scholarly journals Is Ian Donald Inter-University School of Medical Ultrasound Ready for Distance Learning?

2014 ◽  
Vol 8 (1) ◽  
pp. 6-10
Keyword(s):  
Distance Learning ◽  
Obstet Gynecol ◽  
Faculty Members ◽  
Technology Readiness ◽  
Medical Ultrasound ◽  
Learning Program ◽  
Online Distance Learning ◽  
Online Distance ◽  
Distance Learning Program ◽  
And Training

ABSTRACT This paper repots the findings of a survey performed at Ian Donald Inter-University School of Ultrasound to evaluate the technology readiness of the faculty for distance learning. Of 75 potential respondents, 55 participants completed the survey with a response rate of 73.3%. The 20 item survey was created and approved by Ian Donald IRB. The survey was administered online by Donald School central office between December 01, 2012 and January 31, 2013, using an anonymous format. Majority of the respondents were experienced users of computer technology. Fifty (90.9%) faculty members consider transferring their curriculum into an online distance learning curriculum. No respondents believe that the only way to teach is onsite teaching. Fifty (90.9%) faculty feel comfortable in communicating with their learners entirely through electronic communication (emails, website and/or chat-room). Forty eight (87.3%) faculty are willing to complete an orientation and training workshop in order to be better prepared for distance learning. Fifty one (92.7%) respondents are ready to invest time in professional development which will enable them to gain technical skills and participate in Ian Donald School distance learning program. Budget, introduction of learning management system and support services are identified as the barriers to develop and implement Donald School distance education. Assessing the readiness of faculty to participate in distance learning program is an essential step to address faculty needs and concerns in order to be adequately prepared for introduction of novel teaching modalities. How to cite this article Kupesic Plavsic S. Is Ian Donald Inter-University School of Medical Ultrasound Ready for Distance Learning? Donald School J Ultrasound Obstet Gynecol 2014;8(1):6-10.

Commuting the "Distance" of Distance Learning

2000 ◽  
pp. 157-165 ◽  
Author(s):  
Eric C. Adams ◽  
Christopher Freeman
Keyword(s):  
Distance Learning ◽  
Sense Of Community ◽  
Doctoral Program ◽  
Learning Program ◽  
Primary Determinant ◽  
Online Distance Learning ◽  
Online Distance ◽  
Pepperdine University ◽  
Distance Learning Program ◽  
The Impact

A primary determinant of the success of an online distance learning program is its ability to develop a sense of community among its online participants. As a participant in the Pepperdine University Educational Technology Doctoral Program, we have firsthand knowledge and experience of the impact deliberate creation of community has on learning outcomes. A vehicle for the cultivation of this community can be found in principles of knowledge management.

scholarly journals Distance Learning at Ian Donald School

2013 ◽  
Vol 7 (3) ◽  
pp. 280-291
Author(s):  
Sanja Kupesic Plavsic
Keyword(s):  
Distance Learning ◽  
Adult Learners ◽  
Obstet Gynecol ◽  
Medical Ultrasound ◽  
Learning Program ◽  
Web Based ◽  
Ultrasound Education ◽  
Web Based Learning ◽  
Distance Learning Program ◽  
Global Conference

ABSTRACT Leadership and directors of Ian Donald Inter-University School of Medical Ultrasound are aware of the importance and complexity of ultrasound education. Web-based learning is perceived by adult learners as a better strategy of assimilating information, because it can be accessed anytime and anywhere. At the time of global conference an update about the progress of our distance learning program will be provided. How to cite this article Kupesic PS. Distance Learning at Ian Donald School. Donald School J Ultrasound Obstet Gynecol 2013;7(3):280-291.

scholarly journals Distance Learning Program for Teachers at The Kigali Institute of Education: An expository study

2006 ◽  
Vol 7 (2) ◽  
Author(s):  
Dariya Mukamusoni
Keyword(s):  
Distance Learning ◽  
Academic Staff ◽  
Group Discussion ◽  
Faculty Members ◽  
Learning Program ◽  
Service Program ◽  
Software Analysis ◽  
Service Training ◽  
Service Departments ◽  
Distance Learning Program

In 2001, a program of distance learning was started within Kigali Institute of Education in collaboration with the Rwanda's Ministry of Education. It is an in-service training program that aims to upgrade in-service secondary school teachers and alleviate the shortage of teachers both in terms of quality and number. This program runs parallel to a pre-service program, also conducted within the Kigali Institute. Academic staff members working in the pre-service program are involved in this distance learning program. After three years, a descriptive qualitative case study was conducted to determine the experiences of academic staff involved in the distance learning program. Purposive and theoretical sampling was used for participants’ identification and inclusion. Individual unstructured interview and focus group discussion was used to gather the data. A qualitative software analysis called NVivo 2, developed by Qualitative Solutions and Research (QSR) International in 2002, was used to compile and analyse the data. Results of the study revealed that faculty members involved in both in-service and pre-service programs face challenges associated with heavy workload. Moreover, the pre-service program is typically prioritized at the expense of the distance learning in-service program. Academic relationships between faculty members and tutors also need to be reinforced. Serving as the critical link between the distance learning in-service program and pre-service departments and faculties, this research also shows that course coordinators play a pivotal role in the smooth operation of the distance learning program.

A security framework for online distance learning and training

1998 ◽  
Vol 8 (3) ◽  
pp. 236-242 ◽  
Author(s):  
S.M. Furnell ◽  
P.D. Onions ◽  
M. Knahl ◽  
P.W. Sanders ◽  
U. Bleimann ◽  
...  
Keyword(s):  
Distance Learning ◽  
Security Framework ◽  
Online Distance Learning ◽  
Online Distance ◽  
And Training

The Experiences and Self-Efficacy of Faculty Members Using Distance Learning for the First Time

2022 ◽  
pp. 70-90
Author(s):  
Luis Miguel Dos Santos
Keyword(s):  
Distance Learning ◽  
School Leadership ◽  
Self Efficacy ◽  
Teaching And Learning ◽  
Faculty Members ◽  
Learning Methods ◽  
Online Distance Learning ◽  
Procedural Guidance ◽  
Online Distance ◽  
First Time

The purpose of this study was to understand faculty members' experience, self-efficacy, and sense-making processes after teaching via online distance learning for the first time in the Spring, Summer, and Fall 2020 academic terms (i.e., during the COVID-19 pandemic). The research also sought to understand how participants described their teaching and learning methods and approaches after having completed the three academic terms and received students' feedback. This study aimed to use the findings to develop and refine the preparation and procedural guidance offered to first-time distance learning teachers to improve their methods, approaches, and experiences. Using a phenomenological analysis, the researcher collected data from 70 interviews and seven focus groups. The results recommended school leadership to reform their current distance learning-based programs, and to first-time users of distance learning in teaching faculties to help them reflect on their teaching and learning methods and approaches based on a self-efficacy perspective.

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