the aspects, including features related to gender. Several studies point out that women and men differ in their way of interacting with technology, ICT being traditionally associated with men [1]. In the context of blended learning settings, there are several existing gender differences, which means a statistical analysis focused on differences between men and women users of the Virtual Campus platform is needed. The main objective of this study is to provide evidence of significant gender differences in the effect of using certain platform tools by both genders. A subsequent objective is to test if the efficiency of both manners of working with e-learning tools eventually converge around similar results (in case the results point to scarce differences). The research was conducted by looking at the final number of students following the Distance Learning program run by the eLearning Center at UPT, during the first semester of the academic year 2017-2018. Distance learning students enrolled at Politehnica University Timisoara are mostly digital natives, consumers of technology in order to support the teaching and learning processes. The aim of this paper is to analyze the gender differences in using the platform, based on the students’ online activity statistics from Moodle and all the resulting data.

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