E-Learning vs. Traditional Teaching Methods

2011 ◽  
pp. 174-178
Author(s):  
Chris Blackmore ◽  
Emmy van Deurzen ◽  
Diby Tantam
Keyword(s):  
Training Program ◽  
Psychotherapy Training ◽  
Practical Experience ◽  
European Countries ◽  
Family Work ◽  
Face To Face ◽  
The United Kingdom ◽  
E Learning ◽  
Self Assessments ◽  
The Impact

We have conducted a series of action research projects on elearning in recent years, funded by grants from the European Commission. The SEPT project (Tantam, 2001) showed that access to psychotherapy for those who are in most need is restricted in many European countries. Accessibility factors played a part in this, and the SEPTIMUS project was designed to widen accessibility to psychotherapy by increasing access to training for students who live in geographically isolated areas, who have family/work commitments or who have a disability. SEPTIMUS is a 1-year psychotherapy training program blending theoretical instruction and tutoring delivered by elearning methods with supervision, therapy and practical experience delivered face to face and local to one of the 16 participating training centers, located in one of eight European countries. The project was coordinated from the United Kingdom (UK), and the training program was available to students in Austria, Czech Republic, Ireland, Italy, Poland, Portugal, Romania and UK The impact of the training was evaluation by means of student self-assessments, participation, time spent on-site, tutor-marked assignments, tutor feedback, supervisor reports and student feedback. One hundred fifty-six students have completed the course, and we recruited an additional 61 students taking comparable but traditional face-to-face courses in three of our participating training institutes to act as educational controls. In this article, we present the results of a comparison between the elearning students and these educational controls.

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.

An Exploratory Analysis of the Role of Emotions in E-Learning

2010 ◽  
pp. 563-571 ◽  
Author(s):  
M. A. Rentroia-Bonito ◽  
J. Jorge ◽  
C. Ghaoui
Keyword(s):  
Learning Processes ◽  
Learning Support ◽  
Face To Face ◽  
Learning Contexts ◽  
The People ◽  
E Learning ◽  
Individual Learning Processes ◽  
The Individual ◽  
The Impact

Technology-rich environments are assuming a key role in the individual learning processes. Still, one of the major IT challenges identified in the education field is to establish e-learning as a credible and viable complement to face-to-face education. This represents a paradigm shift in the way of learning, which is driving changes at individual, process, institutional, and societal levels. However, despite last-decade advances in the application of usability principles in system design, there is still a need to better understand the people-technology fit in learning contexts. Current results, gaps, and issues define the challenges that dictate new requirements. Among these new requirements, minimizing the impact of the distance factor on communication and learning effectiveness calls for alternatives approaches. Due to the importance of communication among instructor and students in learning, the scope of this work focuses on exploring the role of emotions within the user and learning-support technology fit.

scholarly journals Student nurses’ experiences of incivility and the impact on learning and emotional wellbeing

2017 ◽  
Vol 8 (4) ◽  
pp. 102 ◽  
Author(s):  
Julie C. Vuolo
Keyword(s):  
Nursing Education ◽  
Interpretative Phenomenological Analysis ◽  
Student Nurses ◽  
Theory And Practice ◽  
Negative Consequences ◽  
Emotional Wellbeing ◽  
Face To Face ◽  
The United Kingdom ◽  
The Impact ◽  
The Invisible

Background: Incivility is the display of intimidating, rude, disruptive or undesirable behaviours. Incivility in nursing has the potential to impact on the learning environment, student wellbeing and patient outcomes. Although it is a globally recognised phenomenon, relatively little is known about it in the context of nurse education in the United Kingdom, where the students’ time is divided equally between theory and practice and a nurse mentor is allocated to each student when on clinical placement.Methods: A phenomenological qualitative design was used to explore the experiences of ten student nurses studying on a three year degree level pre-registration (pre-licensure) nursing programme. Data was collected by in-depth, semi-structured, face-to-face interviews which were tape-recorded and transcribed verbatim. Thematic analysis was conducted using Interpretative Phenomenological Analysis as a framework.Results: Student nurses can experience incivility in both classroom and clinical settings with negative consequences in terms of learning and personal wellbeing. Four superordinate (main) themes (Knowing-Not Knowing/Positioning/The Invisible Student/Distraction) were identified along with a further fifteen subordinate themes which included misuse, being nameless and feeling a burden.Conclusions: These findings add further to our understanding of incivility in nursing education and specifically the potential for incivility to impact on learning and students’ emotional wellbeing. Incivilities related to ‘the Invisible Student’ and ‘Knowing-Not Knowing’ are particularly worthy of further exploration as they reveal a hitherto unappreciated dimension of this complex, globally recognised phenomena. 

scholarly journals Financing entrepreneurship in times of crisis: Exploring the impact of COVID-19 on the market for entrepreneurial finance in the United Kingdom

2020 ◽  
Vol 38 (5) ◽  
pp. 380-390 ◽  
Author(s):  
Ross Brown ◽  
Augusto Rocha ◽  
Marc Cowling
Keyword(s):  
United Kingdom ◽  
Real Time ◽  
Entrepreneurial Finance ◽  
Time Data ◽  
Face To Face ◽  
Policy Interventions ◽  
The United Kingdom ◽  
Real Time Data ◽  
Start Ups ◽  
The Impact

This commentary explores the manner in which the current COVID-19 crisis is affecting key sources of entrepreneurial finance in the United Kingdom. We posit that the unique relational nature of entrepreneurial finance may make it highly susceptible to such a shock owing to the need for face-to-face interaction between investors and entrepreneurs. The article explores this conjecture by scrutinising a real-time data source of equity investments. Our findings suggest that the volume of new equity transactions in the United Kingdom has declined markedly since the outbreak of the COVID-19 pandemic. It appears that seed finance is the main type of entrepreneurial finance most acutely affected by the crisis, which typically goes to the most nascent entrepreneurial start-ups facing the greatest obstacles obtaining finance. Policy makers can utilise these real-time data sources to help inform their strategic policy interventions to assist the firms most affected by crisis events.

14. European Politics into the Future

2021 ◽  
pp. 256-269
Author(s):  
Catherine E. De Vries ◽  
Sara B. Hobolt ◽  
Sven-Oliver Proksch ◽  
Jonathan B. Slapin
Keyword(s):  
European Union ◽  
Eastern Europe ◽  
European Countries ◽  
European Politics ◽  
Democratic Deficit ◽  
The European Union ◽  
The United Kingdom ◽  
European Democracy ◽  
The Future ◽  
The Impact

This chapter explores recent changes in European politics and looks to the future for European democracy as it stands now. The chapter explores the ongoing political change that can be seen within European countries and also at the European Union (EU) level. It aims to highlight four important debates about the state of democracy in Europe. These are: the debates about the rise of political fragmentation and its consequences for democracy; democratic backsliding in central and eastern Europe; the impact of the United Kingdom leaving the EU on democracy; and the democratic deficit in EU politics.

scholarly journals Methodology of Specialist Physicians Training: From Traditional to e-Learning

2020 ◽  
Vol 17 (20) ◽  
pp. 7681
Author(s):  
Juan Chaves ◽  
Antonio A. Lorca-Marín ◽  
Emilio José Delgado-Algarra
Keyword(s):  
Life Support ◽  
Medical Training ◽  
Advanced Life Support ◽  
Sample Volume ◽  
Mixed Methodology ◽  
Face To Face ◽  
Significant Difference ◽  
The Face ◽  
E Learning ◽  
The Impact

Different studies show that mixed methodology can be effective in medical training. However, there are no conclusive studies in specialist training on advanced life support (ALS). The main objective of this research is to determine if, with mixed didactic methodology, which includes e-learning, similar results are produced to face-to-face training. The method used was quasi-experimental with a focus on efficiency and evaluation at seven months, in which 114 specialist doctors participated and where the analysis of the sociodemographic and pre-test variables points to the homogeneity of the groups. The intervention consisted of e-learning training plus face-to-face workshops versus standard. The results were the performance in knowledge and technical skills in cardiac arrest scenarios, the perceived quality, and the perception of the training. There were no significant differences in immediate or deferred performance. In the degree of satisfaction, a significant difference was obtained in favour of the face-to-face group. The perception in the training itself presented similar results. The main limitations consisted of sample volume, dropping out of the deferred tests, and not evaluating the transfer or the impact. Finally, mixed methodology including e-learning in ALS courses reduced the duration of the face-to-face sessions and allowed a similar performance.

Disparities in pension systems and financial flows among European countries

2008 ◽  
Vol 8 (1) ◽  
pp. 1-33 ◽  
Author(s):  
JEAN CHATEAU ◽  
XAVIER CHOJNICKI ◽  
RICCARDO MAGNANI
Keyword(s):  
General Equilibrium ◽  
Capital Accumulation ◽  
Pension System ◽  
European Countries ◽  
Financial Flows ◽  
The United Kingdom ◽  
Long Run ◽  
Retirement Systems ◽  
System Sustainability ◽  
The Impact

AbstractWe present a quantitative analysis of the impact of differential ageing and pension reforms on capital and labor market and, in particular, on intra-European capital flows. To this end, we develop a stylized general equilibrium model with overlapping generations of heterogeneous agents for the three largest European countries: France, Germany and the United Kingdom. The model presents a structure halfway between pure general equilibrium models with rigorous microeconomic foundations and accounting models where the macroeconomic environment remains exogenous. We show that the dynamics of capital accumulation and pension system sustainability are totally different depending on the assumption concerning economic openness. Finally, in the long run, resorting to debt financing seems to be a dead end to finance retirement systems.

scholarly journals Using Learning Analytics to Evaluate Course Design and Student Behavior in an Online Wine Business Course

2019 ◽  
Vol 27 (4) ◽  
Author(s):  
Kerry Wilkinson ◽  
Imogen McNamara ◽  
David Wilson ◽  
Karina Riggs
Keyword(s):  
Learning Analytics ◽  
Course Design ◽  
Learning Resources ◽  
Online Delivery ◽  
Face To Face ◽  
Video Lectures ◽  
Audio Recordings ◽  
Business Course ◽  
E Learning ◽  
The Impact

This case study describes the use of learning analytics to evaluate the transition of a postgraduate wine business course from face-to-face to online delivery using e-learning course design principles. Traditionally, Foundations of Wine Science lectures were delivered face-to-face, however the decision to transition the course from semester to trimester format presented an opportunity for online delivery of lectures. This was initially achieved through audio recordings, then video lectures, supported by a range of digital learning resources intended to engage, support and enhance student learning and the student experience. Descriptive analysis of learning analytics, comprising assessment results, student evaluations of learning and teaching, and data sourced from the Learning Management System, was performed to evaluate the impact of online delivery of course content on student performance, satisfaction and engagement. The use of audio lecture recordings negatively impacted students’ perception of the overall quality of the course (including course organisation, learning strategies and learning resources). The subsequent implementation of e-learning designed video lectures was considered superior to audio recordings, albeit final grades were not significantly different between the delivery modes. However, student engagement was equal to, or better than face-to-face delivery, when content was designed specifically for an e-learning environment.

scholarly journals Gamification in e-learning: The mitigation role in technostress

2021 ◽  
Vol 10 (2) ◽  
pp. 606
Author(s):  
Faridiah Aghadiati Fajri ◽  
RY. Kun Haribowo P. ◽  
Nurisqi Amalia ◽  
Dina Natasari
Keyword(s):  
Technology Implementation ◽  
Feedback Mechanism ◽  
User Resistance ◽  
Face To Face ◽  
Digital World ◽  
Business Applications ◽  
Quasi Experimental ◽  
E Learning ◽  
The Impact

The digital world demands graduates who are accustomed to deal with technology. Blended learning is one of the strategies by combining online media with face-to-face classes. It cannot be denied that students who interact with technology experience stress and tension. This condition have an impact on the learning process so that a way out is needed to bring it down. Gamification is a gaming technique that is applied to non-game applications to increase pleasure when interacting with these applications. This feature has been implemented in business applications, social media, e-commerce, and e-learning. However, the impact of playfulness in mitigating technostress has not been studied. This research examined the role of feedback mechanism and presentation mechanism in giving pleasure in LMS. Furthermore, this playfulness is expected to reduce the stress experienced by users. The research was conducted using a quasi-experimental method by giving participants time to follow the course with the gamification feature. The results showed that the gamification mechanism is able to provide pleasure which in turn will reduce the user's stress level. Based on the user-perceived of playfulness, gamification can reduce stress levels so it will reduce user resistance and increase the effectiveness of technology implementation.

scholarly journals Pelatihan Pemanfaatan E-Learning Berbasis Website Bagi Guru Pendidikan Teknik Otomotif Di Kota Kupang

2021 ◽  
Vol 7 (4) ◽  
Author(s):  
Priyono Priyono ◽  
Edy Suprapto ◽  
Fahrizal Fahrizal ◽  
Basri K
Keyword(s):  
Independent Learning ◽  
Learning Technology ◽  
Learning Approaches ◽  
Training Method ◽  
Face To Face ◽  
A Value ◽  
Hands On ◽  
E Learning ◽  
The Impact

The change in learning models from conventional to online due to the impact of the COVID-19 pandemic has changed the way of thinking, methods used, paradigms and learning approaches that prioritize independent learning online with internet facilities. Through the internet all information is available, but it still has to be shared and sorted according to the needs and information to be taught to students. For this reason, competent teachers are needed, not only pedagogically, socially and professionally, but also required to master learning technology. This training is conducted to train teachers in planning, designing, developing and operating webside-based e-learning in the learning process that will be carried out with their students. The training method is designed with an online training and face-to-face approach. The approach uses hands-on exercises, tutorials and follow-up consultations. The results of the training showed an increase in the knowledge and skills of teachers about learning media. Before the training, the average understanding of teachers about learning media got a value of 52, while after being given training it became 84. Then seen from the skills of making media, before training teachers could not create website-based media, but after being given training teachers could create and develop media webside based learning.

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