scholarly journals Examining Informal Learning using Mobile Devices in the Healthcare Workplace / Examen de l’apprentissage informel par l’utilisation d’appareils mobiles dans le milieu des soins de santé

2013 ◽  
Vol 39 (4) ◽  
Author(s):  
Dorothy (Willy) Fahlman
Keyword(s):  
Professional Development ◽  
Informal Learning ◽  
Mobile Devices ◽  
Professional Education ◽  
Learning Needs ◽  
Learning Tools ◽  
Milieu De Travail ◽  
Education Professional Development ◽  
Client Teaching ◽  
Study Participants

The study of workplace learning and informal learning are not new to adult education and pedagogy. However, the use of mobile devices as learning tools for informal learning in the workplace is an understudied area. Using theories on informal learning and constructivism as a framework, this paper explores informal learning of registered nurses using mobile devices to meet their learning needs for continuing professional education, professional development, and continuing competence within the challenging healthcare workplace. In this mixed methods study, participants used their devices for self-directed informal learning with non-collaborative strategies/processes for evidence-based support, new procedures/treatments, professional development, patient/client teaching, and maintaining competency. Positive perceptions were articulated. Minimal differences were associated to the nurses’ age. However, workplace-related influences were relevant to the informal learning experiences with the mobile devices. L'étude de l'apprentissage en milieu de travail et de l’apprentissage informel n’est pas nouvelle dans le domaine de l'éducation des adultes et de la pédagogie. Cependant, l'utilisation d'appareils mobiles comme outils pour l'apprentissage informel en milieu de travail est un domaine peu étudié. En utilisant comme cadre d’analyse des théories de l'apprentissage informel et le constructivisme, cet article examine l'apprentissage informel des infirmières utilisant des appareils mobiles pour répondre à leurs besoins d'apprentissage en contexte de formation professionnelle continue, de perfectionnement professionnel et de maintien de leurs compétences dans le milieu difficile de la santé. Dans cette étude à méthodologies mixtes, les participants ont utilisé leurs appareils pour un apprentissage autodirigé informel à l’aide de stratégies et de processus non collaboratifs permettant un appui sur des données factuelles, pour produire de nouvelles procédures et traitements, pour leur perfectionnement professionnel, pour enseigner au patient ou au client et pour le maintien de leurs compétences. Des perceptions positives ont été formulées. Des différences minimes ont été associées à l'âge des infirmières. Cependant, les influences liées au milieu de travail étaient pertinentes pour les expériences d'apprentissage informel avec les appareils mobiles.

scholarly journals Peningkatan Keterampilan Peer Teaching yang Berkarakter Melalui Implementasi Perangkat Perkuliahan Daspros Pembelajaran Matematika 2 Bercirikan Konservasi

2016 ◽  
Vol 7 (1) ◽  
pp. 41-46
Author(s):  
Emi Pujiastuti ◽  
Amin Suyitno
Keyword(s):  
Action Research ◽  
Professional Education ◽  
Peer Teaching ◽  
Learning Needs ◽  
Learning Tools ◽  
Study Program ◽  
Average Value ◽  
Classroom Action Research

Penelitian ini bertujuan, (1) menghasilkan perangkat perkuliahan Daspros Mat 2 yang memuat nilai-nilai karakter. (2) Menghasilkan contoh CD pembelajaran. (3) Untuk meningkatkan kualitas perkuliahan melalui implementasi perangkat pembelajaran Daspros Mat 2 yang memuat nilai-nilai karakter, khususnya peningkatan karakter mahasiswa dalam praktik Peer Teaching. Penelitian ini adalah penelitian tindakan kelas dengan 2 siklus. Hasilnya penelitiannya, (1) tersusun perangkat perkuliahan Daspros Mat 2 yang memuat nilai-nilai karakter. (2) Dihasilkan contoh CD pembelajaran sebagai wujud implementasi penyusunan perangkat perkuliahan Daspros Mat 2 yang memuat nilai-nilai karakter, yang diterapkan dalam perkuliahan. (3) Kualitas perkuliahan melalui implementasi perangkat pembelajaran Daspros Mat 2 yang memuat nilai-nilai karakter, khususnya terkait karakter mahasiswa dalam praktik Peer Teaching telah terjadi peningkatan. Nilai rata-rata peer teaching adalah 84,7. Saran, Perangkat perkuliahan yang dihasilkan dan memuat nilai-nilai karakter sebaiknya disosialisasikan di tingkat program studi. (2) Contoh CD pembelajaran perlu dikembangkan lebih lanjut. (3) Perlu dicari tenaga pengambilan video yang handal agar CD video pembelajaran yang dihasilkan bisa bersih dan baik.The aim of this study, (1) generating lectures administration for Daspros Mat 2 which contains character values. (2) Generate sample of learning CD. (3) To improve the quality of lectures through the implementation of lectures administration of Daspros Mat 2 which contains the values of character, especially the increase in the character of students in the practice of Peer Teaching. This study is a classroom action research with 2 cycles. The result of research, (1) a set of lectures administration of Daspros Mat 2 which contains character values. (2) an example of learning CD as a form of implementation of the preparation of the lecture Daspros Mat 2 for character values, which are applied in the lecture. (3) The quality of the lectures through the implementation of learning tools Daspros Mat 2 which contains the values of character, particularly related to the character of students in the practice of Peer Teaching has been an increase. The average value of peer teaching is 84.7. Advice, lectures administration that is produced should be disseminated at the level of the study program. (2) the sample of CD learning needs to be developed further. (3) it should be produced a professional education cameraman, so that the video produced.

scholarly journals Mobile Devices Applied in Self-Studying English as a Foreign Language Among Non-Native Students in Vietnam and Japan

2021 ◽  
Vol 15 (09) ◽  
pp. 70
Author(s):  
Thuy Thi Thanh Nguyen ◽  
Yukawa Takashi
Keyword(s):  
Foreign Language ◽  
Mobile Devices ◽  
Learning Tools ◽  
Technology Learning ◽  
Classroom Activities ◽  
Lesson Content ◽  
Study Participants ◽  
Self Learning ◽  
Quantitative And Qualitative Methods

<p class="Affiliation"><strong>Abstract – </strong>In the era of technology, learning can be supported with mobile devices inside and outside of the classroom. In the hope of taking advantage of technology advances, teachers worldwide have integrated technologies into teaching to effectively deliver lesson content and address students’ needs. However, few non-native learners are exposed to mobile devices to optimize self-studying English outside the classroom. Thus, the present paper conducts a case study to look into mobile devices’ applications to enhance self-studying English as a foreign language. The study participants included 26 Japanese and Vietnamese learners divided into two groups over 15 weeks. Quantitative and qualitative methods were used to analyze and compare the results with R-Studio statistics software. The present study sought to encourage collaboration and foster the  autonomy of learners with mobile devices’ assistance as supporting language self-learning tools. The findings of the present research will be discussed in terms of the efficiency and potentials of mobile devices as supportive tools outside of classroom activities among Vietnamese and Japanese students as non-native learners of English.</p>

Enhancing Learner-Driven Informal Learning in a Virtual Practice Community

2018 ◽  
pp. 207-226 ◽  
Author(s):  
Chungil Chae ◽  
Boyung Suh ◽  
Seung-hyun Han ◽  
Heeyoung Han ◽  
Doo Hun Lim
Keyword(s):  
Professional Development ◽  
Informal Learning ◽  
New Technologies ◽  
Digital Content ◽  
Learning Needs ◽  
Learning Context ◽  
Massive Open Online Course ◽  
Modern Learning ◽  
Learning Platforms

Professional development is an individual's lifelong learning process. Accessing knowledge in an unfamiliar domain (however necessary for professional development) can be limited within traditional higher education and training settings because addressing immediate needs is expensive and time consuming. Active learners often seek new channels of information in order to fulfill learning needs. One example is the Massive Open Online Course (MOOC). Even though many research studies have emphasized the importance of understanding how technology and digital content lead to changes in the learning context, particularly with respect to informal learning and communities of practice (CoP), there is a notable gap about this issue in the professional development area. This book chapter aims to address this research void by exploring how emergent learning platforms are equipped with new technologies and digital content that may benefit modern learning environments in regards to professional development, such as informal learning in virtual CoPs.

Enhancing Learner-Driven Informal Learning in a Virtual Practice Community

2021 ◽  
pp. 267-286
Author(s):  
Chungil Chae ◽  
Boyung Suh ◽  
Seung-hyun Han ◽  
Heeyoung Han ◽  
Doo Hun Lim
Keyword(s):  
Professional Development ◽  
Informal Learning ◽  
New Technologies ◽  
Digital Content ◽  
Learning Needs ◽  
Learning Context ◽  
Massive Open Online Course ◽  
Modern Learning ◽  
Learning Platforms

Professional development is an individual's lifelong learning process. Accessing knowledge in an unfamiliar domain (however necessary for professional development) can be limited within traditional higher education and training settings because addressing immediate needs is expensive and time consuming. Active learners often seek new channels of information in order to fulfill learning needs. One example is the Massive Open Online Course (MOOC). Even though many research studies have emphasized the importance of understanding how technology and digital content lead to changes in the learning context, particularly with respect to informal learning and communities of practice (CoP), there is a notable gap about this issue in the professional development area. This book chapter aims to address this research void by exploring how emergent learning platforms are equipped with new technologies and digital content that may benefit modern learning environments in regards to professional development, such as informal learning in virtual CoPs.

scholarly journals Learning Needs Assessment and Preferred Instructional Methods among Nurses Participating in Continuous Professional Education.

2019 ◽  
Vol 7 (1) ◽  
pp. 168-178
Author(s):  
CHELSEA CELICA SUNDAH ◽  
KAREN SAGUINSIN ABLOLA ◽  
KAREN KIM RAPATAN WU
Keyword(s):  
Professional Development ◽  
Needs Assessment ◽  
Clinical Experience ◽  
Professional Education ◽  
Clinical Skills ◽  
Educational Programs ◽  
Instructional Method ◽  
Learning Needs ◽  
Significant Difference ◽  
Skills Learning

INTRODUCTION: Globally, the concept of continuing professional education (CPE) has been acknowledged by all professionals as a primary method for regular enhancement of basic professional education. In the clinical sector, when providing in service programs, learning needs assessment provides the basis for the design of effective educational programs. The purpose of the study was to examine the learning needs and preferred instructional method among nurses. Also, the significant difference of professional development learning needs, clinical skills learning needs and instructional method was measured in relations to sex and years of clinical experience. METHOD: The study utilized descriptive research design. Convenient sampling was used to sample 120 nurses from selected hospitals in Laguna. A self constructed questionnaires were used as the instruments of the study. The statistical treatment used were mean, standard deviation, t-test, and ANOVA. RESULTS: The study showed that highest priority of learning needs in terms of professional development was stress management. Emergency management was the highest priority perceived by the nurses in terms of clinical skills. The learning method most preferred by the nurses was the use of lectures. There was no significant difference in terms of professional development learning needs, clinical skills learning needs and instructional method when considering sex and years of clinical experience. DISCUSSIONS AND RECOMMENDATION: The study recommends the nurse educator and managers of the selected hospitals to utilize learning needs assessment results to implement educational programs. It is further recommended that learning needs assessment should be an ongoing process involving other professional and clinical topics to promote better quality service.

Principals' Perceptions of GATE Teachers

2019 ◽  
pp. 164-174
Author(s):  
Judith Richards McDonald ◽  
Warren DiBiase ◽  
Nick Triplett
Keyword(s):  
Professional Development ◽  
Gifted And Talented ◽  
Professional Education ◽  
Research Study ◽  
Faculty Members ◽  
Education Professional ◽  
Education Professional Development ◽  
Talented Students ◽  
Principals Perceptions

Much has been written on the education of gifted and talented students, including the professional education of teachers for gifted and talented students. However, not much research exists on the education of gifted and talented faculty members. This chapter attempts to address this void. This chapter describes a research study undertaken to assess principals' perceptions of gifted and talented faculty members in their respective schools. Feedback from the principals addresses such topics as the education, professional development, characteristics, and retention of these teachers.

Frames for the Future: Developing Continuing Education & Professional Development Programs for Spiritual Care Practitioners: A Perspective from Victoria, Australia

2017 ◽  
Vol 71 (4) ◽  
pp. 237-256 ◽  
Author(s):  
Shinen Wong ◽  
Heather Tan
Keyword(s):  
Professional Development ◽  
Continuing Education ◽  
Professional Education ◽  
Spiritual Care ◽  
Spiritual Health ◽  
Development Programs ◽  
Education Programs ◽  
Education Professional ◽  
Education Professional Development ◽  
Professional Health

This article examines the educational issues in ongoing professional education for spiritual care practitioners. A meta-evaluation of registration and evaluation data over four years (between 2013 and 2016) of one such monthly program conducted by Spiritual Health Victoria (Australia) will be examined. Recommendations are made to support healthcare managers and spiritual care educators in designing and developing continuing education programs for spiritual care practitioners in a variety of other professional health and care contexts.

Competence-Based Matrix As Basis of Design of Programs of Professional Development and Professional Retraining of Teachers of System of Secondary Professional Education

2015 ◽  
Vol 3 (6) ◽  
pp. 51-56
Author(s):  
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Tatiana Danilova ◽  
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N. Danilovskaya
Keyword(s):  
Professional Development ◽  
Professional Education ◽  
Education Professional ◽  
Education Professional Development

Article is devoted to research of competence-based approach to design of the contents of the programs of additional professional education focused on pedagogical employees of system of secondary professional education. Authors made an attempt of defi nition of a competence-based fi eld as open dynamic space of professional competences. In article theoretical and practical justifi cation of use of a competence-based matrix at design of programs of additional professional education (professional development and professional retraining) for teachers of system of secondary professional education is given. In article defi nitions are given: �competence-based approach�, �a competence-based fi eld�, �a competence-based matrix�. Prospects of further research of methodical and qualimetrical aspects of application of a competence-based matrix are planned.

PENGEMBANGAN SILABUS DAN RPP MELALUI PEMBINAAN PROFESIONAL DENGAN PENDEKATAN KOOPERATIF BAGI GURU SMPN 21 AMBON

2015 ◽  
Vol 8 (2) ◽  
pp. 67
Author(s):  
Ida Kurnia L
Keyword(s):  
Professional Development ◽  
Action Research ◽  
Lesson Plan ◽  
Lesson Plans ◽  
Learning Tools ◽  
Cooperative Approach ◽  
Asking Questions ◽  
Classroom Action Research

The background of this research is the incapacity of teachers in developing syllabi and lesson plan (RPP). This research is a classroom action research (CAR) at SMP 21 Ambon which aims to improve the competence of teachers in developing the syllabus through professional development with cooperative approach. The study was conducted in two cycles involving collaborators. These results indicated that the ability of teachers/participants in understand-ing of the syllabus and lesson plan (RPP) increased, from an average of 65.31% to 78.75%. The activity teacher/participants also increased which is marked by the increasing boldness of teachers in asking questions and raising such issues and increased cooperation of teachers in developing learning tools, especially for teachers in one subject cluster.Keywords : learning syllabus, lesson plans, Classroom Action Research (CAR).

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