scholarly journals Moodle Innovation Learning Technology for Medical Education: From Theory to Practice

2021 ◽  
pp. 245-260
Author(s):  
Lobach Nataliia ◽  
Isychko Liudmyla ◽  
Dymar Nataliia Mykhailivna ◽  
Vakaliuk Ivanna ◽  
Yuryk Olha ◽  
...  
Keyword(s):  
Medical Education ◽  
Healthcare Professionals ◽  
Short Review ◽  
Pharmacy Students ◽  
Technical Problems ◽  
Technological Support ◽  
Advantages And Disadvantages ◽  
Learning Platform ◽  
E Learning ◽  
Pharmaceutical Education

Background: COVID-19 pandemic has affected the medical and pharmaceutical education globally by disrupting traditional educational practices such as classroom-based teaching. This necessitated implementation of a distance learning via online platforms by medical and pharmacy schools around the world, including Ukraine. Aims: The short review aims at studying the global experience on use of innovative e-learning platform Moodle for distant medical and pharmaceutical education, figuring out its advantages and disadvantages for teaching medical/pharmacy students and healthcare professionals, and working out some recommendations for its further implementation in Ukrainian medical schools. Methods: For this short review, the authors relied only on accredited and peer-reviewed resources with free access articles available, such as Pubmed. The searches identified 32 full-textual content articles, of which 19 had been included in this paper and submitted to a narrative review. Results: The Moodle platform is successfully used for distant medical and pharmaceutical education worldwide, including both high and low income countries, to provide e-learning for medical/pharmacy students and healthcare professionals of different level of education, in the form of both online only courses and blended learning. The platform is a good alternative to conventional medical education with an ability to substitute hands-on teaching for video and audio materials. The potential issues related to its use include possible technical problems, i.e. insufficient technological support or Interment failure, and necessity for proper preparation of the medical and pharmacy teachers. Conclusion: E-learning via Moodle can be easily accommodated in the medical curriculum and offer an adequate alternative to the traditional teaching and learning activities, including both theoretical knowledge and practical skills acquisition. Its potential benefits clearly overweigh possible problems involved. The Moodle platform is recommended for further wider practical application for providing e-learning to medical and pharmacy students and healthcare professionals in Ukraine.

scholarly journals Studies of E-Learning in Practice

2017 ◽  
Vol 10 (2) ◽  
pp. 39
Author(s):  
Manfred Rechberger
Keyword(s):  
Music Education ◽  
Performing Arts ◽  
Computer Assisted ◽  
Discussion Forums ◽  
Creative Processes ◽  
Advantages And Disadvantages ◽  
User Behaviors ◽  
Learning Platform ◽  
Online Music ◽  
E Learning

<p>Computer assisted and computer based applications become more and more important in everyday lives. Their implementation in the field of music education seems to become a long-term project. Whereas years ago we were sure about the fact, that the quality of e-learning at our University of Music and Performing Arts depends on the implementation of audio-visual media at our e-learning platform, nowadays the text based tasks and written journals have won the race at least in the statistic of usage. </p><p>Many modules containing multimedia based content promote creative processes and different learning situations. Advantages of e-learning include flexibility and convenience for learners, especially if they have more variety in learning experiences by using multimedia applications. This paper deals with the change of our user behaviors in the last years, discussion forums, blogs, wikis and collaborative online activities and focuses on tools for musicians, composers and music scientists based on the actual status of the discussions in media pedagogies. A scientific project including surveys about the advantages and disadvantages of digital teaching repositories describes common used online music tools. </p><div><span><strong><br /></strong></span></div>

Use of e-learning at higher educational institutions in Bangladesh

2019 ◽  
Vol 11 (2) ◽  
pp. 210-223 ◽  
Author(s):  
Md Fouad Hossain Sarker ◽  
Rafi Al Mahmud ◽  
M. Saiful Islam ◽  
Md Kabirul Islam
Keyword(s):  
Learning Technologies ◽  
Primary Data ◽  
Educational Institutions ◽  
Higher Educational Institutions ◽  
Technical Problems ◽  
Content Type ◽  
Learning Platform ◽  
E Learning ◽  
Learning Platforms ◽  
Higher Educational

Purpose Although e-learning has already been accepted globally as an effective medium of delivery of quality education and ensure optimum student participation, Bangladeshi higher educational institutions are still at a very early stage of adopting such technologies. Therefore, the purpose of this paper is to critically examine the suitability of implementing effective e-learning through learning management system (LMS) at the tertiary educational institutions in Bangladesh, and how both students and teachers experience and respond to this new learning platform. Following mixed-methods techniques, data for this study were collected from students and respective course teachers of a private university in Bangladesh by administering questionnaires and in-depth interviews. The findings of this paper reveal that e-learning has been well accepted by most of the students as they are found routinely spending time on the LMS on a regular basis for watching lecture videos, viewing course information, reading postings of the fellow students in the forum. However, there are constraints as well, since the learning materials are poorly designed that do not allow much interaction between students and lecturers. There are also some technical problems such as poor internet connection which restrict access to e-learning platforms. To harness the optimum benefit of e-learning, this paper recommends a concerted effort by all stakeholders, such as students, lecturers, administrators and policy makers so that each of their priorities and expectations are reflected in the designing and implementing e-learning platforms. Design/methodology/approach This paper is based on the qualitative evaluation of Education 3.0 platform. Primary data were collected from the students using a well-structured survey questionnaire, and the findings of the survey have subsequently been cross-referred and supplemented by non-participatory observations with semi-structured interviews which allowed a better in-depth understanding of the issue at hand. Findings The findings of the study suggest that a majority of the students are found to be highly enthusiastic about the online courses. They are eager to participate and interact in the online platforms, which are somehow limited in the traditional classroom settings. However, there are several institutional, administrative and technical limitations of implementing e-learning in Bangladesh. It is recommended that better orientation of the users, quality content distribution though user-friendly systems and enhanced asynchronous interaction between the lecturers and students are the key pre-requisites to harness the optimum benefit from e-learning technologies in Bangladesh. Originality/value The data have been analyzed and discussed using qualitative framework which allows an in-depth understanding of the opportunities and challenges of the use of e-learning technologies at the higher educational institutions in Bangladesh.

scholarly journals E-learning in medical education during COVID-19 pandemic: experiences of a research course at Kenya Medical Training College

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Francis Gachanja ◽  
Nyawira Mwangi ◽  
Wagaki Gicheru
Keyword(s):  
Medical Education ◽  
Teaching And Learning ◽  
Medical Training ◽  
Course Evaluation ◽  
Learning Technologies ◽  
Learning Activities ◽  
Online Research ◽  
Resource Constrained ◽  
Learning Platform ◽  
E Learning

Abstract Background E-learning has been widely adopted as a teaching and learning approach in medical education internationally. However, its adoption in low- and middle-income countries is still at an infantile stage. The use of e-learning may help to overcome some of the barriers to access to quality education and provide flexible, low-cost, user-centred, and easily updated learning. To address the need for research education during the COVID-19 pandemic, we developed and implemented an e-learning course for students enrolled in higher diploma courses at the Kenya Medical Training College (KMTC). In this paper, we report our experience teaching the online research course in resource-constrained settings to enable other medical educators, students and institutions in similar settings to understand the most appropriate approaches to incorporating e-learning interventions. Methods This was a cross-sectional study that reviewed the experiences of learners and lecturers on a research course at Kenya Medical Training College. All higher diploma students admitted to the college in the 2020/21 academic year were invited to take part in the study. We also included all lecturers that were involved in the coordination and facilitation of the course. We analysed qualitative and quantitative data that were collected from the e-learning platform, an online course-evaluation form and reports from course lecturers. Results We enrolled 933 students on the online research course. These students had joined 44 higher diploma courses in 11 campuses of the college. The students struggled to complete synchronous e-learning activities on the e-learning platform. Only 53 and 45% of the students were able to complete the pretest and the posttest, respectively. Four themes were identified through a thematic analysis of qualitative data (1) Students gained research competencies (2) Students appreciated the use of diverse e-learning technologies (3) Students felt overwhelmed by the research course (4) Technological challenges reduce the effectiveness of online learning. Conclusion Our results suggest that e-learning can be used to teach complex courses, such as research in resource-constrained settings. However, faculty should include more asynchronous e-learning activities to enhance teaching and learning and improve student experiences.

scholarly journals Development of an E-Learning Platform For EMTs In Ghana

2019 ◽  
Vol 34 (s1) ◽  
pp. s119-s120
Author(s):  
Joseph Bonney ◽  
Ana I. L. Namburete ◽  
Sesinam Dagadu ◽  
Nana Serwaa Quao ◽  
Maxwell Osei-Ampofo ◽  
...  
Keyword(s):  
Medical Education ◽  
Low Cost ◽  
Cost Effective ◽  
Continuous Medical Education ◽  
Willingness To Participate ◽  
Learning Program ◽  
Hospital System ◽  
Distant Learning ◽  
Learning Platform ◽  
E Learning

Introduction:The continuous development of the knowledge and skill of the emergency medical technicians (EMTs) in Ghana is important for the success of the pre-hospital system. Due to distance and time constraints, an online e-learning platform is a good way to educate the Emergency Medicine Technicians in Ghana.Aim:The study looked at the feasibility of developing a distant learning module for the training and continuous medical education of EMTs.Methods:EMTs in the Ashanti Region were randomly selected to be part of the study. They received online lectures and notes that were accessible by their mobile phones. They all received a test at the end of each model. The study measured their willingness to participate, average attendance for each model, and the scores for each model test. The study also measured the overall feasibility of the distant learning program.Results:The study developed a training course comprised of 7 modules: trauma and surgical emergencies, obstetric emergencies, pediatric emergencies, disaster management, medical emergencies, basic ultrasound, and medical research. Tests and quizzes were electronically sent to EMTs over the course of the research period, with an average test score of 70.14% (low: 35%, high: 95%) for the cohort. Feedback from participants showed gains in knowledge and skill delivery. The average attendance for all model was 56.6% ranging from 47.37%-63.16% for the models. Challenges for attendance included internet access, heavy duties, and other personal reasons. The post-training interview showed 100% willingness to participate in future online programs with the most common reasons stated as low cost, ease of attendance for models, and reduced expense.Discussion:The study concluded that online, distant learning models can be used in Ghana for training and continuous medical education for EMTs. It is an easy and cost-effective model compared to a face-to-face model.

scholarly journals How to evalute the informativeness of online-courses for healthcare professionals in the framework of continuous education

2020 ◽  
pp. 22-29
Author(s):  
M. A. Reznik-Orskaya ◽  
A. A. Kuznetsova
Keyword(s):  
Online Learning ◽  
Continuing Education ◽  
Healthcare Professionals ◽  
Online Courses ◽  
Continuous Education ◽  
Learning Platform ◽  
Educational Modules ◽  
Pharmaceutical Education

To date, only a few researchers work on the issue of evaluating the quality of online courses. This problem is highly relevant, but not sufficiently developed. And its solution, in our opinion, is directly related to the assessment of the informativeness of online courses. The purpose of the study is to develop a set of principles for evaluating the informativeness of a special type of online courses, the interactive educational modules for continuing education of healthcare professionals. These modules are accessed through an online learning platform, the portal for continuing medical and pharmaceutical education.

scholarly journals SOCIAL AWARENESS AND CREATIVITY ENHANCEMENT PROGRAM THROUGH E-LEARNING PLATFORM: A CASE OF MAIZBHANDER FOUNDATION'S MEDDHABIKASH PROGRAM, FATIKCHARI, BANGLADESH

2021 ◽  
Vol 7 (1) ◽  
pp. 1-9
Author(s):  
Syed Irfanul Hoque ◽  
Nayeb Sajjadah Nasheen ◽  
Muhammad Ali Asgor ◽  
Md Ariful Islam
Keyword(s):  
Social Awareness ◽  
Educational Institutions ◽  
Technological Support ◽  
Learning Platform ◽  
The Social ◽  
Wide Range ◽  
Quasi Experimental ◽  
E Learning ◽  
Creativity Enhancement ◽  
Test Retest Reliability

Due to the pandemic situation, the whole world is in turmoil. The educational activities are being conducted via an e-Platform in Bangladesh. Social awareness and creativity enhancement Programs have also been limited from the wide range of conventional mode to virtual mode. In the meantime, many Social organizations and educational institutions have failed to manage their regular activities due to lack of technological support. Therefore, the purpose of this study is to examine the success of social awareness and creativity enhancement programs through the e-Learning platform. In order to measure the success of the program a quasi-experimental research design has been applied. In order to collect data, a well-structured creativity, and awareness scale has been adapted. A questionnaire has been administered twice with the same sample. Once before the program offered and again after their participation in the program. The test-retest reliability of the scale would also check with a minimum of α=.80. Therefore, the findings of the research will show how much the effectiveness of those activities increased. This study will assist the social workers, teachers, students and concerned authority in operating creativity enhancement related co-curricular and non-credited program through self-regulated distance learning in a developing country.

scholarly journals A Conceptual Engagement Framework for Gamified E-Learning Platform Activities

2020 ◽  
Vol 15 (22) ◽  
pp. 4
Author(s):  
Mohammed Abdulaziz Alsubhi ◽  
Noraidah Sahari ◽  
Tengku Siti Meriam Tengku Wook
Keyword(s):  
Student Engagement ◽  
Short Review ◽  
Careful Consideration ◽  
Learning Activities ◽  
Easy Access ◽  
Learning Platform ◽  
E Learning ◽  
Learning Platforms ◽  
Engagement Factors ◽  
Game Elements

University students utilise e-learning resources to gain easy access to information and to make general enquiries. Such online environments offer alternatives to traditional learning, which is now considered expensive, and time-consuming with varying results. Student disengagement is reported as the main problem for higher education e-learning platforms, however, leading e-learning developers to employ Gamification to counteract this issue. A plethora of game elements are used in the gamification of e-learning, however, that necessitates more careful consideration of the various learning activities used in e-learning platforms. This study thus identifies several game elements suitable for inclusion in learning activities in e-learning platforms to improve student engagement, based on a literature-based analysis. This identified the most commonly used game elements, and a subsequent questionnaire survey examined real user perspectives on these elements. As a result, a conceptual engagement framework outlining how game elements might be used to support e-learning activities to engage students is proposed. The framework is intended to be used as a guideline for developers and academics seeking to build engaging e-learning systems based on good foundational concepts. The paper thus presents a short review of existing e-learning gamification frameworks and the steps taken towards the identification of commonly used game elements. Learning activities and student engagement factors usually employed in e-learning platforms are subsequently discussed in relation to the development of the proposed conceptual engagement framework for gamified e-learning activities.

scholarly journals Student's perception towards challenges and difficulties to established E-learning Medical Education in a high burden developing country 

2020 ◽  
Author(s):  
Mohamed D. A. Gismalla ◽  
Mohamed Soud Mohamed ◽  
Omaima Salah O Ibrahim ◽  
Moawia Mohamed Ali Elhassan ◽  
Mohammed Naser Eldeen Mohammed
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Limited Resource ◽  
Learning System ◽  
Undergraduate Medical Students ◽  
Technical Problems ◽  
Limited Resource Setting ◽  
Resource Setting ◽  
E Learning ◽  
The University

Abstract Background: In High-income countries, many academic institutions are using E-learning during COVID 19 Pandemic. However, in limited-resource countries, like Sudan, shifting towards E-learning requires many adjustments to be made in order to make sure the E-learning is held in a proper manner, as best as possible. This study was undertaken to assess medical students’ perception towards implementing E-learning during COVID 19 Pandemic and to highlight difficulties of E-learning implementation in Sudan as an example of a limited-resource setting. Methods: A cross-sectional survey was conducted between 10 and 25 of May 2020 among the undergraduate medical students at the Faculty of Medicine, University of Gezira, Sudan. A predesigned online-based questionnaire was used for data collection and snowball sampling methodology was used. Results: The total numbers of 358 undergraduate medical students responded to the online survey questionnaire. The majority (87.7%) of students agreed that the closure of the university is an essential decision to control the spread of the COVID-19 infection. Approximately two-thirds (64%) of students perceived that E-learning is the best solution during COVID 19 lockdown. The level of students in the university and residence has a strong relation to students’ opinion the level of medical students (Pre-clerkship and Clerkship) and place of residence have significant correlation (p-value < 0.05) with medical students opinion regards starting the E-learning online education. Internet bandwidth and connectivity limitation, unfamiliarity with E-learning system, technical support limitation and time flexibility in case of technical problems during online exams, and Lack of face-to-face interaction were the factors considered by medical students to be against the E-learning implementation.Conclusion: Most medical students had a positive perception of E-learning. However, there are many challenges considered as an inhibitory factor for utilizing electronic technologies for medical education. We recommend that challenges of E-learning in our limited resource setting should be systematically evaluated and that effective strategies should be developed to overcome their inhibitory effects.

scholarly journals Students’ Perceptions Toward the Implementation of Quipper School as an E-Learning Platform in Teaching English

2020 ◽  
Vol 1 (2) ◽  
pp. 223-238
Author(s):  
Santi Septinawati ◽  
R. Bunga Febriani ◽  
Wawan Tarwana ◽  
Syafryadin Syafryadin
Keyword(s):  
Sampling Technique ◽  
Learning System ◽  
Survey Study ◽  
Cluster Sampling ◽  
Depth Information ◽  
Teaching English ◽  
Learning And Teaching ◽  
Advantages And Disadvantages ◽  
Learning Platform ◽  
E Learning

This article reports the students’ perceptions in implementing Quipper School as an e- learning platform in teaching English and to know the advantages and disadvantages of it. This study took two sample classes with the overall fifty-three students by using cluster sampling technique and focusing on the survey study method. Twenty questionnaires provided to identify the students’ perceptions about quipper school. A depth information appear to be as important to gain more information and continuous responses to explore the advantages and disadvantages of implementing quipper school that have been undertaken by interviewing the students.  The findings revealed that the students are comfortable learning with technology and also prefer to use IT. More significantly, The advantages of quipper school keep interaction between teacher and student in and out of the classroom, students still get lesson or review the material even though the teacher is not present in the classroom, and enhances students’ learning experiences using new learning system. Besides, quipper school also has disadvantages when it is applied in learning process, such as unstable internet connections, limited facilities (computer) that support learning by using quipper school, and there was no speaking material which it could be implemented in quipper school. It can be noted today learning and teaching can benefit from using quipper school in teaching English, students still get a lesson even though the teacher is not present to provide direct instruction and students can improve their achievement in learning English by reviewing the material wherever and whenever they are.  

scholarly journals Barriers and Facilitators to Implement E-learning in Continuing Medical Education: Evidence From the China-gates Foundation Tuberculosis (TB) Control Program

2020 ◽  
Author(s):  
Ziyue Wang ◽  
Lijie Zhang ◽  
Yuhong Liu ◽  
Weixi Jiang ◽  
Shenglan Tang ◽  
...  
Keyword(s):  
Medical Education ◽  
Continuing Medical Education ◽  
Control Program ◽  
Barriers And Facilitators ◽  
Internet Technology ◽  
Tb Control ◽  
Learning Platform ◽  
E Learning ◽  
Gates Foundation ◽  
Tb Control Program

Abstract [Objective] To evaluate the implementation of E-learning continuing medical education (CME) programs, analyse the barriers and facilitators during the implementation process, and provide policy recommendations based on the evidence from the China-Gates Foundation TB Control Program. [Methods] Routine monitoring data were collected through the project office. In-depth interviews, focus group discussion with project management personnel, teachers, and trainees (N=78), and staff survey (baseline N=555, final N=757) were conducted in selected pilot areas at the provincial, municipal, and county/district levels in the three project provinces (Zhejiang, Jilin, and Ningxia). [Results] By the end of June 2019, the national and provincial remote training platforms had organized 98 synchronous learning activities, with an average of 173.2 people (standard deviation, SD=49.8) per online training session, 163.3 people (SD=41.2) per online case discussion. In the pilot area, 64.5% of TB health workforce registered the asynchronous learning platform, and 50.1% obtained their professional certifications. Participants agreed that E-learning CME was more economical, has better content as well as more flexible work schedules. However, the project still faced challenges in terms of unmet learning needs, disorganized governance, insufficient hardware and software, unsupported environment, and lack of incentive mechanisms. [Conclusions] Our results suggested that it’s feasible to conduct large scale E-learning continuing medical education activities in the three project provinces of China. Training content and format are key facilitators of the program implementation, while the matching the supply/demand of training, organizational coordination, internet technology, motivations, and sustainability are key barriers.

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