Asthma 101 for Schools: Successes and Challenges in Transitioning to Online Delivery

Institutions of higher education are realizing the importance of service learning initiatives in developing awareness of students’ civic responsibilities, leadership and management skills, and social responsibility. These skills and responsibilities are the foundation of program outcomes in accredited higher education business programs at undergraduate and graduate levels. In an attempt to meet the needs of the student market, these institutions of higher education are delivering more courses online. This study addresses a comparison of traditional and online delivery of service learning experiences. Results demonstrate no significant difference in outcomes between the online and face-to-face models.

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A Study on Pre and Post-Purchase Behaviour Exhibited by Online Shoppers – Special Reference to Shoppers of Amazon.in

Restaurant Business ◽

10.26643/rb.v118i6.7661 ◽

2019 ◽

Vol 118 (6) ◽

pp. 100-102

Author(s):

D.David Winster Praveenraj ◽

A. Prasanth

Keyword(s):

Special Reference ◽

Word Of Mouth ◽

Online Delivery ◽

Purposive Sampling ◽

Online Shoppers ◽

Delivery Services ◽

Post Purchase ◽

Consumer's Perception

Usually, in a process of purchasing products at Amazon.in, several steps are required to purchase the products where the consumer begins to navigate through the advertisements, internet and word of mouth, then search the products on search bar to purchase the products. In general, the process requires the customer to be seated before beginning. This study aims to discuss the consumer's perception of online products purchasing and delivery services in Karur. The survey was conducted among 100 respondents who were selected based on purposive sampling. The research focuses on the study and analysis of data collected from all those users who already use online delivery services.

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Successes and Challenges Implementing a “Fresh from the Farm” Fundraising Program in Schools

Canadian Journal of Dietetic Practice and Research ◽

10.3148/cjdpr-2020-034 ◽

2020 ◽

pp. 1-4

Author(s):

Jennifer Buccino ◽

Leslie Whittington-Carter

Keyword(s):

Local Food ◽

Fresh Produce ◽

Ministry Of Education ◽

Fruit And Vegetable ◽

School Food ◽

Financial Model ◽

High Satisfaction ◽

Food And Beverage ◽

Feasible Alternative ◽

Successes And Challenges

In 2013, 4 partner organizations: Dietitians of Canada (DC); Ontario Fruit and Vegetable Growers Association; Ontario Ministry of Agriculture, Food and Rural Affairs; and Ontario Ministry of Education created “Fresh from the Farm” (FFF), a healthy fundraiser for Ontario Schools. FFF was designed to support the Ontario government’s School Food and Beverage Policy and Local Food Act and to provide a feasible alternative for less healthy fundraising options. This paper outlines the program successes and challenges over the 6 years of DC’s involvement. After 6 years, over 1700 schools successfully participated in FFF and over $2 million has been paid to Ontario farmers for product and distribution. The average participating school has generated $2040 in sales towards their fundraising efforts, equating to 770 kg (1700 lbs) of fresh produce per school. Schools reported high satisfaction with FFF, with over 90% of participating schools enrolling in subsequent years. The main reasons for satisfaction included: easy to implement, profitable, offers a healthy alternative to “traditional” fundraising programs, and provides great value for cost. The main challenges were logistics of sourcing and delivery, higher than anticipated costs that made the financial model less feasible than predicted, and competition from other fundraisers.

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Revisiting the Notion of ‘African Solution to African Problems’: Successes and Challenges

Journal of African Union Studies ◽

10.31920/2050-4306/2019/8n2a1 ◽

2019 ◽

Vol 8 (2) ◽

pp. 9-23 ◽

Cited By ~ 1

Author(s):

Bheki R. Mngomezulu ◽

Keyword(s):

Successes And Challenges

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Emergency LMS Training During COVID-19 at an African University of Technology

11th GLOBAL CONFERENCE ON BUSINESS AND SOCIAL SCIENCES - Global Conference on Business and Social Sciences Proceeding ◽

10.35609/gcbssproceeding.2020.11(113) ◽

2020 ◽

Vol 11 (1) ◽

pp. 113-113

Author(s):

Leanri van Heerden

Keyword(s):

South African ◽

Instructional Designers ◽

Delivery Mode ◽

Skills Acquisition ◽

Online Delivery ◽

Face To Face ◽

Department Of Health ◽

University Of Technology ◽

E Learning ◽

Participant Perspectives

After the #FeesMustFall strikes that have been haunting South African universities since 2015, Instructional Designers felt pretty confident that they can drive their institutions through any dilemma. Along came the 2020 COVID-19 epidemic and they realised they have been playing in the kiddie pool all along. On 23 March 2020, President Cyril Ramaphosa announced a national lockdown level 5 to start on 26 March 2020 (Department of Health, 2020). Three days head start for a three-week lockdown (which was eventually extended till the time of writing) was a logistical nightmare for even the most technology driven universities. All staff were sent home with only enough time to grab their office plants and laptops and no idea how they were going to move forward. The issue with staff and students all working from home is that the lecturers working at the Central University of Technology (CUT), being primarily a face-to-face delivery university, was completely unprepared for moving their traditional and blended approaches to completely online. In their study, Mogeni, Ondigi and Mufo (2020) found that most of the investigated teachers were not empowered enough to deliver instruction fully online and either needed to be retrained, receive further specialised training or be trained completely from scratch. A lack of confidence in the delivery mode of instruction will cause even the most knowledgeable subject spcialist to fail in their task. At the CUT lecturers needed a way of quickly acquiring the necessary skills to deliver their content and assessments on the institution Learning Management System (LMS). The aim of this paper is to measure participant perspectives of an emergency intervention to facilitate the process of online delivery skills acquisition quickly and online. To ensure relevant results a systematic process of designing an intervention and recording participant perspectives is necessary. This extended abstract will take a look at the methods used to drive the paper, briefly discuss the results and findings, and lastly explore the implications and significance of the research for the use of higher education institutions for emergency LMS training. Keywords: LMS training; e-Learning; Online Instruction; Instructional Design

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