Student Outcomes and Retention in Online Academic and Training Programs

2015 ◽  
pp. 147-172
Author(s):  
R. S. Hubbard
Keyword(s):  
Online Education ◽  
Student Outcomes ◽  
Management System ◽  
Training Programs ◽  
Online Training ◽  
The Other ◽  
Retention Rates ◽  
Student Groups ◽  
Organizational Settings ◽  
And Training

The purpose of this chapter is to examine online education in order to understand how to improve student outcomes and retention. On the surface, although it might appear that the term “online education” only applies to academic institutions, in this chapter, the use of this term also applies to online training programs in business and other organizational settings. Additionally, this chapter offers six specific recommendations that faculty, students, administrators, management, and support staff can undertake to assure that students and faculty will have the resources to successfully complete an online academic or training program. These recommendations are to improve students' abilities to direct their own learning, to facilitate practices that keep students on track, to increase students' abilities to identify with their groups; to enable student groups to achieve goals, to create opportunities for faculty to share best practices, and to implement a management system that tracks the effectiveness of the other recommendations and monitors retention rates.

scholarly journals Resistance to a First-Time Online Training Course for Sport Technicians

2016 ◽  
Vol 8 (4) ◽  
pp. 92
Author(s):  
Isabel Alvarez ◽  
Carles Dulsat
Keyword(s):  
Training Programs ◽  
Internet Access ◽  
Online Training ◽  
Online Version ◽  
Power Relationships ◽  
Daily Routines ◽  
Training Course ◽  
First Time ◽  
And Training

Decreasing enrollment at The Royal Spanish Skating Federation for Training SportTechnicians compelled the adoption of an online version of a training course. This paperidentifies the resistance experienced by participants and explores the relations among fourpower variables: communication and participation, daily routines, flexibility of the courses,and training programs. Participants included students and instructors who completed aquestionnaire. The results indicated that the students felt that they lack contact and interaction,leading to a feeling of apprehension. In addition, they had limited Internet access, whichaggravated their lack of participation, isolating them and leaving them feeling inadequatelyinformed. In contrast, the instructors focused their attention on the training programs. Thispaper proposes solutions and improvements for future versions of the course for redressingimbalances in power relationships among the participants.

scholarly journals Variations of Training Workload in Micro- and Meso-Cycles Based on Position in Elite Young Soccer Players: A Competition Season Study

2021 ◽  
Vol 12 ◽  
Author(s):  
Hadi Nobari ◽  
Reyhaneh Vahabidelshad ◽  
Jorge Pérez-Gómez ◽  
Luca Paolo Ardigò
Keyword(s):  
Perceived Exertion ◽  
Training Programs ◽  
The Other ◽  
Rating Of Perceived Exertion ◽  
Soccer Players ◽  
Daily Monitoring ◽  
Good Guide ◽  
Soccer Team ◽  
And Training ◽  
Field Position

The objectives of this study were to quantify the matches and training workload in micro-cycles of an elite young soccer team considering field position and to explain meso-cycles based on change of weekly acute (wAWL), chronic load (wCWL), acute-to-chronic workload ratio, training monotony (wTM), and training strain (wTS) between early-, mid-, and end-season periods considering playing position and whole team. Twenty-six under-16 elite young soccer players participated in this study, including six wide defenders and wide midfielders (WM), five central defenders (CD) and central midfielders, and four strikers (ST). Daily monitoring was performed by players for 20 weeks with the rating of perceived exertion using the Borg CR-10 scale. In comparison with early-season, results showed that there was a significant increase, in all playing positions, in wAWL and wCWL (except ST) and in wTM (except CD and ST) compared with end-season. On the other hand, there were significant reductions in wTS in CD, WM, and ST at the end-season. According to the results, coaches should consider the field position in different situations. Differences between training workload and matches can be a good guide for coaches, who have a special understanding of what causes the most load in training programs. Excessive training workload can potentially cause injury to adolescent athletes and controlling wTM can prevent this.

scholarly journals Training model for online nurse educators

2019 ◽  
Vol 9 (6) ◽  
pp. 82
Author(s):  
Mary Jo Stanley ◽  
Carolyn Martin
Keyword(s):  
Nursing Education ◽  
Online Education ◽  
Best Practice ◽  
Nurse Educators ◽  
Online Training ◽  
Training Model ◽  
Nurse Educator ◽  
Training Process ◽  
Online Pedagogy ◽  
And Training

Background and objective: Online instruction is very different from teaching in a face-to-face setting and educators may lack formal pedagogical training specific to online instruction; in addition, online instructors may feel isolated and have less access to direct support than their counterparts on campus. The objective of this study was to promote best practice in online education through faculty support and professional development; a structured online training process was created.Methods: Design: Instructors that teach in the online venue need teaching and training to feel comfortable with the technology and online pedagogy strategies that support best practice in online education. A structured training process was created to support novice online educators. Setting: Nursing faculty and Masters of Science in Nursing education track students co-taught one online class together. Participants: Faculty and senior level Masters of Science in Nursing education track students were asked to reflect on their one-year teaching and training experience as educators. Methods: Qualitative analysis using Denzin’s interpretive interactionism was used to elicit meaning from participant experiences.Results: Four themes emerged from the data; online pedagogy, knowledge acquisition, mentor-mentee role, and online nurse educator. These themes align with the scholarship of teaching, discovery, application, and integration, respectively. The Training Model for Online Nurse Educators was developed to show this relationship.Conclusions: Using Boyer’s model of scholarship as a framework for online training can prepare instructors for the online nurse educator role. Online instructional delivery is a mainstay in education necessitating nurse educators who are prepared to apply best practice strategies in online education.

scholarly journals COVID-19 and the urge for digital environments transition in education: reflecting on the Portuguese experience

2021 ◽  
pp. 106
Author(s):  
Teresa Cardoso ◽  
Glória Bastos
Keyword(s):  
Online Communication ◽  
Online Training ◽  
The Other ◽  
Ministry Of Education ◽  
Digital Devices ◽  
Online Tools ◽  
Digital Environments ◽  
Training Activities ◽  
The Impact ◽  
And Training

With the outbreak of COVID-19, governments worldwide, including in Europe, have taken different actions with regard to the impact in education due to the containment procedures. In Portugal, to help learners and educators to continue with their education and training activities during this period, several measures were put in action, mainly connected with the transition to distance education, at all levels of education. Teachers were pushed to move to online communication with pupils, and to deliver contents and activities using different online tools. But the major problem is that although Portugal has a good internet network, yet some families lack computers/digital devices. On the other hand, many teachers are not still at ease working in digital contexts, lacking necessary skills. To help teachers, Universidade Aberta (Open University, Portugal) has collaborated with the Ministry of Education in a special online training for teachers to develop competences in the creation, design and organization of digital networked environments. In this text, we focus and reflect on these efforts and initiatives, thus presenting some of the Portuguese experiences carried out to address the educational transformations caused by COVID-19.

Youth Employment and Training Programs

ILR Review ◽  
1987 ◽  
Vol 41 (1) ◽  
pp. 141-145
Author(s):  
Robinson G. Hollister
Keyword(s):  
Training Programs ◽  
The Other ◽  
Youth Employment ◽  
Considerable Time ◽  
Wrong Side ◽  
And Training

The other men were easy to talk to, but they didn't know anything. If one stopped to think about it, it was depressing how little most men learned in their lifetimes. Pea Eye was a prime example. Though loyal and able and brave, Pea had never displayed the slightest ability to learn from his experience, though his experience was considerable. Time and again he would walk up on the wrong side of a horse that was known to kick, and then look surprised when he got kicked.

Bhutan: Measuring Employee Training Effectiveness

2015 ◽  
pp. 159-188
Author(s):  
Tobgay
Keyword(s):  
Training Programs ◽  
Employee Training ◽  
The Other ◽  
Training Effectiveness ◽  
The Public ◽  
Regulatory Changes ◽  
Level Model ◽  
The Government ◽  
Measuring Training ◽  
And Training

The public sector of Bhutan—as in many developing countries—budgets substantial funds for capacity building and training, and in the case of one of the ministries in the government, the investment is not evaluated for effectiveness. This case looks at the effectiveness of the existing training programs of that ministry and recommends necessary policy and regulatory changes to improve training processes. The model of measuring training effectiveness developed by Donald Kirkpatrick in 1959 (known as the four level model) was used; the data for the study was collected from two sets of questionnaires. One set was from the employees who have undergone some form of training in the last three years and the other from the manager of these employees. A total of 92 employees and 23 managers responded positively to the survey. The conclusion of the study established that there is ample room for the ministry to improve their training effectiveness – and this point is true for many relatively underdeveloped emerging markets in Asia that are similar to Bhutan.

Training-the-Trainer on Assistive Technology for Cognition (ATC): Current Practices

2013 ◽  
Vol 23 (2) ◽  
pp. 90-94 ◽  
Author(s):  
Laurie Ehlhardt Powell ◽  
Tracey Wallace ◽  
Michelle ranae Wild
Keyword(s):  
Brain Injury ◽  
Assistive Technology ◽  
Acquired Brain Injury ◽  
Online Training ◽  
Evidence Based ◽  
Train The Trainer ◽  
Rehabilitation Professionals ◽  
Remote Locations ◽  
Training Package ◽  
And Training

Research shows that if clinicians are to deliver effective, evidence-based assistive technology for cognition (ATC) services to clients with acquired brain injury (ABI), they first need opportunities to gain knowledge and experience with ATC assessment and training practices (O'Neil-Pirozzi, Kendrick, Goldstein, & Glenn, 2004). This article describes three examples of train the trainer materials and programs to address this need: (a) a toolkit for trainers to learn more about assessing and training ATC; (b) a comprehensive, trans-disciplinary program for training staff to provide ATC services in a metropolitan area; and (c) an overview of an on-site/online training package for rehabilitation professionals working with individuals with ABI in remote locations.

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