scholarly journals EXTENT, APPLICABILITY, AND LEARNER SATISFACTION ON THE UTILIZATION OF RESEARCH MATERIALS FOR POST-PANDEMIC CURRICULA

2021 ◽  
Author(s):  
V M R Guinto ◽  
◽  
E Q Terre ◽  
M F Taroma ◽  
J Ballesteros ◽  
...  
Keyword(s):  
Learner Satisfaction

scholarly journals The Value of Clinical Teachers for EMR Implementations and Conversions

2015 ◽  
Vol 06 (01) ◽  
pp. 75-79 ◽  
Author(s):  
J.L. Pantaleoni ◽  
C.A. Longhurst ◽  
L.A. Stevens
Keyword(s):  
Medical Students ◽  
Training Program ◽  
Cost Savings ◽  
Learner Satisfaction ◽  
Physician Training ◽  
Significant Cost ◽  
Clinical Teachers ◽  
Essential Aspect ◽  
Satisfaction Rates ◽  
High Learner

SummaryEffective physician training is an essential aspect of EMR implementation. However, it can be challenging to find instructors who can present the material in a clinically relevant manner. The authors describe a unique physician-training program, utilizing medical students as course instructors. This approach resulted in high learner satisfaction rates and provided significant cost-savings compared to alternative options.Citation: Stevens LA, Pantaleoni JL, Longhurst CA. The value of clinical teachers for EMR implementations and conversions. Appl Clin Inf 2015; 6: 75–79http://dx.doi.org/10.4338/ACI-2014-09-IE-0075

Learner Satisfaction in Marketing Simulation Games

2016 ◽  
Vol 38 (2) ◽  
pp. 107-118 ◽  
Author(s):  
Albert Caruana ◽  
Antonella La Rocca ◽  
Ivan Snehota
Keyword(s):  
Learner Satisfaction ◽  
Simulation Games

The Study of the Relationship among Learner-Content Interaction, Learning Performance, and Learner Satisfaction in a Blended Learning English Class in a Rural High School

2013 ◽  
pp. 1307-1323
Author(s):  
Jiyou Jia ◽  
Zhuhui Ding ◽  
Yuhao Chen ◽  
Xuemei Cui
Keyword(s):  
High School ◽  
Learning System ◽  
Learning Performance ◽  
Learner Satisfaction ◽  
Computer Assisted ◽  
Student Survey ◽  
Web Based ◽  
English Class ◽  
Content Interaction ◽  
Assisted Instruction

Learner-content interaction is one of the four interaction types in computer assisted instruction systems. “Without leaner-content interaction, little or no learning will occur” (Moore, 1993). The authors developed a web-based vocabulary and listening learning and assessment system for English instruction, which focuses on the learner-content interaction based on the behaviorisms learning theory. The authors integrated it into a normal English class weekly for a term in a high school located in a rural province in China. They analyzed the student exam scores, the student survey answers, learner-content interaction records in the learning system, and their relationship using statistical software SPSS. The research reveals that there exists almost significant positive correlation between learner-content interaction and learning performance, but there is not any correlation between the learner-content interaction and learner satisfaction. The survey results also demonstrated the learners’ satisfaction with this interactive learning system. The reasons for those findings are analyzed. Finally, limitations and further work are discussed.

A Study of the Predictive Relationships between Faculty Engagement, Learner Satisfaction and Outcomes in Multiple Learning Delivery Modes

2014 ◽  
pp. 304-317
Author(s):  
Cherng-Jyh Yen ◽  
M’hammed Abdous
Keyword(s):  
Teaching And Learning ◽  
Learning Management Systems ◽  
Learner Satisfaction ◽  
Traditional Teaching ◽  
Face To Face ◽  
Delivery Modes ◽  
Dramatic Rise ◽  
Technology Convergence ◽  
Current Context ◽  
Student Demand

The confluence of technology convergence, market forces, and student demand for greater access is reshaping higher education institutions. Indeed, the convergence of technological innovations in hardware, software, and telecommunications, combined with the ubiquity of learning management systems, is reconfiguring and strengthening traditional teaching and learning delivery modes (Amirault & Visser, 2009; Harasim, 2006; Laurillard, 2008). In the current context, one in which universities are forced to adapt, rethink, and even reinvent themselves, the traditional lines between distance education (DE) and face-to-face teaching and learning are becoming progressively blurred, particularly since the dramatic rise of online and blended or hybrid learning (Means, Toyama, Murphy, Bakia, & Jones, 2009; Parsad & Lewis, 2008). This structural transformation is progressively redefining the concept of faculty’s presence and their ability to interact and engage learners. The traditional model of teaching and learning (with its heavy reliance on teacher presence) is being augmented with various tools and technologies (Abdous & Yen, 2010). Additionally, student engagement and its corollary, interaction, have been closely linked to desirable learning outcomes, including academic achievement, critical thinking, and grades (Handelsman, Briggs, Sullivan, & Towler, 2005; Pascarella & Terenzini, 2005; Carini, Kuh, & Klein, 2006).

Revisit Planning Effective Multimedia Instructions

2010 ◽  
pp. 131-148
Author(s):  
Chien Yu ◽  
Angela Williams ◽  
Chun Fu Lin ◽  
Wei-Chieh Yu
Keyword(s):  
Learning Styles ◽  
Retention Rates ◽  
Learner Satisfaction ◽  
Teaching Tool ◽  
Instructional Media ◽  
Instructional Multimedia ◽  
Pedagogical Design ◽  
Multimedia Education ◽  
Improved Learning ◽  
Effective Use

Multimedia benefits students learning in many different ways. There are so many things that students can do and learn because of the variety of instructional media that is available for their use. The use of instructional multimedia increases an instructor’s ability to propose and execute teaching strategies that come with a multiplicity of learning styles. Therefore, there are a myriad of reasons why teachers use these resources both as a teaching tool and as a teaching resource. Several strategies can be implemented so that teachers have opportunities to become skillful in attaining technological fluency. This chapter reviews the trends and issues of today’s multimedia education, and attempts to provide strategies and guidelines for planning multimedia instruction. The effective use of pedagogical design principles with appropriate multimedia can allow greater individualization, which in turn fosters improved learning, greater learner satisfaction, and higher retention rates.

Online Learner Satisfaction and Collaborative Learning

2013 ◽  
Vol 9 (2) ◽  
pp. 66-78 ◽  
Author(s):  
Salem Alkhalaf ◽  
Jeremy Nguyen ◽  
Anne Nguyen ◽  
Steve Drew
Keyword(s):  
Collaborative Learning ◽  
Learning Outcomes ◽  
Learner Satisfaction ◽  
Kingdom Of Saudi Arabia ◽  
Technology Infrastructure ◽  
Information Technology Infrastructure ◽  
Low Level ◽  
Level Of Satisfaction ◽  
E Learning ◽  
Online Learner Satisfaction

Despite the considerable potential for e-learning to improve learning outcomes, particularly for female students and students who need to rely on distance learning, feedback from current users of e-learning systems in the Kingdom of Saudi Arabia (KSA) suggests a relatively low level of satisfaction. This study adopts a mixed-methods approach in investigating the underlying reasons for this situation. Results indicate that students are not unhappy with the information technology infrastructure or with other technical aspects. However, many students report a low level of interaction between them and their fellow students. When interactions do occur, students indicate overwhelmingly that they find such interactions useful. Together, these findings suggest that greater student interaction, which could be fostered through the use of collaborative learning, is likely to be both popular with students and beneficial to their learning outcomes.

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