Evaluation

10.4018/978-1-59140-812-3.ch006 ◽

2011 ◽

pp. 157-172

Author(s):

Badrul Khan

Keyword(s):

Blended Learning ◽

Learning Environments ◽

Interface Design ◽

Distributed Learning ◽

Critical Dimensions ◽

Learning Modules ◽

E Learning ◽

Learning Factors ◽

Resource Support ◽

The purpose of the E-Learning Quick Checklist book is to walk you through the various factors (encompassing these eight dimensions) important to developing, evaluating, and implementing open, flexible and distributed learning environments. This book is designed as a Quick Checklist for e-learning. It contains many practical items that you can use as review criteria to check if e-learning modules, courses and programs provide the level of services that learners (or consumers) should expect. Items in the checklist encompass the critical dimensions of an e-learning environment, including pedagogical, technological, interface design, evaluation, management, resource support, ethical, and institutional. Throughout this book, various critical e-learning and blended-learning factors are presented as questions or items that you can ask yourself when planning, designing, evaluating, and implementing e-learning and/or blended-learning modules, courses, and programs.

Technological

10.4018/978-1-59140-812-3.ch003 ◽

2011 ◽

pp. 71-85

Author(s):

Badrul Khan

Keyword(s):

Blended Learning ◽

Learning Environments ◽

Interface Design ◽

Distributed Learning ◽

Critical Dimensions ◽

Learning Modules ◽

E Learning ◽

Learning Factors ◽

Resource Support ◽

The purpose of the E-Learning Quick Checklist book is to walk you through the various factors (encompassing these eight dimensions) important to developing, evaluating, and implementing open, flexible and distributed learning environments. This book is designed as a Quick Checklist for e-learning. It contains many practical items that you can use as review criteria to check if e-learning modules, courses and programs provide the level of services that learners (or consumers) should expect. Items in the checklist encompass the critical dimensions of an e-learning environment, including pedagogical, technological, interface design, evaluation, management, resource support, ethical, and institutional. Throughout this book, various critical e-learning and blended-learning factors are presented as questions or items that you can ask yourself when planning, designing, evaluating, and implementing e-learning and/or blended-learning modules, courses, and programs.

Management

10.4018/978-1-59140-812-3.ch002 ◽

2011 ◽

pp. 49-70

Author(s):

Badrul Khan

Keyword(s):

Blended Learning ◽

Learning Environments ◽

Interface Design ◽

Distributed Learning ◽

Critical Dimensions ◽

Learning Modules ◽

E Learning ◽

Learning Factors ◽

Resource Support ◽

The purpose of the E-Learning Quick Checklist book is to walk you through the various factors (encompassing these eight dimensions) important to developing, evaluating, and implementing open, flexible and distributed learning environments. This book is designed as a Quick Checklist for e-learning. It contains many practical items that you can use as review criteria to check if e-learning modules, courses and programs provide the level of services that learners (or consumers) should expect. Items in the checklist encompass the critical dimensions of an e-learning environment, including pedagogical, technological, interface design, evaluation, management, resource support, ethical, and institutional. Throughout this book, various critical e-learning and blended-learning factors are presented as questions or items that you can ask yourself when planning, designing, evaluating, and implementing e-learning and/or blended-learning modules, courses, and programs.

Ethical

10.4018/978-1-59140-812-3.ch005 ◽

2011 ◽

pp. 146-156

Author(s):

Badrul Khan

Keyword(s):

Blended Learning ◽

Learning Environments ◽

Interface Design ◽

Distributed Learning ◽

Critical Dimensions ◽

Learning Modules ◽

E Learning ◽

Learning Factors ◽

Resource Support ◽

The purpose of the E-Learning Quick Checklist book is to walk you through the various factors (encompassing these eight dimensions) important to developing, evaluating, and implementing open, flexible and distributed learning environments. This book is designed as a Quick Checklist for e-learning. It contains many practical items that you can use as review criteria to check if e-learning modules, courses and programs provide the level of services that learners (or consumers) should expect. Items in the checklist encompass the critical dimensions of an e-learning environment, including pedagogical, technological, interface design, evaluation, management, resource support, ethical, and institutional. Throughout this book, various critical e-learning and blended-learning factors are presented as questions or items that you can ask yourself when planning, designing, evaluating, and implementing e-learning and/or blended-learning modules, courses, and programs.

Pedagogical

10.4018/978-1-59140-812-3.ch004 ◽

2011 ◽

pp. 86-145

Author(s):

Badrul Khan

Keyword(s):

Blended Learning ◽

Learning Environments ◽

Interface Design ◽

Distributed Learning ◽

Critical Dimensions ◽

Learning Modules ◽

E Learning ◽

Learning Factors ◽

Resource Support ◽

The purpose of the E-Learning Quick Checklist book is to walk you through the various factors (encompassing these eight dimensions) important to developing, evaluating, and implementing open, flexible and distributed learning environments. This book is designed as a Quick Checklist for e-learning. It contains many practical items that you can use as review criteria to check if e-learning modules, courses and programs provide the level of services that learners (or consumers) should expect. Items in the checklist encompass the critical dimensions of an e-learning environment, including pedagogical, technological, interface design, evaluation, management, resource support, ethical, and institutional. Throughout this book, various critical e-learning and blended-learning factors are presented as questions or items that you can ask yourself when planning, designing, evaluating, and implementing e-learning and/or blended-learning modules, courses, and programs.

Institutional

10.4018/978-1-59140-812-3.ch001 ◽

2011 ◽

pp. 1-48

Author(s):

Badrul Khan

Keyword(s):

Blended Learning ◽

Learning Environments ◽

Interface Design ◽

Distributed Learning ◽

Critical Dimensions ◽

Learning Modules ◽

E Learning ◽

Learning Factors ◽

Resource Support ◽

The purpose of the E-Learning Quick Checklist book is to walk you through the various factors (encompassing these eight dimensions) important to developing, evaluating, and implementing open, flexible and distributed learning environments. This book is designed as a Quick Checklist for e-learning. It contains many practical items that you can use as review criteria to check if e-learning modules, courses and programs provide the level of services that learners (or consumers) should expect. Items in the checklist encompass the critical dimensions of an e-learning environment, including pedagogical, technological, interface design, evaluation, management, resource support, ethical, and institutional. Throughout this book, various critical e-learning and blended-learning factors are presented as questions or items that you can ask yourself when planning, designing, evaluating, and implementing e-learning and/or blended-learning modules, courses, and programs.

Resource Support

10.4018/978-1-59140-812-3.ch007 ◽

2011 ◽

pp. 173-188

Author(s):

Badrul Khan

Keyword(s):

Blended Learning ◽

Learning Environments ◽

Interface Design ◽

Distributed Learning ◽

Critical Dimensions ◽

Learning Modules ◽

E Learning ◽

Learning Factors ◽

Resource Support ◽

The purpose of the E-Learning Quick Checklist book is to walk you through the various factors (encompassing these eight dimensions) important to developing, evaluating, and implementing open, flexible and distributed learning environments. This book is designed as a Quick Checklist for e-learning. It contains many practical items that you can use as review criteria to check if e-learning modules, courses and programs provide the level of services that learners (or consumers) should expect. Items in the checklist encompass the critical dimensions of an e-learning environment, including pedagogical, technological, interface design, evaluation, management, resource support, ethical, and institutional. Throughout this book, various critical e-learning and blended-learning factors are presented as questions or items that you can ask yourself when planning, designing, evaluating, and implementing e-learning and/or blended-learning modules, courses, and programs.

Resource Support Issues

Managing E-Learning Strategies ◽

10.4018/978-1-59140-634-1.ch008 ◽

2005 ◽

pp. 352-378

Author(s):

Badrul Khan

Keyword(s):

Learning Environment ◽

Learning Environments ◽

Meaningful Learning ◽

Distributed Learning ◽

Online Support ◽

Support Resources ◽

E Learning ◽

Resource Support

Resource support dimension of open, flexible, and distributed learning environment examines the online support and resources required to foster meaningful learning environments. An e-learning institution should have a key component in showing the students that there is an infrastructure that provides support the learners need and gives the security that they are indeed not alone in any of the tasks they are asked to carry out (Fultcher & Lock, 1999). The following in an outline of this chapter: • Online support • Resources

Implementation of a Blended Learning Module to Teach Handling, Restraint, and Physical Examination of Cats in Undergraduate Veterinary Training

Journal of Veterinary Medical Education ◽

10.3138/jvme-2020-0160 ◽

2021 ◽

pp. e20200160

Author(s):

Mirjam B.H.M. Duijvestijn ◽

Bente M.W.K. Van der Wiel ◽

Claudia M. Vinke ◽

M. Montserrat Diaz Espineira ◽

Harold G.J. Bok ◽

...

Keyword(s):

Physical Examination ◽

Blended Learning ◽

Learning Outcomes ◽

Clinical Training ◽

Skills Training ◽

Veterinary Students ◽

Learning Modules ◽

Learning Module ◽

E Learning ◽

Standard Module

Cats can be easily stressed in a clinical (training) setting and may show unpredictable reactions and patterns of defensive aggression. This can be a complicating factor in undergraduate veterinary training. Inexperienced veterinary students can evoke defensive feline behavior that negatively affects learning outcomes and animal welfare. As a result, restraint techniques and physical examination of cats was hardly practiced in pre-clinical training at Utrecht University. To overcome this, a new blended learning module was developed using a lecture on feline behavior; e-learning modules about feline behavior, handling, restraint, and physical examination skills; and redesigned practical sessions in which live animals and manikins were used. The aim of this study was to investigate how students’ perceptions of competence and confidence changed regarding feline behavior, handling, restraint, and physical examination skills after the new module was implemented. Questionnaires were used for quantitative analysis, and focus groups were used for qualitative analysis. The results show that compared with students who followed the standard module, students who participated in the blended learning module scored higher in feeling confident with handling animals, feeling competent to perform physical examination on cats, and ability to assess whether a cat is stressed. Students with less experience with cats were more likely to show improvement in assessing a cat’s stress level than students who had much experience with cats. The results demonstrate that the blended learning module improves students’ learning outcomes regarding feline skills training and adds to reduction, refinement, and replacement of the use of live cats.

Factors Affecting Students’ Preferences for Online and Blended Learning: Motivational Vs. Cognitive

European Journal of Open Distance and E-Learning ◽

10.2478/eurodl-2019-0011 ◽

2020 ◽

Vol 22 (2) ◽

pp. 72-86 ◽

Cited By ~ 4

Author(s):

Sinan Keskin ◽

Halil Yurdugül

Keyword(s):

Learning Environment ◽

Blended Learning ◽

Learning Environments ◽

Self Efficacy ◽

Teaching And Learning ◽

Learning Motivation ◽

Task Value ◽

Individual Factors ◽

E Learning ◽

The Individual

AbstractToday’s educational institutions are expected to create learning opportunities independent of time and place, to offer easily accessible learning environments and interpersonal communication opportunities. Accordingly, higher education institutions develop strategies to meet these expectations through teaching strategies, such as e-learning, blended learning, mobile learning, etc., by using teaching technologies. These new technology-based teaching strategies are mainly shaped by decision-makers in education. This study seeks to analyse the individual factors that affect learners’ mode of teaching and learning delivery preferences. In this study, blended and online learning is considered as preferences of learners’ mode of teaching and learning delivery. The individual factors discussed in this research are cognitive learning strategies, e-learning readiness, and motivation. The data were obtained from the pre-service teachers at the end of the academic semester when they experienced online and blended learning. Data were analysed using optimal scaling analysis. The analysis method provides a two-dimensional centroid graph which shows the correlations between the variable categories. According to study findings, there is a correlation between the preferences of the learning environment, and the constructs of self-efficacy, e-learning motivation, and task value. It can be said that the motivational variables are more effective in the learning environment preference. The students with high task value, e-learning motivation, and self-efficacy preferred studying in blended learning environments. Cognitive strategies, self-directed learning, learner control, and test anxiety factors are independent of the learners’ learning delivery preferences.