Online Learning and Instruction in Health

2010 ◽  
pp. 942-957 ◽  
Author(s):  
Michelle Lee D’Abundo ◽  
Cara Lynn Sidman
Keyword(s):  
Online Learning ◽  
Continuing Education ◽  
Health Professionals ◽  
Educational Opportunities ◽  
Traditional Classrooms ◽  
Web Based ◽  
Face To Face ◽  
Computer Based ◽  
Web Based Education ◽  
Learning And Instruction

Online learning and instruction are important components of adult education in the field of health. This chapter describes how computer-based technologies are being applied in the training and continuing education of health professionals and in health promotion. Curriculums previously thought to be inappropriate for web-based delivery are now being offered online. Innovations in online learning and instruction have improved delivery of web-based education and have provided educational opportunities for many that were “unreachable” by traditional classrooms. An example of how a solely face-to-face course was revised and delivered in three formats including face-to-face, blended and completely online is provided, as well as examples of best practices and future trends for online learning and instruction.

Integrating Web-Based Technologies Into the Education and Training of Health Professionals

2019 ◽  
pp. 327-336
Author(s):  
Michelle Lee D'Abundo ◽  
Cara Sidman
Keyword(s):  
Online Learning ◽  
Health Professionals ◽  
Education And Training ◽  
Educational Opportunities ◽  
Traditional Classrooms ◽  
Web Based ◽  
Computer Based ◽  
And Training ◽  
Web Based Education ◽  
Learning And Instruction

The integration of online learning and instruction into the education and training of health professionals continues to gain popularity. Curriculums that have previously been thought to be inappropriate for web-based delivery are now being offered online. Innovations in online learning and instruction have improved the delivery of web-based education and have provided educational opportunities for many that were “unreachable” by traditional classrooms. In this chapter, a description of how computer-based technologies are being applied in the training and continuing education of health professionals is provided. Suggestions for creating online learning and instruction for education and training in healthcare are provided.

Integrating Web-Based Technologies Into the Education and Training of Health Professionals

2018 ◽  
pp. 5820-5828
Author(s):  
Michelle Lee D'Abundo ◽  
Cara Sidman
Keyword(s):  
Online Learning ◽  
Health Professionals ◽  
Education And Training ◽  
Educational Opportunities ◽  
Traditional Classrooms ◽  
Web Based ◽  
Computer Based ◽  
And Training ◽  
Web Based Education ◽  
Learning And Instruction

The integration of online learning and instruction into the education and training of health professionals continues to gain popularity. Curriculums that have previously been thought to be inappropriate for web-based delivery are now being offered online. Innovations in online learning and instruction have improved the delivery of web-based education and have provided educational opportunities for many that were “unreachable” by traditional classrooms. In this chapter, a description of how computer-based technologies are being applied in the training and continuing education of health professionals is provided. Suggestions for creating online learning and instruction in for education and training in healthcare are provided.

WeBCEIS - A Scenario for Integrating Web-Based Education into Classical Education

2011 ◽  
pp. 398-414
Author(s):  
Muge Klein ◽  
Daniel Sommer ◽  
Wolffried Stucky
Keyword(s):  
Blended Learning ◽  
Teaching And Learning ◽  
University Education ◽  
Traditional Classrooms ◽  
Delivery Methods ◽  
Web Based ◽  
Trade Off ◽  
Classical Education ◽  
Face To Face ◽  
Web Based Education

Web-based education implies many advantages for teachers and learners, such as independence of time and place, personalization, and interactivity, but an important factor in learning, namely, face-to-face communication in traditional classrooms, cannot be adequately emulated. Students in a classical university education would lose many important social interactions in a purely Web-based education scenario, which would have important repercussions on their university education. The trade-off is a “blended learning” scenario, which is the integration of assorted learning delivery methods to benefit from both education scenarios. We are, therefore, arguing for an integration of Web-based and classical education, and present WebCEIS— our blended learning scenario for integrating Web-based education into classical education—looking at the organizational and the technological aspects of teaching and learning, and present our strategy for the implementation of WebCEIS.

scholarly journals Effectiveness of Web-Based Versus Face-To-Face Delivery of Education in Prescription of Falls-Prevention Exercise to Health Professionals: Randomized Trial

2011 ◽  
Vol 13 (4) ◽  
pp. e116 ◽  
Author(s):  
Stephen Maloney ◽  
Romi Haas ◽  
Jennifer L Keating ◽  
Elizabeth Molloy ◽  
Brian Jolly ◽  
...  
Keyword(s):  
Randomized Trial ◽  
Health Professionals ◽  
Falls Prevention ◽  
Web Based ◽  
Face To Face

scholarly journals Characteristics of Online Learning in Higher Education During the COVID-19 Pandemic

2021 ◽  
Vol 66 (1) ◽  
pp. 135-155
Author(s):  
Diana-Crina Marin ◽  
Mușata Bocoș
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Time Management ◽  
Teaching And Learning ◽  
Educational Opportunities ◽  
Face To Face ◽  
Quality Of Teaching ◽  
Teaching Learning ◽  
Students Success

"In the context in which the teaching, learning, and assessment processes take place in the online environment, the question arises whether the currently organized learning situations are as effective as the learning situations carried out in the classroom, before the beginning of the pandemic. One of the disadvantages of online learning is related to the teacher’s low control over students’ activity. Factors such as initiative, creativity, efficient time management, intrinsic motivation, responsibility, and intellectual curiosity play an important role in students’ success in learning activities. Attendance at courses should not be formal and superficial and should be a process that involves the active and interactive participation of the students in the learning process. Providing high-quality educational opportunities to all students is a goal that is increasingly difficult to achieve in the context of the absence of face-to-face interactions. Also, applying a curriculum focused on the needs of the learner is becoming hard to achieve. Through this research, we aim to investigate issues related to how online learning takes place and to establish ways in which we can increase the efficiency of current teaching and learning processes. The study revealed that in the opinion of most of the students, the current epidemiological context has influenced in a negative way the quality of teaching and the student-teacher educational relationship. Keywords: Interactive learning, eLearning, independence in learning, higher education, efficient strategies "

The Effectiveness of Online and Blended Learning: A Meta-Analysis of the Empirical Literature

2013 ◽  
Vol 115 (3) ◽  
pp. 1-47 ◽  
Author(s):  
Barbara Means ◽  
Yukie Toyama ◽  
Robert Murphy ◽  
Marianne Baki
Keyword(s):  
Online Learning ◽  
Blended Learning ◽  
Learning Outcomes ◽  
Classroom Instruction ◽  
Meta Analysis ◽  
Learning Models ◽  
Web Based ◽  
Face To Face ◽  
Learning Conditions ◽  
Face To Face Instruction

Background/Context Earlier research on various forms of distance learning concluded that these technologies do not differ significantly from regular classroom instruction in terms of learning outcomes. Now that web-based learning has emerged as a major trend in both K–12 and higher education, the relative efficacy of online and face-to-face instruction needs to be revisited. The increased capabilities of web-based applications and collaboration technologies and the rise of blended learning models combining web-based and face-to-face classroom instruction have raised expectations for the effectiveness of online learning. Purpose/Objective/Research Question/Focus of Study This meta-analysis was designed to produce a statistical synthesis of studies contrasting learning outcomes for either fully online or blended learning conditions with those of face-to-face classroom instruction. Population/Participants/Subjects The types of learners in the meta-analysis studies were about evenly split between students in college or earlier years of education and learners in graduate programs or professional training. The average learner age in a study ranged from 13 to 44. Intervention/Program/Practice The meta-analysis was conducted on 50 effects found in 45 studies contrasting a fully or partially online condition with a fully face-to-face instructional condition. Length of instruction varied across studies and exceeded one month in the majority of them. Research Design The meta-analysis corpus consisted of (1) experimental studies using random assignment and (2) quasi-experiments with statistical control for preexisting group differences. An effect size was calculated or estimated for each contrast, and average effect sizes were computed for fully online learning and for blended learning. A coding scheme was applied to classify each study in terms of a set of conditions, practices, and methodological variables. Findings/Results The meta-analysis found that, on average, students in online learning conditions performed modestly better than those receiving face-to-face instruction. The advantage over face-to-face classes was significant in those studies contrasting blended learning with traditional face-to-face instruction but not in those studies contrasting purely online with face-to-face conditions. Conclusions/Recommendations Studies using blended learning also tended to involve additional learning time, instructional resources, and course elements that encourage interactions among learners. This confounding leaves open the possibility that one or all of these other practice variables contributed to the particularly positive outcomes for blended learning. Further research and development on different blended learning models is warranted. Experimental research testing design principles for blending online and face-to-face instruction for different kinds of learners is needed.

Internet-Based Remote Laboratories as a Part of a Blended Learning Environment

2012 ◽  
pp. 128-154 ◽  
Author(s):  
Miladin Stefanovic ◽  
Milan Matijevic ◽  
Vladimir Cvjetkovic
Keyword(s):  
Online Learning ◽  
Adult Learning ◽  
Learning Environment ◽  
Blended Learning ◽  
Practical Training ◽  
Web Based ◽  
Face To Face ◽  
Remote Laboratories ◽  
The Right ◽  
And Training

Blended learning is a mixture of online learning and face-to-face activities. Online learning suffers from a lack of practical and laboratory work which is mandatory for learning in many specific fields. Adult training is also mainly focused on knowledge related to specific useful competencies and practical skills so practical training is an inseparable part of adult learning and training. Web laboratories with remotely controlled laboratory experiments should provide a necessary practical component in the concept of online learning. There are many different classifications, implementations and usages of web laboratories. This chapter deals with web laboratories, trying to define a framework for the development of web laboratories, to define pre-requests, architecture and software realization of web based laboratories and to find the right blend. This chapter also presents the contribution of web laboratories in blended learning and other possible benefits for the concept of blended learning for adults.

Web-based health education in pediatric nursing

2017 ◽  
Vol 4 (2) ◽  
pp. 122-127
Author(s):  
Serife Tutar Guven
Keyword(s):  
Health Education ◽  
Health Professionals ◽  
Point Of View ◽  
Pediatric Nursing ◽  
Web Based ◽  
Internet Technologies ◽  
Different Types ◽  
Nursing Health ◽  
Web Based Education ◽  
Quality Evidence

The internet, which provides the access, share and communication information of people worldwide and is regarded as a revolution, has an increasingly important role in health education, research and applications. Health professionals search for new ways to facilitate and improve the provision of effective health education to individuals and communities. The developments in computer and internet technologies and high priority of finance for nursing studies in technological terms lead researchers to develop, use and test different types of web-based initiatives. In addition, a large amount of quality evidence that shows the success of health education attempts carried out on the web draws the attention of health professionals responsible for providing health education. This study aims to analyze web-based health education and provide health professionals with a point of view regarding its use in pediatric nursing.  Keywords: Web-based education; pediatric nursing; health education

A Comparative Study of Diffusion of Web-Based Education (WBE) in Singapore and Australia

2008 ◽  
pp. 1176-1198
Author(s):  
Y. Y. Jessie Wong ◽  
R. Gerber ◽  
K. A. Toh
Keyword(s):  
Distance Education ◽  
Comparative Study ◽  
Meta Analysis ◽  
Cost Effective ◽  
The Other ◽  
Development Model ◽  
Web Based ◽  
Tertiary Institutions ◽  
Face To Face ◽  
Web Based Education

Examined and compared in this chapter is the diffusion of WBE in Singapore and Australia. These two countries were chosen in this study because of the close educational collaborations and developments between them. A number of Australian universities have offshore bases in Singapore. It would be more cost-effective and profitable to use WBE instead of using the usual corresponding method, or flying professors into the country a few times a year for intensive residential studies. In this chapter, WBE at some selected institutions is reported in detail, because these institutions represent the more advanced developments of WBE in the respective country. Meta-analysis, using a modified Taylor’s model (Taylor, 2001), reveals that though Singapore and Australia are different in their approach and policies to education and technology, they share similar trends and achievements in the development of WBE. Tertiary institutions in both countries have generally achieved all the characteristics of Generations 4 and 5 of the development model of Distance Education, as described by Taylor. However, this is not to say that face-to-face teaching has been phased out. This study also indicates that WBE supports the development of distance education and e-universities in Australia. On the other hand, it is hard to say when Singapore will develop its first e-university.

Web-Based 3D Real Time Experimentation

2011 ◽  
pp. 4088-4092
Author(s):  
C.C. Ko ◽  
Ben M. Chen ◽  
C.D. Cheng
Keyword(s):  
Distance Education ◽  
Real Time ◽  
Physical Space ◽  
Educational Opportunities ◽  
The Internet ◽  
Traditional Classrooms ◽  
Web Based ◽  
Experimental Systems ◽  
Use Of The Internet ◽  
Display Window

Spurred by development in computer science and network technology, the use of the Internet has been expanding exponentially. It is now extensively used as a connectivity and reference tool for numerous commercial, personal, and educational purposes. In education, the Internet opens a variety of new avenues and methodologies for enhancing the experience of learning as well as expanding educational opportunities for a larger pool of students. Specifically, distance education and non-traditional classrooms have the capability to reach more students using specialized instruction and self-paced learning. In the area of distance education, many Web-based real time experimentation systems have been reported in the literature (Ando, Graziani, & Pitrone, 2003; Daponte, Grimaldi, & Marinov, 2002; Ko, Chen, Chen et al., 2000; Ko et al., 2001; Kumar, Sridharan, & Srinivasan, 2002; Yeung & Huang, 2003). These Internet-based remote laboratories allow users or students to carry out physical experimental work at their own pace anytime anywhere. They generally require very little physical space and minimal manpower to maintain, and are ideal for the sharing of expensive equipment. However, all these experimental systems can only provide 2D operation panels. Due to this limitation, the actual shapes of 3D instruments and equipment, some of which may have controls or display components on different sides, may not be possible to be reflected on the remote user’s client display window.

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