scholarly journals MEASURING TEACHERS-AS-LEARNERS’ DIGITAL SKILLS AND READINESS TO STUDY ONLINE FOR SUCCESSFUL E-LEARNING EXPERIENCE

2019 ◽  
Vol 1 ◽  
pp. 10
Author(s):  
Evija Mirķe ◽  
Sarma Cakula ◽  
Lilian Tzivian
Keyword(s):  
Online Learning ◽  
Lifelong Learning ◽  
Course Design ◽  
Assessment Tools ◽  
Learning Activity ◽  
Professional Characteristics ◽  
E Learning ◽  
Competency Based ◽  
Subject Areas ◽  
Curriculum Project

INTRODUCTION We are living in the information society and digital competence is one of eight key competences for lifelong learning strategies (European Competence Framework); it is “both a requirement and right of citizens, if they are to be functional in today’s society” [1]. The project “Competency based curriculum” is supported by the European Social Fund (ESF) and implemented by the National Centre for Education (NCE) of Latvia.  E-learning course modules are to be developed and implemented for the professional development of all teachers in Latvia (pre-primary, primary, lower secondary and upper secondary school) [2]. These e-learning courses will be available as self-directed learning (SDL) courses. Latvia is facing a challenge – lifelong learning participation rates are very low. According to Eurostat, in 2017 only 7.5% of Latvian adults (age 25-64) participated in any lifelong learning activity, compared to 10.9% in the EU as a whole [3]. For sustainability of the ESF “Competency based curriculum” project, it is important that all teachers take part in e-learning - NCE does not have sufficient funding to organize face-to-face training for more than 35,000 teachers in the country. Hypothesis. The level of teachers-as-learners’ readiness to study online varies significantly depending upon their demographic and professional characteristics – e-learning course design must be adapted to the learners’ readiness level and skills to achieve the best possible completion rates. There has been research on learners’ readiness for online learning and on the assessment tools [4]. Teachers-as-learners are different from traditional students; research on teachers-as-learners in the online environment has been limited. [5] MATERIALS AND METHODS Theoretical sources and other available research on learners’ readiness for online learning and teachers-as-learners were analysed. A self-evaluation survey was developed for teachers based on TOOLS [6] questionnaire. After exploring several options available, this tool was selected because it is open source and easy to replicated, scoring scheme and explanations were also available. According to the authors of TOOLS [7], the measure has a stable and simple structure, the criteria and construct have been validated, and test-retest reliability has been tested. Teachers from 100 pilot schools in the ESF “Competency based curriculum” project were invited to take part in the survey in November 2018. Within one month, responses from 1092 teachers from all over the country, of all education levels and of all subject areas were received, collected using Microsoft Excel and processed with IBM SPSS® Statistics software Version 20 [8]. To analyse the data, several statistical techniques have been used: descriptive statistics, univariate analysis, T-test, Mann-Whitney test, One-way ANOVA, Post-hoc comparisons, Kruskal-Wallis test and others. RESULTS Five summarized variables out of six distributed normally (Kologomorov-Smirnov test <0.01); one summarized variable did not distribute normally. Statistically significant differences were not found between genders in four of five summarized scores. Statistically significant differences between subject areas of teachers were found. Significant differences between age groups were found. DISCUSSION Designers of e-learning courses for teachers-as-learners should be mindful of the various levels of readiness for online learning and the various competences and skills of the learners. Future work: Continue analysing the data in search of relationships between the readiness to study online and other professional characteristics of the teachers-as-learners; Analyse theoretical sources and other research about e-learning course customisation for teachers-as-learners. CONCLUSION This research adds to the theoretical framework of readiness for online learning, especially when analysing teachers-as-learners.

scholarly journals Development E-Learning to Improve Student Activity with Technological Pedagogical and Content Knowledge

2018 ◽  
Vol 7 (2.5) ◽  
pp. 100 ◽  
Author(s):  
S Setuju ◽  
Bayu Rahmat Setiadi ◽  
Dianna Ratnawati ◽  
Asri Widowati ◽  
Astuti Wijayanti ◽  
...  
Keyword(s):  
Online Learning ◽  
Research And Development ◽  
Content Knowledge ◽  
Development Model ◽  
Learning Activity ◽  
Student Activity ◽  
Stage 4 ◽  
E Learning ◽  
Learning Development ◽  
D Model

Industrial era 4 is the era with digitalization in various fields, including education. The need for e-learning based learning is essential to develop. The development of learning with TPACK framework (Technological Pedagogical and Content Knowledge) through learning e-learning in this research is designed by using Edmodo application. The purpose of the learning development is to internalize the technology into pedagogic, teaching materials and knowledge packed with online learning. The development model uses the Research and Development design of the 4-D model. Stage 4-D includes: define, design, develop and disseminate. The results showed that the model of online learning for the learning media course could increase the learning activity and the students can learn independently with the existing technology.  

Online Learning Management and Learners’ Behavior

2011 ◽  
pp. 155-174 ◽  
Author(s):  
Minoru Nakayama ◽  
Hiroh Yamamoto ◽  
Rowena Santiago
Keyword(s):  
Online Learning ◽  
Learning Strategies ◽  
Course Design ◽  
Online Courses ◽  
University Teaching ◽  
Japanese University ◽  
Learning Standards ◽  
E Learning ◽  
Masters Students

Online learning has been playing a major role in university teaching across the world. For three consecutive years, the authors have surveyed bachelors and masters students who were enrolled in online courses at a Japanese university, in order to study learners‘ behavior while they are engaged in online courses. It was also their goal in this study to identify learning strategies and instructional design techniques that can contribute to the development of e-learning standards and can be applied to online course design and management. This book chapter will discuss how these issues were addressed using the survey data collected over three years, and based on the results of data analyses, provide a discussion of some guiding principles for the design and implementation of online learning.

scholarly journals EVALUASI USABILITY PADA APLIKASI E-LEARNING DI JURUSAN TEKNIK INFORMATIKA UNIVERSITAS PAMULANG

2018 ◽  
Vol 11 (2) ◽  
pp. 139-148
Author(s):  
Thoyyibah Thoyyibah
Keyword(s):  
Online Learning ◽  
Field Study ◽  
User Satisfaction ◽  
Research Method ◽  
Online Discussion ◽  
Learning System ◽  
Learning Activity ◽  
Literature Study ◽  
Software Usability ◽  
E Learning

ABSTRAK Universitas Pamulang merupakan salah satu kampus swasta yang telah melaksanakan sistem pembelajaran secara online. Pada sistem pembelajaran online ini atau yang disebut dengan e-learning, terdapat banyak aktivitas antara dosen dan mahasiswa di antaranya diskusi online dan sharing data. Kegiatan e-learning ini tidak terbatas oleh tempat dan waktu. Namun, pada kenyataannya terdapat beberapa mahasiswa yang tidak melakukan e-learning. Tujuan penelitian ini yaitu melakukan evaluasi usability untuk meningkatkan kepuasan user dalam menggunakan e-learning. Metode penelitian ini yaitu studi pustaka, studi lapangan dan kuesioner SUMI (Software Usability Measurement Inventory). Kuesioner dilakukan terhadap 20 responden, diantanya 10 mahasiswa dan 10 dosen teknik informatika. Kuesioner dilakukan dengan 3 kategori yaitu efektivitas, efisiensi dan kepuasan dengan masing-masing 10 soal sehingga terdapat 60 pertanyaan dan 3 linker yaitu 4 jika setuju semua, 2 jika tidak tahu dan 0 tidak setuju. Hasil perhitungan kuesioner SUMI terhadap e-learning teknik informatika yaitu 92.5; 87.5; 75; 90; 90; 75. Hasil evaluasi usability berada di atas rata-rata artinya usability pada sistem E-learning teknik informatika UNPAM sudah masuk kategori baik.   ABSTRACT PamulangUniversityis one of the private campus that has implemented online learning system. In this online learning system or called e-learning, there are many activities between lecturers and students such as online discussion and data sharing. This e-learning activity is not limited by time and place. However, in reality there are some students who do not do e-learning. The purpose of this study is to evaluate usability to improve user satisfaction in using e-learning. This research method is literature study, field study and questionnaire SUMI (Software Usability Measurement Inventory). Questionnaires were conducted on 20 respondents, including 10 students and 10 lecturers of informatics engineering. Questionnaires were conducted with 3 categories of effectiveness, efficiency and satisfaction with each 10 questions so there are 60 questions and 3 linkers that is 4 if all agree, 2 if not know and 0 disagree. Results of calculation of SUMI questionnaire to e-learning informatics technique that is 92.5; 87.5; 75; 90; 90; 75. The result of usability evaluation is above average means usability on E-learning system of informatics engineering UNPAM has been categorized well.  

Process Considerations for the Development and Assessment of Virtual Education Doctorates

2020 ◽  
pp. 178-201 ◽  
Author(s):  
Erika Prager ◽  
Barbara M. Hall ◽  
Laurie Wellner ◽  
B. Andrew Riggle ◽  
Robin Throne
Keyword(s):  
Instructional Design ◽  
Learning Outcomes ◽  
Course Design ◽  
Learning Activity ◽  
Education Doctorate ◽  
Instructional Design Process ◽  
Design Learning ◽  
Institutional Learning ◽  
E Learning ◽  
Dissertation Process

This chapter focuses on the use of a customized backward instructional design process used to re-engineer a virtual university's integration of institutional learning outcomes within a practice-based online dissertation process for a doctorate in education (EdD). The EdD will incorporate specialization areas in instructional design, learning analytics, and e-learning and through a lens of best assessment practices for doctoral education. This program will highlight the unique considerations for virtual environments especially those that incorporate asynchronous instructional elements in program and course design. The education doctorate is leadership-based and practitioner-focused to prepare candidates as scholar practitioners who utilize the learning outcomes for research-based decision making and problem solutions within their scope of practice. A new three chapter dissertation allows candidates to solve a practice-based problem as a culminating doctoral learning activity which will be assessed across institutional outcomes and expectations.

scholarly journals Emergent Narratives in Remote Learning Experiences for Project Based Education

2021 ◽  
Vol 19 (2) ◽  
pp. 59-70
Author(s):  
Moritz Philip Recke ◽  
Stefano Perna
Keyword(s):  
Software Development ◽  
Intrinsic Motivation ◽  
Real World ◽  
Course Design ◽  
Learning Experiences ◽  
Educational Experience ◽  
Learning Activity ◽  
Experience Design ◽  
E Learning ◽  
Remote Learning

The University of Naples Federico II (Italy) offers a nine-month formative training program aimed at software development for the Apple technology ecosystem to ~400 learners per year and utilises the Challenge Based Learning (CBL) methodology as a framework for learning. As a collaborative and self-guided, inquiry-based learning method, it focuses on learners’ intrinsic motivation while working on real world problems organised in projects (Challenges in CBL) with an experiential and progressive approach to apply acquired knowledge in real world scenarios, ideate solution concepts and build innovative digital products. To overcome limitations of spiral curriculum or elaboration theory, the authors applied narrative theory to design the program’s educational experience for the academic year 2019/2020 as a cohesive journey within a communal learning environment with a coherent and connected structure of narratively driven learning Challenges. The authors present concepts to develop their approach further towards an emergent narrative experience design system to manage the educational journey as it develops, rather than scripting it. This paper evolves the authors’ Narrative Experience Design Canvas to model educational experience design that encourages unscripted, emergent narratives for experiential education with the goal of fostering learners’ engagement, agency and creativity. Derived in part by models developed for digital interactive storytelling or educational video games, it categorises the components for designing an educational experience that allows the learning progression to be driven by learners as co-authors and describes mechanisms that allow unscripted narratives to emerge based on intrinsic motivation. Additionally, the authors present considerations for synchronous and asynchronous learning to evolve their framework for application in blended or remote learning scenarios. Drawing upon findings for remote learning and experiential e-learning - ee-learning - presented by scholars as well as implications identified during the COVID-19 pandemic and the resulting switch to remote learning within the program at University of Naples Federico II in 2020, it is shown how combining narrative elements with experiential e-learning principles can result in increased engagement, motivation and sense of community in learners. Using the example of an individual learning unit - a Challenge - considerations from overall course design down to day-to-day learning activities within the course are presented. For the future, the authors indicate action points to develop this model into an Emergent Narrative System for designing narratively driven and experiential software development education programs and indicate areas of further research on learning activity design for blended or remote learning experiences.

Culturally-Sensitive E-Learning Practices for Library Education

2013 ◽  
Author(s):  
Leslie Farmer
Keyword(s):  
Online Learning ◽  
Learning Environments ◽  
Culturally Sensitive ◽  
Cultural Dimensions ◽  
Educational Model ◽  
Cultural Impact ◽  
Online Learning Environments ◽  
Library Education ◽  
Learning Practices ◽  
E Learning

With globalization, library educators should address culturally-sensitive instruction design and curriculum, particularly in online learning environments. Hofstede’s cultural dimensions and Bigg’s educational model provide frameworks for addressing cultural impact on library education. Specific techniques are suggested for handling language and online learning issues.Avec la mondialisation, les professeurs de bibliothéconomie devraient incorporer les différences culturelles dans leurs cours ainsi que dans le cursus, notamment en milieu d'apprentissage en ligne. Les dimensions culturelles de Hofstede et le modèle éducatif de Bigg offrent un cadre permettant de traiter de l'impact culturel sur l'éducation. Seront présentées différentes techniques pour aborder les questions de langue et d'apprentissage en ligne.

Instructional Delivery And Assessment Strategies For Online Learning In Uzbekistan

2020 ◽  
Vol 02 (12) ◽  
pp. 54-61
Author(s):  
Radjabova Gulnoza Guyosiddinovna ◽  
Keyword(s):  
Online Learning ◽  
Undergraduate Students ◽  
Course Design ◽  
Negative Impact ◽  
Instructional Delivery ◽  
Online Surveys ◽  
World Languages ◽  
Assessment Strategies ◽  
Further Development

This article focuses on the experience with the online learning of undergraduate students of Uzbek State World Languages University. The aim of the article is to reveal whether online eduaction has positive or negative impact on the achievements of undergraduate students; and what should be done to make it successful and engaging. Data were collected through the students’ achievents on the basis of two courses. Moreover, online surveys were done to investigate how the learners evaluate their experience regarding online learning. The results of the experiment have shown that the absense of real interactions between learners and teacher complicated the challenge of understanding the content of courses. The results point out that further development of the course design and assessment strategies are necessary.

Competency-Based Education in Minimally Invasive and Robotic Colorectal Surgery

2021 ◽  
Vol 34 (03) ◽  
pp. 155-162
Author(s):  
Marisa Louridas ◽  
Sandra de Montbrun
Keyword(s):  
Minimally Invasive ◽  
Technical Skill ◽  
Assessment Tools ◽  
Independent Practice ◽  
Competency Based Education ◽  
The Past ◽  
Robotic Colorectal Surgery ◽  
Competency Based ◽  
Colorectal Surgeons ◽  
Educational Paradigm

AbstractMinimally invasive and robotic techniques have become increasingly implemented into surgical practice and are now an essential part of the foundational skills of training colorectal surgeons. Over the past 5 years there has been a shift in the surgical educational paradigm toward competency-based education (CBE). CBE recognizes that trainees learn at different rates but regardless, are required to meet a competent threshold of performance prior to independent practice. Thus, CBE attempts to replace the traditional “time” endpoint of training with “performance.” Although conceptually sensible, implementing CBE has proven challenging. This article will define competence, outline appropriate assessment tools to assess technical skill, and review the literature on the number of cases required to achieve competence in colorectal procedures while outlining the barriers to implementing CBE.

scholarly journals An assessment of the Armenian national midwifery curriculum as per international standards

2020 ◽  
Vol 30 (Supplement_5) ◽  
Author(s):  
L Aslanyan ◽  
S Sahakyan ◽  
V Petrosyan
Keyword(s):  
Poor Quality ◽  
International Standards ◽  
Assessment Tools ◽  
Global Competency ◽  
Midwifery Education ◽  
Study Team ◽  
Competency Based ◽  
Document Review ◽  
Provision Of Care

Abstract Background Literature suggests increasing evidence that incompetent midwifery education results in poor quality of care. The study compared and evaluated the level of compliance of the Armenian national criterion on midwifery with the global competency standards and developed recommendations for improvement. Methods The study team conducted a document review using a standardized checklist, which was adapted from the International Confederation of Midwives (ICM) core assessment tools. The document review explored if the main knowledge and skills/ability related elements of each ICM competency were separately covered by different modules of the national criterion using a scoring system with categories: not met, partially met, fully met and unspecified. Results Although the national criterion did not have specifically defined competencies, most of the elements required by the ICM were present as specific learning outcomes under different modules of the criterion. Midwifery program curriculum was described as intensive with unnecessarily heavy workload. Additionally, the document review reviled that most of the learning outcome defined in modules of the national criterion focused more on theoretical knowledge rather than practical skills and abilities. Overall, the ICM required competency in provision of care during pregnancy was the most comprehensively covered one in the national criterion, while the competency in facilitation of abortion related care was the lowest covered. National criterion did not highlight the importance of topics such as women's rights and health, principles of epidemiology, statistical methods of research, cultural, local and ethical beliefs. Conclusions The systematic comparison of the national criterion with internationally recognized essential competencies demonstrates significant gaps. The study team recommends revisions to the national criterion to make it competency based. Key messages Midwifery education criteria in Armenia did not reflect internationally accepted midwifery competency’s fundamental philosophy and values. Given the shortcomings of the current national midwifery education criterion, a comprehensive revision of the competencies of midwives in Armenia should be considered.

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