DESIGNING AND CONDUCTING FACE-TO-FACE, E-LEARNING, AND BLENDED LEARNING MEDICAL INTERPRETER TRAINING PROGRAM

2020 ◽  
Author(s):  
Naoko Ono ◽  
Taeko Hamai ◽  
Junko Okabe
Keyword(s):  
Blended Learning ◽  
Training Program ◽  
Face To Face ◽  
E Learning ◽  
Medical Interpreter ◽  
Interpreter Training

USE OF BLENDED LEARNING IN HIGHER EDUCATION – SOME EXPERIENCES

2015 ◽  
Vol 37 (1) ◽  
pp. 54-67 ◽  
Author(s):  
R J Singh
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Distance Learning ◽  
Blended Learning ◽  
Learning Experiences ◽  
Learning Opportunities ◽  
Face To Face ◽  
E Learning ◽  
Face To Face Learning ◽  
Made In

This article reports on the use of blended learning in higher education. Blended learning has become popular in higher education in recent years. It is a move beyond traditional lecturing to incorporate face-to-face learning with e-learning, thereby creating a blend of learning experiences. The problem is that learning in higher education is complex and learning situations differ across contexts. Whilst there is face-to-face contact at some institutions, others offer distance learning or correspondence learning. In each context, the mode of learning may differ. The challenge is to cater for various learning opportunities through a series of learning interactions and to incorporate a blended approach. The aim of this study was to examine various ways of defining blended learning in different contexts. This was done through an examination of experiences of the use of blended learning in different higher education contexts. The study presents a case of blended learning in a postgraduate course. The experiences from all these cases are summarised and conclusions and recommendations are made in the context of blended learning in higher education in South Africa.

scholarly journals The de.NBI / ELIXIR-DE training platform - Bioinformatics training in Germany and across Europe within ELIXIR

F1000Research ◽  
2020 ◽  
Vol 8 ◽  
pp. 1877
Author(s):  
Daniel Wibberg ◽  
Bérénice Batut ◽  
Peter Belmann ◽  
Jochen Blom ◽  
Frank Oliver Glöckner ◽  
...  
Keyword(s):  
Training Program ◽  
Life Sciences ◽  
Learning Material ◽  
Ministry Of Education ◽  
Face To Face ◽  
E Learning ◽  
Training Courses ◽  
Group 3 ◽  
Training Activities ◽  
Bioinformatics Community

The German Network for Bioinformatics Infrastructure (de.NBI) is a national and academic infrastructure funded by the German Federal Ministry of Education and Research (BMBF). The de.NBI provides (i) service, (ii) training, and (iii) cloud computing to users in life sciences research and biomedicine in Germany and Europe and (iv) fosters the cooperation of the German bioinformatics community with international network structures. The de.NBI members also run the German node (ELIXIR-DE) within the European ELIXIR infrastructure. The de.NBI / ELIXIR-DE training platform, also known as special interest group 3 (SIG 3) ‘Training & Education’, coordinates the bioinformatics training of de.NBI and the German ELIXIR node. The network provides a high-quality, coherent, timely, and impactful training program across its eight service centers. Life scientists learn how to handle and analyze biological big data more effectively by applying tools, standards and compute services provided by de.NBI. Since 2015, more than 300 training courses were carried out with about 6,000 participants and these courses received recommendation rates of almost 90% (status as of July 2020). In addition to face-to-face training courses, online training was introduced on the de.NBI website in 2016 and guidelines for the preparation of e-learning material were established in 2018. In 2016, ELIXIR-DE joined the ELIXIR training platform. Here, the de.NBI / ELIXIR-DE training platform collaborates with ELIXIR in training activities, advertising training courses via TeSS and discussions on the exchange of data for training events essential for quality assessment on both the technical and administrative levels. The de.NBI training program trained thousands of scientists from Germany and beyond in many different areas of bioinformatics.

A Medical Interpreter Training Program and Signed Language Interpreters' Decision Latitude

2020 ◽  
pp. 421-455
Author(s):  
Jasmine Marin
Keyword(s):  
Qualitative Study ◽  
Focus Groups ◽  
Training Program ◽  
Decision Latitude ◽  
Signed Language ◽  
Medical Interpreter ◽  
Interpreter Training ◽  
Role Responsibilities ◽  
The U.S

The certificate in healthcare interpreting (CHI) is a medical signed language interpreter training program in the U.S. This qualitative study consisted of focus groups to examine the effect of CHI on graduates' views of their role, responsibilities, and decision latitude. Analysis suggests that CHI may be shifting practitioners from a restrictive conduit model (taking no action when faced with a decision) to a values-based approach. Also outlined are features of the program that contribute to this shift.

The Role of the Tutor in Blended E-Learning

2009 ◽  
pp. 18-34 ◽  
Author(s):  
Rhona Sharpe ◽  
Jillian Pawlyn
Keyword(s):  
Staff Development ◽  
Blended Learning ◽  
Professional Learning ◽  
Interprofessional Education ◽  
Learning Strategy ◽  
Environment Analysis ◽  
Face To Face ◽  
E Learning ◽  
Five Elements ◽  
Uk National Health Service

This chapter reports on an implementation of blended e-learning within three modules in the School of Health and Social Care at Oxford Brookes University. All preregistration students within the school are required to take an interprofessional education module in each year of their study. These three modules have undergone a radical redesign, prompted by the school and university strategies for e-learning and the European and UK National Health Service IT skills agenda. The redesign resulted in a blended-learning strategy that combined face-to-face teaching with online work of increasing sophistication during each of the three modules. In each module, there was an emphasis on collaborative, interprofessional learning. Interviews were conducted with seven members of the course teams to ask them about their perceptions of their roles as tutors in this blended environment. Analysis of the interview transcripts revealed five elements of the tutors’ roles: relationships with students, supporting group work, supporting professional learning, managing the blend, and developing new tutoring skills. The implications are discussed for improving staff development for tutors in this case study and for our understanding of blended learning more generally.

The Blended Learning Ecosystem of an Academic Institution in Greece

2010 ◽  
Vol 5 (3) ◽  
pp. 14-35 ◽  
Author(s):  
Mara Nikolaidou ◽  
Chryssa Sofianopoulou ◽  
Nancy Alexopoulou ◽  
Kostas Abeliotis ◽  
Vassilis Detsis ◽  
...  
Keyword(s):  
Higher Education ◽  
Learning Environment ◽  
Blended Learning ◽  
Academic Institution ◽  
Academic Environment ◽  
Face To Face ◽  
Learning Capabilities ◽  
E Learning ◽  
Learning Ecosystem ◽  
Enhanced Learning

Blended learning has been recognized as the most promising emerging trend in higher education, offering new capabilities, as it may significantly enhance the interaction and communication between instructors and students. The challenge of blended learning is to balance weaknesses and strengths of face-to-face and e-learning teaching environments and effectively combining them to provide enhanced learning capabilities. Its success should benefit instructor-student relation. To this end, the authors adopt ecosystem-based approach to model the blended learning environment and identify its constituents, i.e., instructors, students, consultants, technology. and their evolving relations. The proposed concept was utilized to explore the potential of blended learning in the academic environment. A study was conducted at Harokopio University of Athens over a period of three years to explore the relations between blended learning ecosystem constituents, focusing on instructor -student relation.

Medical interpreting for business purposes and language access in ordinary hospitals in Korea

Babel ◽  
2015 ◽  
Vol 61 (4) ◽  
pp. 443-463 ◽  
Author(s):  
Sang-Bin Lee
Keyword(s):  
Training Program ◽  
Medical Tourism ◽  
Medical Personnel ◽  
Language Access ◽  
Korean Society ◽  
National Medical ◽  
Medical Interpreting ◽  
Medical Interpreter ◽  
Interpreter Training ◽  
The Government

In Korea, a first-of-its-kind national medical interpreter training program was launched in July 2009. This program was designed to assist with communication between Korean medical professionals and medical tourists who visit Korea for economical and advanced medical services. Medical tourism (MT) is Korea’s strategic industry for economic growth and the government has implemented various policies to support the MT industry, including the medical interpreter training program. Against this backdrop, recent discussion in Korean society about medical interpreting has been framed around non-resident medical tourists and tertiary referral hospitals engaging in MT. Medical interpreting has been generally considered special language services for foreign patients who seek sophisticated medical care in big-name hospitals. The need for better interpreter services has been discussed mainly in the context of MT; however, little attention has been paid to the situation of language access in ‘non-MT’ (i.e., ordinary) hospitals. The purpose of this study is two-fold. First, the study aims to explore unique conditions in Korea under which issues concerning medical interpreting have been addressed. Second, the study diagnoses problems with the medical communication in ordinary hospitals between Korean medical personnel and patients with limited proficiency in Korean.

scholarly journals The effectiveness of blended learning in basic life support training among nursing students: A systematic review

2021 ◽  
pp. 402-414
Author(s):  
Mulyadi Mulyadi ◽  
Bih-O Lea ◽  
Reginus Tertius Malara ◽  
Hendro Joly Bidjuni
Keyword(s):  
Systematic Review ◽  
Nursing Students ◽  
Blended Learning ◽  
Health Care Professionals ◽  
Basic Life Support ◽  
Life Support ◽  
Learning Models ◽  
Face To Face ◽  
E Learning ◽  
Computer Based

Coronavirus 2019 (COVID-19) is a global health problem and poses challenges in various fields, including education. Some training programs such as Basic Life Support (BLS) training need to adapt to new policies, which are physical and social distancing. Blended learning by combining face-to-face with online training, may help achieve BLS competencies for health care professionals, including nursing students. This systematic review was conducted to explore blended learning effectiveness in BLS training for nursing student populations. The electronic search strategy was conducted from PubMed, CINAHL, Embase, Web of Science, and Cochrane for the years 2010 to 2020 with full text in English. This review followed the PRISMA guidelines. The initial search yielded 240 studies, and six of those studies were eventually included. The results reported there were three blended learning models appeared, including face to face learning combined with e-learning website, combined with video-based, and combined with computer-based simulations. With an intervention duration of four hours to two weeks, there was an indication of several improving outcomes, including skills, knowledge, attitudes, self-efficacy, problem-solving abilities, and willingness to perform resuscitation. Furthermore, the skill outcome is significantly more effective in blended learning of face-to-face models combined with the e-learning website and combined with computer-based simulations. The knowledge outcome parameter likely is the most effective from all of three blended learning models. These findings imply that BLS training needs to use blended learning models by modifying the training modules, facilities, and infrastructure as consideration.   Keywords: Basic life support, blended learning, nursing students, systematic review

scholarly journals Blended Learning Based Inquiry Collaborative Tutorial Model for Physics Students

2019 ◽  
Vol 8 (2) ◽  
pp. 1676
Author(s):  
Lovy Herayanti ◽  
Wahono Widodo ◽  
Endang Susantini ◽  
Gunawan Gunawan
Keyword(s):  
Blended Learning ◽  
Group Discussion ◽  
Learning Model ◽  
Learning Theories ◽  
Learning Method ◽  
Student Responses ◽  
Physics Students ◽  
Face To Face ◽  
E Learning ◽  
Further Development

Blended learning is basically a combination or mixture found in learning practice. Blended learning is a further development of the e-learning method, namely learning methods that combine e-learning systems with conventional or face-to-face methods. The purpose of this study was to determine the validity of the models and learning devices both in terms of content and model constructs, as well as to find out student responses to the model developed. The model developed was validated through a forum mechanism, namely, focus group discussion (FGD) which was followed by researchers and experts. The suggestions and improvements generated from the validation activities were then followed up to revise the Inquiry Collaborative Tutorial-based blended learning model. Inquiry Collaborative Tutorial-based blended learning model and learning devices developed in this study have met valid criteria in content and construct. Valid content because there are elements of need and novelty, as well as valid constructs because there is consistency between parts of the model and there is relevance between the models developed with learning theories that underlie it. In general, the average student responds positively to the blended learning model based on the Inquiry Collaborative Tutorial. The model applied is considered to provide opportunities for students to actively participate.

scholarly journals Evaluasi Implementasi Blended Learning dengan Pendekatan Theory Plan Behavior

Syntax Idea ◽  
2021 ◽  
Vol 3 (6) ◽  
pp. 1269
Author(s):  
Arief Harkat Idram
Keyword(s):  
Blended Learning ◽  
Behavioral Intention ◽  
Perceived Control ◽  
Subjective Norm ◽  
Control Beliefs ◽  
Behavior Control ◽  
Behavioral Beliefs ◽  
Plan Behavior ◽  
Face To Face ◽  
E Learning

Blended Learning bisa juga disebut dengan Hybrid Learning, sesuai dengan namanya merupakan suatu metode pembelajaran yang mengkombinasikan metode pembelajaran tatap muka dengan online learning. dan juga merupakan integrasi antara metode kelas traditional dengan aktifitas online atau e-learning. Pendekatan ini dapat memaksimunkan keuntungan berupa peningkatan transfer pengetahuan yang dihasilkan dari interaksi face-to-face dengan interaksi online. Akan tetapi implementasi metode ini terkendala oleh kebiasaan atau perilaku ajar mengajar konvensional yang sudah membudaya sehingga untuk merubahnya perilaku tersebut memerlukan perencanaan yang matang. Teori Perilaku yang direncanakan atau Theory Plan Behavior (TPB) menjelaskan bahwa, tindakan manusia dipandu oleh tiga macam pertimbangan: keyakinan tentang kemungkinan hasil dari perilaku serta evaluasi dari hasil ini (behavioral beliefs), keyakinan tentang harapan normatif orang lain dan motivasi untuk mematuhi harapan (normative beliefs), serta keyakinan akan adanya faktor-faktor yang dapat memfasilitasi atau menghambat kinerja perilaku dan kekuatan yang dirasakan dari faktor-faktor tersebut (control beliefs). Dalam kombinasi, Attitude toward Behavior, norma subyektif, dan persepsi dari Behavior Control mendorong terbentuknya suatu Behavioral Intention. Sebagai aturan umum, semakin menguntungkan sikap/attitude dan Subjective Norm (norma subjektif), dan semakin besar Perceived Control/ kontrol yang dirasakan, semakin kuat harus niat seseorang untuk melakukan perilaku yang bersangkutan jadi Behavioral Intention menguat. Akhirnya, mengingat tingkat kontrol sebenarnya atas perilaku sudah cukup, orang diharapkan untuk melaksanakan niat mereka ketika ada kesempatan.

scholarly journals Los procesos de evaluación en asignaturas presenciales, semipresenciales y no presenciales de la universidad de Lleida. Opinión de profesorado y estudiantes.

2011 ◽  
pp. a176
Author(s):  
Òscar Flores Alarcia ◽  
Isabel Del Arco Bravo
Keyword(s):  
Blended Learning ◽  
Face To Face ◽  
Teachers And Students ◽  
E Learning ◽  
The University ◽  
Assessment Strategies

El artículo está basado en un estudio realizado con el objetivo de observar el desarrollo de los procesos de evaluación en diferentes asignaturas presenciales, semipresenciales y no presenciales de la Universidad de Lleida. Se recogieron datos a través de análisis documental de planificaciones, un cuestionario a  profesorado y estudiantado y entrevistas a profesorado. Los datos mostraron diferentes percepciones sobre las estrategias de evaluación entre docentes y discentes. También que a medida que aumenta la no presencialidad se desarrollan más estrategias de evaluación continuada.Assessment processes in face-to-face, blended-learning and e-learning subjects at the university of Lleida. Opinion of teachers and students.AbstractThe article is based on a study carried out to observe the development of the assessment processes in face-to-face, blended-learning and e-learning subjects at the University of Lleida. We took data from documental analyses of the schedules, questionnaires at teachers and students and interviews at teachers. The data showed different perceptions of assessment strategies between teachers and students, as well as that continued assessment is more used in e-learning subjects than face-to-face subjects.

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