scholarly journals Online Training Course on COVID-19

BioMedica ◽  
2020 ◽  
Vol 36 (2S) ◽  
pp. 78-80
Author(s):  
Nasir Shah
Keyword(s):  
Risk Factors ◽  
Family Medicine ◽  
Health Professionals ◽  
Clinical Presentation ◽  
Online Courses ◽  
Online Training ◽  
Health Sciences ◽  
Online Course ◽  
Global Trend ◽  
The World

<p>In the wake of COVID-19 pandemic, global trend for launching online courses and trainings regarding risk factors, acquisition, diagnosis, clinical presentation, management and prevention of COVID-19 is cresting. Department of Family Medicine at University of Health Sciences Lahore introduced a 2-hours online course where a total of 39993 health professionals from all over the world were enrolled and 32000 participants completed the course with encouraging feedback.</p>

scholarly journals Utility of massive open online courses (MOOCs) concerning outbreaks of emerging and reemerging diseases

F1000Research ◽  
2017 ◽  
Vol 6 ◽  
pp. 1699 ◽  
Author(s):  
Guido Bendezu-Quispe ◽  
Junior Smith Torres-Roman ◽  
Brenda Salinas-Ochoa ◽  
Akram Hernández-Vásquez
Keyword(s):  
Health Professionals ◽  
Online Courses ◽  
Disease Outbreaks ◽  
Massive Open Online Courses ◽  
Health Issues ◽  
Massive Open Online ◽  
Knowledge And Skills ◽  
The World ◽  
Education Courses ◽  
Skilled Health

The emergence and re-emergence of infectious diseases such as Ebola, chikungunya, and Zika increase the necessity of knowledgeable and skilled health professionals. Massive open online courses (MOOCs) arise as opportunities that allow people around the world to participate in higher education courses. A search was conducted on specialized MOOC platforms to find courses related to outbreaks, using terms included in the list of the WHO disease outbreaks from January 1st to December 31st, 2016. We found seven courses about Ebola, two about Zika, three about the dynamics of epidemics and pandemics, and only one course about dengue, chikungunya, and malaria. Most of the courses were conducted in English. The courses on Ebola, Zika and chikungunya were released after their last outbreak. MOOCs could be used to learn about health issues of global relevance, and with the necessity of fast divulgation of knowledge and skills. Translating the courses into more languages could give these courses more traction, and allow participation of professionals in regions affected by these outbreaks.

scholarly journals Creating appropriate online learning environments for female health professionals

2006 ◽  
Vol 32 (1) ◽  
Author(s):  
Marise Pinheiro ◽  
Katy Campbell ◽  
Sandra Hirst ◽  
Eugene Krupa
Keyword(s):  
Learning Environments ◽  
Health Professionals ◽  
Online Courses ◽  
Learning Experience ◽  
Online Course ◽  
Future Research ◽  
Face To Face ◽  
Mentoring Relationship ◽  
Telephone Interviews ◽  
Key Aspects

In this study, the experiences of seven female health professionals learning online are examined and, in this context, the implications for online course designs and future research are discussed. The instruments of data collection include individual telephone interviews, journals written by the participants during online courses, and e-mails exchanged by the participants and researcher. The principles of qualitative research are integrated into the process of collecting and analyzing the data. Participants identified lack of face-to-face interaction and overload of work as major challenges to learning online. Increase in confidence and the opportunity to belong to a community of learners were cited as rewards of learning online. In addition, the participants identified preferences for contextual and experiential learning, and for learning environments that foster collaboration. Participants agree that interacting with other classmates, building local support, and developing a mentoring relationship with instructors are key aspects of a successful learning experience.

scholarly journals The Persistence of Anxiety Experienced by New Generation in Online Learning

10.28945/4040 ◽  
2018 ◽  
Keyword(s):  
Online Learning ◽  
Survey Methodology ◽  
Online Courses ◽  
Online Course ◽  
Future Research ◽  
Face To Face ◽  
The World ◽  
Course Experience ◽  
New Generation ◽  
The Impact

Aim/Purpose: To investigate anxiety in online courses and its relationship with overall online courses satisfaction as it may vary with online courses experience. Background: Delivering online courses in higher education institutions continue to increase. Anxieties seem to be persistent. Although there are many technology and internet related anxieties studies, online courses anxieties are relatively scarce. The cause for this anxiety has not been resolved or addressed sufficiently. This study takes part in this quest. Methodology: A fully online course with not face to face interaction was used for the study. A survey methodology approach was used for the anxiety scale measurements. Over 1400 students participated in the survey. Contribution: Students taking online courses continue to be challenged with anxieties. Their experiences (number of courses taken) with online courses may influence their anxieties and satisfaction levels, but that has not been studies. We contribute to this body of literature. Findings: One third of students reported to continue to experience anxiety while taking their online courses. The effect of their anxieties on their satisfaction does not seem to be influenced by their online course experience. Recommendations for Practitioners: Focus on the various elements that may influence anxieties and satisfaction of students while taking courses. For IT designers, interface and point of interactions may be the aspect to pay attention to, while professors would need to consider course pedagogy and its interaction within the IT learning environment. Recommendation for Researchers: Anxiety in online learning should take front stage as it represents an underlying stream of influence on all research in the field. Further study of the effect of online course experience on satisfaction and anxiety is necessary. Impact on Society: Anxiety in learning has many detrimental effects that last a student’s career and personality over their entire life. The impact of reducing anxieties while online learning is significant and tangible especially that online learning is at its initial stages of an exponential growth and will change the world sooner than later. Future Research: Pedagogy for efficient and effective online courses to reduce anxieties and in-crease satisfaction.

Administrators’ Assessments of Online Courses and Student Retention in Higher Education

2014 ◽  
pp. 138-150
Author(s):  
Ruth Gannon Cook ◽  
Roy Sutton
Keyword(s):  
Best Practices ◽  
Student Retention ◽  
Online Courses ◽  
Course Completion ◽  
Online Course ◽  
Future Research ◽  
Completion Rates ◽  
For Profit ◽  
The World ◽  
Strategic Factors

Criteria may vary across public, private, and for profit universities for online courses around the world, but despite differences, there seem to be some successful lessons that could be shared across universities with respect to certain factors that increased student online course completion rates among certain universities’ courses. This study looked at an associate dean’s search for strategic factors that could contribute to increased online course completion rates at his university and more effectively address problems on a timely basis to improve those course completion rates. The associate dean’s collaboration with a researcher led to their conducting representative model research that revealed best practices and assessments from a number of universities and provided insights into which factors could be applied to online courses at his university. Future research could look at whether there was a substantial increase in student retention in the online courses implementing these factors to see if there may be best practices that could be generalized to other universities around the world.

scholarly journals Utility of massive open online courses (MOOCs) concerning outbreaks of emerging and reemerging diseases

F1000Research ◽  
2017 ◽  
Vol 6 ◽  
pp. 1699 ◽  
Author(s):  
Guido Bendezu-Quispe ◽  
Junior Smith Torres-Roman ◽  
Brenda Salinas-Ochoa ◽  
Akram Hernández-Vásquez
Keyword(s):  
Health Professionals ◽  
Online Courses ◽  
Disease Outbreaks ◽  
Massive Open Online Courses ◽  
Health Issues ◽  
Massive Open Online ◽  
Knowledge And Skills ◽  
The World ◽  
Education Courses ◽  
Skilled Health

The emergence and re-emergence of infectious diseases such as Ebola, chikungunya, and Zika increase the necessity of knowledgeable and skilled health professionals. Massive open online courses (MOOCs) arise as opportunities that allow people around the world to participate in higher education courses. A search was conducted on specialized MOOC platforms to find courses related to outbreaks, using terms included in the list of the WHO disease outbreaks from January 1st to December 31st, 2016. We found seven courses about Ebola, two about Zika, three about the dynamics of epidemics and pandemics, and only one course about dengue, chikungunya, and malaria. Most of the courses were conducted in English. The courses on Ebola, Zika and chikungunya were released after their last outbreak. MOOCs could be used to learn about health issues of global relevance, and with the necessity of fast divulgation of knowledge and skills. Translating the courses into more languages could give these courses more traction, and allow participation of professionals in regions affected by these outbreaks.

scholarly journals A Framework for MOOC Content Generation

2018 ◽  
Author(s):  
Kanmanus Ongvisatepaiboon ◽  
Jonathan H. Chan
Keyword(s):  
Real Time ◽  
Online Courses ◽  
Online Course ◽  
Massive Open Online ◽  
High Quality ◽  
Hand Gestures ◽  
Traditional Methods ◽  
Natural Interaction ◽  
Massive Open Online Course ◽  
The World

Abstract – Massive Open Online Course (MOOC) is becoming increasingly popular. There are different forms of MOOC and many online courses created by various institutions around the world. The traditional methods of generating high quality MOOC content tend to be timeconsuming and are not easy for the lecturers to engage in natural interaction with the content. This paper presents a framework and proposes the use of the Chroma-Keying technique that would enable the lecturers to see the outcome in real-time and the use of simple hand gestures to control changing of slides.  

scholarly journals Online lessons-advantages and deficiencies

2020 ◽  
Vol 1 (1) ◽  
pp. 23-30
Author(s):  
Naciba Shirinova ◽  
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Online Courses ◽  
Online Training ◽  
Training And Development ◽  
Online Classes ◽  
The World

The article discusses the differences and similarities between the processes of remote and online learning. Besides, distance online courses are also offered. The main purpose of the article is also to highlight the benefits and shortcomings of online classes. In the wake of the COVID-19 coronavirus pandemic, which has spread around the world, the emphasis has been on the importance of transitioning to online training to avoid interruptions. There were also noted the benefits of online education for people with limited opportunities in training and development of any profession.

scholarly journals Development and randomized controlled trial evaluation of E-learning trainings for professionals

2020 ◽  
Vol 78 (1) ◽  
Author(s):  
Elisa König ◽  
Anna Maier ◽  
Jörg Michael Fegert ◽  
Ulrike Hoffmann
Keyword(s):  
Risk Factors ◽  
Child Maltreatment ◽  
Health Professionals ◽  
User Satisfaction ◽  
Child Protection ◽  
Online Courses ◽  
Intervention Group ◽  
Control Group ◽  
Medical Institutions ◽  
E Learning

Abstract Background Child maltreatment and consequently child protection are highly relevant and current issues in our society. Medical institutions are widely regarded as places of healing, care and support. But they also hold risk factors to promote child maltreatment. Efforts have to be taken in order to offer help to victims by medical institutions and to reduce risk factors for child maltreatment. Therefore, health professionals in the field of child protection must be trained and sensitized for these two purposes. The Department of Child and Adolescent Psychiatry / Psychotherapy at the University Hospital of Ulm in Germany is developing E-Learning courses directed to health professionals in order to create flexible advanced training courses for dealing with child abuse, and to increase competences in child protection. Due to their specific role in (institutional) child protection, three courses and their evaluation will be presented in this article. The aim of the studies is to examine if those online-courses are increasing knowledge and skills in child protection and how satisfied participants are with course quality. Methods Randomised Controlled Trials (RCT) were conducted with one wait-list control group and one group participating in the course (= intervention group). The RCTs took place from October 2016 to March 2017 for two courses, and from May 2017 to September 2017 for the other course. Data were analysed with mixed design ANOVA. For evaluation of user satisfaction, descriptive statistics are reported. Results For all three courses, knowledge and practical capacities on the topic of the intervention group raised significantly in comparison to the values of the control group. Furthermore, participants of the course for managers felt better prepared to meet their responsibilities in regard to institutional child protection and came up with ideas on how to implement safeguarding standards in their institution. Overall, participants were very satisfied with the structure and the content of the courses. Conclusions The article shows that the online-courses are an effective and well-accepted approach to train professionals in topics regarding (institutional) child protection by contributing to the participants´ abilities to create medical facilities into a place of competence and protection.

scholarly journals Capacity building of health professionals in Guinea: a successful e-learning experience (2017-2021)

2021 ◽  
Vol 31 (Supplement_3) ◽  
Author(s):  
A Delamou ◽  
TM Millimouno ◽  
JM Kolie ◽  
S Van Bastelaere ◽  
T Delvaux
Keyword(s):  
Capacity Building ◽  
Health Professionals ◽  
Online Courses ◽  
Limited Resource ◽  
Online Training ◽  
Success Rates ◽  
Reproductive Health Services ◽  
Cross Sectional ◽  
Limited Resource Setting ◽  
Resource Setting

Abstract Background Strengthening the capacities of health professionals (HPs) in public health is a necessity in the context of recurrent epidemics in Africa. The objective of this study was to describe the process and results of an innovative online training program implemented in the post-Ebola context in Guinea between 2017 and 2021. Methods The courses were developed in French in 2017-2018 by the Maferinyah Training and Research Center in Guinea with technical support from the Institute of Tropical Medicine (ITM) of Antwerp (Belgium). The Moodle platform was used to locally manage and deliver these courses. A cross-sectional study using mixed research methods was carried out. Results Three courses of three months duration each (6 to 8 modules) were developed and delivered between 2018 and 2021 on primary health care (eSSP), management of sexual and reproductive health services (eSSR), and research methodology. The online training on the Moodle platform was followed by a face-to-face capacity-building workshop. Of 479 HPs from 13 nationalities enrolled in the courses, 68.1% (326/479) completed the training and 80.4% of them (262/326) validated it (54.7% among all registrants). The success rate of women (56.7%) was higher than that of men (54%) and remained higher among Guineans (55.3%) compared to foreigners (51.4%) but these differences were not statistically significant. The success rates for the eSSP (47.7%), eSSR (58.5%) and eMR (59.1%) courses were also comparable. The learner satisfaction score ranged from 60 to 100% for different aspects of the courses. Conclusions It is possible to offer online courses in a limited resource setting like Guinea. However, involving women in online training remains a challenge. Key messages It is possible to offer online courses in a limited resource setting like Guinea. Involvement of women in online training remains a challenge.

THE FEATURES OF ORGANIZING BLENDED LEARNING USING LMS MOODLE

2018 ◽  
pp. 43-50 ◽  
Author(s):  
E. V. Karmanova
Keyword(s):  
Online Learning ◽  
Blended Learning ◽  
Online Training ◽  
Educational Process ◽  
Learning Technology ◽  
Full Time ◽  
Educational Organizations ◽  
Teaching Materials ◽  
The World

The technology of blended learning is one of the modern trends in education both in the world and in Russia. The article explores the various possibilities of blended learning technology. As a means of implementing online learning, it is proposed to use LMS Moodle, which is widely used among educational organizations. The categorization of the main elements of Moodle from the perspective of the organization of pedagogical control, forms of presentation of teaching materials is presented. Examples of the use of basic resources and elements of Moodle in the educational process are given. The interactive properties of individual elements those allow you to more effectively implement online learning in blended learning technology are revealed. An approach is proposed to understand the essence of blended learning technology as a technology that allows to activate a student’s activities in the framework of full-time education by using online training and transferring (from full-time education) those activities that students are able to implement in the absence of a teacher.

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