scholarly journals An Online Training Course to Learn How to Teach Online | Former en ligne pour apprendre à former en ligne

2015 ◽  
Vol 41 (4) ◽  
Author(s):  
Sylviane Bachy ◽  
Marcel Lebrun
Keyword(s):  
Course Design ◽  
Online Course ◽  
First Year ◽  
Instructional Designers ◽  
Digital Platforms ◽  
Ongoing Training ◽  
French Speaking ◽  
Second Year

This case study deals with the implementation of ongoing training, offered wholly through distance and online learning, and conducted within the framework of an inter-university partnership linking two European countries. The case story relates the experience of several instructional designers (called Academic Advisors in this part of French-speaking Europe) who were in charge of designing, developing, and implementing an online course as well as conducting follow-up assessment on the skills acquired. The project occurred over a period of two years, from the initial course design during the first year to its implementation during the second year. During the design phase, a number of issues arose with regard to the didactic method used, institutional isomorphism, and the digital platforms operating in the two universities. Hindrances and facilitating factors encountered in the second year, during the trainees’ tutorship and guidance, are also analysed.

scholarly journals Bridging Disciplines with a New and Interactive Online Course: Drug & Nutrient Interactions

2020 ◽  
Vol 4 (Supplement_2) ◽  
pp. 604-604
Author(s):  
Sara Police ◽  
Jessie Hoffman,
Keyword(s):  
Student Engagement ◽  
Course Design ◽  
Online Course ◽  
Instructional Designers ◽  
Due Dates ◽  
Nutrient Interactions ◽  
University Of Kentucky ◽  
Student Cohorts ◽  
Graduate Certificate ◽  
Nutritional Sciences

Abstract Objectives The purpose of this project was to design, develop and implement an online two-credit course, Drug & Nutrient Interactions, as an elective for a new online Graduate Certificate in Applied Nutrition and Culinary Medicine at the University of Kentucky. Methods Drug & Nutrient Interactions was designed to meet the needs of select student cohorts: undergraduate Pharmacology minors, graduate students enrolled in the Masters in Nutritional Sciences program, and online graduate certificate students. Faculty within the Dept. of Pharmacology and Nutritional Sciences and the Division of Clinical Nutrition were consulted to identify curricular gaps and to avoid redundancy across programs. Instructional designers were consulted to identify evidence-based best practices in online course design and teaching. Results Content of the Drug and Nutrient Interactions course is structured within four thematic modules: 1. Introduction to Pharmacology and Food & Drug Interactions, 2. Exploring Drug-Nutrient Interactions, 3. Genes, Bugs & Time, and 4. Current and Future Directions in Nutrition & Pharmacology. Each module is three to four weeks in duration, to span a 14-week semester. Each week, students’ tasks include reading, watching, writing, and reviewing content related to the student learning objectives. Methods to promote student engagement with the content recur week-to-week, to ensure consistency for students’ experience. An eBook was written by the instructors to provide a current and interdisciplinary review of the intersections of nutritional sciences and pharmacology in the course. In lieu of proctored online exams, module-level assignments assess students’ achievement of learning outcomes. Drug & Nutrient Interactions launched in fall 2019 with nine students enrolling and completing the course. Course analytics track student engagement by logging page views and participation. Increasing students’ page views and participation align with due dates for module assignments. Therefore - in spring 2020, deadlines were shifted to a weekly timeline to foster consistent engagement. Conclusions Instructors should explore various methods to foster student-content, student-student and student-instructor engagement in an online learning environment. Funding Sources This course project was funded by a UK Online award & an Alternative Textbook grant.

The Perfect Match: A Case Study of a First-Year Woman Principal

2002 ◽  
Vol 12 (6) ◽  
pp. 608-639 ◽  
Author(s):  
P. Kay Duncan ◽  
Cynthia Anast Seguin
Keyword(s):  
Perfect Match ◽  
Point Of View ◽  
Faculty Members ◽  
First Year ◽  
Teachers Perceptions ◽  
New Principal ◽  
Rural School District ◽  
Second Year ◽  
Small Rural School

This case study of a first-year woman principal in a small, rural school district describes succession effects from the perspectives of the female principal, some faculty members, a parent, and another administrator in the district. Open-ended interviews with the participants revealed a number of conflicting perceptions. The new principal perceived that she was successful in bringing about changes in the school on behalf of children. However, most of the faculty members considered the principal to be unsuccessful because she did not value their expertise or listen to their point of view. Some members of the community and the school board adopted the teachers’ perceptions. In the middle of her second year, the principal was terminated. Implications drawn from this case study may be of value to school leaders.

Parameters affecting postoperative success of surgery for stage 4A/4B ROP

2019 ◽  
Vol 103 (11) ◽  
pp. 1624-1632
Author(s):  
Cemal Özsaygili ◽  
Sengul Ozdek ◽  
Mehmet Cuneyt Ozmen ◽  
Hatice Tuba Atalay ◽  
Duygu Yalinbas Yeter
Keyword(s):  
Functional Results ◽  
First Year ◽  
Preoperative Treatment ◽  
Posterior Hyaloid ◽  
Retinal Tear ◽  
Stage 4 ◽  
The Mean ◽  
Second Year ◽  
Surgically Induced

PurposeTo describe the long-term anatomical and functional results of surgery for retinal detachment (RD) associated with stage 4 retinopathy of prematurity (ROP) and patient and surgery-related factors affecting postoperative success.DesignRetrospective case series at a single tertiary referral paediatric vitreoretinal practice.MethodsOne hundred and twenty-one eyes of 82 infants (40 female/42 male) who underwent lens-sparing vitrectomy (LSV) or lensectomy with vitrectomy surgery for stage 4A and 4B ROP at Gazi University Department of Ophthalmology between 2011 and 2016 were enrolled in this study. Patient characteristics including gestational age, birth weight, gender, stage of ROP at presentation, preoperative treatment (laser, anti-vascular endothelial growth factor (VEGF) or combined), anatomical and functional outcome and complications were recorded. The effect of birth weight, gestational age, presence of plus disease, preoperative treatment status, surgically induced posterior hyaloid detachment, postoperative vitreous haemorrhage and iatrogenic retinal tear formation on anatomical and functional results was evaluated.Results61.2% of the eyes were stage 4A and 38.8% were stage 4B ROP. The mean follow-up was 24.5 months. 18.2% of the eyes had no preoperative treatment. Anatomical success was 86.5% for stage 4A and 68.1% for stage 4B at the first year, 91.7% for stage 4A and 69.4% for stage 4B at the second year, and 95.8% for stage 4A and 57.9% for stage 4B at the third year. Functional success was 85.1% for stage 4A and 65.9% for stage 4B at the first year, 89.6% for stage 4A and 61.1% for stage 4B at the second year, and 87.5% for stage 4A and 57.8% for stage 4B at the third year. The mean visual acuity was 1.12±0.34 logarithm of the minimum angle of resolution (logMAR) for stage 4A and 1.34±0.32 logMAR at the 3-year follow-up duration (p>0.05). There was preoperative plus disease in 59.5% of the eyes. Subsequent retinal surgeries were required in 17.4% of the eyes. Presence of plus disease and absence of preoperative treatment, iatrogenic retinal tear formation and postoperative vitreous haemorrhage were found to have significant negative effects, while surgical induction of posterior hyaloid detachment and sparing the lens intraoperatively affected the anatomical and functional results positively.ConclusionsSurgery for stage 4 ROP-associated RD resulted in encouraging anatomical and functional outcomes and the results are even better in eyes with preoperative (laser/anti-VEGF) treatment, LSV and surgically induced posterior hyaloid detachment.

A Case Study of Second Year Student Persistence

2001 ◽  
Vol 2 (4) ◽  
pp. 271-294 ◽  
Author(s):  
Lyle Gohn ◽  
James Swartz ◽  
Sharon Donnelly
Keyword(s):  
Time Management ◽  
Financial Management ◽  
Student Persistence ◽  
Qualitative Approach ◽  
First Year ◽  
Personal Support ◽  
Data Collection And Analysis ◽  
Second Year ◽  
Major Factors

Most colleges/universities emphasize retention efforts during the first year. However, most campuses lose as many students through attrition from the second year to graduation as are lost from first to second year. Researchers at a major university in the mid-south studied second year students using a qualitative approach. A Conceptual Diagram of Issues, developed from the literature, guided the data collection and analysis. These included: Emotional and Personal Support; Commitment and Aspiration; Academic; and Financial. Eleven second-year students, representing various characteristics of the student population were interviewed. Major factors relating to attrition or persistence for second year students included: 1) adjustment to stress, 2) grade satisfaction, 3) time management, 4) financial management, and 5) stabilization of career choice.

scholarly journals Karyotype Abnormalities in the X Chromosome Predict Response to the Growth Hormone Therapy in Turner Syndrome

2021 ◽  
Vol 10 (21) ◽  
pp. 5076
Author(s):  
Jakub Kasprzyk ◽  
Marcin Włodarczyk ◽  
Aleksandra Sobolewska-Włodarczyk ◽  
Katarzyna Wieczorek-Szukała ◽  
Renata Stawerska ◽  
...  
Keyword(s):  
Turner Syndrome ◽  
X Chromosome ◽  
Growth Hormone Therapy ◽  
Marker Chromosome ◽  
Height Velocity ◽  
First Year ◽  
Rhgh Therapy ◽  
Different Types ◽  
Second Year

Short stature is characteristic for Turner syndrome (TS) patients, and particular karyotype abnormalities of the X chromosome may be associated with different responsiveness to recombinant human GH (rhGH) therapy. The aim of the study was to analyze the effect of different types of TS karyotype abnormalities on the response to rhGH therapy. A total of 57 prepubertal patients with TS treated with rhGH with a 3 year follow-up were enrolled in the study and categorized according to their karyotype as X monosomy (n = 35), isochromosome (n = 11), marker chromosome (n = 5), or X-mosaicism (n = 6). Height and height velocity (HV) were evaluated annually. In the first year, all groups responded well to the therapy. In the second year, HV deteriorated significantly in X-monosomy and isochromosome in comparison to the remaining two groups (p = 0.0007). After 3 years of therapy, all patients improved the score in comparison to their target height, but better outcomes were achieved in patients with marker chromosome and X-mosaicism (p = 0.0072). X-monosomy or isochromosome determined a poorer response during the second and third year of rhGH therapy. The results of the study indicate that the effects of rhGH therapy in patients with TS may depend on the type of TS karyotype causing the syndrome.

scholarly journals Integrating design thinking into instructional design: The #OpenTeach case study

2021 ◽  
pp. 33-52
Author(s):  
Caitríona Ní Shé ◽  
Orna Farrell ◽  
James Brunton ◽  
Eamon Costello
Keyword(s):  
Instructional Design ◽  
Online Education ◽  
Design Thinking ◽  
Potential Method ◽  
Online Course ◽  
Instructional Designers ◽  
Course Materials ◽  
Thinking Process ◽  
Is Design

Online education is becoming the norm in higher education. Effective instructional design methods are required to ensure that “ever-connected” students’ needs are being met. One potential method is design thinking: an agile methodology that stresses the importance of empathy with the student. The #OpenTeach fully online course was designed using design thinking principles and delivered in Spring 2020. This article reports on a case study which focused on the use of design thinking to design and develop the #OpenTeach course. The five iterative stages of design thinking (empathy, define, ideate, prototype and test) were integrated into the design and development of the course materials. The findings of this study indicate that the use of the design thinking process may be used by instructional designers to achieve empathy with their learners, which will ensure learners successfully engage and achieve the learning objectives of the course. Implications for practice or policy: A rich case study of the successful integration of design thinking within the instructional design methodology of an online teacher education project is valuable to educationalists who wish to follow a user-cntred empathetic approach. Instructional designers should focus on empathising with their student cohort to successfully engage students in the content that has been designed, and developed, as part of an online course.

scholarly journals Peer-to-peer learning through research: a case study in delivering a healthcare message

2016 ◽  
Author(s):  
Sadaf Ilias ◽  
Jill Barber
Keyword(s):  
Antibiotic Resistance ◽  
Undergraduate Students ◽  
The Body ◽  
The Other ◽  
Learning Activity ◽  
Follow Up Study ◽  
Raising Awareness ◽  
Second Year

This case study describes a recent learning activity involving pharmacy undergraduate students in which a final (fourth) year student trained 21 second year students to administer questionnaires about antibiotic resistance to over 700 student users of a large university building. The aim was to raise awareness of the problem of antibiotic resistance.  The second year students were also trained to correct any misapprehensions held by the questionnaire participants about antibiotic resistance, and to encourage them to become "Antibiotic Guardians". Finally the 22 students analysed the data to give a picture of what the other students understood about antibiotic resistance.  Peer-assisted learning therefore cascaded from a single fourth year student to 21 second year students and then to 700 students from various disciplines and year groups.  The first stage of the cascade was evaluated and the 21 second year students overwhelmingly believed that their knowledge of antibiotic resistance was enhanced.  A follow-up study using the same questionnaire will be used to determine whether the exercise was effective in raising awareness of antibiotic resistance among the body of students surveyed.

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