The Current Status and the Future Tasks of Online Training Courses for Korean Language Teachers - Focusing on Quality Management of Korean Practicum Subjects in Degree Programs -

The Cambridge Guide to Blended Learning for Language Teaching makes the case that it is pedagogy, rather than technology, that should underpin the design of blended learning programmes. The book is organised into five sections: Connecting Theories and Blended Learning; Implications for Teaching; Rethinking Learner Interaction; Case Studies; The Future of Blended Learning. With its research-informed and practitioner-focused approach, this book is ideal for language teachers and language centre managers looking to broaden their understanding of pedagogy and blended learning. It will also be of interest to anyone working on blended learning course design or delivering teacher training courses.

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Training a Workforce to Implement Evidence-Based Parenting Programs

The Power of Positive Parenting ◽

10.1093/med-psych/9780190629069.003.0034 ◽

2017 ◽

pp. 371-382

Author(s):

Alan Ralph ◽

Cassandra K. Dittman

Keyword(s):

Quality Control ◽

Quality Management ◽

Online Training ◽

Training Model ◽

Research Literature ◽

Triple P ◽

Evidence Based ◽

Training Courses ◽

Training And Support ◽

Over Time

The Triple P training model has been carefully developed to maintain the fidelity of the program, that is, to maximize the probability that the suite of programs delivered to parents globally closely matches those described and evaluated in the research literature. Three main areas of challenge are discussed: the recruitment, training, and support of Triple P trainers; the development, revision, and quality management of the training courses offered to practitioners; and the development, revision, and quality control of the resources provided to practitioners to support their delivery of the programs. Additional challenges are discussed, including adapting training protocols to changes in the workforce, ensuring practitioners maintain delivery fidelity over time, and exploring opportunities provided by developments in technology, particularly the potential for online training.

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Online training needs of Methadone Maintenance Treatment clinics in southern Vietnam

MedPharmRes ◽

10.32895//ump.mpr.2.4.7 ◽

2018 ◽

Vol 2 (4) ◽

pp. 7-14

Author(s):

Kien To ◽

Anh Huynh ◽

Vi Vu ◽

Hoang Vu ◽

Trung Nguyen ◽

...

Keyword(s):

Methadone Maintenance Treatment ◽

Maintenance Treatment ◽

Methadone Maintenance ◽

Online Training ◽

Training Needs ◽

Training Outcomes ◽

Southern Vietnam ◽

Blended Training ◽

Alternative Approach ◽

Training Courses

Introduction: Continuing Medical Education (CME) significantly improves the competency of healthcare workers in Methadone Maintenance Treatment (MMT) clinics. However, CME courses are very costly, and a few participants fully attended a course. Online training is an alternative approach to efficiently improve training outcomes. The study assessed needs and possibility of online training courses of MMT clinics in southern Vietnam. Methods: A google form was designed to collect characteristics, man-powers, facilities, online activities and training needs of MMT clinics. E-mails were sent to all MMT clinics in southern Vietnam to ask for their participants. A representative of MMT clinics who satisfied the inclusion invited to complete the form. Result: 93 MMT clinics completed the survey. The response rate was 62% (93/150). One MMT clinic had 3 doctors/assistant doctors, 3 pharmacists/drug dispensers, 2 consultants and 3 other professionals on average. The number of clients visiting the clinic in the last month was 150. About 94% (93/95) of MMT clinics provide other additional services. On average, 385 clients came to MMT for other services. All clinics had adequate devices for online and blended training. Conclusion: MMT clinics had high training needs and were willing to attend online and blended training courses. Online and blended training were possible in MMT clinics.

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