scholarly journals Facilitation strategies used in e-learning by nurse educators in Rwanda

2017 ◽  
Vol 8 (1) ◽  
pp. 24 ◽  
Author(s):  
Alexis Harerimana ◽  
Ntombifikile Gloria Mtshali
Keyword(s):  
Nursing Education ◽  
Learning Environment ◽  
Teaching And Learning ◽  
Nurse Educators ◽  
Positive Impact ◽  
Tertiary Education ◽  
Mediated Learning ◽  
Innovative Teaching ◽  
Essential Information ◽  
E Learning

Knowledge and skills for teachers to deliver course contents in an e-learning environment is essential. Information Communication Technology (ICT) is being increasingly used in tertiary education as it is flexible and offers many possibilities to meet the needs of a large number of learners. The implementation of e-learning platforms in Rwanda in 2012 for nursing and midwifery instruction has had a positive impact on the quality of nursing education. Educators' facilitation skills play an important role in motivating students in the computer-mediated learning environment. The aim of this paper is to explore the facilitation strategies used in e-learning by nurse educators in Rwanda. A non-experimental quantitative design was used, with 44 nurse educators from three campuses completing the research instruments. The results from this study indicated that the majority of the participants (84.1%) had the same vision of integrating ICT in teaching and learning as their colleagues, the institutional administration, and other staff. 97.7% used computers and/or the internet to prepare lesson and deliver instructions 95.5% reported using facilitation strategies of self-directed learning, 93.2% case studies, 88.6% group discussions, 81.8% small group activities, 72.7% formal lectures, 70.5% role play, 68.2% brainstorming, 63.6% situations of integration, and 63.6% videos. An average of 50% reported using research, and 43.2% workbooks. 27.3% used projects, 25% core lectures, and 11.4% Portfolio. E-learning requires a comprehensive approach of incorporating ICT in teaching and learning. The success of e-learning does not only depend on technological tools available, but also on the pedagogical design, with teachers being required to use innovative teaching approaches to deliver their course contents.

Impact of Learner-Centred Teaching Environment with the Use of Multimedia-mediated Learning Modules in Improving Learning Experience

2014 ◽  
Vol 68 (2) ◽  
Author(s):  
Yap Wei Li ◽  
Neo Mai ◽  
Neo Tse-Kian
Keyword(s):  
Learning Environment ◽  
Teaching And Learning ◽  
Tertiary Education ◽  
Learning Experience ◽  
Independent Learning ◽  
Mixed Method Research ◽  
Mediated Learning ◽  
Teaching Environment ◽  
Learning Module ◽  
Outcome Based Education

Malaysian tertiary education is still very much practicing the traditional teaching and learning approach. There had been a push by the Ministry of Education in Malaysia to move towards outcome-based education. Technology can be used to facilitate teaching and learning process moving towards outcome-based education. The use of technology can help forming learner-centred teaching environment where in this research students were exposed to online learning environment through the Internet platform and it was also known as a self-directed learning environment. Besides online platform, multimedia technology can be used to help enhance students’ learning experience by motivating them to learn. This research allowed students to have independent learning using multimedia learning module. With the aid of technology used in education, learner-centred teaching could be formed. Learner-centred teaching allowed the focus to be shifted from lecturers to students, and then learner understanding and motivation would be improved. This research was conducted using mixed-method research design. Results from pre/post-tests, survey and students’ comments were triangulated and indicated that learner-centred teaching environment with the use of multimedia-mediated learning module contributed in improving learner motivation compared to teacher-centred teaching environment. This research supported the benefits of shifting from teacher-centred teaching to learner-centred teaching environment.

scholarly journals A Model for Easily Incorporating Team-Based Learning into Nursing Education

2010 ◽  
Vol 7 (1) ◽  
Author(s):  
Heidi A. Mennenga ◽  
Tish Smyer
Keyword(s):  
Nursing Education ◽  
Learning Environment ◽  
Teaching Strategies ◽  
Teaching And Learning ◽  
Teaching Strategy ◽  
National Council ◽  
Innovative Teaching ◽  
Innovative Strategy ◽  
Interprofessional Teamwork ◽  
Team Based Learning

A sense of urgency exists among nurse educators to determine the best possible teaching strategies to create a rich, engaging learning environment for students. With the calls for transformation, innovation, and excellence in nursing education from the American Association of Colleges of Nursing, the National Council of State Boards of Nursing, and the National League for Nursing, educators may determine that current teaching strategies fall short. Team-based learning, an innovative teaching strategy, offers educators a structured, student-centered learning environment and may be effective in teaching necessary skills to students. An overview of how this strategy fosters many of the essential concepts, such as critical thinking, professionalism, communication, and interprofessional teamwork, is presented. Additionally, this article offers a clearly delineated "recipe" for implementing team-based learning in the classroom. This innovative strategy has the potential to transform nursing education and provide a positive teaching and learning environment for both educators and students.

scholarly journals Factors Affecting Students’ Preferences for Online and Blended Learning: Motivational Vs. Cognitive

2020 ◽  
Vol 22 (2) ◽  
pp. 72-86 ◽  
Author(s):  
Sinan Keskin ◽  
Halil Yurdugül
Keyword(s):  
Learning Environment ◽  
Blended Learning ◽  
Learning Environments ◽  
Self Efficacy ◽  
Teaching And Learning ◽  
Learning Motivation ◽  
Task Value ◽  
Individual Factors ◽  
E Learning ◽  
The Individual

AbstractToday’s educational institutions are expected to create learning opportunities independent of time and place, to offer easily accessible learning environments and interpersonal communication opportunities. Accordingly, higher education institutions develop strategies to meet these expectations through teaching strategies, such as e-learning, blended learning, mobile learning, etc., by using teaching technologies. These new technology-based teaching strategies are mainly shaped by decision-makers in education. This study seeks to analyse the individual factors that affect learners’ mode of teaching and learning delivery preferences. In this study, blended and online learning is considered as preferences of learners’ mode of teaching and learning delivery. The individual factors discussed in this research are cognitive learning strategies, e-learning readiness, and motivation. The data were obtained from the pre-service teachers at the end of the academic semester when they experienced online and blended learning. Data were analysed using optimal scaling analysis. The analysis method provides a two-dimensional centroid graph which shows the correlations between the variable categories. According to study findings, there is a correlation between the preferences of the learning environment, and the constructs of self-efficacy, e-learning motivation, and task value. It can be said that the motivational variables are more effective in the learning environment preference. The students with high task value, e-learning motivation, and self-efficacy preferred studying in blended learning environments. Cognitive strategies, self-directed learning, learner control, and test anxiety factors are independent of the learners’ learning delivery preferences.

Transforming Nursing Education: A Partnership Social System for Alignment with Philosophies of Care

2005 ◽  
Vol 2 (1) ◽  
Author(s):  
Carey S. Clark
Keyword(s):  
Nursing Education ◽  
Social System ◽  
Teaching And Learning ◽  
Nurse Educators ◽  
Effective Means ◽  
Medical Model ◽  
Educational Practices ◽  
Closing The Gap

It has been made clear by nurse educators and theorists such as Bevis (1989), Benner, Tanner, and Chesla (1996), and Bevis and Watson (2000) that a movement away from the traditional, behavioral, medical-model of lecture and behaviorism as the main modalities for teaching and learning in nursing is essential. Why is it then that nursing education by and large is still taught via lecture and behavioralist methodologies (Bevis & Watson, 2000), despite the proliferation of research related to innovations in nursing education? This paper examines the parallel between the prevailing Western “dominator” social system or paradigm, “masculine” values/ traits, and the established behavioralist-medical methodology of teaching nursing. How nursing education in general has been influenced by the dominator social system is discussed and an argument for why nurse educators might consider working towards more effective means of closing the gap between caring-humanistic nursing philosophies and actual educational practices presented.

The Nurse Educator's Role in Designing Instruction and Instructional Strategies for Academic and Clinical Settings

2017 ◽  
pp. 133-149
Author(s):  
Patricia J. Slagter van Tryon
Keyword(s):  
Instructional Design ◽  
Nursing Education ◽  
Learning Environment ◽  
Instructional Strategies ◽  
Nurse Educators ◽  
Nurse Educator ◽  
Clinical Settings ◽  
Education Programs ◽  
Medical Expertise ◽  
Problem Solve

Nursing education programs seeking to equip graduates with needed tools to integrate medical expertise with experience in the systematic design of instruction have the opportunity to better ensure positive learning outcomes in varied settings as graduates take on their new roles as nurse educators. The learning environment of the nurse educator is complex yet with skill in the reasoned approach to the design of instruction can progress into more knowable contexts for which to problem solve. Nurse educators possessing interdisciplinary skills in their field facilitated by expertise in instructional design will enhance their practice by developing and delivering precision instruction.

Some Experiences of E-Learning in the Moodle E-Learning Environment

2011 ◽  
pp. 307-312
Author(s):  
Virve Siirak
Keyword(s):  
Learning Environment ◽  
Blended Learning ◽  
Teaching And Learning ◽  
Teaching Experience ◽  
Constructivist Learning Theory ◽  
Web Based ◽  
University Of Technology ◽  
E Learning ◽  
Methods Of Learning ◽  
Social Constructivist Learning

In this chapter it is argued that blended learning with web-based support by the Moodle e-learning environment based on social constructivist learning theory is an effective tool for teaching and learning ergonomics and human factor issues for future managers. The author has eight years experience of computer based teaching and learning. The author`s own teaching experience of the Moodle e-learning environment for creating and providing courses in Tallinn University of Technology (TUT), in Tallinn School of Economics and Business Administration at TUT, will be presented. According to the questionnaires given to students at the end of each course, the teaching and learning in the Moodle e-learning environment as blended learning is very useful for development of a learning culture and efficiency. The efficiency and motivation for learning are higher than providing traditional methods of learning. New possibilities and dimensions for teaching and learning are opening.

E-Learning and Multimedia Databases

2008 ◽  
pp. 1105-1112
Author(s):  
Theresa M. Vitolo ◽  
Shashidhar Panjala ◽  
Jeremy C. Cannell
Keyword(s):  
Distance Education ◽  
Knowledge Management ◽  
Teaching And Learning ◽  
Multimedia Databases ◽  
Remote Access ◽  
Learning Approaches ◽  
Mediated Learning ◽  
Organizational Training ◽  
E Learning ◽  
Asynchronous Distance Education

E-learning covers the variety of teaching and learning approaches, methodologies and technologies supporting synchronous or asynchronous distance education. While distance education is a concept typically used by conventional institutions of education to mean remote access and delivery of instruction, the concept of e-learning broadens the scope to all instances of learning using Web-mediated learning. The scope includes realizing learning organizations (Garvin, 1993), achieving knowledge management (Beccerra-Fernandez; Gonzalez & Sabherwal, 2004; Aussenhofer, 2002) and implementing organizational training.

Cohort Programming

2009 ◽  
pp. 276-285
Author(s):  
James E. Witte ◽  
Iris M. Saltiel ◽  
Maria Martinez Witte
Keyword(s):  
Learning Environment ◽  
Teaching And Learning ◽  
Lifelong Learners ◽  
Transfer Of Skills ◽  
Teaching And Learning Environment ◽  
Technological Advances ◽  
Technological Tools ◽  
E Learning ◽  
Electronic Teaching ◽  
Effective Use

This chapter examines the use of cohort programming within the Career Technical Education field. Cohorts are ideal formats for CTE curricula since students participate in the majority of coursework together. They provide mutual academic and intellectual encouragement and reinforce the transfer of skills to the workplace. Developing cohorts within an online electronic teaching and learning environment is addressed at formal and informal levels. Instructing and facilitating in an e-learning environment requires the effective use of technological tools, which are overviewed in this chapter. Also addressed are instructor challenges and methods that will continually evolve as technological advances occur. Cohort programming is an innovative and practical way of enhancing student economic opportunities and creating lifelong learners.

Cloud Computing Enabled Virtual Learning Environment

2013 ◽  
Vol 4 (3) ◽  
pp. 52-65
Author(s):  
Rabindra Ku Jena
Keyword(s):  
Cloud Computing ◽  
Learning Environment ◽  
Teaching And Learning ◽  
Cost Effective ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Technological Advancement ◽  
Learning And Teaching ◽  
Information And Communication ◽  
E Learning

Recent advances in Information and Communication Technology (ICT) provide an opportunity to build a self growing and sharing virtual environment for teaching and learning. Cloud computing is one of the latest technological advancement in ICT domain. Cloud computing technologies have changed the way applications are developed and accessed. A Virtual Learning Environment (VLE) is a system for delivering learning materials to students via the web. Cloud computing is provides one of the most emerging cost effective solution for virtual learning and teaching environment. This paper discusses how cloud computing has been contributing to virtual learning environment and an overview of the current state of the structure of Cloud Computing based e-learning is discussed. The readers will also find a brief overview of cloud computing and the different efficient cloud based virtual learning models. Towards the end different offers from different cloud vendors are discussed.

Successful Online Teaching and Learning Strategies

2009 ◽  
pp. 110-123
Author(s):  
Mary D. Oriol ◽  
Gail Tumulty
Keyword(s):  
Online Education ◽  
Learning Environment ◽  
Learning Strategies ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Nursing Program ◽  
Clear Understanding ◽  
Positive Learning Environment ◽  
E Learning ◽  
Teaching Learning

This chapter presents a theoretical framework and research base for the successful transition of an established Master of Science in Nursing program from that of traditional classroom delivery to one that is Web-based with no geographic limitations to students. The application of socio-technical systems theory to facilitate creation of a positive learning environment for future nurse leaders is described. Use of social processes and application of technology to optimize learning is explained and the latest research on content presentation and student engagement in an e-learning environment are presented. The authors hope that through examination of successful online teaching/learning strategies, readers will have a clear understanding of the competencies necessary for students and faculty to be successful in online education.

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