EVALUATION OF AN ONLINE TRAINING COURSE FOR LEARNERS WITH SPECIFIC LEARNING DIFFERENCES: FINDINGS FROM AN INTERNATIONAL PROJECT

2017 ◽  
Author(s):  
Sandra Fernandes ◽  
Teresa Pessoa ◽  
Ana Amélia Carvalho
Keyword(s):  
Online Training ◽  
International Project ◽  
Learning Differences ◽  
Training Course ◽  
Specific Learning

scholarly journals Best Practices in Social and Behavioral Research: A multisite pilot evaluation of the good clinical practice online training course

2018 ◽  
Vol 2 (2) ◽  
pp. 95-102 ◽  
Author(s):  
Susan L. Murphy ◽  
Elias M. Samuels ◽  
H. Robert Kolb ◽  
Linda S. Behar-Horenstein ◽  
Ellen Champagne ◽  
...  
Keyword(s):  
Clinical Practice ◽  
Best Practices ◽  
Course Completion ◽  
Online Training ◽  
Good Clinical Practice ◽  
Behavioral Research ◽  
Future Studies ◽  
Training Course ◽  
Behavioral Trials ◽  
Larger Sample

IntroductionThe Best Practices in Social and Behavioral Research Course was developed to provide instruction on good clinical practice for social and behavioral trials. This study evaluated the new course.MethodsParticipants across 4 universities took the course (n=294) and were sent surveys following course completion and 2 months later. Outcomes included relevance, how engaging the course was, and working differently because of the course. Open-ended questions were posed to understand how work was impacted.ResultsParticipants rated the course as relevant and engaging (6.4 and 5.8/7 points) and reported working differently (4.7/7 points). Participants with less experience in social and behavioral trials were most likely to report working differently 2 months later.DiscussionThe course was perceived as relevant and engaging. Participants described actions taken to improve rigor in implementing trials. Future studies with a larger sample and additional participating sites are recommended.

Using Evaluation to Guide Successful Development of an Online Training Course for Healthcare Professionals

2008 ◽  
Vol 14 (1) ◽  
pp. 66-75 ◽  
Author(s):  
Diane O. Dunet ◽  
Michele Reyes ◽  
Daurice Grossniklaus ◽  
Michele Volansky ◽  
Heidi Michels Blanck
Keyword(s):  
Healthcare Professionals ◽  
Online Training ◽  
Successful Development ◽  
Training Course

PG129 Converting a practice supervisor and assessor simulation to an online training course

2020 ◽  
Author(s):  
Anna Thame ◽  
Sharon Goodchild ◽  
Carrie Hamilton ◽  
Jill Sainsbury
Keyword(s):  
Online Training ◽  
Training Course

scholarly journals Resistance to a First-Time Online Training Course for Sport Technicians

2016 ◽  
Vol 8 (4) ◽  
pp. 92
Author(s):  
Isabel Alvarez ◽  
Carles Dulsat
Keyword(s):  
Training Programs ◽  
Internet Access ◽  
Online Training ◽  
Online Version ◽  
Power Relationships ◽  
Daily Routines ◽  
Training Course ◽  
First Time ◽  
And Training

Decreasing enrollment at The Royal Spanish Skating Federation for Training SportTechnicians compelled the adoption of an online version of a training course. This paperidentifies the resistance experienced by participants and explores the relations among fourpower variables: communication and participation, daily routines, flexibility of the courses,and training programs. Participants included students and instructors who completed aquestionnaire. The results indicated that the students felt that they lack contact and interaction,leading to a feeling of apprehension. In addition, they had limited Internet access, whichaggravated their lack of participation, isolating them and leaving them feeling inadequatelyinformed. In contrast, the instructors focused their attention on the training programs. Thispaper proposes solutions and improvements for future versions of the course for redressingimbalances in power relationships among the participants.

The myth of knowledge within a robust nutrition online training course

2019 ◽  
Vol 44 (1) ◽  
pp. 162-180
Author(s):  
Cathy Weng ◽  
Isaac Manyonge Matere ◽  
Abirami Rathinasabapathi ◽  
Anita Zichun Chu
Keyword(s):  
Human Resources ◽  
Emotional Support ◽  
Self Efficacy ◽  
Health Knowledge ◽  
Online Training ◽  
Perceived Barriers ◽  
Healthy Behavior ◽  
Content Type ◽  
Training Course ◽  
Predictor Model

Purpose The purpose of this paper was to develop a predictor model for an online nutrition course on sugar reduction. The proposed model is based on health knowledge, healthy behavior, social support, self-efficacy, attitude and the health belief model in relation to people’s behavior within a Facebook group. Subsequently, the model can be used to design a robust online training course for human resources, thereby reducing the training costs which managers have experienced as being expensive. Design/methodology/approach A single pre-post experimental group design was used. Pre and post data were collected from 100 Facebook users using an online questionnaire, within a three-week intervention. Findings The results show a significant difference between pre- and post-test scores of health knowledge and healthy behavior, indicating an effective intervention. In addition, perceived barriers, attitude, self-efficacy and emotional support were significant predictors of the healthy behavior model, predicting 70 percent of healthy behavior. However, knowledge had no significant relationship with any of the three dependent variables (self-efficacy, attitude and healthy behavior) proposed. Practical implications This model has proved to be an effective intervention which can be used in online training of human resources, because the content of the training is known from the predictor model, thereby greatly reducing the training cost, since everything is done online. Moreover, the provided model and predictors show that the content to be delivered in the training program is not knowledge but perceived barriers, attitude, self-efficacy and emotional support. Originality/value This study is one of the first to propose an integrative model that suggests attitude and self-efficacy as key predictors of healthy behavior whereas knowledge is not.

The Use of Social Networking in an Online Training Course

2010 ◽  
Author(s):  
T. Connolly ◽  
C. Gould ◽  
G. Baxter ◽  
T. Hainey ◽  
S. Waugh ◽  
...  
Keyword(s):  
Social Networking ◽  
Online Training ◽  
Training Course

Preparing Faculty to Integrate Ethics into Online Facilitation

2011 ◽  
pp. 284-294
Author(s):  
Tina J. Parscal ◽  
Peter Bemski
Keyword(s):  
Content Analysis ◽  
Online Training ◽  
Faculty Training ◽  
Discussion Forum ◽  
Faculty Members ◽  
Ethical Principles ◽  
Training Course ◽  
Teaching Content ◽  
Online Facilitation

This qualitative case study was designed to determine the extent to which a framework for exploring ethical principles for online facilitation is integrated into an online training course for faculty preparing to teach online. Specifically, this study examined the extent to which the principles of ethical teaching are addressed in an asynchronous faculty training course where participants complete learning activities designed to promote comprehension, application, and synthesis of ethical principles for teaching. Content analysis was performed on archived discussion forum transcripts from 18 randomly selected faculty members over a 12-month period. This chapter summarizes the ethical themes that emerged through content analysis.

A Special Purpose E-Learning Environment

2006 ◽  
pp. 348-375
Author(s):  
Maria Kordaki
Keyword(s):  
Learning Environments ◽  
Evaluation Study ◽  
Activity Space ◽  
Learning Differences ◽  
Storage Devices ◽  
E Learning ◽  
Learner Assessment ◽  
Learner Activity ◽  
Social Views ◽  
Specific Learning

This study presents the concept of Special Purpose E-Learning Environments (SPELEs). The main aim of these environments is to meet the learners’ individual learning differences related to a specific learning subject. An architecture of the design of SPELEs is presented. The background of this design, which is based on interpretations of modern constructivist and social views of learning in the Internet context, is also presented. Based on this architecture a specific SPELE, designed for the learning of concepts related to Files and Peripheral Storage Devices (FPSD.), is demonstrated and its pilot evaluation study with real students is reported. The analysis of the data verifies the theoretical design of SPELEs, which consists of five parts: (a) organization of the content of a specific learning subject, (b) learning activities (c) learner activity space (d) learner assessment, and (e) learner communication. The analysis of the data also gives evidence for future improvements of the specific SPELE mentioned above.

Sign in / Sign up

Export Citation Format

Share Document