Neusoft Software Talent Train Mode Research

2011 ◽  
Vol 267 ◽  
pp. 170-174
Author(s):  
Wei Cui ◽  
Si Yu Qian ◽  
Yan Lin ◽  
Jia Ye ◽  
Yang Liu ◽  
...  
Keyword(s):  
Lower Cost ◽  
Practical Skills ◽  
Work Skills ◽  
Business Training ◽  
Face To Face ◽  
Software Company ◽  
E Learning ◽  
Is Theory ◽  
High Level ◽  
Industry Needs

The software industry needs a large number of software professionals. However, the majority content that students in schools have learned is theory, so that every software company is facing the issue of letting students master the work skills as soon as possible to meet the needs of the work. Other issues include the shortage of high-level developers, the shortage of talents and difficulty of updating the knowledge of developers. Neusoft’s personnel training has a very good model. For college students, it uses Business Training Center to improve practical skills; for working staff, it fully takes into account the existing foundation of staff and uses the training complex system which combines face-to-face, e-learning and a variety of ways. Thus matching autonomy with strength and meeting diverse training needs of staffs with lower cost.

Features and prospects of distance learning at the department of therapeutic dentistry

2021 ◽  
Vol 41 (1) ◽  
pp. 14-16
Author(s):  
T. О. Petrushanko ◽  
◽  
T. D. Bubliy ◽  
L. I. Dubovaya ◽  
◽  
...  
Keyword(s):  
Distance Learning ◽  
Educational Material ◽  
Educational Technologies ◽  
Practical Skills ◽  
Multimedia Presentations ◽  
Face To Face ◽  
Teaching Aids ◽  
Contact Information ◽  
High Level ◽  
Thematic Plan

The training of future doctors should be continuous and organized at a high level, because medicine is one of the priority spheres of society. With the introduction of quarantine in the context of a pandemic, the question of changing the format of classes has become especially acute, which is associated with the need to exclude massive concentrations of medical students. In our academy, in the first days of quarantine, communication was organized by groups in the Viber and Telegram messengers. In the following days, training was carried out on the use of the Zоm service platform for video conferencing, online meetings and distance learning, and trainings were organized. The department’s website contained the contact information of all teachers, the schedule of classes, the thematic plan of lectures and practical classes, a list of basic and additional literature for students of each course. In the materials for downloading, students had the opportunity to familiarize themselves with multimedia presentations of lectures, teaching aids developed by the staff of the department, methodological recommendations on all topics of practical exercises according to the thematic plan. It should be noted that new educational technologies contribute to the improvement of information competence, allow students to independently master the educational material, but training a doctor in practical skills requires the student’s traditional face-to-face contact with teachers and patients.

scholarly journals Marketing Management DIII Students' Distance Education Effectiveness For Citizens With Special Needs

2021 ◽  
Vol 1 (11) ◽  
Author(s):  
Rahma Nur Praptiwi ◽  
Maria Nino Istia ◽  
Kristin Lukitaningrum
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Cross Sectional Study ◽  
Cross Sectional ◽  
Face To Face ◽  
Online Lectures ◽  
E Learning ◽  
Face To Face Learning ◽  
High Level ◽  
Almost All

The existence of individuals with developmental and sensory disabilities (DIII MP-WNBK students) at the Jakarta State Polytechnic is a concern, especially when it is observed how they interact, the way they receive and attend lectures in class. So the situation that is completely online like this, becomes a challenge for them. The purpose of this study is to examine the effectiveness of distance education for MP-WNBK DIII students, and to explain efforts to improve their skills in accessing online lectures through the elearning.pnj.ac.id platform. This study uses an intervention method with a quantitative approach. The design of this research is a cross sectional study. The sample in this study was PS DIII MP-WNBK PNJ students. The number of samples taken as many as 76 students from a population of 92 students. The results of this study conclude that both lecturers and students enjoy using e-learning as a learning medium during distance learning. Learning with a high level of interaction is fun for both lecturers and students because it approaches face-to-face learning. Almost all students are able to use e-learning. E-learning is quite effective for distance learning.

scholarly journals Effectiveness of face-to-face, blended and e-learning in teaching the application of local anaesthesia: a randomised study

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Anna Bock ◽  
Kristian Kniha ◽  
Evgeny Goloborodko ◽  
Martin Lemos ◽  
Anne Barbara Rittich ◽  
...  
Keyword(s):  
Blended Learning ◽  
Local Anaesthesia ◽  
Student Attitudes ◽  
Knowledge Gain ◽  
Learning Approach ◽  
Theoretical Knowledge ◽  
Practical Skills ◽  
Face To Face ◽  
Significant Difference ◽  
E Learning

Abstract Background Local anaesthesia plays a key role in many aspects of a dentist’s work. The required skills to perform anaesthesia successfully are acquired at university. To take advantage of the possibilities for new teaching formats, a blended learning concept for the local anaesthesia course was developed. The aim of the study was to compare the effectiveness of face-to-face, blended and e-learning in teaching in local anaesthesia by assessing students’ knowledge gain, performance of practical skills and satisfaction with the course. Methods All participants (n = 37) were randomly allocated into three groups. After acquiring the theoretical background in the blended learning, e-learning or lecture groups, a test to assess knowledge gain was performed. The performance of the practical skills was assessed in a small-group seminar. Student attitudes were evaluated with a questionnaire. Results The blended group showed significantly better results (mean = 17, SD =1.5) in theoretical knowledge gain than the other two groups (e-learning group: mean = 14.7, SD = 2.2; lecture group: mean = 14.8, SD =2.3). When comparing the results of the clinical skills assessment, there was no significant difference among all three groups (p > 0.017). The participants confirmed a high overall satisfaction with the course, in particular with the blended learning approach. Conclusion This study indicates that blended learning improves the learning outcome for theoretical knowledge in teaching local anaesthesia more than either face-to-face learning or e-learning alone. Furthermore, the blended learning approach is highly appreciated by the students. For acquiring practical skills, this study shows that blended learning is as effective as other teaching methods.

scholarly journals Implementing E-Learning as a Tool: Solution for Pandemic Disease in Case of Wollega University

2020 ◽  
pp. 65-71
Author(s):  
Etana Fikadu Dinsa
Keyword(s):  
Educational Institution ◽  
Learning Opportunities ◽  
Learning System ◽  
Learning Approaches ◽  
Face To Face ◽  
E Learning ◽  
Face To Face Learning ◽  
Teaching Learning ◽  
High Level ◽  
The University

Wollega University is a public higher educational institution established in February 2007 in western part of Ethiopia. After that, the university is making a valuable contribution to the overall development of the country by producing high-level professionals, conducting problem-solving research and providing services to the surrounding communities, working in partnership with all stakeholders. This university provides teaching learning system face to face learning approaches. Due to this during this pandemic disease the university closes the teaching learning method to reduce transmissions of the virus. The researcher can able to propose E-learning as a solution to keep the continuity of education during this pandemic disease. In this paper the benefits of e-learning, features and the challenges to advancement and implementation of new educational system (E-learning) opportunities for this university are also briefly outlined.

scholarly journals Kesediaan Pelajar Generasi Z di Universiti Malaysia Kelantan dalam Pembelajaran Teradun Bahasa Arab dalam Era IR4.0

2020 ◽  
Vol 22 (1) ◽  
pp. 86-95
Author(s):  
Ahmad Zaki Amiruddin ◽  
Zulazhan Ab. Halim ◽  
Nurkhamimi Zainuddin
Keyword(s):  
Blended Learning ◽  
Quantitative Method ◽  
Adoption Of Technology ◽  
Face To Face ◽  
Generation Z ◽  
Readiness Level ◽  
E Learning ◽  
Face To Face Learning ◽  
High Level ◽  
Descriptive Statistical Analysis

Era IR4.0 telah mencetuskan anjakan paradigma dalam pelbagai sektor, termasuk sektor pendidikan melalui penerapan gabungan teknologi; e-pembelajaran dengan pembelajaran bersemuka yang dikenali sebagai pembelajaran teradun. Kajian ini diketengahkan bagi mengenal pasti tahap kesediaan pelajar Generasi Z (Gen-Z) di Universiti Malaysia Kelantan (UMK) dalam pembelajaran teradun bahasa Arab. Kaedah kuantitatif telah dimanfaatkan dalam kajian ini dengan menumpukan kepada analisis statistik deskriptif melalui edaran soal selidik yang melibatkan pelajar UMK. Dapatan menunjukkan kesediaan responden untuk pembelajaran teradun bahasa Arab pada tahap tinggi. Oleh itu, dicadangkan kajian berkaitan pembelajaran teradun perlu lebih giat dijalankan pada masa akan datang kerana pelajar Gen-Z bersedia menerimanya. Abstract The era of IR4.0 led to a rapid paradigm in various sectors, including the education sector through the adoption of technology combination; e-learning and face-to-face learning, known as blended learning (BL). This study was designed to identify the readiness level of generation z (Gen-Z) students at Universiti Malaysia Kelantan (UMK) for Arabic BL. The quantitative method was utilized in this study by focusing on descriptive statistical analysis through the distribution of questionnaires among UMK students. The results showed that the readiness among the respondents for Arabic blended learning at a high level. Hopefully, for future, the BL-related studies should be more exposed because of Gen-Z students' acceptance and their readiness.

scholarly journals Developing OSCE for Pharmacy Students in The Pandemic Era

2020 ◽  
Vol 17 (2) ◽  
pp. 178-187
Author(s):  
Nurul Maziyyah ◽  
Annisa Krisridwany
Keyword(s):  
Time Allocation ◽  
Pharmacy Students ◽  
Practical Skills ◽  
Patient Counselling ◽  
Face To Face ◽  
Whole Process ◽  
Comprehensive Picture ◽  
E Learning ◽  
Education Transformation ◽  
Online Process

The COVID -19 pandemic has affected many aspects of life, one of which is in the field of education. Transformation toward various e-learning process has been conducted in order to prevent transmission of the disease caused by massive gathering. Obstacles appear when trying to deliver and assess practical skills which are usually done face to face with the teachers or instructors. These obstacles are also seen in pharmacy schools where skills such as patient counselling, compounding and dispensing, etc. are important competencies for the students to achieve. In order to overcome these obstacles, we developed a method for conducting the objective structured clinical examination (OSCE) through online process. This study was aimed to evaluate the new online OSCE method for pharmacy students to be conducted in the pandemic era. The evaluation of online OSCE trial was conducted using a simple Google form-based questionnaire which evaluated the platform used, the process of online OSCE and the instruction understandings. Respondents consisted of 52 examinees from the students of Pharmacist Profession Program UMY and 15 examiners from the lecturers or assistants who participated in the online OSCE trial held in June 2020. Data was analyzed descriptively to give a comprehensive picture on respondents’ perception towards the new method. The result showed that 78.8% examinees and 73.3% examiner agreed that the platform was easy to use, 65.4% examinees and 100% examiner agreed that the whole process of the exam was easy to understand, only 15.4% examinees and 26.7% examiner agreed that the time was sufficient, 73.1% examinees and 100% examiner agreed that the instructions of each station was clear. It can be concluded from the study that online OSCE method was feasible to be conducted during pandemic, particularly, for clinical pharmacy skills. Adjustment should be done to ensure that the time allocation for each station is adequate.

scholarly journals E-learning: A way out in COVID-19 Crisis

2020 ◽  
Vol 24 (3) ◽  
pp. 180
Author(s):  
Rizwana Shahid ◽  
Arsalan Manzoor Mughal
Keyword(s):  
Quality Education ◽  
Practical Skills ◽  
Online Classes ◽  
Pedagogical Strategies ◽  
Academic Organizations ◽  
Face To Face ◽  
Constructive Feedback ◽  
E Learning ◽  
Coronavirus Infection ◽  
Immediate Transition

COVID-19 pandemic has not only negatively impacted the socio-economic attributes worldwide1 but also led to the confrontation of the education system with enormous challenges. This necessitated the immediate transition from face-to-face teaching to e-learning.2 This abrupt shift was primarily attributed to the need for social distancing due to the contagiousness of this disease and hence was intended to save humanity from coronavirus infection.3 Availing the e-learning alternatives for academic continuity in response to pandemic was the only solution. The teachers shared educational resources in the form of presentations, audio-visual videos, and documents, etc. by using assorted modalities like Microsoft Teams, Zoom, and Webinar.4 Although this exercise demanded stringent efforts of our teachers this bestowed them with an exhilarating opportunity to modify their pedagogical strategies.5 Lockdown imposition and abrupt closure of academic organizations considerably impacted the domain of higher studies. Everybody adapted to deliver their services remotely. The lectures, practicals, tutorials, examinations all were suspended with immediate effect amidst the COVID-19 pandemic.6 Although most of our students managed to attend online classes this modality was perceived inefficient in coverage of the whole curriculum in terms of acquisition of practical skills.7 No doubt synchronous and asynchronous teachings were done by using diverse instructional methods but adjustment of teaching pace, constructive feedback to the students’ assignments, and activation of students’ prior knowledge were reported to be immensely deficient.8 Resource-constrained countries profoundly faced problems in the smooth execution of virtual learning.9 Considerable uncertainties pertinent to COVID-19 along with limited facilities in the execution of prosperous e-learning academia made the scenario quite cumbersome. Tutors implicated in e-learning universally were dealt with issues of online connectivity, capacity building for proficient content delivery, and efficient interactivity with students.10 Designing an appropriate framework to bridge the gaps in e-learning conduction is deemed necessary for the provision of quality education without compromising the established standards amidst rampant outbreaks.

scholarly journals e-Learning readiness and perceived learning workload among students in an Indonesian university

2020 ◽  
pp. 18-29
Keyword(s):  
Developing Countries ◽  
Mental Workload ◽  
Learning Readiness ◽  
Physical Demand ◽  
Face To Face ◽  
Mental Demand ◽  
Significant Difference ◽  
E Learning ◽  
Face To Face Learning ◽  
High Level

e-Learning has been widely used in educational settings especially in developing countries like Indonesia. The purpose of this study was to investigate e-learning readiness among Indonesian university students and to compare students’ perceptions of their workload (including mental demand, physical demand, temporal demand, performance, effort, frustration, and sleepiness) in e-learning and classical learning settings. A survey was conducted with students in an Indonesian university. The results show that students have a high level of e-learning readiness. Mental workload is significantly higher in e-learning than in face-to-face learning. No significant difference in sleepiness was found between e-learning and face-to-face learning. The correlation between e-learning readiness and the mental workload was not significant. Implications of the results are discussed.

DESIGNING E-LEARNING RESOURCES FOR TEACHING MATHEMATICS IN PRIMARY SCHOOL WITH ADOBE FLASH AND HTML5 SYSTEMS

2018 ◽  
pp. 49-57
Author(s):  
N. A. Gluzman
Keyword(s):  
Primary School ◽  
Web Applications ◽  
Special Importance ◽  
Learning Resources ◽  
Multimedia Presentations ◽  
Adobe Flash ◽  
E Learning ◽  
High Level ◽  
And Training ◽  
Training Practice

In the modern educational space regarding the realities of the information society special importance is attached to issues related to the provision of a high level of informatization of education, which implies teachers’ mastering the necessary competencies and the ability to introduce e-learning resources into educational and training practice. Adobe Flash as one of the platforms for creating web applications and multimedia presentations enjoys greatest popularity with users including teachers. However, in connection with the announcement of discontinuing Adobe Flash support in 2020, the issue of choosing an analog to create web applications and presentations for use in teaching purposes is becoming particularly relevant. The article provides a comprehensive analysis of developing electronic educational resources by teachers using Adobe Flash and HTML5 for teaching math in primary school.

COGNITIVIZATION — THE NEXT STAGE OF INFORMATIZATION OF EDUCATION

2018 ◽  
pp. 5-11
Author(s):  
A. S. Christochevskaya ◽  
S. A. Christochevsky
Keyword(s):  
Comparative Analysis ◽  
Learning Resources ◽  
Technical Base ◽  
Initial Stage ◽  
New Knowledge ◽  
Good Material ◽  
E Learning ◽  
New Material ◽  
High Level ◽  
Paper Method

Informatization of education has been going on for 30 years. During this time, a good material and technical base appeared in schools, there are repositories of e-learning resources to which teachers have access. However, it is difficult to use these e-learning resources due to their too large number and not always high level. It is advisable to introduce a system of reviews and recommendations, to conduct a comparative analysis, as well as to make reviews of resources on a particular subject/topic. In addition, the demand for e-learning resources is affected by the fact that education authorities encourage not so much the use of e-learning resources as their development by the teacher himself. In general, the load on teachers has increased instead of the promised saving of time and effort when using the e-learning resources. At the same time, many e-learning resources are not very effective, since they do not meet the requirements of cognitiveness (they contribute not to learning, but to simple memorization of the material). It is necessary to explore the process of learning new material: this will allow you to create cognitive e-learning resources and other resources that would help you with equal probability to successfully acquire new knowledge for students belonging to different psycho-types. At the initial stage of the study of any subject, it is more expedient to use the usual “paper” method, that is, a textbook and not overload the student’s brain with excessive information. Only when he has mastered the basic provisions, we can turn to e-learning resources, bearing in mind that they must be cognitive, that is, they are aimed at logical perception and rapid intuitive learning, only in this case e-learning resources can be considered effective. The conclusion is formulated that cognitiveness is the next stage of informatization of education after the stage of electronization.

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