scholarly journals The effect of generic medicines e-learning course via Web 2.0 tools on knowledge of pharmacists and pharmacy students

2021 ◽  
pp. 679-689
Author(s):  
Ramez M. Alkoudmani ◽  
Ramadan M. Elkalmi ◽  
Mohamed Azmi Hassali ◽  
Jennifer Apolinário-Hagen
Keyword(s):  
Web 2.0 ◽  
Educational Intervention ◽  
Arabic Language ◽  
Pharmacy Education ◽  
Pharmacy Students ◽  
Online Course ◽  
Generic Medicines ◽  
Web 2.0 Tools ◽  
Novel Technologies ◽  
E Learning

Background: Research scoping on e-learning and novel web 2.0 tools in pharmacy education in Arabic Language Speaking Countries (ALSCs) is scarce. Aim and methods: Therefore, this study aimed to develop an online educational course on generic medicines to reveal the views of Arab pharmacists and pharmacy students about emerging technologies in transferring pharmaceutical knowledge and assess the differences in knowledge scores before and after the online educational intervention and the differences in knowledge scores among study subgroups. Results: The total mean knowledge score after attending the online educational intervention significantly increased, from 4.9±1.68 to 7.75±1.75 (t(86) = 4.6, p<0.001). Providing an online course using web 2.0 tools to transfer pharmaceutical knowledge was viewed as highly positive (mean score = 62.23±6.08, range 45-75 points). Significant sex and status differences were identified post-assessment. Female participants and pharmacists had higher knowledge scores compared with males and students, respectively. Conclusion: The online course development was successfully implemented using Schoology as an online learning management system (LMS) and Facebook as a social network site (SNS). Arab pharmacists and pharmacy students found e-learning and web 2.0 tools to be effective novel technologies in transferring pharmaceutical knowledge.

Motivational Factors of the Usage of Web 2.0 Tools for E-Learning in Business

2021 ◽  
pp. 231-249
Author(s):  
Cosmin Malureanu ◽  
Adriana Malureanu ◽  
Gabriel Lazar
Keyword(s):  
Web 2.0 ◽  
Time Management ◽  
Multiple Linear Regression Model ◽  
Motivational Factors ◽  
Subjective Character ◽  
Web 2.0 Tools ◽  
Team Members ◽  
Web Tools ◽  
Depth Analysis ◽  
E Learning

The reasons for introducing Web 2.0 tools into the business area are multiple, from efficiency to better time management. The provision of online services by companies develops the computer skills of team members, and the materials provided through Web tools 2.0 can be accessed by a larger number of end users and their quality can be permanently evaluated. This chapter proposes to investigate the motivational factors of the usage of Web tools 2.0 by companies' team members. In particular, the research is focused on e-learning based on Web 2.0 tools for training sessions organized by companies in Romania. The in-depth analysis revealed that this generally positive perception of using the e-learning course is founded on a series of objective aspects, identified in a multiple linear regression model, ranging from the perception of the benefit of professional development to the subjective character given by user experience (UX).

Thematic analysis of pharmacy students’ perceptions of Web 2.0 tools and preferences for integration in educational delivery

2012 ◽  
Vol 1 (1) ◽  
pp. 65-77 ◽  
Author(s):  
Feroza Sircar ◽  
Kevin A. Clauson ◽  
Maureen Duffy ◽  
Shine Joseph
Keyword(s):  
Web 2.0 ◽  
Thematic Analysis ◽  
Pharmacy Students ◽  
Web 2.0 Tools ◽  
Educational Delivery

Geography

2018 ◽  
pp. 261-264
Keyword(s):  
High School ◽  
University Students ◽  
Web 2.0 ◽  
Adaptive Learning ◽  
Teaching Strategy ◽  
Mathematical Methods ◽  
Web 2.0 Tools ◽  
Internet Users ◽  
E Learning ◽  
4G Wireless

The primary goal of myGeoffice© is to empower Internet users with some geographical quantitative power in a direct and goal oriented way (particularly high-school and university students whose curriculum covers spatial topics). With the spread of smartphones, apps, laptops, tablets, e-learning, m-learning, 4G wireless connectivity, free wi-fi hot spots, apps, Web 2.0 tools and adaptive learning/progress tracking, it is hoped that myGeoffice© can be associated with a teaching strategy and incorporate these trends. This would assist with the basic understanding of spatial inferential and mathematical methods in the classroom and encourage geography as a career path.

Exploring the Adoptions by Students of Web 2.0 Tools for E-Learning in Higher Education

2019 ◽  
pp. 128-149 ◽  
Author(s):  
Liliana Mata ◽  
Georgeta Panisoara ◽  
Silvia Fat ◽  
Ion-Ovidiu Panisoara ◽  
Iulia Lazar
Keyword(s):  
Higher Education ◽  
Web 2.0 ◽  
Large Scale ◽  
Developed Countries ◽  
Education Quality ◽  
The European Union ◽  
Web 2.0 Tools ◽  
E Learning ◽  
Sustainable Economic Growth

Optimal public policies, including education, have been applied for the sustainable economic growth of the European Union. In European countries, the use of Web 2.0 tools for increasing the education quality is constantly expanding, even if it is divided into two categories. One category consists of developed countries, Organization for Economic Cooperation and Development (OECD) members where there are the strongest of computing tools companies. Another category consists of OECD partner countries which hopes to fulfill the OECD requirements. The main study aim is the exploration of Web 2.0 tools adoptions for e-learning in one OECD candidate. A case study details how behavioral perceptions have been applied. Thus, a survey containing questions about socio-demographic characteristics alongside respondents' perceptions related to Web 2.0 tools for e-learning in higher education was applied. The research outcomes confirm the students' limited knowledge of Web 2.0. Authorities must indicate what measures are necessary for large-scale adoption of all Web 2.0 tools useful for education.

Examining Web 2.0 E-Learning Tools

2013 ◽  
pp. 294-313
Author(s):  
Janet L. Holland ◽  
Dusti Howell
Keyword(s):  
Pilot Study ◽  
Web 2.0 ◽  
Research Study ◽  
Emerging Technologies ◽  
Learning Tools ◽  
Pilot Studies ◽  
Web 2.0 Tools ◽  
Full Study ◽  
E Learning ◽  
Classroom Data

With so many fields using new technologies in e-learning, we are all challenged with selecting and effectively implementing new Web 2.0 tools. This chapter provides a mixed method research approach to quickly evaluate available Web 2.0 tools and instructional implementation. Class observations and pilot study surveys were used to determine students’ levels of satisfaction after using various numbers of Web 2.0 tools and varying student work group sizes. The pilot studies were designed to model initial classroom examinations when integrating emerging Web 2.0 technologies. Use of this type of pilot study approach is necessitated as many individual class sizes are too small for a full research study, and the time needed to conduct a full study using multiple classes could cause the results to quickly be out of date, thus not providing the needed immediate classroom data for just in time learning. Fast emerging technologies pose a unique challenge to traditional research methodology. Where immediate specific classroom data is needed, a needs analysis with a pilot study is the best option. Note, with emerging technologies, it is difficult to find appropriate literature to determine its effectiveness in the classroom. If desired, compiling the results from many small pilot studies offers an additional benefit of fleshing out key issues to be examined later in greater detail using a full research study for extending theory or scientific practices.

Teaching a YouTube™ Course Online

2013 ◽  
pp. 323-344
Author(s):  
Chareen Snelson
Keyword(s):  
Educational Technology ◽  
Web 2.0 ◽  
Best Practice ◽  
Graduate Program ◽  
Video Production ◽  
Online Course ◽  
Online Video ◽  
Web 2.0 Tools ◽  
Video Sharing

This chapter presents a case study of the author’s work developing and teaching an online course called YouTube for Educators, which is offered as an elective in an online graduate program in educational technology. The course was developed in response to the upsurge in online video production and the prominence of YouTube™ among video-sharing services. A number of challenges surfaced when designing and implementing the course. The necessity of frequent curriculum updates to keep content current with advancements in digital video technologies added to instructor workload. Course policies also had to be written for situations where unexpected changes on the YouTube website interfered with planned assignments. The experience of designing, teaching, redesigning, and re-teaching the course led to the discovery of best practice, which may apply to other courses featuring rapidly changing content or Web 2.0 tools.

Integrating E-Learning 2.0 into Online Courses

2014 ◽  
Vol 10 (1) ◽  
pp. 49-60
Author(s):  
Steve Chi-Yin Yuen
Keyword(s):  
Web 2.0 ◽  
Online Courses ◽  
Learning Experience ◽  
Design Development ◽  
Instructional Approach ◽  
Web 2.0 Tools ◽  
E Learning

This paper provides an overview of e-learning 2.0 concepts and presents a case study that involves the design, development, and teaching of two online courses based on e-learning 2.0 concepts. The design and the construction of e-learning 2.0 courses, and their effects on the students’ learning experience are examined. In addition, students’ preferred Web 2.0 tools are included, as well as their opinions regarding the e-learning 2.0 instructional approach.

scholarly journals The effect of Mentimeter and Kahoot applications on university students’ e-learning

2020 ◽  
Vol 12 (2) ◽  
pp. 107-116
Author(s):  
Bayram Gokbulut
Keyword(s):  
Web 2.0 ◽  
Learning Environments ◽  
Prospective Teachers ◽  
Attitude Scale ◽  
Control Group ◽  
Web 2.0 Tools ◽  
Black Sea Region ◽  
Before And After ◽  
E Learning ◽  
Experimental Group

In the digital age, where technology is developing rapidly, there is a need for technology and game-based e-learning environments that students appreciate instead of traditional instruction. Interactive Web 2.0 tools can be utilised to develop e-learning environments. In this study, Kahoot and Mentimeter applications, interactive and game-based Web 2.0 tools, were used. The effect of Kahoot and Mentimeter applications on e-learning was investigated. This study was carried out at a state university in the Western Black Sea Region. It was carried out with prospective teachers studying in the Department of Primary School Education. This experimental study was conducted with 29 prospective teachers in the experimental group and 27 in the control group. Attitude Scale Against e-Learning was applied to prospective teachers before and after the application. Traditional methods were applied to the control group. Kahoot’s evaluation feature and the word cloud feature of the Mentimeter program were used in the experimental group. Keywords: e-Learning, Mentimeter, Kahoot, teaching, teaching technology.

Fulfilling the Promise

2010 ◽  
pp. 44-60 ◽  
Author(s):  
Judi Repman ◽  
Cordelia Zinskie ◽  
Elizabeth Downs
Keyword(s):  
Online Learning ◽  
Web 2.0 ◽  
Business Model ◽  
Online Courses ◽  
Online Pedagogy ◽  
Future Directions ◽  
Web 2.0 Tools ◽  
E Learning ◽  
New Challenges ◽  
Faculty And Administrators

As online learning continues to expand and evolve, new challenges emerge regarding the implementation of Web 2.0 tools and technologies in online pedagogy. The business model approach to online learning being embraced by many institutions may actually work against faculty who want to utilize Web 2.0 technologies to create e-learning 2.0 experiences for their students. Faculty and administrators need to recognize that differences in perspectives may significantly impact future directions of online courses and programs.

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