scholarly journals Assessment of the Effectiveness of Medical Education on the Moodle e-Learning Platform

2013 ◽  
Vol 35 (1) ◽  
pp. 203-214 ◽  
Author(s):  
Wiesław Półjanowicz ◽  
Grzegorz Mrugacz ◽  
Michał Szumiński ◽  
Robert Latosiewicz ◽  
Alina Bakunowicz-Łazarczyk ◽  
...  
Keyword(s):  
Control Group ◽  
Final Exam ◽  
Visual Rehabilitation ◽  
Traditional Group ◽  
Learning Group ◽  
Learning Platform ◽  
E Learning ◽  
High Level ◽  
Medical University ◽  
Students Satisfaction

Abstract This paper presents an analysis of learning effectiveness for the courses “Selected issues in visual rehabilitation” and “Ophthalmology and ophthalmic nursing” taught in the years 2009-2011 at the Medical University of Bialystok, Poland. We compared the effectiveness of traditional and distance learning methods; an e-learning platform was implemented experimentally for the purpose of this study. We assessed the usefulness of online learning in terms of organization, knowledge gained and students’ satisfaction with the course. The study was conducted among 75 second year master degree students in the nursing field in the academic years 2009/2010 and 2010/2011. The students were divided into two groups. For the study group of 39 persons (52%), lectures and seminars took place on an e-learning platform, while 36 persons (48%) in the control group attended traditional classes. 80% of students in the e-learning group and 89% of students in the traditional group assessed the organization of both forms of courses positively. The fact that the majority of students in both the e-learning (89%) and traditional classes (86%) gave positive feedback indicates that for both forms there was a high level of content and technical preparedness. The mean scores of the final exam for both courses were 82% in the e-learning group and 79% in the traditional group in the years 2009- 2011. The above results show that both forms of learning are equally effective.

scholarly journals E-learning for Part-Time Medical Studies

2016 ◽  
Vol 47 (1) ◽  
pp. 129-142 ◽  
Author(s):  
Wiesław Półjanowicz ◽  
Robert Latosiewicz ◽  
Barbara Kołodziejczak ◽  
Magdalena Roszak
Keyword(s):  
Distance Learning ◽  
Nursing Students ◽  
Fine Tuning ◽  
Control Group ◽  
Final Exam ◽  
Visual Rehabilitation ◽  
Good Communication ◽  
Traditional Form ◽  
Part Time ◽  
E Learning

Abstract Distance education undoubtedly has many advantages, such as individualization of the learning process, unified transmission of teaching materials, the opportunity to study at any place and any time, reduction of financial costs for commuting to classes or accommodation of participants, etc. Adequate working conditions on the e-learning portal must also be present, eg. well-prepared, substantive courses and good communication between the participants. Therefore, an important element in the process of conducting e-learning courses is to measure the increase of knowledge and satisfaction of participants with distance learning. It allows for fine-tuning the content of the course and for classes to be properly organized. This paper presents the results of teaching and assessment of satisfaction with e-learning courses in “Problems of multiculturalism in medicine”, “Selected issues of visual rehabilitation” and “Ophthalmology and Ophthalmic Nursing”, which were carried out experimentally at the Faculty of Health Sciences at the Medical University of Bialystok for nursing students for the 2010/2011 academic year. The study group consisted of 72 part-time students who learnt in e-learning mode and the control group of 87 students who learnt in the traditional way. The students’ opinions about the teaching process and final exam scores were analyzed based on a specially prepared survey questionnaire. Organization of e-learning classes was rated positively by 90% of students. The average result on the final exams for all distance learning subjects was at the level of 82%, while for classes taught in the traditional form it was 81%. Based on these results, we conclude that distance learning is as effective as learning according to the traditional form in medical education studies.

A Study of Trainee Attitude and Satisfaction between E-Learning Training versus Traditional Training

2015 ◽  
pp. 154-177
Author(s):  
Nancy Hairston ◽  
Fredrick Muyia Nafukho
Keyword(s):  
Treatment Group ◽  
Study Data ◽  
Course Satisfaction ◽  
Control Group ◽  
Traditional Group ◽  
Learning Group ◽  
Satisfaction Index ◽  
E Learning ◽  
Survey Results ◽  
Group Control Group

The purpose of this chapter is to analyze the relationship between change in attitude toward computers and overall course satisfaction of participants. Of the 262 randomly selected participants, 64% completed the study. Data were collected using questionnaires and course satisfaction rating survey. Results of the study indicated that there was a statistically significant difference in overall course satisfaction between the e-learning group (the treatment group) and the traditional group (control group). The traditional group was more satisfied with their course than the treatment group on the general program construct and the overall course satisfaction index. Results of the t-tests indicated that overall the e-learning group liked computers more than the traditional group prior to treatment and remained with this attitude after treatment. The control group had a statistically significant change in attitude toward computers after the treatment to reflect a less favorable attitude toward computers after the treatment.

Integration of Examination Strategies in E-Learning Platform for Assessment of Collaborative Activities

2020 ◽  
Vol 16 (1) ◽  
pp. 30-49
Author(s):  
Amina Aouine ◽  
Latifa Mahdaoui
Keyword(s):  
Collaborative Work ◽  
Team Work ◽  
Learning Group ◽  
Learning Platform ◽  
E Learning ◽  
Individual Contributions ◽  
Or Team ◽  
Collaborative Activities

In this article, the authors propose a set of examination strategies for distributing tasks of collaborative activities. The first purpose behind this proposal is to assess fairly the learners who are involved in group or team work at the e-learning platform. Indeed, in the literature, few methods are used to assess the learners' individual contributions to the collective or collaborative work. Therefore, the proposal of this article is based mainly around this issue. This will lead to an approach to assess individuals within the learning group (or team), which in turn, will allow to assess the group (or team) as a learning entity.

scholarly journals Peculiarities of the chest’s size in female volleyball players of different constitutional types

2018 ◽  
pp. 47-52
Author(s):  
L. A. Sarafyniuk ◽  
V. I. Pivtorak ◽  
V. O. Khavtur ◽  
L. Ia. Fedoniuk ◽  
O. P. Khapitska
Keyword(s):  
Young Women ◽  
Great Influence ◽  
Control Group ◽  
Constitutional Type ◽  
Significant Difference ◽  
Volleyball Players ◽  
High Level ◽  
Medical University ◽  
Different Levels ◽  
Anterior Posterior

During qualified sport selection special attention should be paid to those features and abilities that have a great influence on the effectiveness, and those, that are mainly under the influence of genetic factor. Such morphogenetic markers of sports selection include, firstly, the constitutional features of athletes, in particular the shape of the chest. The purpose of work is to determine the differences between the anthropometric dimensions of the chest between female volleyball players of high level of athletic skill and non-sportsmen, who belonged to different constitutional types. On the base of the Scientific-Research Center of the Vinnytsya National Pirogov Memorial Medical University an anthropo-somatotypological investigation of 113 female volleyball players of high level athletic skill (from 16 to 20 years old) was done. The control group included 204 practically healthy young women, who were not engaged in sports of the corresponding age. Anthropometric research was performed according to the V. V. Bunak (1941) method, somatotypological study was based on the estimated modification of the Heath-Carter method (1990). In young women, who were not engaged in sports, more than in half of the cases were indicated constitutional types, which were characterized by good development of fatty body composition. Between female volleyball players were dominated individuals with mesomorphic somatotype (26.66%), ectomorphic somatotype (23.01%), ecto-mesomorphic somatotype (23.89%), and representatives of the intermediate somatotype (23.01%) were almost uniformly represented in the sample. The analysis of the results was carried out in the licensing program "Statistica 5.5" using nonparametric methods of estimating the parameters. We have found that the female volleyball players of the ectomorphic somatotype have the smallest anthropometric dimensions of the chest, as compared with athletes of other constitutional groups. In the mesomorphs female volleyball players all transverse and the most of overall sizes of the chest were the largest. Parameters of the athletes with the ecto-mesomorphic somatotype were slightly small to the size of the somatometric parameters of the mesomorphs, but they had the highest values of the anterior-posterior size of the chest. Female volleyball players with intermediate somatotype had larger values of the chest size than volleyball players with ectomorphic somatotype, although no significant difference was found when comparing them. It was found, that the most of the overall, transverse, and anterior-posterior dimensions of the chest in female volleyball players are statistically significantly higher than that of girls, who were not engaged in sports, and belonged to the same constitutional type as athletes. We have made a conclusion that belonging to one of the constitutional type does not provide similarity of morphometric parameters of the chest in persons with different levels of physical activity.

scholarly journals Problem-based learning and action learning in Ugandan universities

2019 ◽  
Vol 6 (2) ◽  
pp. 7-28
Author(s):  
Jacinta Bwegyeme ◽  
John .C. Munene ◽  
James Kagaari ◽  
Geoffrey Bakunda
Keyword(s):  
Reflective Practice ◽  
Action Learning ◽  
Problem Based Learning ◽  
Control Group ◽  
Self Directed Learning ◽  
Traditional Group ◽  
Learning Group ◽  
Directed Learning ◽  
Training Programmes ◽  
Quasi Experiment

The purpose of the study was to compare the action learning approach with the traditional didactic learning and establish the relationship between problem-based learning and action learning. We employed a quasi experiment where the Marquardt Action Learning model was combined with the constructivist theories of learning. The quasi experiment was composed of three groups, namely the treatment group (action learning group), the traditional group and the control group. To stimulate participant thought and reflection, a community of practice environment was created and just-in-time classes were conducted, based on the constructive theories of learning. Although the study involved various constructivist theories, the article concentrates on problem-based learning; hence, it is quiet about other constructivist theories. The results indicate significant differences between the action learning and traditional didactic learning. Furthermore, a significant relationship between problem-based learning and action learning was established. The robust strength of reflective practice and self-directed learning in the prediction of action learning is also highlighted. The findings can be utilised to design future training programmes in universities and other workplaces in order to equip workers with reflective practice and self-directed learning skills that are vital in solving workplace problems.

scholarly journals Use of smartphone application WhatsApp® as an e-learning method for residents teaching: a multicenter, controlled, randomized trial (Preprint)

2018 ◽  
Author(s):  
Thomas Clavier ◽  
Julie Ramen ◽  
Bertrand Dureuil ◽  
Benoit Veber ◽  
Jean-Luc Hanouz ◽  
...  
Keyword(s):  
Clinical Reasoning ◽  
Online Teaching ◽  
Instant Messaging ◽  
Smartphone Application ◽  
Control Group ◽  
Multiple Choice Questions ◽  
Learning Platform ◽  
E Learning ◽  
And Control ◽  
The Impact

BACKGROUND The WhatsApp® (WA) smartphone application is the most widely used instant messaging application in the world. Recent studies report the use of WA for educational purposes but there is no prospective study comparing WA's pedagogical effectiveness to any other teaching modality. The goal of this study was to evaluate this cross-platform messaging as a pedagogic tool for the teaching of residents. OBJECTIVE The main objective of this study was to evaluate the impact of WA on clinical reasoning. METHODS Prospective, randomized, multicenter study conducted among first and second year anesthesiology residents (online recruitment) from four university hospitals in France. Residents were randomized in two groups of online teaching (WA and control). The WA group benefited from daily delivery on the WA application of teaching documents and a weekly clinical case supervised by a senior physician. In the control group, residents had access to the same documents via a traditional computer e-learning platform. Medical reasoning was self-assessed online by script concordance test (SCT; primary parameter) and medical knowledge by multiple choice questions (MCQ). The residents completed an online satisfaction questionnaire. RESULTS In this study, 62 residents were randomized (32 in WA group, 30 in control group), 22 residents in each group answered the online final evaluation. We found a difference between WA and control groups for SCT (60 ± 9 % vs. 68 ± 11 %, respectively; P = .006) but no difference for MCQ (18 ± 4 /30 vs. 16 ± 4 /30, respectively; P = .22). Concerning satisfaction, there was a better global satisfaction rate in the WA group compared to control (9 ± 1 /10 vs. 8 ± 2 /10; P = .049). CONCLUSIONS In this study, the use of WA compared to traditional e-learning for resident teaching was associated with worse clinical reasoning despite better global appreciation. The use of WA probably contributes to the dispersion of attention linked to the use of the smartphone. The impact of smartphones on clinical reasoning should be further studied.

scholarly journals Is Mathematics Required for Cooking? An Interdisciplinary Approach to Integrating Computational Thinking in a Culinary and Restaurant Management Course

Mathematics ◽  
2021 ◽  
Vol 9 (18) ◽  
pp. 2219
Author(s):  
Yen-Cheng Chen ◽  
Pei-Ling Tsui ◽  
Ching-Sung Lee
Keyword(s):  
Curriculum Design ◽  
Teaching Method ◽  
Computational Thinking ◽  
Interdisciplinary Approach ◽  
Control Group ◽  
Traditional Teaching ◽  
Microsoft Excel ◽  
Learning Platform ◽  
Restaurant Management ◽  
E Learning

In recent years, with the flourishing of the catering economy and the trends in computer technology, restaurant operators have increasingly relied on employees with computational and information skills. Breaking through the traditional teaching method of mere lecturing, the study conducts a teaching demonstration by integrating the computational thinking concept and a Microsoft Excel computational system on the school’s E-learning platform into the teaching of a Culinary and Restaurant Management course. A non-equivalent control group pretest–posttest study with a quasi-experimental design is adopted for the assignment of experimental participants and the design of the course. The results show that a curriculum design with computational thinking significantly improves the effectiveness of students’ learning in digital technology and is especially helpful for the cultivation of the key capabilities of menu design and cost planning among restaurant management skills. The study makes the following contributions: during the Culinary and Restaurant Management course, the use of the E-learning platform and computing programs such as Microsoft Excel is associated with greater learning effectiveness than traditional teaching methods. The research results can serve as a reference for promoting an E-catering business model and a sustainable educational model in the future.

Effects of an E-Learning Platform for EFL Chinese Learners

2011 ◽  
pp. 98-115
Author(s):  
Lin Shen ◽  
Jitpanat Suwanthep ◽  
Felicia Zhang
Keyword(s):  
University Students ◽  
Influential Factors ◽  
Control Group ◽  
Spoken English ◽  
Speaking Proficiency ◽  
Learning Platform ◽  
Chinese University ◽  
Post Test ◽  
E Learning ◽  
Chinese University Students

As English has been increasingly recognized as one of the influential factors for China in taking parts in global community, students and Chinese professionals need to participate in international seminars and conferences, and internationally collaborate with academics through the lingua franca, English. Hence, being able to speak intelligible English has unavoidably become a necessity, especially for Chinese university students. The purpose of this chapter focuses on the implementation of constructive role plays (CRP) via the NHCE e-learning in learning English as a foreign language classes. This chapter exploits quantitative and qualitative methods such as pretest, post-test, student questionnaires and student role play recording analysis to collect data to demonstrate the effectiveness of CRP on Chinese university students’ spoken English development. Results showed that there was a significant increase in the students’ speaking proficiency for the experimental group as compared to the control group. The results also indicated that CRP has been highly successful as an effective aid in improving EFL students’ speaking. The NHCE e-learning platform can provide a motivating environment for L2 students to practice spoken English. However, the empirical results showed that the use of online audio chat facility to perform the CRP may make some students feel anxious, due to its synchronized nature. This suggests that its use should be carefully considered in relation to divergent groups of learners.

scholarly journals Blended learning: An effective methodology for teaching radiology to medical students

2019 ◽  
Vol 67 (2) ◽  
pp. 273-277 ◽  
Author(s):  
Johan Alberto Durán-Guerrero ◽  
Luis Heber Ulloa-Guerrero ◽  
Luis Carlos Salazar-Díaz
Keyword(s):  
Medical Students ◽  
Blended Learning ◽  
Standardized Tests ◽  
Traditional Method ◽  
Control Group ◽  
Learning Method ◽  
Final Exam ◽  
Learning Group ◽  
Classroom Education ◽  
Satisfaction Rates

Introduction: The combination of online learning environments and classroom education is known as blended learning.Objective: To design, implement and evaluate the blended learning method for teaching radiology to medical students.Materials and methods: Five online modules were designed as part of the Introduction to diagnostic imaging course for medical students. The blended learning method was implemented during the classes given in the terms 2016-II and 2017-I. Academic performance was measured using standardized tests, while the effect of the intervention was obtained by comparing the sample with a control group from the 2015-II period (traditional method).Results: 204 students were included in the blended learning group and 90 students in the control group (traditional method). The median final exam score among the blended learning group was 16.5 (IQR: 15.5-17.8), and 15.0 (RIQ: 13.5-16.5) (p=0.001) in the control group. On average, gained knowledge among the blended learning group was 5.8 (SD:2.4) points. The association between gained knowledge and number of visits to online modules was statistically significant (p<0.05). The proportion of good performance was close to 100% on the satisfaction survey.Conclusions: The blended learning method increases the grades obtained in the tests performed and also shows higher satisfaction rates compared to the traditional method among medical students.

scholarly journals The role of digital learning toward students' satisfaction and university brand image at educational institutes of Pakistan: a post-effect of COVID-19

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Sidra Shehzadi ◽  
Qasim Ali Nisar ◽  
Muhammad Sajjad Hussain ◽  
Muhammad Farhan Basheer ◽  
Waseem Ul Hameed ◽  
...  
Keyword(s):  
Service Quality ◽  
Information Quality ◽  
Word Of Mouth ◽  
Brand Image ◽  
Digital Learning ◽  
Content Type ◽  
Learning Platform ◽  
E Learning ◽  
Students Satisfaction

PurposeThis study is undertaken to examine the role of information and communication technology (ICT), e-service quality and e-information quality towards brand image of universities by concentrating on students’ e-learning, e-word of mouth and satisfaction.Design/methodology/approachThe target population was the students of public and private universities in Pakistan. Data collected using an e-questionnaire by 408 students were subjected to PLS-SEM for analysis.FindingsFindings revealed that ICT, e-service quality and e-information quality are positively contributed toward students' e-learning which ultimately leads to create positive e-word of mouth and students' satisfaction. Meanwhile, results also identified that e-word of mouth and students' satisfaction lead to generate a positive brand image of universities.Practical implicationsThis study has unique implications for universities to develop an e-learning platform to facilitate their students in this situation of COVID-19. It provides guidelines for educational institutions to implement the learning management system effectively with a view to facilitate the students with education.Originality/valueThis study has novel contribution in literature in the domain of digital learning. It is unique in a way to integrate the usage of technology with students' e-learning and satisfaction that ultimately create brand image of universities.

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