scholarly journals The Impact of an Online Learning Resource Designed to Enhance Interprofessional Collaborative Practice in Palliative Care: Findings from the Caring Together Pilot Project

2009 ◽  
Vol 1 (1) ◽  
Author(s):  
Colla J McDonald ◽  
Emma J Stodel ◽  
Pippa Hall ◽  
Lynda Weaver
Keyword(s):  
Palliative Care ◽  
Online Learning ◽  
Pilot Project ◽  
Time Frame ◽  
Transfer Of Knowledge ◽  
Term Care ◽  
For Profit ◽  
Individual Interviews ◽  
E Learning ◽  
The Impact

AbstractBackground: This study assessed the effectiveness of an online learning resourcefor staff in long-term care (LTC) homes. The resource was designed to increasepalliative care and interprofessional patient-centred care (IPC) skills and knowledgeand stimulate the transfer of knowledge to the workplace.Methods and Findings: A mixed methods approach was used. The StagedInnovation Design, which uses an experimental group and a control–replicationgroup, was adopted. The resource was piloted in two not-for-profit LTC homeswith 55 staff. Data were collected from four surveys. Individual interviews wereconducted with 15 participants. Participants stated the resource exposed them torelevant, practical information regarding caring for residents at the end of life; thematerial was presented in an engaging, interactive manner; and e-learning was aconvenient way to learn. The resource allowed learners to learn with, from, andabout each other and increased palliative care and IPC skills and knowledge.Evidence regarding changes in learners’ attitudes toward IPC and transfer ofknowledge was weak. Given the short time-frame from completion of the trainingto evaluation, this is not surprising.Conclusions: Suggestions for improving the resource emerged from the evaluation,and these have been implemented. 

scholarly journals Pengaruh Personal Attitude dan E-learning terhadap Minat Berwirausaha pada Era Pandemi Covid-19

2021 ◽  
Vol 11 (1) ◽  
pp. 90
Author(s):  
Shita Lusi Wardhani ◽  
Manggar Wulan Kusuma
Keyword(s):  
Online Learning ◽  
Online Survey ◽  
Partial Least Square ◽  
Least Square ◽  
Business Practices ◽  
Community Activities ◽  
Personal Attitude ◽  
Offline Learning ◽  
E Learning ◽  
The Impact

<em>The Covid-19 outbreak and the enactment of restrictions on community activities have had many impacts, one of which is the change in teaching methods from offline learning or face-to-face activities to online learning or distance learning</em><em>. These changes can affect the learning process, especially subjects related to business practices, such as entrepreneurship. In online learning, several factors contribute to the successful delivery of online courses. However, little is known about the impact of these factors on Indonesian students' interest in entrepreneurship. Therefore, the purpose of this study was to examine the effect of personal attitude and e-learning on interest in entrepreneurship in the Covid-19 pandemic era. Data was collected through an online survey of 190 students who were taking entrepreneurship courses at selected universities in Yogyakarta. Data collected through online surveys were analyzed using Smart Partial Least Square (SmartPLS) 3.0. The results of this study found that interest in entrepreneurship is significantly influenced by personal attitude and e-learning. This study also found that perceived learning was not able to moderate the effect of e-learning on entrepreneurial interest.</em>

scholarly journals DAMPAK PANDEMI COVID-19 TERHADAP KEGIATAN PEMBELAJARAN ONLINE DI STMIK KOMPUTAMA MAJENANG

2021 ◽  
Vol 2 (2) ◽  
pp. 16-25
Author(s):  
Willy Setiawan ◽  
Dede Yusuf
Keyword(s):  
Elementary School ◽  
Online Learning ◽  
Data Collection ◽  
Qualitative Methods ◽  
Learning Activities ◽  
Tertiary Level ◽  
Internet Connection ◽  
The World ◽  
E Learning ◽  
The Impact

COVID-19 is a virus originating from Wuhan, China that spread rapidly throughout the world. Indonesia began to be infected since the beginning of March 2020. The impact of the spread of COVID-19 caused losses to many countries, especially in the economic field. In the field of education, learning activities carried out in class are replaced online as a result of the spread of COVID-19 starting from elementary school to tertiary level. This study uses descriptive qualitative methods that describe online learning activities at STMIK Komputama Majenang during the COVID-19 pandemic that was held at home online. The object consists of 5 students of STMIK Komputama Majenang. Data collection was carried out using a questionnaire containing questions related to online learning at STMIK Komputama Majenang during the COVID-19 pandemic. Based on the results of research, online learning activities at STMIK Komputama Majenang have been effective and run well. Some applications used in online learning are Web E-learning, WhatsApp, Telegram, Edmodo, YouTube, Zoom, and Google Classroom. Constraints experienced during online learning are problems with a bad internet connection, limited quota, difficulty in learning, and the presence of other people's distractions when learning takes place.

scholarly journals Pembelajaran Pesantren Berbasis Luar Jaringan (Luring) Selama Pandemi Covid-19

2021 ◽  
Vol 7 (2) ◽  
pp. 134-143
Author(s):  
Ibnu Chudzaifah ◽  
AFROH NAILIL HIKMAH
Keyword(s):  
Online Learning ◽  
Learning Process ◽  
Boarding School ◽  
Lower Class ◽  
Boarding Schools ◽  
Transfer Of Knowledge ◽  
Face To Face ◽  
Online System ◽  
Face To Face Learning ◽  
The Impact

The COVID-19 pandemic period began to shift and shake the order of the learning process that usually takes place, one example is face-to-face learning turning into online learning. Online features seem to be a substitute for offline or face-to-face learning such as schoology, whatsapp, google classroom, moodle, zoom meeting, and several other applications that support learning (Kahfi & Kasanova, 2020). This shift has also begun to create new challenges for the world of Islamic boarding schools, as we all know that Islamic boarding schools are educational institutions that implement a boarding school system. Usually the discipline of the students can be measured through the punctuality of coming to school on time, but now this is an obstacle for the kiai or the asatidz council regarding the learning evaluation process, especially if the students who carry out the learning process with the online system, many from the economy or lower class. those who live in areas that do not support the internet network. Likewise, it is rather difficult to control the students in carrying out activities such as compulsory worship and other circumcision, even though we all know that what is unique about the education system in pesantren is the transfer of knowledge from the kiai or the asatidz council. The focus of this research is the online learning process at the Roudlatul Khuffadz Islamic Boarding School, Sorong Regency. Therefore, the author uses a qualitative descriptive analysis method, namely research that produces descriptive data in the form of words or text and behavior, which can be observed from the subject itself (Kahfi & Kasanova, 2020). This was done to reveal facts about Islamic boarding school learning in the midst of the Covid-19 pandemic at the Raudlatul Khuffadz Islamic boarding school, where most Islamic boarding schools were closed or using an online system. Fraenkel and Wallen argue that qualitative research can reveal real events that occur in the field (Kahfi & Kasanova, 2020). The methods that I will use include: Interview or Interview, Observation and Documentation Methods From the results of the study, the authors conclude that: First, during the Covid-19 pandemic, the Roudlotul Khuffadz Islamic Boarding School continued to carry out learning as usual (outside the network) while still adhering to health protocols. Second), the obstacles faced by the Roudlotul Khuffadz Islamic Boarding School in learning during the pandemic are first, related to the equipment of medical devices for the prevention of Covid-19. Second, Infaq as one of the financial income of pesantren tends to decrease due to the impact of the guardians who are also affected by Covid-19 from an economic perspective.

scholarly journals Meta-analysis The Validity of Learning Media E-learning Based on Edmodo for Senior High School Biology Learning

2021 ◽  
Vol 8 (1) ◽  
pp. 7-13
Author(s):  
Annissa Delfira
Keyword(s):  
Online Learning ◽  
Learning Process ◽  
Meta Analysis ◽  
National Education ◽  
Learning Platform ◽  
E Learning ◽  
Validity Criteria ◽  
Face To Face Learning ◽  
The Government ◽  
The Impact

         The impact of Covid-19 affects aspects of life, one of which is the education aspect. The government makes policies in the education sector by shifting the face-to-face learning process online. Online learning can be done with e-learning media. The type of e-learning that can be used in the learning process is edmodo. Edmodo is a web, iOS and Android-based learning platform that looks like Facebook and is easy to use for beginners. Edmodo-based e-learning media can be used in the online learning process after meeting the eligibility indicators of validity. The validity results can be obtained based on an assessment of the aspects contained in the validity indicator according to the 2008 Ministry of National Education criteria, namely the aspects of feasibility of content, language, presentation and, graphics. Various study findings regarding validity indicators in previous studies are difficult to accumulate in quantitative form. Researchers used meta-analysis methods to obtain validity results that were easily accumulated and systematic, so researchers used 8 relevant articles. Based on the analysis of the 8 articles, the results show that 4 articles have fulfilled the validity criteria according to the Ministry of National Education (2008), namely the aspects of the feasibility of content, language, presentation, and graphics. Meanwhile, 4 other articles have not used the validity criteria according to the 2008 Ministry of National Education This shows that the 8 articles analyzed, only 4 articles met the valid qualifications according to the 2008 Ministry of National Education criteria.

scholarly journals Reassessing Disparities in Online Learner Student Engagement in Higher Education

2020 ◽  
Vol 49 (1) ◽  
pp. 20-29 ◽  
Author(s):  
Justin Paulsen ◽  
Alexander C. McCormick
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Student Engagement ◽  
Collaborative Learning ◽  
Learning Strategies ◽  
Large Population ◽  
Public And Private ◽  
Face To Face ◽  
For Profit ◽  
The Impact

Online learning is the fastest growing segment in U.S. higher education and is increasingly adopted in public and private not-for-profit institutions. While the impact of online learning on educational outcomes is becoming more clear, the literature on its connection with student engagement is sparse. Student engagement measures identify key aspects of the learning process that can improve learning and outcomes like retention and achievement. The few studies investigating the link between online learning and student engagement found positive benefits for online learners compared to face-to-face learners in terms of perceived academic challenge, learning gains, satisfaction, and better study habits. On the other hand, face-to-face learners reported higher levels of environment support, collaborative learning, and faculty interaction. However, these studies did not effectively account for the differences in background characteristics like age, time spent working or caring for dependents, and enrollment status. Further, they did not consider the increasingly large population of students who enroll in both online and face-to-face courses. In our study, we used propensity score matching on the 2015 National Survey of Student Engagement data to account for the disparities in these groups’ demographics variables. After matching, we found that some of the previous literature’s differences diminish or disappear entirely. This suggests differences in supportive environments and learning strategies have more to do with online student characteristics than learning mode. However, online learning still falls well below other modes in terms of collaborative learning and interaction with faculty.

scholarly journals The Effect of Rapid Response Teams on End-of-Life Care: A Retrospective Chart Review

2014 ◽  
Vol 21 (5) ◽  
pp. 302-306 ◽  
Author(s):  
Benjamin Tam ◽  
Mary Salib ◽  
Alison Fox-Robichaud
Keyword(s):  
Palliative Care ◽  
End Of Life ◽  
Chart Review ◽  
Retrospective Chart Review ◽  
Rapid Response ◽  
Rapid Response Teams ◽  
Term Care ◽  
Palliative Care Services ◽  
Eol Care ◽  
The Impact

BACKGROUND: A subset of critically ill patients have end-of-life (EOL) goals that are unclear. Rapid response teams (RRTs) may aid in the identification of these patients and the delivery of their EOL care.OBJECTIVES: To characterize the impact of RRT discussion on EOL care, and to examine how a preprinted order (PPO) set for EOL care influenced EOL discussions and outcomes.METHODS: A single-centre retrospective chart review of all RRT calls (January 2009 to December 2010) was performed. The effect of RRT EOL discussions and the effect of a hospital-wide PPO set on EOL care was examined. Charts were from the Ontario Ministry of Health and Long-Term Care Critical Care Information Systemic database, and were interrogated by two reviewers.RESULTS: In patients whose EOL status changed following RRT EOL discussion, there were fewer intensive care unit (ICU) transfers (8.4% versus 17%; P<0.001), decreased ICU length of stay (5.8 days versus 20 days; P=0.08), increased palliative care consultations (34% versus 5.3%; P<0.001) and an increased proportion who died within 24 h of consultation (25% versus 8.3%; P<0.001). More patients experienced a change in EOL status following the introduction of an EOL PPO, from 20% (before) to 31% (after) (P<0.05).CONCLUSIONS: A change in EOL status following RRT-led EOL discussion was associated with reduced ICU transfers and enhanced access to palliative care services. Further study is required to identify and deconstruct barriers impairing timely and appropriate EOL discussions.

scholarly journals Academic development through a pandemic crisis: Lessons learnt from three cases incorporating technical, pedagogical and social support

2021 ◽  
Vol 18 (5) ◽  
pp. 2-16
Author(s):  
Murat Sumer ◽  
◽  
Tracy Douglas ◽  
Kwong Nui Sim ◽  
◽  
...  
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Well Being ◽  
Just In Time ◽  
Case Scenario ◽  
Staff Support ◽  
Lessons Learnt ◽  
Effective Delivery ◽  
E Learning ◽  
The Impact

Distance or online learning is more than simply uploading and delivering learning resources to learners but in fact, it is a process that provides learners with autonomy, responsibility, flexibility and choice. This can be a challenge for many academic teachers. In 2020, as universities globally shifted to online learning, in response to the impact of the COVID-19 pandemic, a variety of staff have supported colleagues to develop e-learning techniques ‘just-in-time’ for effective delivery to students in fully online platforms. This has required a transformation of educational development and faculty support globally. This paper will reflect on mechanisms of support demonstrating tailored staff support to transform education in three case scenario contexts, during the impact of the COVID-19 pandemic in three different countries. Our case studies illustrate that support lies beyond technological capability building to also incorporate the essentials of holistic well-being and resilience reinforcement. This paper demonstrates temporary solutions to a global crisis in online education and reflects on lessons learnt and how eteaching and e-learning support may transform beyond the pandemic.

scholarly journals Shifting focus to online learning during the COVID-19 pandemic in Saudi Universities: Challenges and opportunities

2021 ◽  
pp. 1-15
Author(s):  
Nouf Aljohani
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Learning Strategies ◽  
Learning Process ◽  
Learning Systems ◽  
Educational Institutions ◽  
Challenges And Opportunities ◽  
E Learning ◽  
Integrate Technology ◽  
The Impact

Since 2020, Saudi administrations have provisionally closed educational institutions to mitigate the spread of COVID-19. At the time, employing technology was imperative to accelerate learning efforts and offer methods of enhancing interactions between learners and among learners and tutors. In this review, I first describe the e-learning systems that were used in higher education before the pandemic. Then, I investigate the impact of COVID-19 on Saudi higher education and how universities and public educational institutions responded to the pandemic. In the conclusion, I argue that policymakers, university sectors, and syllabi developers should unify national e-learning strategies, integrate technology in a systematic way, and design e-learning curricula to meet the needs of an ever-advancing world and revolutionise the learning process.

scholarly journals The Impact of Covid-19 on Online Learning Activities at The University of The Helvetia Medan Health Institute

2020 ◽  
Vol 1 (2) ◽  
pp. 27-34
Author(s):  
Indra Ginting ◽  
Asriwati Asriwati ◽  
Ismail Effendy ◽  
Tiwanto Dakhi
Keyword(s):  
Online Learning ◽  
Health Data ◽  
Learning Activities ◽  
Internet Connection ◽  
Online Mode ◽  
E Learning ◽  
Qualitative Descriptive ◽  
University Level ◽  
The University ◽  
The Impact

COVID-19 is a disease outbreak that originated in China that is spreading rapidly throughout the world. COVID-19 spread in Indonesia in mid-March 2020. The spread of this virus caused losses to many countries, especially in the economic sector. In the field of education, COVID-19 also drastically changes the learning model; All learning activities are carried out online, starting from elementary school to university level. This research is a qualitative descriptive study that describes online learning activities at the Helvetia Institute of Health after it has been determined that all learning activities are carried out at home using online mode. The subjects consisted of 4 students and 3 lecturers at the Helvetia Institute of Health. Data collection using interviews. Based on the results of interviews, online learning activities at the Helvetia Institute of Health have been effective by using the Zoom, Google Classroom, Schoology, Webex, E-Learning, WhatsApp, and Cloux applications. Obstacles in the implementation of online learning are the problem of internet connection and inadequate economy.

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