scholarly journals Face-to-face Training is the Preferred Modality of Professional Continuing Education for Librarians of All Ages, but More Evidence is Needed

2011 ◽  
Vol 6 (1) ◽  
pp. 56
Author(s):  
Kathryn Oxborrow
Keyword(s):  
Continuing Education ◽  
Real Time ◽  
The United States ◽  
Web Based ◽  
Face To Face ◽  
Blended Training ◽  
Medical Library ◽  
Instructor Interaction ◽  
Library Associations ◽  
Training Modalities

A Review of: Lynn, V. A., Bose, A., & Boehmer, S. J. (2010). Librarian instruction-delivery modality preferences for professional continuing education. Journal of the Medical Library Association, 98(1), 57-64. Objective — To establish the preferred modality for professional continuing education (CE) among members of three library associations. The primary hypothesis was that face-to-face training is the preferred modality, and the secondary hypothesis was that younger librarians are more likely to favour online or blended training modalities. In addition, the authors sought to investigate which factors influence participants' decisions to take up training. Design — Online questionnaire. Setting — Three library associations based in the United States of America. These were the American Library Association (ALA), the Special Libraries Association (SLA), and the Medical Library Association (MLA). Subjects — A random sample of 328 members of the ALA (86 participants), SLA (63 participants), and MLA (291 participants). Some participants were members of more than one association. Methods — Participants were recruited to complete an online survey via direct e-mail contact (MLA), messages on email discussion lists (SLA) and social networks (ALA). The survey asked about participants' experience of, and preference for, five different training modalities for CE. These were: face-to-face (classroom instruction), web-based synchronous (with real-time participant-instructor interaction), web-based asynchronous (with instructor involvement, but not in real time), blended (a combination of different modalities), and webcasts (live online presentations with limited participant-instructor interaction). Participants were then asked to rank factors which would influence their decision to undertake CE courses. The factors were cost, opportunity to socialize/network, time away from work, learning at their own pace, and having immediate access to either the class instructor or other participants. Participants were also given space to comment on both CE modalities and influencing factors. Main Results — There was a statistically significant preference for face-to-face instruction in this sample, being preferred by at least 73.1% of participants in all age ranges. Younger librarians did not display a preference for online or blended training modalities. There was a significant difference in second preference between ALA and MLA members, who both preferred Web based asynchronous training, and SLA members, who preferred the web-based synchronous format. Participants' preferences for all modalities apart from face to face were significantly different depending on whether or not they had experienced the particular modality. Cost was ranked as the most influential factor in the decision to undertake CE by members of all three library associations (significant at P

Online Learning and Instruction in Health

2010 ◽  
pp. 942-957 ◽  
Author(s):  
Michelle Lee D’Abundo ◽  
Cara Lynn Sidman
Keyword(s):  
Online Learning ◽  
Continuing Education ◽  
Health Professionals ◽  
Educational Opportunities ◽  
Traditional Classrooms ◽  
Web Based ◽  
Face To Face ◽  
Computer Based ◽  
Web Based Education ◽  
Learning And Instruction

Online learning and instruction are important components of adult education in the field of health. This chapter describes how computer-based technologies are being applied in the training and continuing education of health professionals and in health promotion. Curriculums previously thought to be inappropriate for web-based delivery are now being offered online. Innovations in online learning and instruction have improved delivery of web-based education and have provided educational opportunities for many that were “unreachable” by traditional classrooms. An example of how a solely face-to-face course was revised and delivered in three formats including face-to-face, blended and completely online is provided, as well as examples of best practices and future trends for online learning and instruction.

scholarly journals Web-based lecture technologies: blurring the boundaries between face-to-face and distance learning

2008 ◽  
Vol 16 (2) ◽  
Author(s):  
Karen Woo ◽  
Maree Gosper ◽  
Margot McNeill ◽  
Greg Preston ◽  
David Green ◽  
...  
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Real Time ◽  
Teaching And Learning ◽  
Student Perception ◽  
Web Based ◽  
Face To Face ◽  
Lecture Recordings ◽  
The Impact ◽  
Selection Of

Web-based lecture technologies (WBLT) have gained popularity amongst universities in Australia as a tool for delivering lecture recordings to students in close to real time. This paper reports on a selection of results from a larger research project investigating the impact of WBLT on teaching and learning. Results show that while staff see the advantages for external students, they question the extent to which these advantages apply to internal students. In contrast both cohorts of students were positive about the benefits of the technologies for their learning and they adopted similar strategies for their use. With the help of other technologies, some external students and staff even found WBLT useful for fostering communication between internal and external students. As such, while the traditional boundary between internal and external students seems to remain for some staff, students seem to find the boundary much less clear.Keywords: web-based lecture technologies; staff perception; student perception; distance education; external students; internal students; LectopiaDOI: 10.1080/09687760802315895

scholarly journals Impact of Web-Based Meeting Platform Usage on Overall Well-Being among Higher Education Employees

2021 ◽  
Vol 11 (2) ◽  
pp. 372-381
Author(s):  
Martha E. Kershaw ◽  
Shannon P. Lupien ◽  
Jennifer L. Scheid
Keyword(s):  
Well Being ◽  
The United States ◽  
Comfort Level ◽  
Subjective Well Being ◽  
Web Based ◽  
Survey Tool ◽  
Face To Face ◽  
Significant Relationships ◽  
Global Pandemic ◽  
The Web

During the ongoing global pandemic, faculty, staff and administrators at colleges and universities experienced an increase in meetings using web-based platforms. Challenges were identified related to the changes from face-to-face to web-based meetings, including internet connectivity, inadequate technology and distractions in the online environment, which led to questions about how meetings that use web-based platforms may contribute to overall stress and well-being during the pandemic. The research related to the use of web-based meeting platforms is limited. However, some anecdotal evidence suggests that impacts from web-based meeting platforms could include frustration, sleep issues and fatigue, which contribute to overall well-being. The purpose of this study was to determine if a relationship exists between a number of potentially related web-based meeting factors including the frequency and length of the meetings and comfort level with the platform and overall well-being. This study involved (N = 164) male, female and nonbinary participants over 18 years of age who worked as tenured, tenure-track, or nontenure track faculty, staff and administrators at colleges/universities in the United States during the global pandemic. The participants were recruited via both social media and email and were provided with a link to the survey tool, which included demographic and web-based meeting questions (e.g., frequency, length, and comfort) along with scales to measure perceived stress, subjective well-being, mental fatigue and sleep quality. The current study did not find a relationship between the frequency of meetings and overall well-being (p = 0.294). However, statistically significant relationships were found between meeting length and overall well-being (p = 0.003) and between comfort with the web-based meeting platform and overall well-being (p = 0.030). Based on the findings of this study, meeting organizers may consider scheduling meetings for less than two hours and providing training to ensure participants are proficient in the web-based meeting platform in order to support overall well-being.

scholarly journals The effectiveness of web-based and face-to-face continuing education methods on nurses' knowledge about AIDS: a comparative study

2009 ◽  
Vol 9 (1) ◽  
Author(s):  
Alireza Khatony ◽  
Nahid Dehghan Nayery ◽  
Fazlolaah Ahmadi ◽  
Hamid Haghani ◽  
Katri Vehvilainen-Julkunen
Keyword(s):  
Comparative Study ◽  
Continuing Education ◽  
Web Based ◽  
Face To Face ◽  
Nurses Knowledge

scholarly journals A Comparative Study of E-learning Platform in Reading and Translating Course for Engineering Students

2016 ◽  
Vol 11 (04) ◽  
pp. 120 ◽  
Author(s):  
Xue Shi
Keyword(s):  
Engineering Students ◽  
Learning Experience ◽  
Developed Countries ◽  
The United States ◽  
Web Based ◽  
Face To Face ◽  
Learning Platform ◽  
E Learning ◽  
Learning Platforms ◽  
Teaching Learning

Web-based learning environments are being more widely used in higher education to support face to face teaching activities. Universities in Europe, the United States, and other developed countries extensively use e-learning platforms; however, this is still in the trial stage in Chinese universities and educational institutions. Moodle has been considered as an interactive e-learning tool to motivate students and involve them in resolving both individual and collaborative tasks. In order to improve class attendance and homework assignments submission, an e-course was developed via Moodle and proved to be a positive teaching/learning experience. Following this study, a series of conclusions can be drawn concerning its benefits in terms of stimulating students’ interest in homework tasks and increasing their frequency of interaction with teachers and among colleagues.

Potential Urban Rainfall Prediction Measurement System

1984 ◽  
Vol 16 (8-9) ◽  
pp. 349-362 ◽  
Author(s):  
John L Vogel
Keyword(s):  
Real Time ◽  
The United States ◽  
Monitoring Systems ◽  
Climatic Region ◽  
Convective Storm ◽  
Rainfall Prediction ◽  
Water Quality Regulations ◽  
General Data ◽  
Real Time Information ◽  
Time Information

Continued growth of urban regions and more stringent water quality regulations have resulted in an increased need for more real-time information about past, present, and future patterns and intensities of precipitation. Detailed, real-time information about precipitation can be obtained using radar and raingages for monitoring and prediction of precipitation amounts. The philosophy and the requirements for the development of real-time radar prediction-monitoring systems are described for climatic region similar to the Midwest of the united States. General data analysis and interpretation techniques associated with rainfall from convective storm systems are presented.

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