scholarly journals A Blended Learning Course Design in Clinical Pharmacology for Post-graduate Dental Students

2012 ◽  
Vol 6 (1) ◽  
pp. 182-187 ◽  
Author(s):  
Paul-Erik Lillholm Rosenbaum ◽  
Øyvind Mikalsen ◽  
Henning Lygre ◽  
Einar Solheim ◽  
Jan Schjøtt
Keyword(s):  
Clinical Pharmacology ◽  
Blended Learning ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Course Design ◽  
Traditional Approach ◽  
Online Communication ◽  
Dental Students ◽  
Learning Preferences ◽  
E Learning

Postgraduate courses in clinical pharmacology are important for dentists to be updated on drug therapy and information related to their clinical practice, as well as knowledge of relevant adverse effects and interactions. A traditional approach with classroom delivery as the only method to teaching and learning has shortcomings regarding flexibility, individual learning preferences, and problem based learning (PBL) activities compared to online environments. This study examines a five week postgraduate course in clinical pharmacology with 15 hours of lectures and online learning activities, i.e. blended course design. Six postgraduate dental students participated and at the end of the course they were interviewed. Our findings emphasize that a blended learning course design can be successfully used in postgraduate dental education. Key matters for discussion were time flexibility and location convenience, change in teacher’s role, rein-forced learning strategies towards professional needs, scarcity in online communication, and proposed future utilization of e-learning components.

scholarly journals Role of Technology Access and Technical Self-Efficacy Towards Lecturers’ Readiness in Blended Learning

2021 ◽  
Vol 8 (8) ◽  
pp. 92-98
Author(s):  
SYARIFAH RABIYAH AL ADAWIAH
Keyword(s):  
Blended Learning ◽  
Self Efficacy ◽  
Structural Equation ◽  
Teaching And Learning ◽  
Structural Equation Models ◽  
Online Communication ◽  
Personal Factors ◽  
Technology Access ◽  
Information And Communication ◽  
E Learning

Landscape of classroom teaching and learnings has changed Integrating information and communication technology (ICT) as a source of blended teaching and learning, either in the classroom or outside the classroom, has become one of the evolutions in classroom learning. To be part of this evolution, UTMSPACE has started to implement blended learning in teaching and learning. Therefore, the study intended to examine the readiness of UTMSPACE lecturers towards the implementation of blended learning and to explore the current practice of blended learning among the lecturers. The findings confirmed the lecturers’ readiness for blended learning implementation. This study also examines how personal factors affected the success of e-learning systems and provided better results. Structural equation models on the data of 101 targeted respondents showed that online communication self-efficacy, attitude, and online media are the multiple mediators between the technology access and technical usage self-efficacy and lead to increased blended learning readiness among the lecturers at UTMSPACE. It appears that despite technological factors, the lecturers with a high belief in their ability and attitude are more prepared to adopt the alternative ways of teaching and learning as they gain more experience. Keywords: Blended learning, UTMSPACE, readiness.

scholarly journals Editorial

2021 ◽  
Vol 57 (3) ◽  
Author(s):  
Sulina Green
Keyword(s):  
Social Work ◽  
Social Work Education ◽  
Teaching And Learning ◽  
Industrial Revolution ◽  
Course Design ◽  
Work Practice ◽  
Social Work Practice ◽  
E Learning ◽  
Curriculum Renewal ◽  
Work Education

The articles in this issue of Social Work/Maatskaplike Werk cover topics related to the innovative utilisation of approaches and methodologies for teaching and learning in social work education and for intervention in social work practice. The first two articles examine the incorporation of technology-enhanced teaching and learning in social work education in the digital era. The first article provides insights into the emerging developments of the Fourth Industrial Revolution, especially for curriculum renewal to prepare prospective practitioners to operate in both online and offline environments. The second article describes how an authentic e-learning framework can provide a pedagogically improved method of course design for groupwork education.

scholarly journals ATTITUDES TOWARD LEARNING PREFERENCE:THE RELATION WITH PERSONALITY

2020 ◽  
pp. 341-348
Author(s):  
Lilly E. Both ◽  
Keyword(s):  
Academic Success ◽  
Personality Traits ◽  
Learning Strategies ◽  
Learning Style ◽  
Teaching And Learning ◽  
Learning Preferences ◽  
Hierarchical Regression ◽  
Evidence Based Practices ◽  
Attitudes Toward Learning ◽  
Teaching And Learning Strategies

In this study, 106 women (M age = 23 years) completed a series of questionnaires online assessing personality traits and facets (subscales), learning preferences (Activist, Reflector, Theorist, Pragmatist), and attitudes toward learning preferences.The vast majority of participants in this study believed that students are more likely to have academic success when teaching and learning strategies match their learning style. However, the results of several hierarchical regression analyses found that a large proportion of variance in learning style was accounted for by personality traits or facets. For example, 43% of the variance in the Activist Learning Style was accounted for by higher scores on Extraversion, and lower scores on Conscientiousness and Negative Emotionality. When personality facet scores were used as predictors, the proportion of variance jumped to 55%. Similarly, between 27-31% of the variance in Reflector, Theorist and Pragmatist Learning Style was accounted for by personality facet scores alone. The results are discussed in terms of learning style attitudes and myths pervasive in the literature, and the need for evidence-based practices.

scholarly journals The ABC method as a tool for blended learning course development at Bergen University Library

2021 ◽  
Author(s):  
Pål Steiner ◽  
Ingunn Rødland ◽  
Henry Langseth ◽  
Christian Højbjerg Hansen
Keyword(s):  
Blended Learning ◽  
Course Design ◽  
Original Method ◽  
Educational Institutions ◽  
Learning Tools ◽  
Planning And Design ◽  
Hands On ◽  
University College London ◽  
E Learning ◽  
Abc Method

Embarking on planning and design of new library courses, or just even redesigning them, might be challenging in an everyday busy schedule. Especially if you want to try out new digital applications or features that could give the training an edge towards students, often prejudiced to what they can expect from a traditional library course. Ideally you engage colleagues and even students and faculty members in such a process. But how can you allocate enough time and resources to reach such ambitions? The ABC method, developed at University College London, is an effective, engaging and creative approach. In only 90 minutes groups are able to work together hands-on to create a visual storyboard outlining the type and sequence of learning activities aligned with the course’s learning outcomes. Blended learning and co-creation are often encouraged in course design in many educational institutions these days. The ABC method encourage also library instructors to think about e-learning tools, methods for active learning and opportunities for co-creation. Library courses, in difference from regular courses at universities, if often taught as a “one-shot-session”, and they rarely include formal evaluations. We therefore felt the need to adapt the method to better suit these circumstances. We adjusted both agenda and material, but all ideas and principles follow the original method. Evaluation showed good feedback regarding the proportion of participants who intended to change their course design after attending the workshop. This session will present the basic principles of the ABC-method and our experiences working with this approach to blended course planning.

scholarly journals Factors Affecting Students’ Preferences for Online and Blended Learning: Motivational Vs. Cognitive

2020 ◽  
Vol 22 (2) ◽  
pp. 72-86 ◽  
Author(s):  
Sinan Keskin ◽  
Halil Yurdugül
Keyword(s):  
Learning Environment ◽  
Blended Learning ◽  
Learning Environments ◽  
Self Efficacy ◽  
Teaching And Learning ◽  
Learning Motivation ◽  
Task Value ◽  
Individual Factors ◽  
E Learning ◽  
The Individual

AbstractToday’s educational institutions are expected to create learning opportunities independent of time and place, to offer easily accessible learning environments and interpersonal communication opportunities. Accordingly, higher education institutions develop strategies to meet these expectations through teaching strategies, such as e-learning, blended learning, mobile learning, etc., by using teaching technologies. These new technology-based teaching strategies are mainly shaped by decision-makers in education. This study seeks to analyse the individual factors that affect learners’ mode of teaching and learning delivery preferences. In this study, blended and online learning is considered as preferences of learners’ mode of teaching and learning delivery. The individual factors discussed in this research are cognitive learning strategies, e-learning readiness, and motivation. The data were obtained from the pre-service teachers at the end of the academic semester when they experienced online and blended learning. Data were analysed using optimal scaling analysis. The analysis method provides a two-dimensional centroid graph which shows the correlations between the variable categories. According to study findings, there is a correlation between the preferences of the learning environment, and the constructs of self-efficacy, e-learning motivation, and task value. It can be said that the motivational variables are more effective in the learning environment preference. The students with high task value, e-learning motivation, and self-efficacy preferred studying in blended learning environments. Cognitive strategies, self-directed learning, learner control, and test anxiety factors are independent of the learners’ learning delivery preferences.

scholarly journals Catalogue of Interactive Learning Objectives to improve an Integrated Medical and Dental Curriculum

2016 ◽  
Vol 17 (12) ◽  
pp. 965-968 ◽  
Author(s):  
Benjamin Mahmoodi ◽  
K Sagheb ◽  
Ka Sagheb ◽  
P Schulz ◽  
B Willershausen ◽  
...  
Keyword(s):  
Learning Strategies ◽  
Interactive Learning ◽  
Dental Education ◽  
Direct Determination ◽  
Dental Students ◽  
Learning Objectives ◽  
Study Materials ◽  
Clinical Case Studies ◽  
Dental Curriculum ◽  
E Learning

ABSTRACT Introduction Online learning media are increasingly being incorporated into medical and dental education. However, the coordination between obligatory and facultative teaching domains still remains unsatisfying. The Catalogue of Interactive Learning Objectives of the University Clinic of Mainz (ILKUM), aims to offer knowledge transfer for students while being mindful of their individual qualifications. Its hierarchical structure is designed according to the Association for Dental Education in Europe (ADEE) levels of competence. Materials and methods The ILKUM was designed to establish a stronger interconnection between already existing and prospective learning strategies. All contents are linked to the current lectures as well as to e-learning modules, e.g., clinical case studies and OR videos. Students can conduct self-examinations regarding specific learning objectives. Since 2007, ILKUM has been developed and analyzed regarding its acceptance among dental students. Results These improved e-learning techniques foster time and location-independent access to study materials and allow an estimation of the knowledge achieved by students. Surveys of our students clearly show a large demand for upgrading ILKUM content (89%; n = 172) with integrated self-testing (89%; n = 174). In parallel to the advancement of our e-learning offering, a portion of internet-based learning is constantly rising among students. Conclusion The broad acceptance and demand for the development of ILKUM show its potential. Moreover, ILKUM grants fast, topic-oriented querying of learning content without time and locale limitations as well as direct determination of the individually needed knowledge conditions. Clinical significance The long-term goal of the ILKUM project is to be a sustainable, important additional modality of teaching and training for dental and medical students. How to cite this article Mahmoodi B, Sagheb K, Sagheb K, Schulz P, Willershausen B, Al-Nawas B, Walter C. Catalogue of Interactive Learning Objectives to improve an Integrated Medical and Dental Curriculum. J Contemp Dent Pract 2016;17(12):965-968.

Students, Internet, eLearning and Web 2.0

2013 ◽  
pp. 1720-1742
Author(s):  
Rolf Schulmeister
Keyword(s):  
Web 2.0 ◽  
Teaching And Learning ◽  
Digital Natives ◽  
Learning Preferences ◽  
Net Generation ◽  
Internet Services ◽  
Parallel Study ◽  
E Learning ◽  
Media Types ◽  
Use Of Internet

An investigation into the students’ use of internet services, media types and e-learning preferences tried to find out if students today are interested in the use of Web 2.0 methods for learning. More than 2.000 students participated in the survey conducted by the international architecture company DEGW and the author. The data of the survey are compared to the results of a parallel study by HIS GmbH that was answered by 4.400 students. The results of both studies throw a critical light on the popular discussion about the net generation or the so-called digital natives and may lend themselves to a more cautious or careful introduction of Web 2.0 methods in teaching and learning accompanied by instructional and tutorial assistance.

Some Experiences of E-Learning in the Moodle E-Learning Environment

2011 ◽  
pp. 307-312
Author(s):  
Virve Siirak
Keyword(s):  
Learning Environment ◽  
Blended Learning ◽  
Teaching And Learning ◽  
Teaching Experience ◽  
Constructivist Learning Theory ◽  
Web Based ◽  
University Of Technology ◽  
E Learning ◽  
Methods Of Learning ◽  
Social Constructivist Learning

In this chapter it is argued that blended learning with web-based support by the Moodle e-learning environment based on social constructivist learning theory is an effective tool for teaching and learning ergonomics and human factor issues for future managers. The author has eight years experience of computer based teaching and learning. The author`s own teaching experience of the Moodle e-learning environment for creating and providing courses in Tallinn University of Technology (TUT), in Tallinn School of Economics and Business Administration at TUT, will be presented. According to the questionnaires given to students at the end of each course, the teaching and learning in the Moodle e-learning environment as blended learning is very useful for development of a learning culture and efficiency. The efficiency and motivation for learning are higher than providing traditional methods of learning. New possibilities and dimensions for teaching and learning are opening.

A Survey on the Use of Adaptive Learning Techniques Towards Learning Personalization

2021 ◽  
pp. 790-808
Author(s):  
Sonali Banerjee ◽  
Kaustuv Deb ◽  
Atanu Das ◽  
Rajib Bag
Keyword(s):  
Learning Strategies ◽  
Adaptive Learning ◽  
Teaching And Learning ◽  
Problem Area ◽  
Learning Technology ◽  
Individual Learner ◽  
Learning Techniques ◽  
Teaching And Learning Strategies ◽  
Recent Developments ◽  
E Learning

E-learning has a great impact on learners today. E-learning supports enhancing learner knowledge anytime, anywhere with lesser efforts than traditional models. In these situations, nonlinear approaches often modify teaching and learning strategies according to students' needs, and hence, automated machine-guided approaches seem useful in the name of adaptive learning. It identifies individual learner styles and provides the most suitable strategy that fits each learner as a case of personalization. Adaptive learning uses personalization for continuously improving student outcomes. Personalized learning takes place when e-learning systems use educational experience supporting desires, objectives, endowments, and curiosities of each individual learner. This work has reviewed the recent developments in the problem area of learning personalization through adaptive learning. Then the solution domain methods are compared to identify the knowledge and technology gap from their limitations. These analyses help to identify research potentials in learning technology for future works.

Training Teachers for E-Learning, Beyond ICT Skills Towards Lifelong Learning Requirements

2011 ◽  
pp. 83-95 ◽  
Author(s):  
Olga Díez
Keyword(s):  
Adult Education ◽  
Teacher Training ◽  
Blended Learning ◽  
Lifelong Learning ◽  
Virtual Environments ◽  
Teaching And Learning ◽  
Collaborative Work ◽  
Learning Design ◽  
Ict Skills ◽  
E Learning

This chapter describes an experience in teacher training for e-learning in the field of adult education. It takes into account the models offered by flexible lifelong learning as the proper way to develop training for teachers in service, considering the advantages of blended learning for the target audience. The chapter discusses the balance between mere ICT skills and pedagogical competences. In this context the learning design should always allow that the teachers in training integrate in their work ICT solutions that fit to the didactic objectives, renew teaching and learning methodology, facilitate communication, give place to creativity, and allow pupils to learn at their own pace. By doing so, they will be closer to the profile of a tutor online, as a practitioner who successfully takes advantages of the virtual environments for collaborative work and learning communication.

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