Developing E-learning Module by Using Text-To-Speech (TTS) in Telegram Bot for Listening Comprehension

Cats can be easily stressed in a clinical (training) setting and may show unpredictable reactions and patterns of defensive aggression. This can be a complicating factor in undergraduate veterinary training. Inexperienced veterinary students can evoke defensive feline behavior that negatively affects learning outcomes and animal welfare. As a result, restraint techniques and physical examination of cats was hardly practiced in pre-clinical training at Utrecht University. To overcome this, a new blended learning module was developed using a lecture on feline behavior; e-learning modules about feline behavior, handling, restraint, and physical examination skills; and redesigned practical sessions in which live animals and manikins were used. The aim of this study was to investigate how students’ perceptions of competence and confidence changed regarding feline behavior, handling, restraint, and physical examination skills after the new module was implemented. Questionnaires were used for quantitative analysis, and focus groups were used for qualitative analysis. The results show that compared with students who followed the standard module, students who participated in the blended learning module scored higher in feeling confident with handling animals, feeling competent to perform physical examination on cats, and ability to assess whether a cat is stressed. Students with less experience with cats were more likely to show improvement in assessing a cat’s stress level than students who had much experience with cats. The results demonstrate that the blended learning module improves students’ learning outcomes regarding feline skills training and adds to reduction, refinement, and replacement of the use of live cats.

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Developing Interactive E-Learning Module of English Teaching to Support the Distance Education Program at EEPIS

IOSR Journal of Humanities and Social Science ◽

10.9790/0837-0512832 ◽

2012 ◽

Vol 5 (1) ◽

pp. 28-32

Author(s):

Dr. Imam Dui Agusalim

Keyword(s):

Distance Education ◽

Education Program ◽

Distance Education Program ◽

English Teaching ◽

Learning Module ◽

E Learning

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Education in the Modern Health Care Setting: Development of an e-Learning Module for Clinicians

Journal of Medical Imaging and Radiation Sciences ◽

10.1016/j.jmir.2014.03.022 ◽

2014 ◽

Vol 45 (2) ◽

pp. 166-167

Author(s):

Brian Liszewski ◽

Francois Gallant

Keyword(s):

Health Care ◽

Care Setting ◽

Health Care Setting ◽

Learning Module ◽

Modern Health Care ◽

E Learning

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E-Learning Module Evaluation Survey

PsycTESTS Dataset ◽

10.1037/t34856-000 ◽

2012 ◽

Author(s):

Heather L. Heiman ◽

Toshiko Uchida ◽

Craig Adams ◽

John Butter ◽

Elaine Cohen ◽

...

Keyword(s):

Learning Module ◽

E Learning ◽

Evaluation Survey

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Gamified Learning

10.4018/978-1-7998-8089-9.ch006 ◽

2022 ◽

pp. 97-131

Author(s):

Cornelia Nih Popescu ◽

Elodie Attie ◽

Laëtitia CHADOUTEAU

Keyword(s):

Learning Outcomes ◽

Control Group ◽

Training And Education ◽

Learning Module ◽

Important Concern ◽

E Learning ◽

Current Context ◽

Overall Performance ◽

Gamified Learning ◽

Experimental Group

In the context of the current COVID-19 pandemic, e-learning represents a more and more important concern of all education providers and an inevitable direction for the current context in training and education. This chapter follows the theory of gamified learning and the theory of flow to understand to which extent game characteristics improve engagement and learning outcomes, such as performance and engagement. To do this, two groups of learners (N=20) were randomly assigned: the experimental group followed a gamified learning module, and the control group followed the same content without gamification mechanisms. The game mechanisms chosen involve a game, a challenge, virtual rewards, an avatar, a final badge, and a system of points and levels. Results show that the gamified course increased the time spent on the course and the overall performance. Hence, this chapter demonstrates the relevance of using gamification to improve learning outcomes.

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