Usability Measurement and Evaluation of E-Learning to Support the Training Program for Academic Staff (Pengukuran Usability dan Evaluasi E-Learning untuk Program Pelatihan bagi Tenaga Kependidikan)

2017 ◽  
Vol 2 (2) ◽  
pp. 177 ◽  
Author(s):  
Theresia Wati ◽  
Henki Bayu Seta ◽  
Ika Nurlaili Isnainiyah
Keyword(s):  
Training Program ◽  
Academic Staff ◽  
E Learning ◽  
Measurement And Evaluation

scholarly journals Evaluating the reality of using e-learning system (Moodle) in university learn-ingUnder the pandemic of Covid 19 among physical education students (PES) at West Bank universities- Palestine

2020 ◽  
Vol 8 (4) ◽  
pp. 89-109
Author(s):  
Hameed Salameh ◽  
Ali Qadoumi ◽  
Mutasem Abu Alia ◽  
Mohamed Qadoumi
Keyword(s):  
West Bank ◽  
Academic Staff ◽  
Learning System ◽  
Education Students ◽  
Physical Education Students ◽  
Gender Study ◽  
National University ◽  
E Learning ◽  
Training Courses ◽  
Palestinian Universities

The study aimed to identify the degree of benefit and difficulty in using e-learning system (Moodle) in university learning Under the pandemic of Covid 19 among PES at West Bank universities- Palestine, in addition to determining the differences according to variables of gender, study level & university. The researchers used descriptive& analytic approach. The study was conducted on a random sample of (103) studentsWhich represents a percentage of (17.13) from PTUK &An-Najah National University. In order to collect data, the researchers prepared two scales are They are (degree of benefit, degree of difficulty) from students' use of the educational Moodle system. The results of the study revealed the following: - The degree of benefit from using e-learning system (Moodle) in university learningUnder the pandemic of Covid 19 among study sample were low. - The degree of difficulty from using e-learning system (Moodle) in university learningUnder the pandemic of Covid 19 among study sample were middle. - There weren't statistically significant differences in benefit & difficulty from using e-learning system (Moodle) in university learning Under the pandemic of Covid 19 among study sample according to variables of gender, study level & university.The researchers recommend the need toHold training courses on the use of the various e-learning systems in Palestinian universities for students and academic staff.

scholarly journals Building data analytics skills for clinical drug development quality professionals - the Data Analytics University training program

2021 ◽  
Author(s):  
Sharon Havenhad ◽  
Björn Koneswarakantha ◽  
Donato Rolo ◽  
Pooja Mehta ◽  
Rich Bowling ◽  
...  
Keyword(s):  
Drug Development ◽  
Training Program ◽  
Data Analytics ◽  
New Technologies ◽  
High Volume ◽  
Clinical Drug Development ◽  
Data Driven Approach ◽  
E Learning ◽  
University Training ◽  
Clinical Drug

Abstract Clinical drug development is a complex and extensive process that entails multiple stakeholders alongside patients, requires large capital expenditures and takes nearly a decade on average to complete. To ensure the correct development of this process, rigorous quality activities must be conducted to assess and guarantee the Good Clinical and Pharmacovigilance Practices (GxP) for study compliance. For about 25 years, most of these activities have been performed in the form of audits, which implies a high volume of manual work and resources in addition to being reactive by nature. Due to the limitations of this approach, together with intent to leverage new technologies in the data analytics field, a more holistic, proactive and data-driven approach needed to take place. For this to happen, quality assurance expertise needed to be complemented by the data literacy skillset. To achieve this, the Data Analytics University (DAU) was created. An in-house training program composed by two pathways that provided a framework for clinical quality staff to develop their data analytics capabilities. The first pathway covers the basics of statistics, probability and data-related terminology, while the second deepens further into the topics covered in the former followed by hands-on activities to put the knowledge to test. After successful completion of 15 DAU sessions, over 310 trained staff were able to apply their learning on data analytics and solve potential issues that might arise with a given dataset. In the near future, the DAU will be made available externally as an e-learning training program.

scholarly journals The de.NBI / ELIXIR-DE training platform - Bioinformatics training in Germany and across Europe within ELIXIR

F1000Research ◽  
2020 ◽  
Vol 8 ◽  
pp. 1877
Author(s):  
Daniel Wibberg ◽  
Bérénice Batut ◽  
Peter Belmann ◽  
Jochen Blom ◽  
Frank Oliver Glöckner ◽  
...  
Keyword(s):  
Training Program ◽  
Life Sciences ◽  
Learning Material ◽  
Ministry Of Education ◽  
Face To Face ◽  
E Learning ◽  
Training Courses ◽  
Group 3 ◽  
Training Activities ◽  
Bioinformatics Community

The German Network for Bioinformatics Infrastructure (de.NBI) is a national and academic infrastructure funded by the German Federal Ministry of Education and Research (BMBF). The de.NBI provides (i) service, (ii) training, and (iii) cloud computing to users in life sciences research and biomedicine in Germany and Europe and (iv) fosters the cooperation of the German bioinformatics community with international network structures. The de.NBI members also run the German node (ELIXIR-DE) within the European ELIXIR infrastructure. The de.NBI / ELIXIR-DE training platform, also known as special interest group 3 (SIG 3) ‘Training & Education’, coordinates the bioinformatics training of de.NBI and the German ELIXIR node. The network provides a high-quality, coherent, timely, and impactful training program across its eight service centers. Life scientists learn how to handle and analyze biological big data more effectively by applying tools, standards and compute services provided by de.NBI. Since 2015, more than 300 training courses were carried out with about 6,000 participants and these courses received recommendation rates of almost 90% (status as of July 2020). In addition to face-to-face training courses, online training was introduced on the de.NBI website in 2016 and guidelines for the preparation of e-learning material were established in 2018. In 2016, ELIXIR-DE joined the ELIXIR training platform. Here, the de.NBI / ELIXIR-DE training platform collaborates with ELIXIR in training activities, advertising training courses via TeSS and discussions on the exchange of data for training events essential for quality assessment on both the technical and administrative levels. The de.NBI training program trained thousands of scientists from Germany and beyond in many different areas of bioinformatics.

Developing an E-Learning Course for a Global Legal Firm

2012 ◽  
pp. 133-154
Author(s):  
Gemma Baltazar
Keyword(s):  
Risk Management ◽  
Training Program ◽  
Management Training ◽  
Lessons Learned ◽  
Online Course ◽  
Firm Risk ◽  
E Learning ◽  
Overall Risk

This case study describes the considerations, challenges, and lessons learned in developing this online course, which is the foundation of an overall risk management training program for the Firm. Risk management is a very broad, deep, and complex topic which impacts the practice of law in many different ways. Recognizing that it is in meaningful discussions where learning most likely takes place, the project team’s challenge was to design an e-learning course that allows sufficient interactivity to engage the learner and stimulate thinking around issues they encounter in whatever legal area, and at whatever level they practice.

Enculturation of the Utilization of Learning Management System

2010 ◽  
pp. 323-340
Author(s):  
Aida Suraya Md. Yunus ◽  
Hamidah Meseran ◽  
Zaidan Abdul Wahab
Keyword(s):  
Management System ◽  
Teaching And Learning ◽  
Academic Staff ◽  
Learning Management System ◽  
Professional Service ◽  
Knowledge Repository ◽  
Extension Work ◽  
E Learning ◽  
Learning Management ◽  
The University

Universiti Putra Malaysia’s (UPM) vision is to become a university with international repute. The Strategic Plan Document 2001- 2010 includes a goal for the university to be fully wired through ICT in enhancing research, extension work, professional service, strengthening teaching and learning environment and enhancing the culture of ICT in supporting teaching and learning. Two strategies were drawn; namely (i) implement the use of one learning management system (LMS) and (ii) enhance competency of academic staff in using the LMS. It has been a practice that each faculty decides on a platform for implementing e-Learning. However, the use of various LMSs had created difficulties in the sharing of integrated database, continuous monitoring of the effectiveness of the e-Learning system, and depository of e-Learning resources in the UPM’s knowledge repository. This paper reports on UPM’s experience in adapting the use of LMS from the early 1990s until today.

Modeling Best Practices in Web-Based Academic Development

2011 ◽  
pp. 1578-1595 ◽  
Author(s):  
Diana K. Kelly
Keyword(s):  
Best Practice ◽  
Academic Staff ◽  
Learning Experience ◽  
Academic Development ◽  
Future Research ◽  
Web Based ◽  
Teaching Preparation ◽  
American Perspective ◽  
E Learning ◽  
Future Research Directions

This chapter makes a case for the importance of preparing e-teachers by requiring them to have an experience as an e-learner. The chapter begins with a review of the challenges and criticisms of e-learning. Some of the literature indicates that e-learners have been dissatisfied with their learning experiences. Some academics have concerns about the rigour of courses offered through e-learning. The literature of academic development and e-learning is used to link theory with practice. The chapter provides examples of best practice in the preparation of academic staff for e-teaching. Two case studies of lived examples of e-teaching preparation are provided from a North American perspective. Future research directions are outlined, with research questions to be explored regarding the link between the preparation of eteachers through e-learning and the quality of the e-learning experience for students.

scholarly journals Preparing Teachers for Special and Inclusive Education: Applicability of a Model Developed in New Zealand to the English Speaking Caribbean

2016 ◽  
Vol 3 (1) ◽  
pp. 176 ◽  
Author(s):  
Marcia Pilgrim ◽  
Garry Hornby
Keyword(s):  
New Zealand ◽  
Teacher Preparation ◽  
Training Program ◽  
Inclusive Education ◽  
E Learning ◽  
Competency Based ◽  
English Speaking ◽  
The Caribbean

<p>The focus of this article is to discuss the issue of teacher preparation for special and inclusive education in the English speaking Caribbean. The article suggests how teacher preparation for special and inclusive education in the Caribbean could be improved by the implementation of a competency-based, e-learning training program that was developed in New Zealand. The New Zealand training program is described and a brief summary of findings of a study evaluating the effectiveness of the program is presented. Finally, the article highlights how the New Zealand program can be translated into the Caribbean context.</p>

Modeling Best Practices in Web-Based Academic Development

2009 ◽  
pp. 35-55 ◽  
Author(s):  
Diana Kelly
Keyword(s):  
Best Practice ◽  
Academic Staff ◽  
Learning Experience ◽  
Academic Development ◽  
Future Research ◽  
Web Based ◽  
Teaching Preparation ◽  
American Perspective ◽  
E Learning ◽  
Future Research Directions

This chapter makes a case for the importance of preparing e-teachers by requiring them to have an experience as an e-learner. The chapter begins with a review of the challenges and criticisms of e-learning. Some of the literature indicates that e-learners have been dissatisfied with their learning experiences. Some academics have concerns about the rigour of courses offered through e-learning. The literature of academic development and e-learning is used to link theory with practice. The chapter provides examples of best practice in the preparation of academic staff for e-teaching. Two case studies of lived examples of e-teaching preparation are provided from a North American perspective. Future research directions are outlined, with research questions to be explored regarding the link between the preparation of eteachers through e-learning and the quality of the e-learning experience for students.

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