FN ISI Export Format VR 1.0 PT J AU Hyll, M Schvarcz, R Manninen, K AF Hyll, Mary Schvarcz, Robert Manninen, Katri TI Exploring how medical students learn with the help of a digital presentation: a qualitative study SO BMC MEDICAL EDUCATION LA English DT Article DE Medical student; Medical education; E-learning; Blended learning; Presentation software; Qualitative content analysis ID EDUCATION; TECHNOLOGY AB BackgroundThe web-based presentation software Prezi was used to create a digital presentation in order to facilitate antibiotic knowledge in an undergraduate course on infectious diseases in the Karolinska Institutet Medical Programme. It was unclear how the students used this in their learning, and there is a lack of research on using Prezi presentations in higher education, as well as on learner-content interaction in blended learning in general.MethodsA qualitative study design was used for an in-depth exploration of the students' experiences of using the presentation in their studies. Students were interviewed using a semi-structured interview guide. The interviews were transcribed verbatim and analysed using qualitative content analysis.ResultsTwo main themes emerged from the analysis. Firstly, the students experienced that they own their learning: the presentation provided flexibility in studying and increased engagement in the learning process. Secondly, the presentation was part of a superficial learning process: students saw it as a complement to other educational activities, but expressed that there was an absence of pedagogical encounters which prevented the information in the presentation to be placed in a larger context.ConclusionsThe Prezi presentation when used as an e-learning tool was a useful part of and a complement to blended learning in medical education but cannot replace face-to-face learning situations, especially not when the content of the course is complex, such as in the case of antibiotics. The learning objectives should be connected to a learning theory and made explicit for the students. Students should receive instructions and support during the course on how to use new e-learning tools. Continuous pedagogical interaction with feedback and reflection between students, teachers, and patients should be provided to enhance deep learning. C1 [Hyll, Mary; Schvarcz, Robert] Karolinska Inst, Dept Med Huddinge, S-14186 Stockholm, Sweden. [Hyll, Mary] Karolinska Univ Hosp, Dept Infect Dis I63, S-14186 Stockholm, Sweden. [Schvarcz, Robert; Manninen, Katri] Karolinska Univ Hosp, Dept Infect Dis I73, S-14186 Stockholm, Sweden. RP Hyll, M (reprint author), Karolinska Inst, Dept Med Huddinge, S-14186 Stockholm, Sweden.; Hyll, M (reprint author), Karolinska Univ Hosp, Dept Infect Dis I63, S-14186 Stockholm, Sweden. EM mary.hyll@ki.se FU Karolinska University Hospital Department of Infectious Diseases' strategic research funds FX The study was funded by the Karolinska University Hospital Department of Infectious Diseases' strategic research funds. The funding played no role in the designing of the study. 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Educ. PD JUN 13 PY 2019 VL 19 AR 210 DI 10.1186/s12909-019-1569-z PG 8 WC Education & Educational Research; Education, Scientific Disciplines SC Education & Educational Research GA ID4EW UT WOS:000471630600001 PM 31196111 OA DOAJ Gold DA 2019-08-01 ER PT J AU Shimizu, I Nakazawa, H Sato, Y Wolfhagen, IHAP Konings, KD AF Shimizu, Ikuo Nakazawa, Hideyuki Sato, Yoshihiko Wolfhagen, Ineke H. A. P. Koenings, Karen D. TI Does blended problem-based learning make Asian medical students active learners?: a prospective comparative study SO BMC MEDICAL EDUCATION LA English DT Article DE Blended learning; Health professions education; Problem-based learning; Quiz; Self-directed learning ID BEHAVIORAL INTENTION; PERCEIVED EASE; ACCEPTANCE; IMPLEMENTATION; TECHNOLOGY; CHALLENGES; EDUCATION; OUTCOMES; DRIVES; MODEL AB BackgroundAsian educators have struggled to implement problem-based learning (PBL) because students rarely discuss their work actively and are not sufficiently engaged in self-directed learning. Supplementing PBL with additional e-learning, i.e. blended' PBL (bPBL), could stimulate students' learning process.MethodsWe investigated the effects of bPBL on tutorial group functioning (discussion, self-efficacy, self-directed learning, active participation, and tutor's perceived authority) and students' level of acceptance of the e-learning elements. We compared PBL and bPBL in a medical university in Japan. In the bPBL condition, the tutor's instructions were replaced with online materials and short quizzes. After the course, a 13-item questionnaire using a 5-point Likert scale was distributed regarding the tutorial group functioning of the tutorial group (influence of discussion, self-efficacy, self-directed learning, active participation, and tutors' authority). The mean scores of subscales were compared with analysis of covariance. Knowledge levels were measured using a pre-test post-test design. A multiple regression analysis was performed to explore the association between e-learning acceptance and the subscales related to PBL.ResultsNinety-six students participated in the study (PBL: n=24, bPBL: n=72). Self-efficacy and motivation for learning triggered by group discussions was significantly higher for students in bPBL (p=0.032 and 0.007, respectively). Knowledge gain in test scores was also significantly better in the bPBL condition (p=0.026), and self-directed learning related positively to the acceptance of blended learning (p=0.044).ConclusionsbPBL seemed more effective in promoting active learning and improving knowledge, without affecting tutors' authority. Implementing e-learning into PBL is suggested to be an effective strategy in the Asian context. C1 [Shimizu, Ikuo] Shinshu Univ, Ctr Med Educ & Clin Training, 3-1-1 Asahi, Matsumoto, Nagano 3908621, Japan. [Nakazawa, Hideyuki] Shinshu Univ, Dept Internal Med 2, 3-1-1 Asahi, Matsumoto, Nagano 3908621, Japan. [Sato, Yoshihiko] Shinshu Univ, Dept Internal Med 4, 3-1-1 Asahi, Matsumoto, Nagano 3908621, Japan. [Wolfhagen, Ineke H. A. P.; Koenings, Karen D.] Maastricht Univ, Dept Educ Dev & Res, Fac Hlth Med & Life Sci, Univ Singel 60, NL-6229 ER Maastricht, Netherlands. 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Educ. PD MAY 15 PY 2019 VL 19 AR 147 DI 10.1186/s12909-019-1575-1 PG 9 WC Education & Educational Research; Education, Scientific Disciplines SC Education & Educational Research GA HY3VJ UT WOS:000468055400002 PM 31092243 OA DOAJ Gold DA 2019-08-01 ER PT J AU Gamo, J AF Gamo, Javier TI Assessing a Virtual Laboratory in Optics as a Complement to On-Site Teaching SO IEEE TRANSACTIONS ON EDUCATION LA English DT Article DE Educational software; e-learning; higher education; optics and photonics; teaching assessment; virtual laboratory AB Contribution: There are many on-line resources available to learn about optics and photonics, but no assessment tools exist to evaluate the learning achievements. This paper presents an assessment framework whose validity has been proven on a course with over 70 engineering students. Background: There is evidence that on-line resources complement the learning experience in many engineering fields. In the context of optics and photonics, it may be worthwhile to assess the learning experience of engineering students taking a virtual lab as a complement to on-site, traditional lab. The assessment should use empiric, measurable results that demonstrates the effectiveness of the didactic innovation proposed, based on the Technology Acceptance Model. Intended Outcomes: Students using OPTILAB software are expected to be able to demonstrate their learning of optics and photonics by having a good score in the specific question about optical diffraction included in the final exam. Application Design: OPTILAB software, simulating the optical diffraction produced by different apertures, was developed. Students use OPTILAB to check, in advance, the experimental results they will obtain in the on-site lab, with various optical apertures and settings. This is expected to make the on-site lab session more efficient, minimize errors that inevitably occur when students are confronted with a new physical phenomenon, and ultimately increase the students learning experience. Findings: The marks obtained in the exercise about optics in the final exam by the experimental set (similar to 67.3%) and control set (similar to 49.2%) demonstrate that OPTILAB can improve students' learning experience in optics. The findings from the survey based on the Technology Acceptance Model are also discussed. C1 [Gamo, Javier] St Louis Univ, Div Sci & Engn, Madrid Campus, Madrid 28003, Spain. [Gamo, Javier] Carlos III Univ Madrid Leganes, Dept Phys, Madrid 28911, Spain. RP Gamo, J (reprint author), St Louis Univ, Div Sci & Engn, Madrid Campus, Madrid 28003, Spain. EM javier.gamo@slu.edu OI Gamo Aranda, Javier/0000-0002-3682-0540 CR Adelson JL, 2010, EDUC PSYCHOL MEAS, V70, P796, DOI 10.1177/0013164410366694 Bencomo SD, 2004, ANNU REV CONTROL, V28, P115, DOI 10.1016/j.arcontrol.2003.12.002 Chang GW, 2005, IEEE T EDUC, V48, P642, DOI 10.1109/TE.2005.850716 DAVIS FD, 1993, INT J MAN MACH STUD, V38, P475, DOI 10.1006/imms.1993.1022 Excite Youth for Engineering Science and Technology, 2017, PHOT EXPL Frances J, 2012, IEEE T EDUC, V55, P118, DOI 10.1109/TE.2011.2150750 Hecht E., 2002, OPTICS Johnstone W, 2002, P SOC PHOTO-OPT INS, V4588, P304, DOI 10.1117/12.468717 Makransky G, 2016, PLOS ONE, V11, DOI 10.1371/journal.pone.0155895 Mas J, 2011, IEEE T EDUC, V54, P133, DOI 10.1109/TE.2010.2047107 Nunnally Jum C., 1994, PSYCHOMETRIC THEORY Osten W., 2014, P LAT AM OPT PHOT C Venkatesh V, 1996, DECISION SCI, V27, P451, DOI 10.1111/j.1540-5915.1996.tb01822.x Waldrop MM, 2012, NATURE, V492, P26, DOI [10.1038/499268a, 10.1038/492026a] Wolf T, 2010, IEEE T EDUC, V53, P216, DOI 10.1109/TE.2008.2012114 2011, P SOC PHOTO-OPT INS, V8204 NR 16 TC 0 Z9 0 U1 3 U2 3 PU IEEE-INST ELECTRICAL ELECTRONICS ENGINEERS INC PI PISCATAWAY PA 445 HOES LANE, PISCATAWAY, NJ 08855-4141 USA SN 0018-9359 EI 1557-9638 J9 IEEE T EDUC JI IEEE Trans. Educ. PD MAY PY 2019 VL 62 IS 2 BP 119 EP 126 DI 10.1109/TE.2018.2871617 PG 8 WC Education, Scientific Disciplines; Engineering, Electrical & Electronic SC Education & Educational Research; Engineering GA HW9SY UT WOS:000467032200005 DA 2019-08-01 ER PT J AU Thijssen, DHJ Hopman, MTE van Wijngaarden, MT Hoenderop, JGJ Bindels, RJM Eijsvogels, TMH AF Thijssen, D. H. J. Hopman, M. T. E. van Wijngaarden, M. T. Hoenderop, J. G. J. Bindels, R. J. M. Eijsvogels, T. M. H. TI The impact of feedback during formative testing on study behaviour and performance of (bio)medical students: a randomised controlled study SO BMC MEDICAL EDUCATION LA English DT Article DE Feedback; Formative testing; E-learning; Medical education; Blended learning ID RETRIEVAL AB BackgroundA potential concern of formative testing using web-based applications (apps) is provision of limited feedback. Adopting a randomised controlled trial in 463 first year (bio) medical students, we explored if providing immediate, detailed feedback during app-based formative testing can further improve study behaviour and study performance of (bio)medical students.MethodsStudents had access to a formative testing app, which involved 7 formative test modules throughout the 4-week course. In a randomised order, subjects received the app with (n=231, intervention) or without (n=232, control) detailed feedback during the formative test modules.ResultsNo differences in app-use was found between groups (P=0.15), whereas the intervention group more frequently reviewed information compared to controls (P=0.007). Exam scores differed between non-/moderate-/intensive- users of the app (P<0.001). No differences in exam scores were found between intervention (6.61.1) versus control (6.6 +/- 1.1, P=0.18). Time spent studying was significantly higher compared to previous courses in moderate- and intensive-users (P=0.006 and<0.001, respectively), but not in non-users (P=0.55). Time spent studying did not differ between groups (P>0.05).Conclusions Providing detailed feedback did not further enhance the effect of a web-based application of formative testing on study behaviour or study performance in (bio)medical students, possibly because of a ceiling-effect. C1 [Hoenderop, J. G. J.; Bindels, R. J. M.] Radboud Univ Nijmegen, Med Ctr, Radboud Inst Mol Life Sci, Nijmegen, Netherlands. [Thijssen, D. H. J.; Hopman, M. T. E.; van Wijngaarden, M. T.; Eijsvogels, T. M. H.] Radboud Univ Nijmegen, Med Ctr, Radboud Inst Hlth Sci, Dept Physiol 392, POB 9101, NL-6500 HB Nijmegen, Netherlands. [Thijssen, D. H. J.] Liverpool John Moores Univ, Res Inst Sport & Exercise Sci, Liverpool, Merseyside, England. RP Thijssen, DHJ; Eijsvogels, TMH (reprint author), Radboud Univ Nijmegen, Med Ctr, Radboud Inst Hlth Sci, Dept Physiol 392, POB 9101, NL-6500 HB Nijmegen, Netherlands. EM dick.thijssen@radboudumc.nl; thijs.eijsvogels@radboudumc.nl FU Dutch foundation for IT projects (Stichting IT projecten); Department for Evaluation, Quality and Development of Medical Education of the Radboud university medical center; Department of Physiology. The Department of Physiology FX The development of the app and its content was financially supported by the Dutch foundation for IT projects (Stichting IT projecten), the Department for Evaluation, Quality and Development of Medical Education of the Radboud university medical center and the Department of Physiology. The Department of Physiology, but not Stichting IT projecten or Department for Evaluation, Quality and Development of Medical Education, contributed to the design of the study and/or collection, analysis, and interpretation of the data or in writing the manuscript. 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Educ. PD APR 3 PY 2019 VL 19 AR 97 DI 10.1186/s12909-019-1534-x PG 8 WC Education & Educational Research; Education, Scientific Disciplines SC Education & Educational Research GA HS2DY UT WOS:000463672500001 PM 30943962 OA DOAJ Gold, Green Published, Green Accepted DA 2019-08-01 ER PT J AU Kuhl, SJ Schneider, A Kestler, HA Toberer, M Kuhl, M Fischer, MR AF Kuehl, Susanne J. Schneider, Achim Kestler, Hans A. Toberer, Matthias Kuehl, Michael Fischer, Martin R. TI Investigating the self-study phase of an inverted biochemistry classroom - collaborative dyadic learning makes the difference SO BMC MEDICAL EDUCATION LA English DT Article DE Inverted classroom; Flipped classroom; Self-study phase; Medical course of studies; Biochemistry; Collaborative learning ID FLIPPED CLASSROOM; PERFORMANCE; ENGAGEMENT; EDUCATION; STUDENTS; SCRIPT AB BackgroundThe inverted classroom approach is characterized by a primary self-study phase for students followed by an on-site, face-to-face teaching phase that is used to deepen the prior acquired knowledge. Obviously, this teaching approach relies on the students preparing before the on-site phase, which in turn requires optimized preparatory material as well as defined working instructions. The major aim of this study, therefore, was to investigate the effect of different preparatory materials and working instructions for the self-study phase of an e-learning-based inverted classroom on the knowledge gained by medical students in biochemistry. Furthermore, we analyzed whether collaborative dyadic learning during the self-study phase is more effective than individual learning with respect to knowledge gain.MethodsThe study was performed in a biochemistry seminar for second semester medical students at Ulm University in Germany. This seminar was held using an e-learning-based inverted classroom. A total of 196 students were divided into three homogeneous study groups that differed in terms of the working material and instructions provided for the self-study phase. Knowledge gain was measured by formative tests at the beginning of the on-site phases. Questionnaires were also handed out asking about motivation, interest and learning time in the self-study phases.ResultsStudents who were told to prepare in collaborating dyads during the self-study phase performed better in formative tests taken at the beginning of on-site phases than learners who were told to prepare individually. The study material that was provided was of minor importance for the differences in formative testing since almost all students prepared for the on-site phases. With the dyadic learning approach, both students benefited from this collaboration, characterized by a higher motivation and interest in the topic, as well as a longer time spent on task.ConclusionOur study provides strong evidence that the study material, but more importantly the instructions provided for the self-study phase, affect students` knowledge gain in an e-learning-based inverted classroom. The instructed collaboratively working group was the most successful. C1 [Kuehl, Susanne J.; Schneider, Achim; Toberer, Matthias; Kuehl, Michael] Ulm Univ, Inst Biochem & Mol Biol, Albert Einstein Allee 11, D-89081 Ulm, Germany. [Schneider, Achim] Ulm Univ, Fac Med, Off Dean Studies, D-89081 Ulm, Germany. [Kestler, Hans A.] Ulm Univ, Inst Med Syst Biol, D-89081 Ulm, Germany. [Fischer, Martin R.] Ludwig Maximilians Univ Munchen, Univ Hosp, Inst Med Educ, D-80336 Munich, Germany. RP Kuhl, SJ (reprint author), Ulm Univ, Inst Biochem & Mol Biol, Albert Einstein Allee 11, D-89081 Ulm, Germany. EM susanne.kuehl@uni-ulm.de FU Medical Faculty of Ulm University; "Sonderlinie Medizin" of the State of Baden-Wurttemberg, Germany FX The project was supported by the Medical Faculty of Ulm University with funds from the "Sonderlinie Medizin" of the State of Baden-Wurttemberg, Germany. This project was part of the Master of Medical Education (MME) training program of S.J.K., which was also financially covered by the Medical Faculty of Ulm University. 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TI Developing Critical Thinking Skills-Based Learning Set of Basic Physics Subject Using Edmodo in Android Platform SO JURNAL PENDIDIKAN FISIKA INDONESIA-INDONESIAN JOURNAL OF PHYSICS EDUCATION LA English DT Article DE ADDIE; Critical Thinking Skills; Edmodo; E-learning AB The purpose of this study was to obtain a set of Basic Physics learning, which was developed based on critical thinking skills using the Android platform Edmodo application. This research type was a research and development by analysis, design, development, implementation, and evaluation (ADDIE) model. The results of the validation of content and learning set by the expert indicated valid and reliable categories and can be used with minor revisions or without revisions in Basic Physics learning. The results of critical thinking skills measurement showed a significant increase of N-Gain in the medium category and practical for application in learning. 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PD JAN PY 2019 VL 15 IS 1 BP 14 EP 23 DI 10.15294/jpfi.v15i1.14350 PG 10 WC Education, Scientific Disciplines SC Education & Educational Research GA IA2NJ UT WOS:000469398000003 OA DOAJ Gold DA 2019-08-01 ER PT J AU Sanchez-Azqueta, C Cascarosa, E Celma, S Gimeno, C Aldea, C AF Sanchez-Azqueta, Carlos Cascarosa, Esther Celma, Santiago Gimeno, Cecilia Aldea, Concepcion TI Application of a Flipped Classroom for Model-Based Learning in Electronics SO INTERNATIONAL JOURNAL OF ENGINEERING EDUCATION LA English DT Article DE flipped classroom; model construction; active learning; collaborative work; e-learning ID HIGHER-EDUCATION AB This paper investigates the effectiveness of the flipped classroom methodology to build conceptual knowledge mental models. In particular, it examines the learning process and outcomes of 40 students of a course on Physical Electronics in the last year of a bachelor's degree program in Physics, for which specific educational resources have been developed to implement the flipped classroom. Among them, non-interactive resources are better to present topics and ideas, whereas interactive resources are more useful to establish links between them to build and check the models. The examined data entail grades, laboratory reports and rubrics, outcomes of learning activities, and direct observation, showing that the flipped classroom improves the construction of mental models, providing teaching resources where the topics and main ideas are presented, developed and exercised, and allowing students to establish links to build and check the models. Furthermore, this strategy increases the personal commitment of the students, fostering autonomy and cooperation with peers, all of which makes it an effective pedagogical tool to build knowledge mental models. C1 [Sanchez-Azqueta, Carlos; Celma, Santiago; Aldea, Concepcion] Univ Zaragoza, i3A, E-50009 Zaragoza, Spain. [Cascarosa, Esther] Univ Zaragoza, Dept Didact Ciencias Expt, E-50009 Zaragoza, Spain. [Gimeno, Cecilia] Catholic Univ Louvain, ICTEAM Inst, B-1348 Louvain La Neuve, Belgium. RP Sanchez-Azqueta, C (reprint author), Univ Zaragoza, i3A, E-50009 Zaragoza, Spain. EM csanaz@unizar.es; ecascano@unizar.es; scelma@unizar.es; cecilia.gimenogasca@uclouvain.be; caldea@unizar.es FU Universidad de Zaragoza [PIIDUZ 17 065, PIIDUZ 15 001, PIIDUZ 14 021]; Spanish Ministry of Economy and Enterprise (MINECO) [EDU2016-76743-P] FX This work has been partially supported by the Universidad de Zaragoza under grants PIIDUZ 17 065, PIIDUZ 15 001, and PIIDUZ 14 021; and by the Spanish Ministry of Economy and Enterprise (MINECO) under grant EDU2016-76743-P. The authors would like to thank the BEAGLE research group and the Institute of Research into Environmental Sciences - IUCA (Universidad de Zaragoza) for their assistance in this work. 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In this regard, it is intended to introduce the undergraduate engineering students to the computational fluid dynamics (CFD) using a topic of current importance, i.e. simulation of the human lung air flow. It is thought that this new approach will encourage and improve their perception towards the Fluid Mechanics subject as well as it should stimulate the learning process. Based on results from research activities, a new teaching material was developed for simulation of pulmonary biological flows. The learning process is a combination of master class and e-learning through the material available at the "virtual campus'' platform. Three different indicators had been chosen to measure the project success after the lectures. These are results of a knowledge test, the number of entries to the working material at the virtual campus (visit counter), and a satisfaction survey. Obtained results indicate a great benefit from the activity, with 97.8% of students passing the knowledge test. 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EM tenaana@uniovi.es OI Fernandez-Tena, Ana/0000-0002-5944-4023 FU Spanish Ministry of Economy, Industry and Competitiveness-Instituto de Salud Carlos III [PI17/01639]; Universidad de Oviedo [PINN-17-A-061, PINN-17-A-044] FX Authors acknowledge that this work was partially funded by the Spanish Ministry of Economy, Industry and Competitiveness-Instituto de Salud Carlos III under Project "Estudio de la influencia de la geometria de las vias respiratorias en las patologias pulmonares obstructivas (PI17/01639)'', and was supported by Universidad de Oviedo under Projects "Desarrollo de nuevo material docente sobre flujos biologicos: simulacion de vias areas humanas (PINN-17-A-061)'' and "Desarrollo de nuevas metodologias de ensenanza: reconstitucion digital de las vias aereas humanas a partir de imagenes de tomografia computacional (PINN-17-A-044)''. CR ABET, 2017, CRIT ACCR ENG PROGR Agogino A. 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Educ PY 2019 VL 35 IS 3 BP 947 EP 955 PG 9 WC Education, Scientific Disciplines; Engineering, Multidisciplinary SC Education & Educational Research; Engineering GA HU3TL UT WOS:000465197300021 DA 2019-08-01 ER PT J AU Valero, MM Martinez, M Pozo, F Planas, E AF Valero, Mario M. Martinez, Maria Pozo, Francesc Planas, Eulalia TI A successful experience with the flipped classroom in the Transport Phenomena course SO EDUCATION FOR CHEMICAL ENGINEERS LA English DT Article DE STEM education; Chemical engineering; Flipped classroom; Transport phenomena; Video lectures; e-Learning; Blended learning; Student-centred learning ID CONFCHEM CONFERENCE; STUDENT ENGAGEMENT; INTERACTIVE VIDEO; IMPACT AB Transport Phenomena is a core subject in Chemical Engineering studies. Its fundamentals need significant effort to be understood. Furthermore, students must apply theory to solve practical engineering problems, and it is usually problem resolution which has the largest weight in course assessment. 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PD JAN PY 2019 VL 26 SI SI BP 67 EP 79 DI 10.1016/j.ece.2018.08.003 PG 13 WC Education, Scientific Disciplines SC Education & Educational Research GA HO4ZD UT WOS:000460931500011 DA 2019-08-01 ER PT S AU Gericota, M Ferreira, P Fidalgo, A Andrieu, G Al-Zoubi, A Batarseh, M Garbi-Zutin, D AF Gericota, Manuel Ferreira, Paulo Fidalgo, Andre Andrieu, Guillaume Al-Zoubi, Abdallah Batarseh, Majd Garbi-Zutin, Danilo BE Auer, ME Langmann, R TI e-LIVES - Extending e-Engineering Along the South and Eastern Mediterranean Basin SO SMART INDUSTRY & SMART EDUCATION SE Lecture Notes in Networks and Systems LA English DT Proceedings Paper CT 15th International Conference on Remote Engineering and Virtual Instrumentation (REV) CY MAR 21-23, 2018 CL Univ Appl Sci Duesseldorf, Duesseldorf, GERMANY HO Univ Appl Sci Duesseldorf DE e-Engineering; Remote laboratories; e-Learning accreditation ID TECHNOLOGIES AB The number of students in the higher education system in South and Eastern Mediterranean Basin countries more than doubled in the last 15 years [1]. This positive step forward creates important difficulties for universities forced to handle overcrowded classes. In STEM (Science, Technology, Engineering, and Mathematics) related courses, one promising solution involves the development of accredited e-engineering courses, as a very convenient and efficient way of dealing with the constantly surging number of students. The e-LIVES (e-Learning InnoVative Engineering Solutions) project, a recently approved Erasmus+ program project whose consortium includes European Institutions of higher education from France, Portugal, Belgium and Spain, and from the South and Eastern Mediterranean Basin, Algeria, Jordan, Morocco, and Tunisia, aims to address the problem by providing solutions based on e-engineering. Profiting from the experience gained with the EOLES (Electronics and Optics e-Learning for Embedded Systems) course, a fully online e-engineering third-year accredited Bachelor degree course, the long-lasting result of a previous TEMPUS program project, the EOLES project [2], the consortium hopes to provide the knowledge and the tools needed for partner countries to become autonomous in the development and accreditation of their own e-engineering courses. C1 [Gericota, Manuel; Ferreira, Paulo; Fidalgo, Andre] Polytech Porto, Sch Engn, Porto, Portugal. [Gericota, Manuel] Univ Coll Southeast Norway, Kongsberg, Norway. [Andrieu, Guillaume] Univ Limoges, Limoges, France. [Al-Zoubi, Abdallah; Batarseh, Majd] Princess Sumaya Univ Technol, Amman, Jordan. [Garbi-Zutin, Danilo] Int Assoc Online Engn, Vienna, Austria. RP Gericota, M (reprint author), Polytech Porto, Sch Engn, Porto, Portugal.; Gericota, M (reprint author), Univ Coll Southeast Norway, Kongsberg, Norway. EM mgg@isep.ipp.pt; pdf@isep.ipp.pt; anf@isep.ipp.pt; guillaume.andrieu@unilim.fr; Zoubi@psut.edu.jo; m.batarseh@psut.edu.jo; dgzutin@ieee.org OI Gericota, Manuel/0000-0001-9774-816X; Ferreira, Paulo/0000-0001-6432-6366 FU European Commission [2017 - 2891/001 -001] FX This project is funded by the European Commission, under agreement number 2017 - 2891/001 -001. The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein. CR Andrieu G, 2016, INT CONF REMOT ENGIN, P396, DOI 10.1109/REV.2016.7444511 Andrieu G., 2017, E LEARNING EXCELLENC [Anonymous], 2017, 30 UNESCO Data collected from the UNESCO Institute for statistics, 2017, GROSS ENR RAT LEV ED E-learning tools, 2017, E LEARNING TOOLS L3 Farah S, 2012, INT J ONLINE ENG, V8, P7, DOI 10.3991/ijoe.v8iS2.2004 Garcia-Zubia J, 2010, INT J ONLINE ENG, V6, P25, DOI 10.3991/ijoe.v6s1.1385 Gericota M, 2016, EDULEARN PROC, P4209 Gericota M, 2015, IEEE GLOB ENG EDUC C, P403, DOI 10.1109/EDUCON.2015.7096004 Sousa N, 2010, IEEE T LEARN TECHNOL, V3, P265, DOI 10.1109/TLT.2009.51 NR 10 TC 0 Z9 0 U1 0 U2 0 PU SPRINGER INTERNATIONAL PUBLISHING AG PI CHAM PA GEWERBESTRASSE 11, CHAM, CH-6330, SWITZERLAND SN 2367-3370 EI 2367-3389 BN 978-3-319-95678-7; 978-3-319-95677-0 J9 LECT NOTE NETW SYST PY 2019 VL 47 BP 244 EP 251 DI 10.1007/978-3-319-95678-7_27 PG 8 WC Computer Science, Theory & Methods; Education, Scientific Disciplines; Engineering, Multidisciplinary SC Computer Science; Education & Educational Research; Engineering GA BL7MN UT WOS:000455197300027 DA 2019-08-01 ER PT J AU Drayton, SJ Weeda, ER Avery, LM Penland, B Knight, J AF Drayton, Shannon J. Weeda, Erin R. Avery, Lindsay M. Penland, Brandon Knight, Joshua TI Impact of a co-curricular, e-learning activity on pharmacy student knowledge of laboratory values SO CURRENTS IN PHARMACY TEACHING AND LEARNING LA English DT Article DE Laboratory monitoring; E-learning; Co-curricular; Laboratory values ID ASHP NATIONAL-SURVEY; IN-HOSPITAL SETTINGS; PATIENT EDUCATION AB Background and purpose: Pharmacists are increasingly taking on roles that require interpretation of laboratory values. We sought to assess the impact of a co-curricular, e-learning activity on pharmacy student knowledge of laboratory values. Educational activity and setting: We implemented a co-curricular, e-learning activity during the 2015-2016 academic year at the South Carolina College of Pharmacy. While students in all professional years could participate, the activity was required for those in their third professional year (P3). The activity consisted of a two-hour recorded lesson and accompanying handout. We administered a pre-assessment consisting of 10 multiple-choice questions, followed by a post-assessment comprised of 20 questions, including the 10 questions from the pre-assessment. Mean scores on these 10 questions were compared before and after the activity. Findings: Two hundred and thirty-five students completed the activity. Mean pre-assessment scores numerically increased as year of study increased; ranging from 65.0% to 93.4%. Compared to mean pre-assessment scores for all students, mean post-assessment scores were higher (82.2% vs. 94.3%, p < 0.001). When pre- and post-assessment scores were evaluated by year of study, significant improvements in post-assessment scores were observed for all groups (p <= 0.009). Summary: Following the completion of a co-curricular, e-learning activity designed to provide instruction on laboratory values for pharmacy students, increases in mean post-assessment scores were observed. Applicability of our results is reduced for students outside of the P3 year. C1 [Drayton, Shannon J.; Weeda, Erin R.; Avery, Lindsay M.; Penland, Brandon; Knight, Joshua] Med Univ South Carolina, 280 Calhoun St, Charleston, SC 29425 USA. RP Drayton, SJ (reprint author), Med Univ South Carolina, 280 Calhoun St, Charleston, SC 29425 USA. EM draytons@musc.edu; weeda@musc.edu; Imayery37@gmail.com; BPenland@ghs.org; knightjo@musc.edu OI Weeda, Erin/0000-0001-7876-5802 CR [Anonymous], 2013, SPSS STAT WIND COMP [Anonymous], 2015, ACCR STAND KEY EL PR Carter BL, 2016, DRUG AGING, V33, P169, DOI 10.1007/s40266-016-0349-2 Cook DA, 2008, JAMA-J AM MED ASSOC, V300, P1181, DOI 10.1001/jama.300.10.1181 Erstad BL, 2002, AM J PHARM EDUC, V66, P199 Hughes Christine A, 2010, Int J Pharm Pract, V18, P174 Jolly D E, 1995, J Calif Dent Assoc, V23, P32 LeBlanc JM, 2017, CAN J HOSP PHARM, V70, P19 Lee M, 2017, BASIC SKILLS INTERPR Medina MS, 2013, AM J PHARM EDUC, V77, DOI 10.5688/ajpe778162 Pedersen CA, 2000, AM J HEALTH-SYST PH, V57, P2171, DOI 10.1093/ajhp/57.23.2171 Pedersen CA, 2007, AM J HEALTH-SYST PH, V64, P507, DOI 10.2146/ajhp060669 Pedersen CA, 2016, AM J HEALTH-SYST PH, V73, P1307, DOI 10.2146/ajhp160081 Salter SM, 2014, AM J PHARM EDUC, V78, DOI 10.5688/ajpe78483 Traub SL, 1992, BASIC SKILLS INTERPR NR 15 TC 0 Z9 0 U1 0 U2 5 PU ELSEVIER SCIENCE INC PI NEW YORK PA 360 PARK AVE SOUTH, NEW YORK, NY 10010-1710 USA SN 1877-1297 EI 1877-1300 J9 CURR PHARM TEACH LEA JI Curr. Pharm. Teach. Learn. PD JAN PY 2019 VL 11 IS 1 BP 87 EP 93 DI 10.1016/j.cptl.2018.10.001 PG 7 WC Education, Scientific Disciplines SC Education & Educational Research GA HD2HS UT WOS:000452332300012 PM 30527881 DA 2019-08-01 ER PT J AU Dombrowski, T Wrobel, C Dazert, S Volkenstein, S AF Dombrowski, Tobias Wrobel, Christian Dazert, Stefan Volkenstein, Stefan TI Flipped classroom frameworks improve efficacy in undergraduate practical courses - a quasi-randomized pilot study in otorhinolaryngology SO BMC MEDICAL EDUCATION LA English DT Article DE Medical education; Flipped classroom; Otorhinolaryngology; Practical course; Undergraduate ID MEDICAL-EDUCATION; OTOLARYNGOLOGY AB Background: Curriculum design and specific topic selection for on-site practical courses in clinical disciplines with limited teaching time is challenging. An electronic learning supported curriculum based on the flipped classroom principle has a high potential to effectively gain knowledge and education along with improving practical experience. Here, we demonstrate the introduction of a flipped classroom curriculum for practical courses in Otorhinolaryngology (ORL) in real world practice to improve the on-site time management and students' experience. Methods: Educational aims of our practical curriculum were analysed and rearranged into a flipped classroom (FC) framework. Core knowledge was taught preliminary based on a moodle platform in predominantly interactive formats. Two quasi-randomized groups were formed with 212 participants either receiving or not receiving access to the e-learning program to reduce a potential allocation bias to the e-learning group. All students completed a questionnaire with learning related items. Focusing the study on the intervention group, we investigated if students using the flipped classroom more often felt better prepared for the practical course. Results: The online learning platform was highly accepted and frequently used by 66% of participating students in the e-learning group. Students with frequent use of our e-learning platform significantly felt better prepared for the practical course (p = 0.001). The far majority of all students supports the idea of further development of e-learning. More than 70% were generally interested in ORL. Handouts were the overall most important learning resource and more than 50% relied solely on them. Conclusions: Flipped classroom curricula can save time and help improving the on-site experience in practical courses especially in smaller surgical disciplines. The acceptance of digital learning is high, and most students rely on handouts for learning ORL, emphasizing the need for guidance by the teacher e.g. through electronic learning. Our results underline the high potential of FC to address teaching challenges for smaller medical disciplines with limited teaching time like ORL. C1 [Dombrowski, Tobias; Wrobel, Christian; Dazert, Stefan; Volkenstein, Stefan] Ruhr Univ Bochum, Dept Otorhinolaryngol Head & Neck Surg, St Elisabeth Hosp, Bleichstr 15, D-44787 Bochum, Germany. RP Dombrowski, T (reprint author), Ruhr Univ Bochum, Dept Otorhinolaryngol Head & Neck Surg, St Elisabeth Hosp, Bleichstr 15, D-44787 Bochum, Germany. EM tobias.dombrowski@rub.de FU Ruhr-University Bochum, e-learning Department (RUBel) FX The e-learning project was technically and financially supported by the Ruhr-University Bochum, e-learning Department (RUBel). The support did neither influence the data collection nor its interpretation. 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Educ. PD DEC 4 PY 2018 VL 18 AR 294 DI 10.1186/s12909-018-1398-5 PG 7 WC Education & Educational Research; Education, Scientific Disciplines SC Education & Educational Research GA HD1ND UT WOS:000452276300003 PM 30514278 OA DOAJ Gold, Green Published DA 2019-08-01 ER PT J AU Shead, DA Roos, R Olivier, B Ihunwo, AO AF Shead, Dorothy A. Roos, Ronel Olivier, Benita Ihunwo, Amadi O. TI Gross anatomy education for South African undergraduate physiotherapy students SO ANATOMICAL SCIENCES EDUCATION LA English DT Article DE gross anatomy education; undergraduate education; physical therapy education; physiotherapy; allied health; anatomy curriculum ID PHYSICAL-THERAPY STUDENTS; MEDICAL-EDUCATION; TEACHING ANATOMY; INTERPROFESSIONAL EDUCATION; LEARNING OUTCOMES; PEER TEACHERS; HEALTH-CARE; BODY; SCIENCES; DISSECTION AB Eight faculties in South Africa offer undergraduate physiotherapy training with gross anatomy included as a basis for clinical practice. Little information exists about anatomy education for this student body. A 42-question peer-reviewed survey was distributed to physiotherapy gross anatomy course coordinators in all the eight faculties. Seven coordinators from six (75%) of the universities responded. Two respondents' data from the same university were pooled. Collected data show that staff qualifications and experience varied widely and high to average staff to student ratios exist between faculties. Direct anatomy teaching duration was 12.3 (SD +/- 5.2) weeks per semester. Total number of weeks in courses per faculty was 27.6 (SD +/- 5.7) varying widely between institutions. Calculable direct contact anatomy hours ranged between 100 and 308 with a mean of 207.6 (SD +/- 78.1). Direct contact hours in lectures averaged 3.9 (SD +/- 1.6) per week and the average direct contact hours in practical sessions were 3.5 (SD +/- 1.8) per week. Dissection, prosection, plastinated models, surface anatomy, and e-learning were available across faculties. Ancillary modalities such as vertical integration and inter-professional learning were in use. All faculties had multiple-choice questions, spot tests, and short examination questions. Half had viva-voce examinations and one had additional long questions assessment. Students evaluated teaching performance in five faculties. Four faculties were reviewing anatomy programs to consider implementing changes to anatomy curriculum or pedagogy. The findings highlighted disparity between programs and also identified the need for specific guidelines to develop a unified South African gross anatomy course for physiotherapy students. C1 [Shead, Dorothy A.; Roos, Ronel; Olivier, Benita] Univ Witwatersrand, Fac Hlth Sci, Dept Physiotherapy, 7 York Rd,Parktown, ZA-2193 Johannesburg, South Africa. 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Sci. Educ. PD NOV-DEC PY 2018 VL 11 IS 6 BP 554 EP 564 DI 10.1002/ase.1763 PG 11 WC Education, Scientific Disciplines SC Education & Educational Research GA GZ7DC UT WOS:000449635200003 PM 29338131 DA 2019-08-01 ER PT J AU Trollor, JN Eagleson, C Turner, B Salomon, C Cashin, A Iacono, T Goddard, L Lennox, N AF Trollor, Julian N. Eagleson, Claire Turner, Beth Salomon, Carmela Cashin, Andrew Iacono, Teresa Goddard, Linda Lennox, Nicholas TI Intellectual disability content within pre-registration nursing curriculum: How is it taught? SO NURSE EDUCATION TODAY LA English DT Article DE Intellectual disability; Nursing education; Curriculum design; Health inequalities; Teaching methods ID RANDOMIZED-CONTROLLED-TRIAL; HEALTH CONTENT; EDUCATION; PEOPLE; STUDENTS; SPECIALIST; DOCTORS; AUDIT AB Background: Despite experiencing higher rates of physical and mental health conditions compared with the general population, people with intellectual disability face inequitable access to healthcare services. Improving education of healthcare professionals is one way to reduce these inequalities. Objective: To determine how intellectual disability content is taught within Australian nursing schools. Design: A two-phase audit of Australian nursing curricula content was conducted using an interview and online survey. Setting: Nursing schools Australia-wide providing pre-registration courses. Participants: For Phase 1, course coordinators from 31 nursing schools completed an interview on course structure. Teaching staff from 15 schools in which intellectual disability content was identified completed an online survey for Phase 2. Methods: Methods used to teach intellectual disability content and who taught the content were audited using an online survey. Results: Across the 15 schools offering intellectual disability content, lectures were the most common teaching method (82% of units), followed by tutorials (59%), workshops (26%), then other methods (e.g. e-learning; 12%). Approximately three-quarters of intellectual disability teaching used some problem-and/or enquiry-based learning. Only one nursing school involved a person with intellectual disability in delivering teaching content. Six (19%) participating schools identified staff who specialise in intellectual disability, and seven (23%) identified staff with a declared interest in the area. Conclusion: While some nursing schools are using diverse methods to teach intellectual disability content, many are not; as a result, nursing students may miss out on acquiring the attributes which enable them to address the significant health inequalities faced by this group. A specific deficit was identified relating to inclusive teaching and clinical contact with people with intellectual disability. C1 [Trollor, Julian N.; Eagleson, Claire; Turner, Beth; Salomon, Carmela] UNSW Sydney, Sch Psychiat, 3DN, 34 Bot St, Randwick, NSW 2052, Australia. [Cashin, Andrew] Southern Cross Univ, Sch Hlth & Human Sci, POB 157, Lismore, NSW 2480, Australia. [Iacono, Teresa] La Trobe Univ, La Trobe Rural Hlth Sch, 102 Arnold St, Bendigo, Vic 3550, Australia. [Goddard, Linda] Charles Start Univ, Sch Nursing Midwifery & Indigenous Hlth, POB 789, Albury, NSW 2640, Australia. [Lennox, Nicholas] Univ Queensland, Mater Res Inst, QCIDD, Mater Hosp, Level 2 Aubigny Pl, South Brisbane, Qld 4101, Australia. RP Trollor, JN (reprint author), UNSW Sydney, Sch Psychiat, 3DN, 34 Bot St, Randwick, NSW 2052, Australia. EM j.trollor@unsw.edu.au; c.eagleson@unsw.edu.au; c.salomon@unsw.edu.au; Andrew.cashin@scu.edu.au; t.iacono@latrobe.edu.au; LGoddard@csu.edu.au; n.lennox@uq.edu.au OI Trollor, Julian/0000-0002-7685-2977 FU Ageing, Disability and Homecare (ADHC), New South Wales Government Department of Family and Community Services FX Funding for the study was provided by Ageing, Disability and Homecare (ADHC), New South Wales Government Department of Family and Community Services. ADHC had no role in the study design, collection, analysis or interpretation of data, writing the report, or the decision to submit it for publication. 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Today PD OCT PY 2018 VL 69 BP 48 EP 52 DI 10.1016/j.nedt.2018.07.002 PG 5 WC Education, Scientific Disciplines; Nursing SC Education & Educational Research; Nursing GA GR5TD UT WOS:000442703900009 PM 30007147 DA 2019-08-01 ER PT J AU Mahaffey, AL AF Mahaffey, Angela L. TI Interfacing virtual and face-to-face teaching methods in an undergraduate human physiology course for health professions students SO ADVANCES IN PHYSIOLOGY EDUCATION LA English DT Article DE course development; health professions; undergraduate ID EDUCATION; PERCEPTIONS; PERFORMANCE; TECHNOLOGY; SIMULATION; PROGRAMS; IMPACT AB Human physiology is a core physical sciences course for health professions students, such as nurses and exercise science majors. The concepts of human physiology lay the foundation for health professions courses, such as pathophysiology. The National Council Licensing Exam for registered nurses (a timed nursing licensure exam) and the American College of Sports Medicine timed licensure exams for exercise sciences students have a framework consisting of human physiology concepts and are computer adaptive testing (CAT) assessments. This provides a case for electronic testing (in the undergraduate class setting) as a preparatory measure for CAT licensing exams. Case studies have illustrated a high information retention rate, with students completing online homework vs. paper, as well. Additionally, in recent years, virtual laboratories for nonphysical science majors have been described as safer and effective for the purposes of educating students in laboratory techniques and experimental measures. Lastly, a successful learning approach utilized by museums has been found to be effective in younger students as well: "touch learning" (tactile learning). It also is important to note that student discussions and the face-to-face teaching dynamic play a critical role in the undergraduate education process. As such, the teaching methodology discussed here combines e-learning, virtual laboratories, tactile learning, and face-to-face didactic instruction of human physiology in developing a course to engage undergraduate health professions students, increase retention of human physiology course materials, and simultaneously prepare students for the CAT assessments that are licensing exams. C1 [Mahaffey, Angela L.] Loyola Univ, Marcella Neihoff Sch Nursing, BVM 907,1032 W Sheridan Rd, Chicago, IL 60660 USA. RP Mahaffey, AL (reprint author), Loyola Univ, Marcella Neihoff Sch Nursing, BVM 907,1032 W Sheridan Rd, Chicago, IL 60660 USA. 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Physiol. Educ. PD SEP PY 2018 VL 42 IS 3 BP 477 EP 481 DI 10.1152/advan.00097.2018 PG 5 WC Education, Scientific Disciplines; Physiology SC Education & Educational Research; Physiology GA GX3VM UT WOS:000447655200001 PM 30035633 DA 2019-08-01 ER PT J AU Gaupp, R Fabry, G Korner, M AF Gaupp, Rainer Fabry, Goetz Koerner, Mirjam TI Self-regulated learning and critical reflection in an e-learning on patient safety for third-year medical students SO INTERNATIONAL JOURNAL OF MEDICAL EDUCATION LA English DT Article DE Critical reflection; self-regulated learning; e-learning; patient safety; evaluation ID EDUCATION; USABILITY; PROGRAM AB Objectives: To explore the influence of critical thinking, self-regulated learning and system usability on the acceptance of e-learning on patient safety. Methods: A cross-sectional study was conducted, using a 32-question online survey. One hundred ninety-three (n= 193 medical students participated in the study and were asked to rate levels of reflective thinking, self-regulated learning and attitudes towards patient safety using scales from the Questionnaire for Reflective Thinking, the Attitudes to Patient Safety Questionnaire and the System Usability Scale. Differences between reflection levels were calculated using paired t-tests, associations between critical thinking and self-regulated learning were calculated using linear correlations. We performed linear multiple regression analysis to identify predictors for student acceptance of the e-learning. Results: Students (n= 193) engaged in intermediate levels of reflection (5-point Likert, M= 3.62, SD= 0.73) and significantly (t((143))= 15.15, p< 0.001, d= 1.57) lower levels (M= 2.35, SD= 0.87) of critical reflection. Most students showed high (>= 4; 44.1%) or intermediate (< 4 level > 2; 29.4 %) levels of self-regulated learning. A regression model indicated that 5 predictors (Reflection, critical reflection, selfregulated learning, relevance, usability) explained 65.3% of the variance (R-2 = 0.653, F-(5,F- 96)= 39.02, p< 0.01) of perceived total quality. Conclusions: This study shows that reflection and learning skills are important factors for e-learning acceptance, but perceived relevance and system usability play a more important role. From a didactic perspective, it is indispensable to provide the students with sufficient examples and links to professional practice to enhance the perception of relevance and to improve system usability permanently. C1 [Gaupp, Rainer; Fabry, Goetz; Koerner, Mirjam] Freiburg Univ, Med Fac, Med Psychol & Med Sociol, Hebelstr, Freiburg, Germany. RP Gaupp, R (reprint author), Freiburg Univ, Med Fac, Med Psychol & Med Sociol, Hebelstr, Freiburg, Germany. 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PD JUL 12 PY 2018 VL 9 BP 189 EP 194 DI 10.5116/ijme.5b39.d5a8 PG 6 WC Education, Scientific Disciplines SC Education & Educational Research GA GM9OG UT WOS:000438578600001 PM 30007950 OA Other Gold, Green Published DA 2019-08-01 ER PT J AU Zureick, AH Burk-Rafel, J Purkiss, JA Hortsch, M AF Zureick, Andrew H. Burk-Rafel, Jesse Purkiss, Joel A. Hortsch, Michael TI The interrupted learner: How distractions during live and video lectures influence learning outcomes SO ANATOMICAL SCIENCES EDUCATION LA English DT Article DE histology education; medical education; undergraduate education; study behaviors; interruptions; technology; lecture attendance; lecture videos; e-learning; self-directed learning ID MEDICAL-EDUCATION; STUDENT PERFORMANCE; ANATOMY COURSE; GROSS-ANATOMY; MULTITASKING; SATISFACTION; INSTRUCTION; SCHOOL; ENVIRONMENT; REDUNDANCY AB New instructional technologies have been increasingly incorporated into the medical school learning environment, including lecture video recordings as a substitute for live lecture attendance. The literature presents varying conclusions regarding how this alternative experience impacts students' academic success. Previously, a multi-year study of the first-year medical histology component at the University of Michigan found that live lecture attendance was positively correlated with learning success, while lecture video use was negatively correlated. Here, three cohorts of first-year medical students (N=439 respondents, 86.6% response rate) were surveyed in greater detail regarding lecture attendance and video usage, focusing on study behaviors that may influence histology learning outcomes. Students who reported always attending lectures or viewing lecture videos had higher average histology scores than students who employed an inconsistent strategy (i.e., mixing live attendance and video lectures). Several behaviors were negatively associated with histology performance. Students who engaged in non-lecture activities (e.g., social media use), students who reported being interrupted while watching the lecture video, or feeling sleepy/losing focus had lower scores than their counterparts not engaging in these behaviors. This study suggests that interruptions and distractions during medical learning activitieswhether live or recordedcan have an important impact on learning outcomes. Anat Sci Educ 11: 366-376. (c) 2017 American Association of Anatomists. C1 [Zureick, Andrew H.; Burk-Rafel, Jesse] Univ Michigan, Med Sch, Ann Arbor, MI 48109 USA. [Burk-Rafel, Jesse] NYU, Dept Internal Med, New York, NY USA. [Purkiss, Joel A.] Univ Michigan, Off Med Student Educ, Med Sch, Ann Arbor, MI 48109 USA. [Purkiss, Joel A.; Hortsch, Michael] Univ Michigan, Dept Learning Hlth Sci, Med Sch, Ann Arbor, MI 48109 USA. [Purkiss, Joel A.] Baylor Coll Med, Sch Med, Curriculum Off, Houston, TX 77030 USA. 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Sci. Educ. PD JUL-AUG PY 2018 VL 11 IS 4 BP 366 EP 376 DI 10.1002/ase.1754 PG 11 WC Education, Scientific Disciplines SC Education & Educational Research GA GL2FD UT WOS:000436932100005 PM 29178200 OA Bronze DA 2019-08-01 ER PT J AU McDonald, EW Boulton, JL Davis, JL AF McDonald, Ewan W. Boulton, Jessica L. Davis, Jacqueline L. TI E-learning and nursing assessment skills and knowledge - An integrative review SO NURSE EDUCATION TODAY LA English DT Review DE Health assessment; E-based learning; Digital learning: e-pedagogy; Clinical skills ID CLINICAL SKILLS; STUDENTS; NURSES; EDUCATION; METAANALYSIS; TECHNOLOGY; SIMULATION; SUPPORT; IMPACT; TOOL AB Objectives: This review examines the current evidence on the effectiveness of digital technologies or e-based learning for enhancing the skills and knowledge of nursing students in nursing assessment. Design & Background: This integrative review identifies themes emerging from e-learning and 'nursing assessment' literature. Literature reviews have been undertaken in relation to digital learning and nursing education, including clinical skills, clinical case studies and the nurse-educator role. Whilst perceptions of digital learning are well covered, a gap in knowledge persists for understanding the effectiveness of e-learning on nursing assessment skills and knowledge. This is important as comprehensive assessment skills and knowledge are a key competency for newly qualified nurses. Data-sources: The MEDLINE, CINAHL, Cochrane Library and ProQuest Nursing and Allied Health Source electronic databases were searched for the period 2006 to 2016. Hand searching in bibliographies was also undertaken. Review Methods: Selection criteria for this review included: (i) Published in English; (ii) Study design included measurement or analysis of Nursing subject material which included a significant 'nursing assessment' component; and (iii) Study cohort was students who were enrolled within schools of higher education or directly working in the clinical practice setting. Findings: Twenty articles met the selection criteria for this review, and five major themes for e-based learning were identified (a) students become self-evaluators; (b) blend and scaffold learning; (c) measurement of clinical reasoning; (d) mobile technology and Facebook are effective; and (e) training and preparation is vital. Conclusions: Although e-based learning programs provide a flexible teaching method, evidence suggests e-based learning alone does not exceed face-to-face patient simulation. This is particularly the case where nursing assessment learning is not scaffolded. This review demonstrates that e-based learning and traditional teaching methods used in conjunction with each other create a superior learning style. C1 [McDonald, Ewan W.; Boulton, Jessica L.; Davis, Jacqueline L.] La Trobe Univ, Austin Clin Sch, Heidelberg, Vic, Australia. RP McDonald, EW (reprint author), La Trobe Univ, Austin Clin Sch, Austin Hlth, Austin Tower Level 4,POB 5555, Heidelberg, Vic 3084, Australia. EM ewan.mcdonald@latrobe.edu.au RI McDonald, Ewan/O-3124-2018 OI McDonald, Ewan/0000-0001-7658-1030 FU School of Nursing & Midwifery - La Trobe University FX The project was funded through an internal grant at the School of Nursing & Midwifery - La Trobe University for JB (Bachelor of Nursing student) to draft initial manuscript. EM conceived review, revised content and completed further drafts. The authors wish to acknowledge Stay Hillel for assistance with library searching. CR Anderson K., 2013, P 2013 WORKSH MOD SI, V10, P1, DOI [10.1109/MSCPES.2013.6623311, DOI 10.1109/MSCPES.2013.6623311] Beeckman D, 2008, J CLIN NURS, V17, P1697, DOI 10.1111/j.1365-2702.2007.02200.x Beers G. 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Today PD JUL PY 2018 VL 66 BP 166 EP 174 DI 10.1016/j.nedt.2018.03.011 PG 9 WC Education, Scientific Disciplines; Nursing SC Education & Educational Research; Nursing GA GH7PF UT WOS:000433645200028 PM 29705504 DA 2019-08-01 ER PT J AU O'Doherty, D Dromey, M Lougheed, J Hannigan, A Last, J McGrath, D AF O'Doherty, Diane Dromey, Marie Lougheed, Justan Hannigan, Ailish Last, Jason McGrath, Deirdre TI Barriers and solutions to online learning in medical education - an integrative review SO BMC MEDICAL EDUCATION LA English DT Review DE E-learning; Online learning; Medical education; Medical faculty; Barriers; Solutions ID PROGRAM AB Background: The aim of this study is to review the literature on known barriers and solutions that face educators when developing and implementing online learning programs for medical students and postgraduate trainees. Methods: An integrative review was conducted over a three-month period by an inter-institutional research team. The search included ScienceDirect, Scopus, BioMedical, PubMed, Medline (EBSCO & Ovid), ERIC, LISA, EBSCO, Google Scholar, ProQuest A&I, ProQuest UK & Ireland, UL Institutional Repository (IR), UCDIR and the All Aboard Report. Search terms included online learning, medical educators, development, barriers, solutions and digital literacy. The search was carried out by two reviewers. Titles and abstracts were screened independently and reviewed with inclusion/exclusion criteria. A consensus was drawn on which articles were included. Data appraisal was performed using the Critical Appraisal Skills Programme (CASP) Qualitative Research Checklist and NHMRC Appraisal Evidence Matrix. Data extraction was completed using the Cochrane Data Extraction Form and a modified extraction tool. Results: Of the 3101 abstracts identified from the search, ten full-text papers met the inclusion criteria. Data extraction was completed on seven papers of high methodological quality and on three lower quality papers. Findings suggest that the key barriers which affect the development and implementation of online learning in medical education include time constraints, poor technical skills, inadequate infrastructure, absence of institutional strategies and support and negative attitudes of all involved. Solutions to these include improved educator skills, incentives and reward for the time involved with development and delivery of online content, improved institutional strategies and support and positive attitude amongst all those involved in the development and delivery of online content. Conclusion: This review has identified barriers and solutions amongst medical educators to the implementation of online learning in medical education. Results can be used to inform institutional and educator practice in the development of further online learning. C1 [O'Doherty, Diane; Lougheed, Justan; Hannigan, Ailish; McGrath, Deirdre] Univ Limerick, Grad Entry Med Sch, Limerick, Ireland. [Dromey, Marie] Univ Coll Dublin, Sch Med, Dublin, Ireland. [Last, Jason] Univ Coll Dublin, Dublin, Ireland. RP O'Doherty, D (reprint author), Univ Limerick, Grad Entry Med Sch, Limerick, Ireland. EM diane.odoherty@ul.ie FU Graduate Entry Medical School, University of Limerick FX Graduate Entry Medical School, University of Limerick under the provision of Strategic Research Funding. The funding body played no role in the design of the study, collection, analysis and interpretation of data. 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PD JUN 7 PY 2018 VL 18 AR 130 DI 10.1186/s12909-018-1240-0 PG 11 WC Education & Educational Research; Education, Scientific Disciplines SC Education & Educational Research GA GJ1ML UT WOS:000435020100006 PM 29880045 OA DOAJ Gold, Green Published DA 2019-08-01 ER PT J AU Torres, MF Sousa, AJ Torres, RT AF Torres, Manuel F. Sousa, Armando J. Torres, Raquel T. TI Pedagogical and technological replanning: a successful case study on integration and transversal skills for engineering freshmen SO INTERNATIONAL JOURNAL OF TECHNOLOGY AND DESIGN EDUCATION LA English DT Article DE Integration; Transversal skills; Engineering; Pedagogical-technological innovations; E-learning; Active learning ID HIGHER-EDUCATION; STUDENTS AB Replanning is often used to optimize results of an activity in an ever changing world. To address the challenge of preparing future engineers for success, a special course was created for all engineering freshmen of the Faculty of Engineering of the University of Porto, in Portugal. Presented as a case study, this special course underwent a careful replanning as a result of several years of experience in teaching practice alongside with a theoretical deepening in pedagogical and technological issues, under the aegis of the action-research methodology. Within the context of the case study course, the mentioned replanning was also based on a theoretical approach that clearly identifies teaching-learning-assessment methodologies that promote regulation from those that foster emancipation, using a specific instrument: a taxonomy of educational processes. The replanning was designed to globally boost results regarding the educational aims of the course such as furthering freshmen's integration into work environment and preparing them for success by fostering transversal skills (needed for study and work). Technology is seen as a mean of education enrichment as well as a productivity tool. The introduced innovations include fun-but-educational activities, several types of assessment over time and specific technological tools which were critical for the educational impact/achievement of this course. Success is demonstrated by encouraging feedback from the stakeholders, high students' classifications and a steady reduction in retention. It is advocated that large portions of the reasoning behind the replanning can be extrapolated to other courses. C1 [Torres, Manuel F.; Sousa, Armando J.] Univ Porto, Fac Engn, Rua Dr Roberto Frias S-N, P-4200465 Porto, Portugal. [Torres, Raquel T.] Manuel Firmino & Associados Lda, Praca Republ 13 5 Esq, P-4050495 Porto, Portugal. RP Torres, MF (reprint author), Univ Porto, Fac Engn, Rua Dr Roberto Frias S-N, P-4200465 Porto, Portugal. 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PD JUN PY 2018 VL 28 IS 2 BP 573 EP 591 DI 10.1007/s10798-017-9399-y PG 19 WC Education, Scientific Disciplines; Engineering, Multidisciplinary SC Education & Educational Research; Engineering GA GF9UZ UT WOS:000432325800013 DA 2019-08-01 ER PT J AU Kleinsorgen, C von Kockritz-Blickwede, M Naim, HY Branitzki-Heinemann, K Kankofer, M Mandoki, M Adler, M Tipold, A Ehlers, JP AF Kleinsorgen, Christin von Koeckritz-Blickwede, Maren Naim, Hassan Y. Branitzki-Heinemann, Katja Kankofer, Marta Mandoki, Mira Adler, Martin Tipold, Andrea Ehlers, Jan P. TI Impact of Virtual Patients as Optional Learning Material in Veterinary Biochemistry Education SO JOURNAL OF VETERINARY MEDICAL EDUCATION LA English DT Article DE veterinary education; biochemistry education; educational activities; virtual systems; CASUS software; virtual cases; virtual patients; e-learning; case-based learning ID MEDICAL-EDUCATION; STUDENTS; EXPERIENCE; CURRICULUM; CHEMISTRY; SCIENCE AB Biochemistry and physiology teachers from veterinary faculties in Hannover, Budapest, and Lublin prepared innovative, computer-based, integrative clinical case scenarios as optional learning materials for teaching and learning in basic sciences. These learning materials were designed to enhance attention and increase interest and intrinsic motivation for learning, thus strengthening autonomous, active, and self-directed learning. We investigated learning progress and success by administering a pre-test before exposure to the virtual patients (vetVIP) cases, offered vetVIP cases alongside regular biochemistry courses, and then administered a complementary post-test. We analyzed improvement in cohort performance and level of confidence in rating questions. Results of the performance in biochemistry examinations in 2014, 2015, and 2016 were correlated with the use of and performance in vetVIP cases throughout biochemistry courses in Hannover. Surveys of students reflected that interactive cases helped them understand the relevance of basic sciences in veterinary education. Differences between identical pre- and post-tests revealed knowledge improvement (correct answers: +28% in Hannover, +9% in Lublin) and enhanced confidence in decision making ("I don't know" answers: -20% in Hannover, -7.5% in Lublin). High case usage and voluntary participation (use of vetVIP cases in Hannover and Lublin >70%, Budapest <1%; response rates in pre-test 72% and post-test 48%) indicated a good increase in motivation for the subject of biochemistry. Despite increased motivation, there was only a weak correlation between performance in final exams and performance in the vetVIP cases. Case-based e-learning could be extended and generated cases should be shared across veterinary faculties. C1 [Kleinsorgen, Christin] Univ Vet Med Hannover, E Learning Dept, Bunteweg 2, D-30559 Hannover, Germany. [von Koeckritz-Blickwede, Maren] Univ Vet Med Hannover, Dept Physiol Chem, Bunteweg 17, D-30559 Hannover, Germany. [Naim, Hassan Y.; Branitzki-Heinemann, Katja] Univ Vet Med Hannover, Dept Physiol Chem, Bunteweg 2, D-30559 Hannover, Germany. [Kankofer, Marta] Univ Life Sci Lublin, Fac Vet Med, Dept Biochem, Akad 12, PL-20033 Lublin, Poland. [Mandoki, Mira] Szent Istvan Univ, Dept Pathol & Forens Vet Med, Vet Fac, POB 2, H-1400 Budapest, Hungary. [Adler, Martin] Instruct AG, Kapuzinerstr 5, D-80337 Munich, Germany. [Tipold, Andrea] Univ Vet Med Hannover, Vet Med, Bunteweg 9, D-30559 Hannover, Germany. [Tipold, Andrea] Univ Vet Med Hannover, Small Anim Clin, Neurol, Teaching, Bunteweg 9, D-30559 Hannover, Germany. [Ehlers, Jan P.] Univ Witten Herdecke, Med Vet, Alfred Herrhausen Str 50, D-58448 Witten, Germany. [Ehlers, Jan P.] Univ Witten Herdecke, Didact & Educ Res Hlth Sci, Alfred Herrhausen Str 50, D-58448 Witten, Germany. RP Kleinsorgen, C (reprint author), Univ Vet Med Hannover, E Learning Dept, Bunteweg 2, D-30559 Hannover, Germany. EM Christin.Kleinsorgen@tiho-hannover.de; maren.von.koeckritz-blickwede@tiho-hannover.de; hassan.naim@tiho-hannover.de; katja.branitzki-heinemann@tiho-hannover.de; marta.kankofer@up.lublin.pl; Mandoki.Mira@univet.hu; martin.adler@instruct.eu; andrea.tipold@tiho-hannover.de; jan.ehlers@uni-wh.de FU EU (EU Lifelong Learning Programme) [526137-LLP-1-2012-1-PL-ERASMUS-FEXI]; Polish Ministry of Science and Higher Education FX The vetVIP project (use of virtual problems/virtual patients in veterinary basic sciences) was supported by an EU grant (526137-LLP-1-2012-1-PL-ERASMUS-FEXI, EU Lifelong Learning Programme).; The scientific work of the Polish partners was co-financed by funds from the Polish Ministry of Science and Higher Education (years 2012-2014), which were assigned for the realization of the international vetVIP project. 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Vet. Med. Educ. PD SUM PY 2018 VL 45 IS 2 BP 177 EP 187 DI 10.3138/jvme.1016-155r1 PG 11 WC Education, Scientific Disciplines; Veterinary Sciences SC Education & Educational Research; Veterinary Sciences GA GF9HD UT WOS:000432285800005 DA 2019-08-01 ER PT J AU Beg, A Beg, A AF Beg, Azam Beg, Ajmal TI Using open technologies for automatically creating question-and-answer sets for engineering MOOCs SO COMPUTER APPLICATIONS IN ENGINEERING EDUCATION LA English DT Article DE assessment; circuit analysis; circuit schematics; distance learning; e-learning; engineering education; massive open online course (MOOC); test-bank AB Two of the main challenges faced by today's massive open online courses (MOOCs) are low completion rates and lack of equivalence with the traditional classroom-based courses. Both of these issues are somewhat related and can be attributed to the assessments which are primarily conducted online and are unsupervised. Enhancing the credibility of the assessment process can lead to higher acceptability of the MOOCs, which in turn is expected to encourage more students to complete the online courses. One way of improving the assessment is providing each online student with a unique set of questions for assignments and examinations. The MOOCs can be taken concurrently by hundreds, if not thousands of students. For such class-sizes, the manual preparation of distinct questions, especially if they include drawings (e.g., circuit schematics, block diagrams, etc.), is a very daunting proposition due to the required time and effort. To enable the automatic creation of large sets of questions-and-answers, we present a system based on open technologies. Although the system currently covers only the circuits-related courses in Electrical and Computer Engineering, the system's underlying principles are applicable to the conventional/online courses in other fields of engineering and science. 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Srivastava, Sakti TI Evaluation of an E-Learning Course for Clubfoot Treatment in Tanzania: A Multicenter Study SO JOURNAL OF MEDICAL EDUCATION AND CURRICULAR DEVELOPMENT LA English DT Article DE Electronic learning; low- and middle-income countries; medical education; Ponseti method; clubfoot; global health ID PONSETI METHOD; MEDICAL-EDUCATION; COUNTRIES; CLUBFEET; SUCCESS AB In total, 80% of clubfoot cases occur in low- and middle-income countries, where lack of clinical knowledge of the Ponseti method of treatment presents as a major barrier to treatment. This study aims to determine the effectiveness of an electronic learning course to teach clinicians in Tanzania Ponseti method theory. A total of 30 clinicians were recruited from clinics with high referral rates for clubfoot patients and invited to 1 of 3 training sites: Mbeya (n = 15), Zanzibar (n = 10), and Mwanza (n = 5). Baseline knowledge, measured through a pretest, was compared to performance on a posttest after e-learning course completion. Scores for Mbeya and Zanzibar participants improved from 44 +/- 12.5 to 69.8 +/- 16.5 (P < .0001) and 44.3 +/- 14.0 to 67.9 +/- 21.4 (P = .01), respectively. Our results suggest that an e-learning course may be an effective method of disseminating Ponseti method theory in Tanzania. Successful implementation requires an understanding of the device availability and technology literacy of the users. C1 [Vaca, Silvia D.; Warstadt, Nicholus M.; Srivastava, Sakti] Stanford Univ, Sch Med, Dept Surg, Stanford, CA USA. [Ngayomela, Isidor H.; Nungu, Rachel] Bugando Med Ctr, Div Trauma & Orthoped Surg, Dept Surg, Mwanza, Tanzania. [Kowero, Emmanuel S.] Mbeya Zonal Referral Hosp, Dept Physiotherapy, Mbeya, Tanzania. RP Srivastava, S (reprint author), Stanford Univ, Sch Med, Div Clin Anat, 269 Campus Dr,CCSR 0125, Stanford, CA 94305 USA. EM sakti@stanford.edu FU Social Entrepreneurship Laboratory Fellowships - Stanford Graduate School of Business; Social Entrepreneurship Laboratory Fellowships - Stanford School of Engineering FX Funding for authors SDV and NMW was provided by Social Entrepreneurship Laboratory Fellowships jointly supported by the Stanford Graduate School of Business and the Stanford School of Engineering. The funding body was not involved in the study design, data collection, analysis, interpretation, or manuscript preparation. 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Med. Educ. Curric. Dev. PD APR 26 PY 2018 VL 5 AR UNSP 2382120518771913 DI 10.1177/2382120518771913 PG 8 WC Education, Scientific Disciplines SC Education & Educational Research GA GE1QV UT WOS:000430992700001 PM 29780890 OA DOAJ Gold, Green Published DA 2019-08-01 ER PT J AU Popovic, N Popovic, T Dragovic, IR Cmiljanic, O AF Popovic, Natasa Popovic, Tomo Dragovic, Isidora Rovcanin Cmiljanic, Oleg TI A Moodle-based blended learning solution for physiology education in Montenegro: a case study SO ADVANCES IN PHYSIOLOGY EDUCATION LA English DT Article DE blended learning; Moodle in physiology; web-based learning management systems ID MANAGEMENT-SYSTEM AB This study evaluates the impact of web-based blended learning in the physiology course at the Faculty of Medicine, University of Montenegro. The two main goals of the study were: to determine the impact of e-learning on student success in mastering the course, and to assess user satisfaction after the introduction of e-learning. The study compared a group of students who attended the physiology course before, with a group of students who attended the physiology course after the Moodle platform was fully implemented as an educational tool. Formative and summative assessment scores were compared between these two groups. The impact of high vs. low Moodle use on the assessment scores was analyzed. The satisfaction among Moodle users was assessed by the survey. The study found that attendance of face-to-face lectures had a positive impact on academic performance. The introduction of Moodle in the presented model of teaching increased interest of students, attendance of face-to-face lectures, as well as formative and summative scores. High frequency of Moodle use was not always associated with better academic performance, suggesting that the introduction of a new method of teaching was most likely equally accepted by low-and high-achieving students. Most of the students agreed that Moodle was easy to use and it complemented traditional teaching very well, but it could not completely replace traditional face-to-face lectures. The study supports continuing the use of web-based learning in a form of blended learning for physiology, as well as for other courses in medical education. C1 [Popovic, Natasa; Dragovic, Isidora Rovcanin; Cmiljanic, Oleg] Univ Montenegro, Fac Med, Podgorica 81000, Montenegro. [Popovic, Tomo] Univ Donja Gorica, Fac Informat Syst & Technol, Podgorica, Montenegro. RP Popovic, N (reprint author), Univ Montenegro, Fac Med, Krusevac Bb, Podgorica 81000, Montenegro. 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Physiol. Educ. PD MAR PY 2018 VL 42 IS 1 BP 111 EP 117 DI 10.1152/advan.00155.2017 PG 7 WC Education, Scientific Disciplines; Physiology SC Education & Educational Research; Physiology GA FT9IM UT WOS:000423465600018 PM 29357268 DA 2019-08-01 ER PT J AU Saqr, M Fors, U Tedre, M AF Saqr, Mohammed Fors, Uno Tedre, Matti TI How the study of online collaborative learning can guide teachers and predict students' performance in a medical course SO BMC MEDICAL EDUCATION LA English DT Article DE Collaborative learning; E-learning; Social network analysis; Computer-supported collaborative learning; Blended learning; Clinical; Case discussions; Learning analytics ID SOCIAL NETWORK ANALYSIS; PARTICIPATION AB Background: Collaborative learning facilitates reflection, diversifies understanding and stimulates skills of critical and higher-order thinking. Although the benefits of collaborative learning have long been recognized, it is still rarely studied by social network analysis (SNA) in medical education, and the relationship of parameters that can be obtained via SNA with students' performance remains largely unknown. The aim of this work was to assess the potential of SNA for studying online collaborative clinical case discussions in a medical course and to find out which activities correlate with better performance and help predict final grade or explain variance in performance. Methods: Interaction data were extracted from the learning management system (LMS) forum module of the Surgery course in Qassim University, College of Medicine. The data were analyzed using social network analysis. The analysis included visual as well as a statistical analysis. Correlation with students' performance was calculated, and automatic linear regression was used to predict students' performance. Results: By using social network analysis, we were able to analyze a large number of interactions in online collaborative discussions and gain an overall insight of the course social structure, track the knowledge flow and the interaction patterns, as well as identify the active participants and the prominent discussion moderators. When augmented with calculated network parameters, SNA offered an accurate view of the course network, each user's position, and level of connectedness. Results from correlation coefficients, linear regression, and logistic regression indicated that a student's position and role in information relay in online case discussions, combined with the strength of that student's network (social capital), can be used as predictors of performance in relevant settings. 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PD FEB 6 PY 2018 VL 18 AR 24 DI 10.1186/s12909-018-1126-1 PG 14 WC Education & Educational Research; Education, Scientific Disciplines SC Education & Educational Research GA FV3FX UT WOS:000424454500001 PM 29409481 OA DOAJ Gold, Green Published DA 2019-08-01 ER PT J AU Wihlborg, M Friberg, EE Rose, KM Eastham, L AF Wihlborg, Monne Friberg, Elizabeth E. Rose, Karen M. Eastham, Linda TI Facilitating learning through an international virtual collaborative practice: A case study SO NURSE EDUCATION TODAY LA English DT Article DE Transformative learning; International collaboration; Internationalisation; Learning communities; Virtual practice ID FACULTY AB Background: Internationalisation of higher education involving information and communication technology such as e-learning opens opportunities for innovative learning approaches across nations and cultures. Objectives: Describe a case in practice of collaborative and transformative learning in relation to 'internationalisation on home grounds' with the broader learning objective of 'becoming aware and knowledgeable'. Design: A mutually developed project established a virtual international collaborative exchange for faculty and students using a course management software (MOODLE) and open access technology (Adobe CONNECT). Settings: Two research universities in Sweden and the United States. Participants: Approximately 90 nursing students from each university per semester over several semesters. Methods: A collaborative process to develop a joint learning community to construct a virtual module and learning activity involving academics and nursing students in two countries using principles of meaning construction and negotiated learning. Results: Developed possibilities for dealing with the challenges and finding strategies for a future higher education system that opens dialogues worldwide. Conclusions: Virtual international exchanges open innovative communication and learning contexts across nations and cultures. Internationalisation is so much more than students and teachers' mobility. 'Internationalisation on home grounds' (internationalisation for all) should receive more attention to support faculty and student collaboration, learning, and professional development. C1 [Wihlborg, Monne] Lund Univ, Dept Hlth Sci, Fac Med, Box 157, SE-22100 Lund, Sweden. [Friberg, Elizabeth E.] Univ Virginia, Sch Nursing, POB 800826, Charlottesville, VA 22908 USA. [Rose, Karen M.] Univ Tennessee Knoxville, Coll Nursing, 1200 Volunteer Blvd,Room 353, Knoxville, TN 37996 USA. [Eastham, Linda] Univ Virginia, Sch Nursing, POB 800826, Charlottesville, VA 22908 USA. RP Friberg, EE (reprint author), Univ Virginia, Sch Nursing, POB 800826, Charlottesville, VA 22908 USA. EM monne.wihlborg@med.lu.se; eef3c@virginia.edu; krose20@utk.edu; lae3g@virginia.edu RI ; Rose, Karen/M-2700-2016 OI Wihlborg, Monne/0000-0001-8461-7419; Rose, Karen/0000-0001-7382-3671 CR American Association of Colleges of Nursing, 2015, ESS BACC ED PROF NUR Baernholdt M, 2013, INT NURS REV, V60, P221, DOI 10.1111/inr.12005 Beelen J., 2011, RAABE HDB INT EUROPE Benner P, 2010, ED NURSES CALL RADIC Biesta G, 2012, SOC CULT GEOGR, V13, P683, DOI 10.1080/14649365.2012.723736 Biesta G, 2010, EDUC PHILOS THEORY, V42, P540, DOI 10.1111/j.1469-5812.2010.00684.x De Wit H., 2013, GOING GLOBAL IDENTIF, P213 De Wit H., 2015, INT HIGHER ED Doe S, 2011, COLL ENGL, V73, P428 DuFour R, 2004, EDUC LEADERSHIP, V61, P6 Easton K., 2009, TRANSFORMATIVE LEARN, P227 EUA, 2013, INT EUR HIGH ED EUR European University Association (EUA), 2016, ANN REP 2015 Gravett S, 2009, TRANSFORMATIVE LEARN, P100 Illeris K., 2014, TRANSFORMATIVE LEARN Jermann P., 2003, ARGUING LEARN CONFRO, P205 KIRSCHNER P, 2001, RES DIALOGUE LEARNIN, V2, P1, DOI DOI 10.1016/S0959-4752(00)00021-9 Knight J., 2006, INT HIGH ED NEW DIR Knight J, 2015, FOREFRONT INT HIGHER, P75 Marsick VJ, 2009, TRANSFORMATIVE LEARN, P160 MATUSOV E, 2013, OUTLINES CRITICAL PR, V14, P41 Matusov E., 2011, BAKHTINIAN PEDAGOGY, P21 Mezirow J., 2003, J TRANSFORM ED, V1, P58, DOI DOI 10.1177/1541344603252172 Mezirow J., 2000, LEARNING TRANSFORMAT Mezirow J., 2009, TRANSFORMATIVE LEARN Peters M., 2008, GLOBAL CITIZENSHIP E Portnoi L. M., 2015, AM ASS U PROFESSORS Pring R, 2015, PHILOS ED RES Salmon G., 2004, E MODERATING KEY TEA Surcock A., 2010, TRENDS 2010 DECADE C Taylor E.W., 2012, HDB TRANSFORMATIVE L Taylor Jarecke, 2009, TRANSFORMATIVE LEARN Wenger E, 1998, COMMUNITIES PRACTICE Wihlborg M, 2016, NURS EDUC TODAY, V41, P50, DOI 10.1016/j.nedt.2016.03.012 NR 34 TC 7 Z9 7 U1 2 U2 15 PU CHURCHILL LIVINGSTONE PI EDINBURGH PA JOURNAL PRODUCTION DEPT, ROBERT STEVENSON HOUSE, 1-3 BAXTERS PLACE, LEITH WALK, EDINBURGH EH1 3AF, MIDLOTHIAN, SCOTLAND SN 0260-6917 EI 1532-2793 J9 NURS EDUC TODAY JI Nurse Educ. Today PD FEB PY 2018 VL 61 BP 3 EP 8 DI 10.1016/j.nedt.2017.10.007 PG 6 WC Education, Scientific Disciplines; Nursing SC Education & Educational Research; Nursing GA FW1PX UT WOS:000425073000002 PM 29136513 DA 2019-08-01 ER PT S AU Montebello, M AF Montebello, Matthew GP IEEE TI Assisting Education through Real-Time Learner Analytics SO 2018 IEEE FRONTIERS IN EDUCATION CONFERENCE (FIE) SE Frontiers in Education Conference LA English DT Proceedings Paper CT 48th IEEE Frontiers in Education Conference (FIE) CY OCT 03-06, 2018 CL San Jose State Univ, San Jose, CA SP Inst Elect & Elect Engineers, Inst Elect & Elect Engineers Educ Soc, Inst Elect & Elect Engineers Comp Soc, Amer Soc Engn Educ, Educat Res Methods Div, SJSU Charles W Davidson Coll Engn HO San Jose State Univ DE learning analytics; online education platform; e-learning; assessment visualisation; Aster plot ID SMART CLASSROOM AB Learning analytics has been dominating the education arena for these last few years as the efficacy and applicability of big data in general has been recognized, appreciated and fruitfully employed. Such analytics can assist and support higher education learners to optimize their interaction with available resources, while providing crucial insights on their learning behaviour and study processes. In this paper, we present a case study of how we employ an online environment with mature students within an ambient intelligent classroom. The specifically designed learning space makes use of a number of strategically positioned sensors that provide explicit data to the underlying intelligent system that forms part of the associated online portal. Physically present and remotely connected learners have access to their personalised learning environment that depends on their academic needs, progress, position in class, and the other learners in their group or vicinity. The ambient intelligent system coordinates the interaction between all the students and teacher who is present in class. A real-time machine learning application to detect learners' levels of attention and participation makes use of sensory data generated together with other learning data collected from the portal that collectively assists in the learning analysis process that is looped back to the learners' learning environment, as well as to the educator, in an attempt to improve the delivery and the entire educational process. We report on several issues encountered together with accuracy and reliability concerns as we draw a number of conclusions and offer recommendations. C1 [Montebello, Matthew] Univ Malta, Dept Artificial Intelligence, Msida, Malta. RP Montebello, M (reprint author), Univ Malta, Dept Artificial Intelligence, Msida, Malta. EM matthew.montebello@um.edu.mt CR Antona M., 2010, 3 INT C APPL HUM FAC Barlow M, 2013, REAL TIME BIG DATA A Becker B., 2013, BEHAV SOCIAL SCI LIB, V32, P63, DOI [10.1080/01639269.2013.751804, DOI 10.1080/01639269.2013.751804] Bloom Benjamin S., 1968, EVALUATION COMMENT, V1, P1 Cai ZM, 2008, 2008 22ND INTERNATIONAL WORKSHOPS ON ADVANCED INFORMATION NETWORKING AND APPLICATIONS, VOLS 1-3, P7, DOI 10.1109/WAINA.2008.213 Cope B., 2017, E LEARNING ECOLOGIES Cope B., 2013, E LEARNING DIGITAL M, V10, P33, DOI 10.2304/elea.2013.10.4.332 Cope B., 2016, DIVERSITY LEHRERINNE Cope B, 2015, OPEN REV EDUC RES, V2, P218, DOI 10.1080/23265507.2015.1074870 Gump P. 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Manggopa, Hizkia Kamang Kilis, Billy M. H. Kembuan, Djubir Ruslan Eddy BE Abdullah, AG Kustiawan, I Widiaty, I Ana Aryanti, T TI Usability Evaluation of Adaptive Features in E-Learning SO PROCEEDINGS OF THE 5TH UPI INTERNATIONAL CONFERENCE ON TECHNICAL AND VOCATIONAL EDUCATION AND TRAINING (ICTVET 2018) SE Advances in Social Science Education and Humanities Research LA English DT Proceedings Paper CT 5th UPI International Conference on Technical and Vocational Education and Training (ICTVET) CY SEP 11-12, 2018 CL Bandung, INDONESIA SP Fac Technol & Vocat Educ, TVET Res Ctr, Univ Pendidikan Indonesia, Univ Negeri Padang, Univ Palangkaraya, Univ Negeri Manado, Rajamangala Univ Technol Thanyaburi DE adaptive feature; e-learning; evaluation; higher education; usability AB The usefulness of an e-learning application feature is important to ensure a feature can continue to be used. This study aims to measure the usefulness of e-learning application features and to evaluate the adaptive features of e-learning used in higher education. This study uses measurement the usability test based on the combined use of two techniques: a questionnaire-based survey and an empirical analysis. The survey has been used to achieve feedbacks from the subjects' point of view. In particular, it has been useful to capture the perceived usability of the subjects. This result is further confirmed by the empirical analysis we carried out by analyzing the correlation between the effort of usability feature to adopted e-learning and some measures suitable defined for those processes. The majority of subjects assess that some e-learning features still have to be developed again. Why? Because there are still some features that have not been in accordance with the needs of users and less adaptive to the information required by the user. Indeed, empirical analysis is found to still have features that can produce adaptive information in a better learning process. The results of this study recommend features adaptive according to user needs so that e-learning becomes an alternative in the learning process in higher education. C1 [Batmetan, Johan Reimon; Mintjelungan, Maxi M.; Manggopa, Hizkia Kamang] Univ Negeri Manado, Informat & Commun Educ Engn Dept, Manado, Indonesia. [Kilis, Billy M. H.; Kembuan, Djubir Ruslan Eddy] Univ Negeri Manado, Elect Engn Educ Dept, Manado, Indonesia. RP Batmetan, JR (reprint author), Univ Negeri Manado, Informat & Commun Educ Engn Dept, Manado, Indonesia. EM john.reimon@unima.ac.id CR Abu-Al-Aish A, 2013, INT REV RES OPEN DIS, V14, P82 Ally M., 2014, RUSC-UNIV KNOWL SOC, V11, P142, DOI [10.7238/rusc.v11i1.2033, DOI 10.7238/rusc.v11i1.2033] Batmetan J. R., 2018, IOP C SERIES MAT SCI, V306 Byrne-Davis L, 2015, RES LEARN TECHNOL, V23, DOI 10.3402/rlt.v23.25653 Callum K. Mac, 2013, AUSTRALASIAN J ED TE, V29 Fatmawati E., 2015, IQRA, V09 Hanum N. S., 2013, JURNAL PENDIDIKAN VO, V3 Hashim KF, 2015, BRIT J EDUC TECHNOL, V46, P381, DOI 10.1111/bjet.12148 Mtebe J., 2014, INT J ED DEV USING I, V10 Muzid S., 2005, SEM NAS APL TEKN INF Shuiqing Yang, 2013, Journal of Convergence Information Technology, V8, P969, DOI 10.4156/jcit.vol8.issue10.118 Suyoto J. R. B., 2016, SRIW INT C ENG SCI T Thomas T., 2013, INT J ED DEV USING I, V9 Wirawan P. W., 2012, JURNAL MASYARAKAT IN, V2, P21 NR 14 TC 0 Z9 0 U1 0 U2 0 PU ATLANTIS PRESS PI PARIS PA 29 AVENUE LAVMIERE, PARIS, 75019, FRANCE SN 2352-5398 BN 978-94-6252-677-8 J9 ADV SOC SCI EDUC HUM PY 2018 VL 299 BP 127 EP 129 PG 3 WC Education & Educational Research; Education, Scientific Disciplines SC Education & Educational Research GA BM7QC UT WOS:000468297000027 DA 2019-08-01 ER PT S AU Sebrina, N Serly, V Taqwa, S AF Sebrina, Nurzi Serly, Vanica Taqwa, Salma BE Marwan Abror Patrisia, D Dwita, S Marna, JE Trinanda, O Zona, MA Permata, Y Handayani, DF TI The Determinant Factors Comprising Students' Performance in The Digital Era SO PROCEEDINGS OF THE FIRST PADANG INTERNATIONAL CONFERENCE ON ECONOMICS EDUCATION, ECONOMICS, BUSINESS AND MANAGEMENT, ACCOUNTING AND ENTREPRENEURSHIP (PICEEBA 2018) SE AEBMR-Advances in Economics Business and Management Research LA English DT Proceedings Paper CT 1st Padang International Conference on Economics Education, Economics, Business and Management, Accounting and Entrepreneurship (PICEEBA) CY JUL 02-03, 2018 CL Univ Negeri Padang, Fac Econ, Padang, INDONESIA HO Univ Negeri Padang, Fac Econ DE accounting education; students' academic performance; and digital era AB This study seeks to examine the determinants factors comprising accounting students' academic performance at Universitas Negeri Padang, Indonesia. This research was used a survey method. Data were collected by administering questionnaires to 176 accounting students. The questionnaire consisted 33 questions related to three aspects, namely, demographic variables, institutional variables, and social-economic variables. The determinants factors affecting accounting students' academic performance are prior knowledge of accounting, math and English grades, the use of internet as a source of learning, the adequacy of faculty facilities, part-time job, marital status and good family support. This research highlights that students prefer to use internet as a source of learning accounting rather than reading accounting textbooks or visiting the library. This indicates the strong influence of the digital era on the students. Thus, the accounting department needs to increase students' accounting literacy through various ways. Lectures can improve the quality of learning process by optimizing the use of e-learning to encompass students' high use of internet. C1 [Sebrina, Nurzi; Serly, Vanica; Taqwa, Salma] Univ Negeri Padang, Fac Econ, Dept Accounting, Padang, Indonesia. RP Sebrina, N (reprint author), Univ Negeri Padang, Fac Econ, Dept Accounting, Padang, Indonesia. EM nurzisebrina@gmail.com; vanica.serly@gmail.com; salmataqwa@gmail.com CR Adeleke M.S., 2013, INT J BUSINESS MANAG, V2, P48 Akenbor C. O., 2014, INT J HIGHER ED MANA, V1, P15 Alanzi K. A., 2015, WORLD J MANAGEMENT, V6, P136 Aldin MM, 2011, INT P ECON DEV RES, V13, P44 Byrne M., 2008, J ACCOUNTING ED, V26, P202, DOI DOI 10.1016/J.JACCEDU.2009.02.001 Byrne M, 2012, ACCOUNT FORUM, V36, P134, DOI 10.1016/j.accfor.2011.12.001 Enyi P. E., 2012, ACCOUNTING DIGITAL A Garkaz M, 2011, PROCD SOC BEHV, V29, DOI 10.1016/j.sbspro.2011.11.216 Guney Y, 2009, ACCOUNT EDUC, V18, P51, DOI 10.1080/09639280701740142 Islam M.M., 2014, J EMERG TRENDS ED RE, V5, P396 Lee J. Q., 2010, CONTEMP EDUC PSYCHOL, V35, P64 Mohamed E. K. A., 2010, MANAGE FINANC, V29, P3, DOI [10.1108/03074350310768319, DOI 10.1108/03074350310768319] Mula J. K, 2011, DEV STUDENTS ACCOUNT, P1 Nazilah S. M., 2014, P INT C ACC RES ED Nonis S. A., 2005, MARKETING ED REV, V15, P51 Nyikahadzoi L., 2013, RES HIGHER ED J, P1 Rhodd RG, 2009, INT REV ECON EDUC, V8, P48, DOI 10.1016/S1477-3880(15)30079-7 Seow P.S., 2014, GLOBAL PERSPECTIVES, V11, P1 Sugarman M., 2012, EXPERIENCE HUMAN DEV Uyar A., 2011, EUROPEAN J EC POLITI, V4, P139 Wael A. R., 2001, J KAU EC ADM, V15, P3 NR 21 TC 0 Z9 0 U1 0 U2 0 PU ATLANTIS PRESS PI PARIS PA 29 AVENUE LAVMIERE, PARIS, 75019, FRANCE SN 2352-5428 BN 978-94-6252-581-8 J9 AEBMR ADV ECON PY 2018 VL 57 BP 79 EP 88 PG 10 WC Business; Economics; Management SC Business & Economics GA BM7OX UT WOS:000468271400012 DA 2019-08-01 ER PT S AU Suherman Ahmad, D Dewi, MP Maulana, H AF Suherman Ahmad, Defri Dewi, Meira Parma Maulana, Heru BE Fauzan, A Irwan Permana, D Tasman, F Agustyani, ARD Rusyda, NA TI Paper Development of Actuarial E-learning Based on Android Applications SO PROCEEDINGS OF THE 2ND INTERNATIONAL CONFERENCE ON MATHEMATICS AND MATHEMATICS EDUCATION 2018 (ICM2E 2018) SE Advances in Social Science Education and Humanities Research LA English DT Proceedings Paper CT 2nd International Conference on Mathematics and Mathematics Education (ICM2E) - The Future Trends of Research in Mathematics and Mathematics Education CY JUN 30-JUL 01, 2018 CL Univ Negeri Padang, FMIPA, Magister Pendidikan Matematika, Padang, INDONESIA HO Univ Negeri Padang, FMIPA, Magister Pendidikan Matematika DE Android Application; Actuarial Course AB Nowadays, the rapid development of technology into mobile phones has changed the lifestyle for humans. In addition, being a country that became a mobile phone users, Indonesia is also noted as a country with high internet usage. But this is not in line with the utilization of the use of mobile phones, especially in the field of education. As a descriptive development research, in this research will be built an android application that can be used in e-learning process. Then, this application will be piloted/ experimented on Actuarial course to observe its practicability and effectivity. C1 [Suherman; Ahmad, Defri; Dewi, Meira Parma; Maulana, Heru] Univ Negeri Padang, Fac Math & Sci, Math Dept, Padang, Indonesia. RP Suherman (reprint author), Univ Negeri Padang, Fac Math & Sci, Math Dept, Padang, Indonesia. EM suherman@fmipa.unp.ac.id; defri_math@fmipa.unp.ac.id; meira.pd@fmipa.unp.ac.id; herumaulana@fmipa.unp.ac.id CR Allen Michael, 2013, M ALLENS GUIDE E LEA [Anonymous], 2009, SAINS DAN TEKNOLOGI Ardiansyah Ivan, 2013, EKSPLORASI POLA KOMU Arsyad Azhar, 2000, MEDIA PENGAJARAN Bakker A, 2004, DESIGN RES STAT ED S Chandrawati Sri Rahayu, 2010, PEMANFAATAN E LEARNI, V8 Edelson DC, 2002, J LEARN SCI, V11, P105, DOI 10.1207/S15327809JLS1101_4 Efendi Nursalam dan Ferry, 2008, PENDIDIKAN DALAM KEP Gavrilova L., 2006, MAR COMP SCI ITS APP Gravemeijer K., 2006, ED DESIGN RES, P17 Gravemeijer K., 2004, INT J MATH ED SCI TE, V40, P201, DOI [10.1080/00207390802213591, DOI 10.1080/00207390802213591] Sadiman Arief S., 2007, MEDIA PENDIDIKAN Tim UNP., 2003, MEDIA PEMBELAJARAN Tim UNP, 2015, BUKU PANDUAN AKAD U Tjokro L., 2009, PRESENTASI YANG MENC Yuyu Yulia Sujana Janti Gristinawati dan, 2005, PERKEMBANGAN PERPUST NR 16 TC 0 Z9 0 U1 0 U2 0 PU ATLANTIS PRESS PI PARIS PA 29 AVENUE LAVMIERE, PARIS, 75019, FRANCE SN 2352-5398 BN 978-94-6252-628-0 J9 ADV SOC SCI EDUC HUM PY 2018 VL 235 BP 23 EP 28 PG 6 WC Education, Scientific Disciplines; Mathematics, Applied SC Education & Educational Research; Mathematics GA BM5QR UT WOS:000465416500007 DA 2019-08-01 ER PT B AU van Heerden, L Swart, AJ AF van Heerden, Leanri Swart, Arthur James GP IEEE TI Rapid-prototyping an Instructional Design Intervention for Online Course Development SO 2018 IEEE CONFERENCE ON E-LEARNING, E-MANAGEMENT AND E-SERVICES (IC3E) LA English DT Proceedings Paper CT IEEE Conference on e-Learning, e-Management and e-Services (IC3e) CY NOV 21-22, 2018 CL Langkawi, MALAYSIA SP IEEE, IEEE Comp Soc DE e-learning; instructional design; online course development; rapid-prototyping AB Recent student protests in South Africa have called for a decolonized curriculum and for free higher education. As student protests intensified for fees to fall, the management of many universities mandated that online courses must rise in order to negate some of the negative consequences of these protests. However, many university academics started out as specialists within their own field, having little or no instructional design skills which are required to successfully develop such online courses. The purpose of this paper is to present academic participant perspectives of a solution, or intervention, that uses the rapid prototyping instructional design model to develop online courses in a quick and efficient manner. The intervention addresses three skillsets which are discussed in the paper, namely instructional design, online facilitation and educational technology. An exploratory design was implemented with descriptive statistics involving quantitative analysis of the collected data to determine the participants' perspective on their skills gained. An online survey tool was used to collect the data. Most of the participants felt that after completing the intervention they were able to systematically develop an online course (67%), were confident that they could formulate learning outcomes (75%) and communicate with students online (83%). C1 [van Heerden, Leanri] Cent Univ Technol, E Learning & Educ Technol, Bloemfontein, Free State, South Africa. [Swart, Arthur James] Cent Univ Technol, Elect Elect & Comp Engn, Bloemfontein, Free State, South Africa. RP van Heerden, L (reprint author), Cent Univ Technol, E Learning & Educ Technol, Bloemfontein, Free State, South Africa. EM lvheerden@cut.ac.za; aswart@cut.ac.za CR Bolarinwa Oladimeji Akeem, 2015, Niger Postgrad Med J, V22, P195, DOI 10.4103/1117-1936.173959 Brown A. B., 2016, ESSENTIALS INSTRUCTI Cameron J, 2016, BIZNEWS 0930 Damoense M. Y., 2003, Australian Journal of Educational Technology, V19, P25 De Vos A. S., 2011, RES GRASS ROOTS SOCI February J, 2016, S AFRICAS POLITICS R Foster C. W, 2016, LIVED PERSISTENT MEA McNeal R. B., 2015, UNIVERSAL J ED RES, V3, P46 Nicolson G, 2016, DAILY MAVERICK Rice M, 2015, ONLINE J DISTANCE LE, V18, P1 Sotto E, 2010, TIMES HIGHER ED Stevens KB, 2013, J CONTIN HIGH EDUC, V61, P2, DOI 10.1080/07377363.2013.758554 Taneja D., 2015, INDIAN J RES HOMEOPA, V9, P230 Zirkle K, 2015, BALANCING PEDAGOGY S, V28, P1 NR 14 TC 0 Z9 0 U1 1 U2 1 PU IEEE PI NEW YORK PA 345 E 47TH ST, NEW YORK, NY 10017 USA BN 978-1-5386-7263-1 PY 2018 BP 1 EP 5 PG 5 WC Computer Science, Software Engineering; Education, Scientific Disciplines SC Computer Science; Education & Educational Research GA BM3UO UT WOS:000462706700001 DA 2019-08-01 ER PT B AU Azeez, NA Van der Vyver, C AF Azeez, Nureni Ayofe Van der Vyver, Charles GP IEEE TI Digital Education: Assessment of e-Learning and m-Learning adoption in Tertiary Institutions in South Africa. SO 2018 IEEE CONFERENCE ON E-LEARNING, E-MANAGEMENT AND E-SERVICES (IC3E) LA English DT Proceedings Paper CT IEEE Conference on e-Learning, e-Management and e-Services (IC3e) CY NOV 21-22, 2018 CL Langkawi, MALAYSIA SP IEEE, IEEE Comp Soc DE m-learning; e-learning; education; university; South Africa; ICT AB Over the years, academic learning has taken a new dimension from the popular old traditional approach to modern technologically innovative techniques induced by Information and Communication Technology (ICT). This development has undoubtedly improved the entire learning framework and consequently circumvented previously noticed challenges regarding the traditional learning approach. At the moment, students of higher institutions of learning have adopted both e-learning and m-learning for studying, researching and learning processes. In order to ascertain the level of impact of these two learning mechanisms in our universities, this paper therefore presents a comparative assessment of the adoption of e-learning and m-learning techniques in South African Institutions. The assessment was based on criteria such as: features considered for choosing either of the techniques, learning impacts of using m-learning and e-learning, experiences incurred with m-leaning and e-learning as well as factors affecting the adoption rate of both techniques. This research attempts to proffer suggestions to learners, lecturers and government on how to achieve better optimization with e-learning and m-learning in their learning process in South African Universities. In carrying out this research, we distributed questionnaires among students of the North-West University, South Africa in all the three (3) campuses and Vaal University of Technology (VUT), South Africa. The study reveals that the learning process is tending towards m-learning though with challenges. The authors therefore concluded by advising the parties involved for the effective implementation of the future technique. C1 [Azeez, Nureni Ayofe; Van der Vyver, Charles] North West Univ, Sch Comp Sci & Informat Syst, Vaal Triangle Campus,Vanderbijlpk, Potchefstroom, South Africa. RP Azeez, NA (reprint author), North West Univ, Sch Comp Sci & Informat Syst, Vaal Triangle Campus,Vanderbijlpk, Potchefstroom, South Africa. EM nurayhn1@gmail.com; Charles.VanDerVyverr@nwu.ac.za CR Abu-Al-Aish A, 2013, INT REV RES OPEN DIS, V14, P82 Creswell J. W., 2012, ED RES PLANNING COND Doug Vogel, 2007, Proceedings of the 40th Annual Hawaii International Conference on System Sciences Govindasamy T., 2001, Internet and Higher Education, V4, P287, DOI 10.1016/S1096-7516(01)00071-9 GRANT WC, 1993, COMMUN ACM, V36, P57, DOI 10.1145/155049.155062 Jaffer S., 2007, INT J ED DEV USING I, V3, P131 Jairak K., 2009, 6 INT C ELEARNING KN, V17, P361 MEHDIPOUR Y, 2013, INT J COMPUTATIONAL, V3, P93 Millham R., 2014, P 2014 ZON 1 C AM SO Mlitwa N., 2006, TRANSF IS CS ED RES Mlitwa W., 2011, P PAC AS C INF SYST Nassuora Ayman Bassam, 2013, AM ACAD SCHOLARLY RE, V1, P1, DOI DOI 10.12785/IJLMS/010101 Olasina G., 2012, P INT ASS SCI TECHN OMalley C., 2005, GUIDELINES LEARNING Osang F., 2013, INT C ICT AFR 2013 F Oyelere Solomon Sunday, 2016, International Journal of Social Media and Interactive Learning Environments, V4, P43 Oyelere S. S., 2016, INT C LEARN TEACH CO Seppala P, 2003, J COMPUT ASSIST LEAR, V19, P330, DOI 10.1046/j.0266-4909.2003.00034.x Sharples M, 2000, COMPUT EDUC, V34, P177, DOI 10.1016/S0360-1315(99)00044-5 Sibanda M., 2014, MEDITERRANEAN J SOCI, V5, P478 Welsh ET, 2003, INT J TRAINING DEV, V7, P245, DOI DOI 10.1046/J.1360-3736.2003.00184.X NR 21 TC 0 Z9 0 U1 0 U2 0 PU IEEE PI NEW YORK PA 345 E 47TH ST, NEW YORK, NY 10017 USA BN 978-1-5386-7263-1 PY 2018 BP 23 EP 28 PG 6 WC Computer Science, Software Engineering; Education, Scientific Disciplines SC Computer Science; Education & Educational Research GA BM3UO UT WOS:000462706700005 DA 2019-08-01 ER PT B AU Verkhova, GV Akimov, SV AF Verkhova, G. V. Akimov, S. V. GP IEEE TI The Role of the Unified Educational Cyber Environment in Improving the Quality of Training of Engineer Personnel SO PROCEEDINGS OF 2018 XVII RUSSIAN SCIENTIFIC AND PRACTICAL CONFERENCE ON PLANNING AND TEACHING ENGINEERING STAFF FOR THE INDUSTRIAL AND ECONOMIC COMPLEX OF THE REGION (PTES) LA English DT Proceedings Paper CT 17th Russian Scientific and Practical Conference on Planning and Teaching Engineering Staff for the Industrial and Economic Complex of the Region (PTES) CY NOV 14-15, 2018 CL St. Petersburg, RUSSIA SP IEEE DE cyber environment; complex informatization; integrated automation; higher educational establishment; training of highly qualified staff; science-intensive industry; educational program model; target training of staff; e-learning system; self-documented learning process AB A concept for formation of a single cyber environment of higher education has been represented. The principles of building such environment have been reviewed and its effects on the functioning of higher educational establishments and improved quality of staff training have been analyzed. A model of the basic educational program which is the basis for constant information support of training highly qualified specialists for science-intensive industries has been proposed. This model will ensure minimization of routines, ensure coordinated self-documented learning process within which all reporting documentation is formed automatically on information contained in the educational program model. The results of developing an e-learning system based on interactive teaching materials, integrated in cyber environment of virtual enterprises have been represented. C1 [Verkhova, G. V.; Akimov, S. V.] Bonch Bruevich St Petersburg State Univ Telecommu, St Petersburg, Russia. RP Verkhova, GV (reprint author), Bonch Bruevich St Petersburg State Univ Telecommu, St Petersburg, Russia. EM galina500@inbox.ru; akimov-sv@yandex.ru CR Demish V. O., 2009, B NOVOSIBIRK STAT IT, V7, P94 Hung CY, 2014, IEEE T LEARN TECHNOL, V7, P31, DOI 10.1109/TLT.2013.2294806 Verkhova GV, 2017, 2017 IEEE II INTERNATIONAL CONFERENCE ON CONTROL IN TECHNICAL SYSTEMS (CTS), P26, DOI 10.1109/CTSYS.2017.8109479 NR 3 TC 0 Z9 0 U1 0 U2 0 PU IEEE PI NEW YORK PA 345 E 47TH ST, NEW YORK, NY 10017 USA BN 978-1-7281-1135-3 PY 2018 BP 70 EP 73 PG 4 WC Education, Scientific Disciplines; Engineering, Electrical & Electronic SC Education & Educational Research; Engineering GA BM0PL UT WOS:000458979100020 DA 2019-08-01 ER PT B AU Cherepanov, AS Sochava, AA Golovkov, AA AF Cherepanov, Andrew S. Sochava, Alexander A. Golovkov, Alexander A. GP IEEE TI Training of Radiophysicists in Modern Conditions SO PROCEEDINGS OF 2018 XVII RUSSIAN SCIENTIFIC AND PRACTICAL CONFERENCE ON PLANNING AND TEACHING ENGINEERING STAFF FOR THE INDUSTRIAL AND ECONOMIC COMPLEX OF THE REGION (PTES) LA English DT Proceedings Paper CT 17th Russian Scientific and Practical Conference on Planning and Teaching Engineering Staff for the Industrial and Economic Complex of the Region (PTES) CY NOV 14-15, 2018 CL St. Petersburg, RUSSIA SP IEEE DE radio physics; bachelor; master; e-learning; classroom training; self-study; competences AB The article discusses the problems of training specialists in the field of radio physics and electronics at Peter the Great St. Petersburg Polytechnic University, as well as the experience gained in the context of higher education reform in Russia. It is proposed to make wider use of distance learning, the Internet, to motivate students to learn by involving them in scientific work, to raise interest in the chosen specialty through the organization of specialized Olympiads. The complexity of combining a flexible learning path and the requirement of mastering a fixed number of competencies has been noted. C1 [Cherepanov, Andrew S.; Sochava, Alexander A.] Peter Great St Petersburg Polytech Univ, St Petersburg, Russia. [Golovkov, Alexander A.] St Petersburg Electrotech Univ LETI, St Petersburg, Russia. RP Cherepanov, AS (reprint author), Peter Great St Petersburg Polytech Univ, St Petersburg, Russia. EM ascherspb@mail.ru; sochava@mail.ru; vm@ieee.orgl CR Anderson T, 2008, THEORY AND PRACTICE OF ONLINE LEARNING, 2ND EDITION, P1 Cherepanov A. S., 2004, NAUCHNO TEKHNICHESKI, P282 Cherepanov A. S., 2014, NAUCHNO TEKHNICHESKI, P148 Chuchalin A. I., 2014, VYSSHEE OBRAZOVANIE, P58 Kentnor Hope, 2015, CURRICULUM TEACHING, V17 Krasinskaya L. F., 2015, VYSSHEE OBRAZOVANIE, P37 Rozov N. H., 2014, VYSSHEE OBRAZOVANIE, P26 Senashenko V. S., 2015, VYSSHEE OBRAZOVANIE, P31 Solovev M. A., 2014, VYSSHEE OBRAZOVANIE, P67 Strekalova N. B., 2014, VYSSHEE OBRAZOVANIE, P93 Tret'yakov V. S., 2016, VYSSHEE OBRAZOVANIE, P55 NR 11 TC 0 Z9 0 U1 1 U2 1 PU IEEE PI NEW YORK PA 345 E 47TH ST, NEW YORK, NY 10017 USA BN 978-1-7281-1135-3 PY 2018 BP 153 EP 155 PG 3 WC Education, Scientific Disciplines; Engineering, Electrical & Electronic SC Education & Educational Research; Engineering GA BM0PL UT WOS:000458979100045 DA 2019-08-01 ER PT B AU Kozlovska, M Cabala, J Spisakova, M AF Kozlovska, M. Cabala, J. Spisakova, M. BE Jakab, F TI Interactive tools of computer support in the learning of construction processes technology - case study SO 2018 16TH INTERNATIONAL CONFERENCE ON EMERGING ELEARNING TECHNOLOGIES AND APPLICATIONS (ICETA) LA English DT Proceedings Paper CT 16th International Conference on Emerging eLearning Technologies and Applications (ICETA) CY NOV 15-16, 2018 CL Stary Smokovec, SLOVAKIA SP IEEE, Czechoslovakia Sect, ELFA AB Information and communication technologies, as the computers connected to interact, are intensively entering into the learning process at high education or universities. The new and innovative forms of learning, learning methods and learning aids have begun to adapt these technologies. Information skills of educators and students is increasing. The aim of paper is to point out some possibilities of using interactive tools of computer support for teaching process in the field of construction management through e-learning and 3D modelling. These interactive tolls for support of learning have been applied in the learning process of subject Construction processes technologies which is belong to the of the main subjects for all study programs at the Faculty of Civil Engineering in Kosice. C1 [Kozlovska, M.; Cabala, J.; Spisakova, M.] Tech Univ Kosice, Fac Civil Engn, Inst Construct Technol & Management, Kosice, Slovakia. RP Kozlovska, M (reprint author), Tech Univ Kosice, Fac Civil Engn, Inst Construct Technol & Management, Kosice, Slovakia. EM maria.kozlovska@tuke.sk; jozef.cabala@tuke.sk; marcela.spisakova@tuke.sk FU project: KEGA [059TUKE-4/2017]; project: VEGA [1/0828/17] FX The article presented a partial research result of projects: KEGA No.059TUKE-4/2017 "Supporting the skills in use of BIM technology in a building life-cycle" and VEGA No.1/0828/17 "Research and application of knowledge-based systems for modelling cost and economic parameters in Building Information Modelling". CR [Anonymous], VIRTUAL BUILDING CON BALCO Peter, ARCHICAD BIM DESIGN BALCO Peter, 2014, EUROSTAV 03, P32 JAMNICKY Martin, EFFICIENTLY DESIGN U MICHAL P., SOFTWARE BUILDING DE NR 5 TC 0 Z9 0 U1 0 U2 0 PU IEEE PI NEW YORK PA 345 E 47TH ST, NEW YORK, NY 10017 USA BN 978-1-5386-7914-2 PY 2018 BP 311 EP 316 PG 6 WC Computer Science, Interdisciplinary Applications; Education & Educational Research; Education, Scientific Disciplines SC Computer Science; Education & Educational Research GA BL9MM UT WOS:000457680400046 DA 2019-08-01 ER PT B AU Melichercik, M Siladi, V Svitek, M Huraj, L AF Melichercik, M. Siladi, V. Svitek, M. Huraj, L. BE Jakab, F TI SPREADING HIGH PFRFORMANCE COMPUTING SKILLS WITH E-LEARNING SUPPORT SO 2018 16TH INTERNATIONAL CONFERENCE ON EMERGING ELEARNING TECHNOLOGIES AND APPLICATIONS (ICETA) LA English DT Proceedings Paper CT 16th International Conference on Emerging eLearning Technologies and Applications (ICETA) CY NOV 15-16, 2018 CL Stary Smokovec, SLOVAKIA SP IEEE, Czechoslovakia Sect, ELFA ID HPC AB This paper deals with the topic of education in field of the High Performance Computing (HPC). According to our survey in Slovak academic institutions, there is lack of the HPC infrastructure users, who are capable of using resources at maximal level. Due to this, we will provide the users with a new e-Learning courses and trainings to improve their parallel programming skills as well as to become more familiar with the HPC infrastructure environment. These courses have also been applied at our university in new or innovated subjects. C1 [Melichercik, M.; Siladi, V.; Svitek, M.] Matej Bel Univ, Fac Nat Sci, Dept Comp Sci, Banska Bystrica, Slovakia. [Huraj, L.] Univ SS Cyril & Methodius, Dept Appl Informat, Fac Nat Sci, Trnava, Slovakia. RP Melichercik, M (reprint author), Matej Bel Univ, Fac Nat Sci, Dept Comp Sci, Banska Bystrica, Slovakia. EM miroslav.melichercik@umb.sk; vladimir.siladi@umb.sk; miroslav.svitek@umb.sk; ladislav.huraj@ucm.sk RI Huraj, Ladislav/I-3568-2012; Melichercik, Miroslav/M-9487-2015; Huraj, Ladislav/O-7561-2019 OI Huraj, Ladislav/0000-0002-3469-3170; Melichercik, Miroslav/0000-0001-8583-1708; Huraj, Ladislav/0000-0002-3469-3170 FU Slovak Grant Agency KEGA [011UMB-4/2017]; High Performance Computing Center of the Matej Bel University in Banska Bystrica [ITMS 26230120002, 26210120002]; Research & Development Operational Programme - ERDF FX This work was supported by the Slovak Grant Agency KEGA (contract No. 011UMB-4/2017) and the High Performance Computing Center of the Matej Bel University in Banska Bystrica using the supercomputing infrastructure acquired in project ITMS 26230120002 and 26210120002 (Slovak infrastructure for high-performance computing) and supported by the Research & Development Operational Programme funded by the ERDF. 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E-learning represents application of new technologies and methods in education. This paper explores the employment of digital technologies to facilitate and support virtual spaces for bringing learners together. We used Social Network Analysis (SNA) method to analyze the data collected from the e-learning platform. SNA provides a powerful mathematical approach to study the process of computer supported collaborative learning from a theoretical point of view. In this study, we empirically evaluated data from the c-learning platform to find key indicators for student performance. The research was conducted at the University of Novi Sad, Serbia. Results indicate significant relationships among performance of students and the use of educational resources from the e-learning platform. C1 [Rakic, Slavko; Lalic, Bojan; Marjanovic, Ugljesa] Univ Novi Sad, Fac Tech Sci, Trg Dositeja Obradovica 6, Novi Sad, Serbia. [Softic, Selver] Graz Univ Technol, Inst Informat Syst & Comp Media IICM, Graz, Austria. [Vilkas, Mantas] Kaunas Univ Technol, Sch Econ & Business, K Donelaicio G 20,331, LT-44239 Kaunas, Lithuania. RP Rakic, S (reprint author), Univ Novi Sad, Fac Tech Sci, Trg Dositeja Obradovica 6, Novi Sad, Serbia. EM slavkorakic@uns.ac.rs; selver.softic@campus02.at; mantas.vilkas@ktu.lt; blalic@uns.ac.rs; umarjano@uns.ac.rs RI Marjanovic, Ugljesa/N-4620-2018 OI Marjanovic, Ugljesa/0000-0002-8389-6927; Rakic, Slavko/0000-0002-9021-8585 CR Benzi M., 2013, MATRIX ANAL FUNCTION, V36, P21 Borgatti S. 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TI Developing digital educational materials for nursing and sustainability: The results of an observational study SO NURSE EDUCATION TODAY LA English DT Article DE Nursing education; Nursing students; Teaching materials; e-Learning; Web-based learning; Environmental health; Environmental sustainability; Climate change ID CLIMATE-CHANGE; CURRICULUM; QUALITY; HEALTH; FRAMEWORK; STUDENTS; NEED AB Background: There is limited European literature on nursing and sustainability; nursing students are poorly prepared on the connections between resources, climate change, sustainability, and health, so they must acquire knowledge and develop skills and competencies in this field. The use of digital technologies and teaching via E-learning has grown, and has been widely adopted as a learning method for nursing. Objectives: The aim of the current study was to test and evaluate digital educational materials on environmental sustainability and health, in the context of university nursing education in different European countries. Design: An observational cross-sectional design. Settings: University of Plymouth, University of Jaen, and University of Esslingen for Nursing Degree Studies. Participants: 299 nursing students: 161 students from University of Jaen; 106 from Plymouth; and 32 from Esslingen. 22 professional evaluators with different profiles were recruited: Teachers, Clinical professionals, Delphi Experts, and Technical Experts. Methods: We conducted a piloting and validation process. The materials were designed and adapted to the NurSusTOOLKIT Sustainability Literacy and Competency framework. Evaluation was developed by professionals and students. We used the Spanish Standard for the assessment of Digital Educational Material Quality at University level questionnaire. All students provided informed consent prior to taking part in the learning and evaluation. Results: The overall evaluations of materials by students and professionals were 7.98 +/- 1.28 and 8.50 +/- 1.17, respectively. The Ability to generate learning was scored higher among students (mean difference: 0.84; 0.22-1.47; p = 0.008). In the overall assessment by students, statistically significant differences were found between the three universities (Welch: 11.69, p < 0.001). Conclusions: Students, professionals, and technical experts considered the materials to be very good quality, especially regarding the quality of contents, format, and design. For students, these materials can generate reflection and learning regarding environmental and health issues during nursing training. C1 [Alvarez-Nieto, Carmen; Linares-Abad, Manuel; Luisa Grande-Gascon, M.; Lopez-Medina, Isabel M.] Univ Jaen, Dept Nursing, Fac Hlth Sci Inst, Edif B3,Campus Las Lagunillas S-N, Jaen 23071, Spain. [Richardson, Janet; Grose, Jane] Plymouth Univ, Fac Hlth & Human Sci, 8 Portland Villas, Plymouth PL4 8AA, Devon, England. [Parra-Anguita, Gema] Univ Jaen, Fac Expt Sci Inst, Dept Anim Plant Biol & Ecol, Edif B3,Campus Las Lagunillas S-N, Jaen 23071, Spain. [Huss, Norma] Univ Appl Sci, Fac Social Work Hlth Care & Nursing Sci, Hsch Esslingen, Flandernstr 101, D-73732 Esslingen, Germany. [Huynen, Maud] Univ Maastricht, Minderbroedersberg 4-6,616, NL-6200 MD Maastricht, Netherlands. RP Alvarez-Nieto, C (reprint author), Univ Jaen, Dept Nursing, Fac Hlth Sci Inst, Edif B3,Campus Las Lagunillas S-N, Jaen 23071, Spain.; Alvarez-Nieto, C (reprint author), Univ Jaen, Fac Hlth Sci Inst, Edif B3,Dept 243,Campus Las Lagunillas S-N, Jaen 23071, Spain. EM calvarez@ujaen.es; janet.richardson@plymouth.ac.uk; gparra@ujaen.es; mlinares@ujaen.es; Norma.Huss@hs-esslingen.de; mlgrande@ujaen.es; jane.grosel@plymouth.ac.uk; m.huynen@maastrichtuniversity.nl; imlopez@ujaen.es RI Lopez-Medina, Isabel Maria/K-3078-2012; Parra, Gema/G-4796-2010; Anguita, Gema Parra/N-7191-2019; Alvarez Nieto, Carmen/G-1961-2016 OI Lopez-Medina, Isabel Maria/0000-0002-3437-9229; Parra, Gema/0000-0002-4519-4799; Anguita, Gema Parra/0000-0002-4519-4799; Alvarez Nieto, Carmen/0000-0002-0913-7893 FU European Union, Erasmus + programme [2014-1-UK01-KA203-001645] FX The NurSusTOOLKIT Project was supported by the European Union, Erasmus + programme [grant number 2014-1-UK01-KA203-001645]. 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Today PD JAN PY 2018 VL 60 BP 139 EP 146 DI 10.1016/j.nedt.2017.10.008 PG 8 WC Education, Scientific Disciplines; Nursing SC Education & Educational Research; Nursing GA FR3NF UT WOS:000418972700021 PM 29121552 DA 2019-08-01 ER PT S AU Mittal, S AF Mittal, Sanjiv BE Tadj, L Garg, AK TI Understanding Factors Affecting University Student's Adoption of E-learning Systems in NCR SO EMERGING CHALLENGES IN BUSINESS, OPTIMIZATION, TECHNOLOGY, AND INDUSTRY SE Springer Proceedings in Business and Economics LA English DT Proceedings Paper CT 3rd International Conference on Business Management and Technology CY 2017 CL Vancouver, CANADA SP Fairleigh Dickinson Univ DE E-learning; Technology acceptance model; Online course acceptability; Subjective norms toward (E-learning) ID TECHNOLOGY ACCEPTANCE MODEL; SELF-EFFICACY; PLANNED BEHAVIOR; COURSES AB Many Universities and Colleges of higher learning have started off late various courses online in India for various reasons. This shows that E-learning is becoming buzzword for tomorrow in terms of acquiring higher education, which in India is in nascent stage but will continue to grow in the future. However, little research has been done to verify the process how the University/College students of higher education will adopt and use E-learning. The present study took a sample of 200 University and College students in NCR to carry out the research. The proposed theoretical model that included Perceived ease of use (PEOU), Perceived usefulness (PU), E-learning self-efficacy (SE), Subjective norm (SN), System accessibility (SA), and their impact on E-learning Attitude and Behavioral Intension to use E-learning was developed based on the extended technology acceptance model (TAM). The results of the study statistically proved that Perceived Usefulness and Perceived Ease Of Use are the most important factors in user's acceptance of E-learning based on the correlation and regression tests. However, subjective norms were found to be the least important factor in influencing e-learners attitude and behavioral intensions. C1 [Mittal, Sanjiv] Guru Gobind Singh Indraprastha Univ, Sch Management Studies, New Delhi, India. RP Mittal, S (reprint author), Guru Gobind Singh Indraprastha Univ, Sch Management Studies, New Delhi, India. EM dr_sanjivmittal@yahoo.co.in CR Abbasi M, 2013, FOSTERING 21 CENTURY, P233 Adwan A., 2013, INT J ED DEV USING I, V9, P4 AJZEN I, 1991, ORGAN BEHAV HUM DEC, V50, P179, DOI 10.1016/0749-5978(91)90020-T AlAmmary J, 2008, P INT AR C INF TECHN Amirkhanpour M, 2014, INT J ORGAN ANAL, V22, P317, DOI 10.1108/IJOA-05-2012-0587 Anderson T., 2002, REVEALING HIDDEN CUR, P115 AZIM M. 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J., 2001, E LEARNING STRATEGIE, V9 Sadik A, 2007, INT J E LEARNING, V6, P433 Saekow A., 2011, INT J E ED E BUSINES, V1, P126 Teo T, 2008, J COMPUT ASSIST LEAR, V24, P128, DOI 10.1111/j.1365-2729.2007.00247.x Thong JYL, 2002, INT J HUM-COMPUT ST, V57, P215, DOI [10.1016/S1071-5819(02)91024-4, 10.1006/ijhc.1024] Webb HW, 2005, DECIS SCI-J INNOV ED, V3, P223, DOI 10.1111/j.1540-4609.2005.00068.x Welsh ET, 2003, INT J TRAINING DEV, V7, P245, DOI DOI 10.1046/J.1360-3736.2003.00184.X NR 40 TC 0 Z9 0 U1 3 U2 4 PU SPRINGER INTERNATIONAL PUBLISHING AG PI CHAM PA GEWERBESTRASSE 11, CHAM, CH-6330, SWITZERLAND SN 2198-7246 EI 2198-7254 BN 978-3-319-58589-5; 978-3-319-58588-8 J9 SPR PROC BUS ECON PY 2018 BP 185 EP 198 DI 10.1007/978-3-319-58589-5_14 PG 14 WC Business; Economics; Management SC Business & Economics GA BL0QR UT WOS:000446372200014 DA 2019-08-01 ER PT J AU Huffman, M Gustafson, S Chatterjee, S Rabner, M Nundy, S Gerkovich, MM Wright, SM AF Huffman, Miranda Gustafson, Sarah Chatterjee, Souvik Rabner, Marc Nundy, Shantanu Gerkovich, Mary M. Wright, Scott M. TI Bolstering diagnostic reasoning skills with adaptive learning SO MEDICAL TEACHER LA English DT Article ID MEDICAL-EDUCATION; KNOWLEDGE; SYSTEM; ERROR AB Purpose: Adaptive learning emerges when precise assessment informs delivery of educational materials. This study will demonstrate how data from Human Dx, a case-based e-learning platform, can characterize an individual's diagnostic reasoning skills, and deliver tailored content to improve accuracy.Methods: Pearson Chi-square analysis was used to assess variability in accuracy across three groups of participants (attendings, residents, and medical students) and three categories of cases (core medical, surgical, and other). Logistic regression analyses were conducted to explore the relationship between solve duration and accuracy. Mean accuracy and duration were calculated for 370 individuals. Repeated measures analysis of variance (ANOVA) were used to assess variability for an individual solver across the three categories.Results: There were significant differences in accuracy across the three groups and the three categories (p<0.001). Individual solvers have significant variance in accuracy across the three categories. Shorter solve duration predicted higher accuracy. Patterns of performance were identified; four profiles are highlighted to demonstrate potential adaptive learning interventions.Conclusions: Human Dx can assess diagnostic reasoning skills. When weaknesses are identified, adaptive learning strategies can push content to promote skill development. This has implications for customizing curricular elements to improve the diagnostic skills of healthcare professionals. C1 [Huffman, Miranda] Univ Missouri, Dept Community & Family Med, Kansas City, MI USA. [Gustafson, Sarah] Univ Calif Los Angeles, Dept Pediat, Los Angeles, CA 90024 USA. [Chatterjee, Souvik] Medstar Washington Hosp Ctr, Dept Crit Care Med, Washington, DC USA. [Rabner, Marc; Nundy, Shantanu] Human Diag Project Nonprofit, Washington, DC USA. [Gerkovich, Mary M.] Univ Missouri, Dept Biomed & Hlth Informat, Kansas City, MI USA. [Wright, Scott M.] Johns Hopkins Univ, Sch Med, Div Gen Internal Med, Johns Hopkins Bayview Med Ctr, Baltimore, MD USA. RP Huffman, M (reprint author), Truman Med Ctr, John Bluford Med Pavil,2301 Charlotte St, Kansas City, MI 64108 USA. EM huffmanmm@umkc.edu OI Gustafson, Sarah/0000-0002-3925-5313; Huffman, Miranda/0000-0003-0446-7671 FU Anne Gaines and G. Thomas Miller Professor of Medicine through the Johns Hopkins Center for Innovative Medicine; Gordon and Betty Moore Foundation; American Board of Internal Medicine Foundation; American Hospital Association FX Dr. Wright is supported as the Anne Gaines and G. Thomas Miller Professor of Medicine through the Johns Hopkins Center for Innovative Medicine. 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Teach. PY 2018 VL 40 IS 8 SI SI BP 845 EP 849 DI 10.1080/0142159X.2018.1484561 PG 5 WC Education, Scientific Disciplines; Health Care Sciences & Services SC Education & Educational Research; Health Care Sciences & Services GA GS7SZ UT WOS:000443905200015 PM 30091646 DA 2019-08-01 ER PT J AU Turan, H AF Turan, Hakan TI Assessment Factors Affecting E-Learning Using Fuzzy Analytic Hierarchy Process and SWARA SO INTERNATIONAL JOURNAL OF ENGINEERING EDUCATION LA English DT Article DE assessment factors; consistency ratio; e-learning; fuzzy analytical hierarchy process; SWARA ID HIGHER-EDUCATION; SYSTEM; AHP; TECHNOLOGY; SELECTION; MOTIVATION; STUDENTS; QUALITY; TOOLS; MODEL AB The importance of distance education has increased due to its many advantages. At the same time, apart from university education, distance education also allows oneself to develop in different subjects. This work examines a distance education study conducted at a university in Turkey. The Department of Industrial Engineering was selected for this study. E-learning applications for industrial engineering education are seen to be extremely efficient, especially since they do not require laboratory applications. The Faculty of Engineering, which aims to obtain a higher quality education of students who receive industrial engineering training through e-learning, has evaluated related software companies in this regard. The infrastructure of the program has been determined as online and recorded broadcasting. Web-based training has been carried out by creating wide communication networks. This study explores in detail the necessary requirements for the successful execution of distance education in industrial engineering. In addition, it has benefited from the work undertaken in the past in order to determine the assessment factors. These assessment factors consist of five main factors and twenty-four sub-factors. These assessment factors have been established in line with the opinions of the people who constitute the infrastructure of this study. These past evaluations were usually made subjectively. Subjective evaluations often cause misinterpretation of results. This study applies both analytic hierarchy process (AHP) and step-wise weight assessment ratio analysis (SWARA) methods, both of which are multiple criteria decision-making methods. Consistency ratios are calculated to determine whether comparisons are consistent for the AHP method. In addition, the AHP method is discussed together with fuzzy logic to make the study more realistic. Due to the ease of application and common use, triangular fuzzy numbers are preferred as a fuzzy method. The results are validated by the SWARA method, which is used to weight the criteria. The purpose of this study is to weight the assessment factors affecting e-learning technology by using fuzzy AHP and SWARA methods. 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Educ PY 2018 VL 34 IS 3 SI SI BP 915 EP 923 PG 9 WC Education, Scientific Disciplines; Engineering, Multidisciplinary SC Education & Educational Research; Engineering GA GS0GR UT WOS:000443168300008 DA 2019-08-01 ER PT J AU Gonzalez, AG Rios, AS Garcia, CJC Salgado, DR AF Gonzalez Gonzalez, Alfonso Sanchez Rios, Alonso Cruz Garcia, Cayetano Jose Rodriguez Salgado, David TI A Proposed Methodology to Evaluate Educational Competences in Engineering Degrees Based on Electronic Devices and Open Access Software SO INTERNATIONAL JOURNAL OF ENGINEERING EDUCATION LA English DT Article DE e-learning; educational competences; open access software; online surveying; outstanding achievement AB In the new context of the European Higher Education Framework (Bologna Process), the lecturers must cope with the educational achievement assessment and with an appropriate control of the educational process. In this paper, we present the methodology used in the University of Extremadura to evaluate the educational competences in the real time by means of Socrative (by Mastery Connect) launched in smartphones, tablets, laptops, etc. This study has been carried out with the students of two Faculties: the School of Industrial Engineering and the University Centre of Merida, in the framework of an educational innovation project focused on several technical subjects for the mechanical engineering and industrial design degrees. The result shows that the students have improved their competences and their skills, and also the interest in the core syllabus contents, and a great satisfaction with the introduction of this type of activities as a complement to the lectures. Finally, they value this educational experience by means of a surveying, obtaining marks between 83%-85% of the students that consider it as a "positive'' or "very positive'' experience. The conclusions of this study show that with the use of this tool (Socrative), the students are more motivated and interested in the content of the subjects, with an improvement of their collaborative attitude in the class. It leads to obtain an outstanding performance, with a failure rate that in our case, has been reduced by a 20% from "classical'' methodology. In contrast, the implementation of this new technological tool demands a notable effort from lecturers' coordination, besides a supplementary work. C1 [Gonzalez Gonzalez, Alfonso] Univ Extremadura, Dept Mech Energy & Mat Engn, Merida 06800, Spain. [Sanchez Rios, Alonso] Univ Extremadura, Dept Graph Express, Merida 06800, Spain. [Cruz Garcia, Cayetano Jose] Univ Extremadura, Dept Mus & Artist Express & Body Language Didact, Merida 06800, Spain. [Rodriguez Salgado, David] Univ Extremadura, Dept Mech Energy & Mat Engn, Badajoz 06006, Spain. RP Gonzalez, AG (reprint author), Univ Extremadura, Dept Mech Energy & Mat Engn, Merida 06800, Spain. EM agg@unex.es; schezrio@unex.es; ccruz@unex.es; drs@unex.es RI Sanchez, Alonso/R-3834-2019; Cayetano Cruz, C Cruz/S-2334-2017 OI Sanchez, Alonso/0000-0003-0392-2994; Cayetano Cruz, C Cruz/0000-0001-9886-1252 FU Regional Government of Extremadura [GR-15057]; European ESIF funds FX The study formed part of the Innovation Project (SOFD) developed during the academic years 2015 and 2016. Also, the authors wish to express their gratitude to the Regional Government in Extremadura, for the vast information provided during the course of the present work, which was supported by Project GR-15057 from the Regional Government of Extremadura and the European ESIF funds. CR Adie LE, 2012, EDUC REV, V64, P223, DOI 10.1080/00131911.2011.598919 Brazuelo F., 2011, MOBILE LEARNING DISP Cambronero D. 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G., 2013, PROYECTO INNOVACION Sevillano M., 2015, MODELOS INVESTIGACIO Trindler J., 2005, MOBILE LEARNING HDB, P7 Wash P., 2013, NATL SOCIAL SCI TECH, V2 NR 24 TC 0 Z9 0 U1 1 U2 2 PU TEMPUS PUBLICATIONS PI DURRUS, BANTRY PA IJEE , ROSSMORE,, DURRUS, BANTRY, COUNTY CORK 00000, IRELAND SN 0949-149X J9 INT J ENG EDUC JI Int. J. Eng. Educ PY 2018 VL 34 IS 4 SI SI BP 1150 EP 1158 PG 9 WC Education, Scientific Disciplines; Engineering, Multidisciplinary SC Education & Educational Research; Engineering GA GS0HB UT WOS:000443170000003 DA 2019-08-01 ER PT J AU De La Flor, S Belmonte, A Fabregat-Sanjuan, A AF De La Flor, Silvia Belmonte, Alberto Fabregat-Sanjuan, Albert TI Improving Students' Engagement and Performance Through New e-Learning Tools in Laboratory Subjects in Mechanical Engineering SO INTERNATIONAL JOURNAL OF ENGINEERING EDUCATION LA English DT Article DE formative assessment; summative assessment; learning outcomes; student satisfaction; student engagement ID FORMATIVE ASSESSMENT; HIGHER-EDUCATION AB In this paper we present the design, development, implementation and evaluation of a new assessment methodology for the subject Laboratory of Elasticity and Strength of Materials of the degree in Mechanical Engineering in order to improve learning outcomes while simultaneously engaging students in their learning process. This set of different assessment methods is based on e-learning tools in combination with traditional face-to-face practical training, and carefully balances formative assessments (to improve instruction and student learning) and summative assessments (to evaluate individual academic achievement) within a well-designed time-distributed program. The results of an anonymous student satisfaction survey show that these improvements have been very well received. 73% of the students polled are very satisfied with the quality and usefulness of the method and 86% of the students think that the assessment feedback is sufficiently detailed to enable them to identify their own particular weaknesses. Regarding the fairness of the grading process, more than 60% of the students polled considered two of the four assessment methods to be extremely fair. The results from academic outputs show a significant improvement after this methodology is applied. Comparing the grades obtained in the last five academic years we can conclude that the dropout rate has been reduced from 41% in 2011/12 to 18% in 2015/16 as has the number of failed students (from 20% to 11%). Regarding the number of students achieving good grades (above 7/10), it has increased noticeably from 3% in 2011/12 to 26% in 2015/16. Correlating the students' final grades with the individual grade of each e-tool, we can conclude that self-assessment tasks before laboratory sessions are a great assistance in understanding what we consider essential for the successful completion of each session and self-assessment tasks after laboratory sessions are a good guidance for students to know which their level of knowledge before the exams is. It also confirms that students with higher marks on self-assessment tasks are also the ones with higher marks on the exams, which indicates that self-assessment tasks are useful to prepare the partial test exam as well as the final oral exam. We can conclude that this comprehensive assessment program contributes to improving academic outcomes, ensuring that students acquire the adaptive and autonomous learning characteristics necessary for enhanced engagement with the learning process and a subsequent successful performance. C1 [De La Flor, Silvia; Belmonte, Alberto; Fabregat-Sanjuan, Albert] Univ Rovira & Virgili, Dept Mech Engn, ETSEQ, Av Paisos Catalans 26, E-43007 Tarragona, Spain. RP De La Flor, S (reprint author), Univ Rovira & Virgili, Dept Mech Engn, ETSEQ, Av Paisos Catalans 26, E-43007 Tarragona, Spain. EM silvia.delaflor@urv.cat; albertofrancisco.belmonte@urv.cat; a.fabregat@urv.cat OI Fabregat-Sanjuan, Albert/0000-0002-2878-1369 CR Astin A. W., 2012, ASSESSMENT EXCELLENC Bonwell C. 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Educ PY 2018 VL 34 IS 4 SI SI BP 1273 EP 1284 PG 12 WC Education, Scientific Disciplines; Engineering, Multidisciplinary SC Education & Educational Research; Engineering GA GS0HB UT WOS:000443170000013 DA 2019-08-01 ER PT J AU Calle-Jimenez, T Sanchez-Gordon, S Penafiel, M Lujan-Mora, S AF Calle-Jimenez, Tania Sanchez-Gordon, Sandra Penafiel, Myriam Lujan-Mora, Sergio TI A Process for Self-Training of Engineering Educators Using e-Learning SO INTERNATIONAL JOURNAL OF ENGINEERING EDUCATION LA English DT Article DE e-learning; self-training; engineering education; educators; higher education; web accessibility; MOOC ID PROGRAM AB This article proposes an e-learning process for engineering educators involving a self-training approach. To develop the process, the researchers considered a set of entries to allow enrolled educators to engage in and successfully complete a training program without a lead instructor using an e-learning platform. In addition, the proposed process establishes a set of outputs that are the expected results and achievements that educators would be expected to obtain. In this study, educators play a double role: self-tutors and learners. As a case study, a Massive Open Online Course (MOOC) is used as a self-training program; the topic of the program is web accessibility. The use of this MOOC was proposed to a group of engineering educators. The case study shows how engineering educators can contribute to learning in society about web accessibility and its benefit to people, especially people with disabilities. Finally, the researchers present the advantages of using the proposed e-learning process, as well as its limitations. C1 [Calle-Jimenez, Tania; Sanchez-Gordon, Sandra; Penafiel, Myriam] Escuela Politec Nacl, Dept Informat & Ciencias Comp, Quito, Ecuador. [Lujan-Mora, Sergio] Univ Alicante, Dept Software & Comp Syst, Alicante, Spain. 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J. Eng. Educ PY 2018 VL 34 IS 5 SI SI BP 1516 EP 1526 PG 11 WC Education, Scientific Disciplines; Engineering, Multidisciplinary SC Education & Educational Research; Engineering GA GS0HN UT WOS:000443171600009 DA 2019-08-01 ER PT J AU Muller, C Fungerlings, S Tolks, D AF Mueller, Christoph Fuengerlings, Saskia Tolks, Daniel CA E-Learning Working Grp Competen TI Teaching load - a barrier to digitalisation in higher education? A position paper on the framework surrounding higher education medical teaching in the digital age using Bavaria, Germany as an example SO GMS JOURNAL FOR MEDICAL EDUCATION LA English DT Article DE teaching load; e-learning; digitalisation; blended learning; medical education AB This position paper describes the legal framework requirements when crediting digital teaching formats towards the teaching load in higher education medical teaching, as exemplified by the Federal State of Bavaria in Germany. It reveals the need for precise rules adapted to the advances in technology, if the process of digitalisation in higher education (HE) is not to come to a halt. If HE institutions are to act as centres of innovation with respect to the implementation of digital teaching and learning formats, then structural and strategic positioning with regard to e- and blended learning above all is called for in addition to financial resources, as well as the distribution and sustainable incorporation of digital offerings in faculties and HE institutions. There is a great deal of insecurity however with respect to the legal framework requirements and how best to count digital teaching towards ones own teaching load. This results to some extent from the complexity of current laws and regulations partially overtaken by didactic and methodological changes in education, with decentralised educational federalism only adding to the complexity. Bearing in mind teaching and learning formats that are undergoing change or have already been transformed, ways of adapting the (legal) framework to the digital shift need to be found, last but not least in order to offer enthusiastic teaching staff incentives to develop and expand digital formats. C1 [Mueller, Christoph] Julius Maximilians Univ Wurzburg, Deans Off, Fac Med, Josef Schneider Str 2, D-97080 Wurzburg, Germany. [Fuengerlings, Saskia; Tolks, Daniel] Ludwig Maximilians Univ Munchen, Univ Hosp, Inst Didact & Educ Res Med, Munich, Germany. [Tolks, Daniel] Leuphana Univ Luneburg, Ctr Appl Hlth Sci, Luneburg, Germany. RP Muller, C (reprint author), Julius Maximilians Univ Wurzburg, Deans Off, Fac Med, Josef Schneider Str 2, D-97080 Wurzburg, Germany. EM mueller_c9@ukw.de OI Tolks, Daniel/0000-0001-8597-5189 CR Arnold P, 2015, HDB E LEARNING LEHRE, V4 Bayerisches Staatsministerium fur Bildung und Kultus Wissenschaft und Kunst. Digitale Bildung in Schule Hochschule und Kultur, 2016, ZUK BAYER STAATSR, P1 Bischof L, 2013, 174 CHE GEM CENTR HO, P1 Brandt S, 2014, LERNRAUME GESTALTEN, P15 eua. be [homepage on the Internet], U LEAD DISC DIG EUA Fabry Gotz, 2014, GMS Z Med Ausbild, V31, pDoc36, DOI 10.3205/zma000928 Guntert A, 2003, APPROBATIONSORDNUNG Handke Jurgen, 2015, HDB HOCHSCHULLEHRE D Hochschulforum Digitalisierung, 2016, DUZ SPEC Hochschulforum Digitalisierung, 2015, 4 HOCHSCH DIG Hochschulforum Digitalisierung, 2016, 27 HOCHSCH DIG Hochschulrektorenkonferenz, 2016, 20 HRK MITGL 10 5 20 Jackel M., 2016, ANSTOSSEN PAKT ZUM P Johnson L., 2014, NMC HORIZON REPORT 2 Jungermann I, 2016, ORG DIGITALER LEHRE Kerres M., 2012, MEDIENDIDAKTIK KONZE Kleimann B., 2008, KAPAZITATSEFFEKTE E Kuhn S., 2016, MED DIGITALEN ZEITAL Kuhn S, 2018, BUNDESGESUNDHEITSBLA, V61, P201, DOI 10.1007/s00103-017-2673-z Kultusministerkonferenz, 1999, NEUE MED TEL BILD HO Lackner E, 2014, MEDIEN WISSENSCHAFT, P174 Merchant Z, 2014, COMPUT EDUC, V70, P29, DOI 10.1016/j.compedu.2013.07.033 Rummler K., 2014, LERNRAUME GESTALTEN, P13 Tolks D, 2013, GMS MED INFORM BIOM, V9, DOI [10.3205/mibe000131, DOI 10.3205/MIBE000131] Tolks D, 2016, EHEALTH DEUTSCHLAND, P223 Tolks D, 2016, GMS J MED EDU, V33, DOI 10.3205/zma001045 Unger A., 2014, LERNRAUME GESTALTEN, P79 Universitat Duisburg-Essen, 2016, E LEARN ANR UDE KAP Wannemacher K., 2007, DELFI 2007, V2007, P161 NR 29 TC 1 Z9 1 U1 0 U2 0 PU GERMAN MEDICAL SCIENCE-GMS PI DUESSELDORF PA UBIERSTRASSE 20, DUESSELDORF, 40223, GERMANY SN 2366-5017 J9 GMS J MED EDU JI GMS J. Med. Educ. PY 2018 VL 35 IS 3 AR Doc34 DI 10.3205/zma001180 PG 9 WC Education, Scientific Disciplines SC Education & Educational Research GA GQ3ZT UT WOS:000441607500007 PM 30186944 OA DOAJ Gold DA 2019-08-01 ER PT J AU Roshchina, Y Roshchin, S Rudakov, V AF Roshchina, Y. Roshchin, S. Rudakov, V. TI The Demand for Massive Open Online Courses (MOOC): Evidence from Russian Education SO VOPROSY OBRAZOVANIYA-EDUCATIONAL STUDIES MOSCOW LA English DT Article DE MOOC; distance learning; e-learning; online education; massive open online courses; demand for education ID STUDENTS; MOTIVATIONS; PERFORMANCE AB The paper examines the popularity of massive open online courses (MOOCs) in Russian universities, motivation to learn in such courses, and the attitudes of students and faculty towards the possible substitution of MOOCs for traditional courses. Results of a survey carried out within the framework of the Monitoring of Education Markets and Organizations Project are used to identify the factors of demand for MOOCs among students and faculty of Russian universities. Findings show that the likelihood of learning in MOOCs or planning to do so is higher among active and high-performing students and faculty involved in research activities and upgrading their skills in summer schools. Studying in a top university has a strong positive impact on the probability of student participation in MOOCs. However, the same effect for university faculty is ambiguous. C1 [Roshchina, Y.] Natl Res Univ, Higher Sch Econ, Sci Econ, Moscow, Russia. [Roshchina, Y.] Natl Res Univ, Higher Sch Econ, Lab Studies Econ Sociol, Moscow, Russia. [Roshchin, S.; Rudakov, V.] Natl Res Univ, Higher Sch Econ, Fac Econ Sci, Sci Econ, Moscow, Russia. [Roshchin, S.] Natl Res Univ, Higher Sch Econ, Fac Econ Sci, Lab Labor Market Studies, Moscow, Russia. 20 Myasnitskaya St, Moscow 101000, Russia. RP Roshchina, Y (reprint author), Natl Res Univ, Higher Sch Econ, Sci Econ, Moscow, Russia.; Roshchina, Y (reprint author), Natl Res Univ, Higher Sch Econ, Lab Studies Econ Sociol, Moscow, Russia. EM yroshchina@hse.ru; sroshchin@hse.ru; vrudakov@hse.ru RI Rudakov, Victor/F-9014-2016 OI Rudakov, Victor/0000-0002-9197-2491 CR Alraimi KM, 2015, COMPUT EDUC, V80, P28, DOI 10.1016/j.compedu.2014.08.006 Banerjee AV, 2014, AM ECON REV, V104, P514, DOI 10.1257/aer.104.5.514 Belanger Y., 2013, BIOELECTRICITY QUANT Breslow L, 2013, RES PRACTICE ASSESSM, V8 Bugaychuk K., 2013, HIGHER ED RUSSIA, P148 Canals E., 2014, SUPPORT SERVICES FOS Christensen C. M, 2013, INNOVATORS SOLUTION Christensen Gayle, 2013, MOOC PHENOMENON WHO de Barba PG, 2016, J COMPUT ASSIST LEAR, V32, P218, DOI 10.1111/jcal.12130 Deng J., 2017, B TECNICO, V55, P689 Foerster SH, 2017, GLOB PERSP HIGHER ED, V37, P151 Grainger B., 2013, MASSIVE OPEN ONLINE Hew KF, 2014, EDUC RES REV-NETH, V12, P45, DOI 10.1016/j.edurev.2014.05.001 Ho A. D., 2014, 1 HARV MITX J'son & Partners Consulting, 2014, RYN ONL OBR ROSS MIR Kizilcec R. F., 2013, P 3 INT C LEARN AN K, P170, DOI [10.1145/2460296.2460330, DOI 10.1145/2460296.2460330] Krukier L., 2014, MOOCS KLYUCHEVOY TRE Li Yuan, 2013, MOOCS OPEN ED IMPLIC Liang D, 2014, KNOWL MANAG E-LEARN, V6, P281 Martynov K., 2013, OTECHESTVENNYE ZAPIS Netology Group, 2017, ISSL ROSS RYNK ONL O Phan T, 2016, COMPUT EDUC, V95, P36, DOI 10.1016/j.compedu.2015.11.015 Rudakov V., 2018, INFORM B, V1 Shapiro HB, 2017, COMPUT EDUC, V110, P35, DOI 10.1016/j.compedu.2017.03.003 Stewart B., 2013, MERLOT J ONLINE LEAR, V9, P228 Tong T., 2017, CHINA ECON REV, P1 NR 26 TC 0 Z9 1 U1 2 U2 5 PU NATL RES UNIV HIGHER SCH ECONOMICS PI MOSCOW PA MYASNITSKAYA 20, MOSCOW, 101000, RUSSIA SN 1814-9545 J9 VOPR OBRAZOVANIYA-ED JI Vopr. Obrazovaniya-Educ. Stud. Mosc. PY 2018 IS 1 BP 174 EP 194 DI 10.17323/1814-9545-2018-1-174-199 PG 21 WC Education, Scientific Disciplines SC Education & Educational Research GA GL5AX UT WOS:000437175500008 OA Bronze DA 2019-08-01 ER PT S AU Husna, H Septia, T Cesaria, A AF Husna, H. Septia, T. Cesaria, A. BE Ramli Azhar, M Sumarmin, R Festiyed Yulkifli Alizar Putra, A Putri, DH TI College Students Perceptions of Web-Based Leaning in Basic Mathematics Subject SO 2ND INTERNATIONAL CONFERENCE ON MATHEMATICS, SCIENCE, EDUCATION AND TECHNOLOGY SE IOP Conference Series-Materials Science and Engineering LA English DT Proceedings Paper CT 2nd International Conference on Mathematics, Science, Education and Technology (ICOMSET) CY OCT 05-06, 2017 CL Padang, INDONESIA SP Univ Negeri Padang, Fac Math & Nat Sci AB With the emergence of the Internet, e-learning has increasingly become the promising solution that continues to grow day after day. Considering students' perception toward e-learning is important in successful development of e-learning in higher education, since attitude of user towards application of information technology is one of the most effective factors. This study aims to determine students' perceptions of using basic math textbook for physics with web-based. Students' perceptions are closely related to their achievement. The learning media in accordance with the desire of students will make them motivated. This research is qualitative data analysis was done descriptively. The data obtained in this study comes from researchers as the main instrument, the data questionnaire and interview data is unstructured. The results are students' perceptions of using basic math textbook for physics with web based are in the positive category. C1 [Husna, H.; Septia, T.; Cesaria, A.] STKIP PGRI Sumatera Barat, Padang, Indonesia. RP Husna, H (reprint author), STKIP PGRI Sumatera Barat, Padang, Indonesia. EM husnarifai64@gmail.com OI Septia, tika/0000-0003-4609-6880 CR Burchfield CM, 2000, TEACH PSYCHOL, V27, P58 Clump M. A., 2004, J INSTRUC PSYCHOL, V31, P227 Daryanto, 2010, MEDIA PEMBELAJARAN Islami Nadu Azizah, 2009, PENGARUH PERSEPSI SI Nawati D. A., 2006, IEEE Transactions on Professional Communication, V49, P44, DOI 10.1109/TPC.2006.870459 Sappington J, 2002, TEACH PSYCHOL, V29, P272, DOI 10.1207/S15328023TOP2904_02 Sikorski JF, 2002, TEACH PSYCHOL, V29, P312, DOI 10.1207/S15328023TOP2904_13 Surjono H. D., 2009, PENGANTAR E LEARNING Vogel DR, 2001, IEEE T PROF COMMUN, V44, P114, DOI 10.1109/47.925514 WAITS T, 2003, 2003017 NCES US DEP Wang YS, 2003, INFORM MANAGE-AMSTER, V41, P75, DOI 10.1016/S0378-7206(03)00028-4 NR 11 TC 0 Z9 0 U1 0 U2 0 PU IOP PUBLISHING LTD PI BRISTOL PA DIRAC HOUSE, TEMPLE BACK, BRISTOL BS1 6BE, ENGLAND SN 1757-8981 J9 IOP CONF SER-MAT SCI PY 2018 VL 335 AR UNSP 012127 DI 10.1088/1757-899X/335/1/012127 PG 3 WC Education, Scientific Disciplines; Materials Science, Multidisciplinary SC Education & Educational Research; Materials Science GA BK3WI UT WOS:000435605000126 OA Other Gold DA 2019-08-01 ER PT S AU Valderrama, C Hagstrom, P Nordgreen, T AF Valderrama, Cesar Hagstrom, Peter Nordgreen, Thomas GP IEEE TI Shared curriculum at KTH and UPC universities Blended learning experience at the MSc SELECT programme SO PROCEEDINGS OF 2018 IEEE GLOBAL ENGINEERING EDUCATION CONFERENCE (EDUCON) - EMERGING TRENDS AND CHALLENGES OF ENGINEERING EDUCATION SE IEEE Global Engineering Education Conference LA English DT Proceedings Paper CT IEEE Global Engineering Education Conference (EDUCON) - Emerging Trends and Challenges of Engineering Education CY APR 17-20, 2018 CL Santa Cruz de Tenerife, SPAIN SP IEEE, Coplaca, Fuentealta, Soc Desarrollo Ayuntamiento Tenerife, Grupo Visual Canarias, MathWorks, Cypress, Pentec Blackboard, UNIR iTED DE e-learning; blending; remote learning; transnational education; ILO's; InnoEnerg ID EDUCATION; CHALLENGES; TECHNOLOGY AB The aim of this paper is to present the experience and lessons learned of experimental implementing of blended learning methodology in the Master programme "Environomical Pathways for Sustainable Energy Systems" (SELECT) at the Royal Institute of Technology' (KTH in Stockholm) and the Universitat Politecnica de Catalunya.BarcelonaTech (UPC in Barcelona), in common and remotely taught courses (shared curriculum) under a transnational framework. Shared curriculum has been designed and strongly connected to the intended learning outcomes (ILO's) of the programme. Blended learning was implemented to improve the efficiency of the learning process through updated technological means of instruction and to have the same curriculum with equally shared teaching load to ensure that students by the end of year I have the same competence and background. It can be noted that, at least from the perspective of academic performance, the implementation of blended learning in the shared SELECT curriculum does not have a significant impact, although local students show slightly higher grade point average (GPA). Finally and from our general experience with students, it is possible to identify the interaction of communication as one of the key challenges and factors in blended education. C1 [Valderrama, Cesar] Univ Politecn Cataluna, Dept Chem Engn, Barcelona Tech, Barcelona, Spain. [Hagstrom, Peter; Nordgreen, Thomas] Royal Inst Technol KTH, Dept Energy Technol, Stockholm, Sweden. RP Valderrama, C (reprint author), Univ Politecn Cataluna, Dept Chem Engn, Barcelona Tech, Barcelona, Spain. FU SELECT Consortium; InnoEnergy; European Institute of Innovation & Technology (EIT); Erasmus Mundus program FX The authors are grateful to the universities who participate in the SELECT Consortium for academically and financially supporting the programme. Authors thanks to InnoEnergy and the European Institute of Innovation & Technology (EIT) for financially support the education through investments for development and for providing scholarships to students, and to the Erasmus Mundus program for sponsored during 5 years the build-up of the EU-internal collaboration within the programme. The help of the local coordinators of the SELECT programme in the 7-universities for developing and executing the programme is gratefully appreciated. 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V., 2009, HIGHER ED MOVE NEW D Voet M, 2017, BRIT J EDUC TECHNOL, V48, P1402, DOI 10.1111/bjet.12493 Watson J., 2008, BLENDED LEARNING CON, P8 Wright TSS, 2009, NEW DIRECT TEACH LEA, V118, P105, DOI DOI 10.1002/TH Ziguras C, 2003, AUST EDUC RES, V30, P89, DOI 10.1007/BF03216799 NR 42 TC 0 Z9 0 U1 0 U2 2 PU IEEE PI NEW YORK PA 345 E 47TH ST, NEW YORK, NY 10017 USA SN 2165-9567 BN 978-1-5386-2957-4 J9 IEEE GLOB ENG EDUC C PY 2018 BP 669 EP 676 PG 8 WC Education, Scientific Disciplines SC Education & Educational Research GA BK3EO UT WOS:000434866100097 DA 2019-08-01 ER PT S AU Roch, MR Demarchi, D Klossek, M Tzanova, S AF Roch, Massimo Ruo Demarchi, Danilo Klossek, Martin Tzanova, Slavka GP IEEE TI MECA, the MicroElectronics Cloud Alliance SO PROCEEDINGS OF 2018 IEEE GLOBAL ENGINEERING EDUCATION CONFERENCE (EDUCON) - EMERGING TRENDS AND CHALLENGES OF ENGINEERING EDUCATION SE IEEE Global Engineering Education Conference LA English DT Proceedings Paper CT IEEE Global Engineering Education Conference (EDUCON) - Emerging Trends and Challenges of Engineering Education CY APR 17-20, 2018 CL Santa Cruz de Tenerife, SPAIN SP IEEE, Coplaca, Fuentealta, Soc Desarrollo Ayuntamiento Tenerife, Grupo Visual Canarias, MathWorks, Cypress, Pentec Blackboard, UNIR iTED DE E-Learning; Cloud; Microelectronics; Higher Education; Life-Long Learning AB The MicroElectronics Cloud Alliance (MECA) is a European funded project where 18 higher education institutions, and small and medium enterprises, sited in nine different European countries, have the aim of developing a Cloud-based European infrastructure for improving the education in microelectronics. In MECA open educational resources, educational and professional software, remote access to virtual laboratories are shared, all based on modules and learning facilities remotely available. MECA wants to be the one-stop platform of reference for the microelectronics education and the useful tool for sharing resources among institutes working in microelectronics design training. In fact, thanks to the Cloud system built inside MECA Consortium, the resources of all the partners are shared, both hardware and software, excluding licensing of course, for clear legal reasons. C1 [Roch, Massimo Ruo; Demarchi, Danilo] Politecn Torino, DET, Turin, Italy. [Klossek, Martin] eWorks GmbH, Frankfurt, Germany. [Tzanova, Slavka] Tech Univ Sofia, Dept Microelect, Sofia, Bulgaria. RP Roch, MR (reprint author), Politecn Torino, DET, Turin, Italy. EM massimo.ruoroch@polito.it; danilo.demarchi@polito.it; klossek@eworks.de; slavka@ecad.tu-sofia.bg RI Demarchi, Danilo/G-9272-2015 OI Demarchi, Danilo/0000-0001-5374-1679 FU European Community [562206-EPP-1-2015-1-BG-EPPKA2-KA]; MECA - MicroElectronics Cloud Alliance FX The authors would like to thank European Community support for the funding received by Knowledge Alliance Action, Project n. 562206-EPP-1-2015-1-BG-EPPKA2-KA, MECA - MicroElectronics Cloud Alliance. CR Cruz L., 2012, CISCOS TECHNOLOGY NE Vacca M., 2012, 12 INT C NAN IEEE NA, P1 Vacca M., 2012, 13 INT C ULT INT SIL, P180 NR 3 TC 0 Z9 0 U1 0 U2 0 PU IEEE PI NEW YORK PA 345 E 47TH ST, NEW YORK, NY 10017 USA SN 2165-9567 BN 978-1-5386-2957-4 J9 IEEE GLOB ENG EDUC C PY 2018 BP 1419 EP 1423 PG 5 WC Education, Scientific Disciplines SC Education & Educational Research GA BK3EO UT WOS:000434866100195 DA 2019-08-01 ER PT S AU Rodriguez-Martin, M Rodriguez-Gonzalvez, P AF Rodriguez-Martin, Manuel Rodriguez-Gonzalvez, Pablo GP IEEE TI Learning based on 3D photogrammetry models to evaluate the competences in visual testing of welds SO PROCEEDINGS OF 2018 IEEE GLOBAL ENGINEERING EDUCATION CONFERENCE (EDUCON) - EMERGING TRENDS AND CHALLENGES OF ENGINEERING EDUCATION SE IEEE Global Engineering Education Conference LA English DT Proceedings Paper CT IEEE Global Engineering Education Conference (EDUCON) - Emerging Trends and Challenges of Engineering Education CY APR 17-20, 2018 CL Santa Cruz de Tenerife, SPAIN SP IEEE, Coplaca, Fuentealta, Soc Desarrollo Ayuntamiento Tenerife, Grupo Visual Canarias, MathWorks, Cypress, Pentec Blackboard, UNIR iTED DE virtual laboratory; welding; NDT; higher education; engineering; competences evaluation ID INSPECTION; TOOL AB The present work describes a new learning methodology based on the latest scientific research aimed at the three-dimensional macro-photogrammetric reconstruction of welds, which allows the generation of teaching materials aimed at the acquisition and evaluation of competencies in the non-destructive testing laboratory activities without the need for a physical displacement to the physical installation. This methodology, which can be cataloged within those based on virtual laboratories, is applicable in e-learning courses or can also be used as support material for face-to-face programs, mainly in the bachelor's and master's related to mechanical, naval and aeronautical engineering. The distribution of the packages is easy to load in learning management system in order to work with the models with open software, easily and without the need for additional costs. C1 [Rodriguez-Martin, Manuel; Rodriguez-Gonzalvez, Pablo] Univ Salamanca, TIDOP Res Grp, Avila, Spain. [Rodriguez-Martin, Manuel] Catholic Univ Avila, Fac Sci & Arts, Avila, Spain. [Rodriguez-Gonzalvez, Pablo] Univ Leon, Dept Min Technol Topog & Struct, Ponferrada, Spain. RP Rodriguez-Martin, M (reprint author), Univ Salamanca, TIDOP Res Grp, Avila, Spain.; Rodriguez-Martin, M (reprint author), Catholic Univ Avila, Fac Sci & Arts, Avila, Spain. EM ingmanuel@usal.es; p.rodriguez@unileon.es RI Rodriguez-Gonzalvez, Pablo/H-8820-2015 OI Rodriguez-Gonzalvez, Pablo/0000-0002-2657-813X CR [Anonymous], 2009, ENISO58172009 [Anonymous], 2007, ENISO652012007 [Anonymous], 2004, EVERYDAY POCKET HDB Ballu A, 2016, PROC CIRP, V43, P148, DOI 10.1016/j.procir.2016.02.110 Cerezo F, 2015, REV IBEROAM AUTOM IN, V12, P419, DOI 10.1016/j.riai.2015.04.005 Gonzalez-Aguilera D, 2016, INT ARCH PHOTOGRAMM, V41, P31, DOI 10.5194/isprsarchives-XLI-B6-31-2016 Heradio R., COMPUTERS ED, V98, P14 Potkonjak V., 2016, COMPUT EDUC, V95, P209 Rodriguez-Gonzalvez P, 2017, AUTOMAT CONSTR, V79, P49, DOI 10.1016/j.autcon.2017.03.002 Rodriguez-Gonzalvez P., 2017, 5 C INT DOC U CINDU Rodriguez-Martin M, 2016, AUTOMAT CONSTR, V71, P189, DOI 10.1016/j.autcon.2016.08.016 Rodriguez-Martin M, 2015, OPT LASER TECHNOL, V73, P54, DOI 10.1016/j.optlastec.2015.04.011 Rodriguez-Martin M., 2017, 2 TEACH LEARN INN I Rodriguez-Martin M, 2017, IEEE SENS J, V17, P4217, DOI 10.1109/JSEN.2017.2700954 Rossiter J., INT FED AUT CONTR 20, P230 Vergara D., 2016, 2 TEACH LEARN INN I, P9 Vergara D., INSTRUCTION TECHNICA NR 17 TC 2 Z9 2 U1 0 U2 0 PU IEEE PI NEW YORK PA 345 E 47TH ST, NEW YORK, NY 10017 USA SN 2165-9567 BN 978-1-5386-2957-4 J9 IEEE GLOB ENG EDUC C PY 2018 BP 1576 EP 1580 PG 5 WC Education, Scientific Disciplines SC Education & Educational Research GA BK3EO UT WOS:000434866100221 DA 2019-08-01 ER PT S AU Raleva, K Stankovski, M Gochev, I Nadzinski, G Chavdarov, R AF Raleva, Katerina Stankovski, Mile Gochev, Ivan Nadzinski, Gorjan Chavdarov, Risto GP IEEE TI Learning Microelectronics with Open Educational Resources in the Cloud SO PROCEEDINGS OF 2018 IEEE GLOBAL ENGINEERING EDUCATION CONFERENCE (EDUCON) - EMERGING TRENDS AND CHALLENGES OF ENGINEERING EDUCATION SE IEEE Global Engineering Education Conference LA English DT Proceedings Paper CT IEEE Global Engineering Education Conference (EDUCON) - Emerging Trends and Challenges of Engineering Education CY APR 17-20, 2018 CL Santa Cruz de Tenerife, SPAIN SP IEEE, Coplaca, Fuentealta, Soc Desarrollo Ayuntamiento Tenerife, Grupo Visual Canarias, MathWorks, Cypress, Pentec Blackboard, UNIR iTED DE open educational resources; cloud teaching system; microelectronics; e-learning AB The Micro-Electronics Cloud Alliance (MECA) is a European project in which eight higher education institutions and 8 enterprises are developing e-learning materials in the field of micro- and nanoelectronics. Ss. Cyril and Methodius University - Skopje, Macedonia as a partner organization in the project participates in almost all project activities such as, need analysis, specification and development of the cloud teaching system, development of courses, conduction of pilot tests and local dissemination. The focus is on common MSc degree level courses development for the new skills needed in the multidisciplinary sector of micro- and nanotechnology. The paper describes the development of two courses (MEMS Sensors and Actuators, and Semiconductor Device Modelling and Simulation) for learning microelectronics with open educational resources shared in the cloud. C1 [Raleva, Katerina; Stankovski, Mile; Gochev, Ivan; Nadzinski, Gorjan; Chavdarov, Risto] Ss Cyril & Methodius Univ, Fac Elect Engn & Informat Technol, Skopje 1000, Macedonia. RP Raleva, K (reprint author), Ss Cyril & Methodius Univ, Fac Elect Engn & Informat Technol, Skopje 1000, Macedonia. EM catherin@feit.ukimedu.mk; milestk@feit.ukimedu.mk FU Project: MicroElectronics Cloud Alliance [562206 - EPP -1-2015 -1- BG - EPPKA2 - KA]; European Commission FX This paper was supported from the project Project Title: MicroElectronics Cloud Alliance, Project Number: 562206 - EPP -1-2015 -1- BG - EPPKA2 - KA with support from the European Commission. This publication reflects the views only of the author, and the Commission can - not be held responsible for any use which may be made of the information contained therein. CR A New Skills Agenda for Europe, SWD2016195 [Anonymous], 2000, CISC VIS NETW IND GL Bomtin S., CLOUD SMART MOVE HIG Communication from the Commission to the European Parliament the Council the European Economic and Social Committee and the Committee of the Regions, COM2011567 Ferry David K., 1997, CAMBRIDGE STUDIES SE Gillman G., 2008, WHAT CLOUD COMPUTING Gruman G., 2008, WHAT CLOUD COMPUTING Pardeshi VH, 2014, PROC ECON FINANC, V11, P589, DOI 10.1016/S2212-5671(14)00224-X Szendiuch I., ED MICROELECTRONICS Tematio Ch., 2013, 3 INT S FRONT POL SC Tzanova S., 2013, P INF COMM TECHN ED, P452 Tzanova S., 2017, IEEE GLOB ED C EDUCO Vasileska D., 2016, COMPUTATIONAL ELECT NR 13 TC 0 Z9 0 U1 0 U2 2 PU IEEE PI NEW YORK PA 345 E 47TH ST, NEW YORK, NY 10017 USA SN 2165-9567 BN 978-1-5386-2957-4 J9 IEEE GLOB ENG EDUC C PY 2018 BP 1860 EP 1864 PG 5 WC Education, Scientific Disciplines SC Education & Educational Research GA BK3EO UT WOS:000434866100256 DA 2019-08-01 ER PT J AU Sit, SM Brudzinski, MR AF Sit, Stefany M. Brudzinski, Michael R. TI Creation and Assessment of an Active e-Learning Introductory Geology Course SO JOURNAL OF SCIENCE EDUCATION AND TECHNOLOGY LA English DT Article DE Online learning; Geoscience; Undergraduate STEM education; Course design; Google Earth; Excel ID STUDENT PERFORMANCE; HIGHER-EDUCATION; ONLINE; CLASSROOM; INCREASE; OUTCOMES; SCIENCE; SKILLS; EXAMS; PEER AB The recent emphasis in higher education on both student engagement and online learning encouraged the authors to develop an active e-learning environment for an introductory geohazards course, which enrolls 70+ undergraduate students per semester. Instructors focused on replicating the achievements and addressing the challenges within an already established face-to-face student-centered class (Brudzinski and Sikorski 2010; Sit 2013). Through the use of a learning management system (LMS) and other available technologies, a wide range of course components were developed including online homework assignments with automatic grading and tailored feedback, video tutorials of software programs like Google Earth and Microsoft Excel, and more realistic scientific investigations using authentic and freely available data downloaded from the internet. The different course components designed to engage students and improve overall student learning and development were evaluated using student surveys and instructor reflection. Each component can be used independently and intertwined into a face-to-face course. Results suggest that significant opportunities are available in an online environment including the potential for improved student performance and new datasets for educational research. Specifically, results from pre and post-semester Geoscience Concept Inventory (GCI) testing in an active e-learning course show enhanced student learning gains compared to face-to-face lecture-based and student-centered courses. C1 [Sit, Stefany M.] Univ Illinois, Chicago, IL 60607 USA. [Brudzinski, Michael R.] Miami Univ Ohio, Oxford, OH USA. RP Sit, SM (reprint author), Univ Illinois, Chicago, IL 60607 USA. EM ssit@uic.edu; brudzimr@MiamiOH.edu FU National Science Foundation [EAR-0847688] FX Student data was collected under IRB protocol #07-0385. Support for this work was provided by the National Science Foundation grant EAR-0847688 (MB). We thank colleagues at Miami University, with special recognition to Janelle Sikorski and Elizabeth Abbott, for their support and thoughtful discussion as we pursued this project. 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Sci. Educ. Technol. PD DEC PY 2017 VL 26 IS 6 BP 629 EP 645 DI 10.1007/s10956-017-9703-3 PG 17 WC Education & Educational Research; Education, Scientific Disciplines SC Education & Educational Research GA FK2GQ UT WOS:000413301100005 DA 2019-08-01 ER PT J AU Richmond, H Copsey, B Hall, AM Davies, D Lamb, SE AF Richmond, Helen Copsey, Bethan Hall, Amanda M. Davies, David Lamb, Sarah E. TI A systematic review and meta-analysis of online versus alternative methods for training licensed health care professionals to deliver clinical interventions SO BMC MEDICAL EDUCATION LA English DT Review DE Online training/learning; Internet based training/learning; E-learning; Health professionals; Continuing education; Professional development; Training; Meta-analysis; Systematic review ID MEDICAL-EDUCATION; WEB; STRATEGIES; MANAGEMENT AB Background: Online training is growing in popularity and yet its effectiveness for training licensed health professionals (HCPs) in clinical interventions is not clear. We aimed to systematically review the literature on the effectiveness of online versus alternative training methods in clinical interventions for licensed Health Care Professionals (HCPs) on outcomes of knowledge acquisition, practical skills, clinical behaviour, self-efficacy and satisfaction. Methods: Seven databases were searched for randomised controlled trials (RCTs) from January 2000 to June 2015. Two independent reviewers rated trial quality and extracted trial data. Comparative effects were summarised as standardised mean differences (SMD) and 95% confidence intervals. Pooled effect sizes were calculated using a random-effects model for three contrasts of online versus (i) interactive workshops (ii) taught lectures and (iii) written/electronic manuals. Results: We included 14 studies with a total of 1089 participants. Most trials studied medical professionals, used a workshop or lecture comparison, were of high risk of bias and had small sample sizes (range 21-183). Using the GRADE approach, we found low quality evidence that there was no difference between online training and an interactive workshop for clinical behaviour SMD 0.12 (95% CI -0.13 to 0.37). We found very low quality evidence of no difference between online methods and both a workshop and lecture for knowledge (workshop: SMD 0.04 (95% CI -0.28 to 0.36); lecture: SMD 0.22 (95% CI: -0.08, 0.51)). Lastly, compared to a manual (n = 3/14), we found very low quality evidence that online methods were superior for knowledge SMD 0.99 (95% CI 0.02 to 1.96). There were too few studies to draw any conclusions on the effects of online training for practical skills, self-efficacy, and satisfaction across all contrasts. Conclusions: It is likely that online methods may be as effective as alternative methods for training HCPs in clinical interventions for the outcomes of knowledge and clinical behaviour. However, the low quality of the evidence precludes drawing firm conclusions on the relative effectiveness of these training methods. Moreover, the confidence intervals around our effect sizes were large and could encompass important differences in effectiveness. More robust, adequately powered RCTs are needed. C1 [Richmond, Helen; Lamb, Sarah E.] Univ Warwick, Warwick Med Sch, Div Hlth Sci, Warwick Clin Trials Unit, Coventry, W Midlands, England. [Copsey, Bethan; Lamb, Sarah E.] Univ Oxford, Ctr Rehabil Res, Nuffield Dept Orthopaed Rheumatol & Musculoskelet, Oxford, England. [Hall, Amanda M.] Univ Oxford, George Inst Global Hlth, Oxford, England. [Davies, David] Univ Warwick, Warwick Med Sch, Coventry, W Midlands, England. RP Richmond, H (reprint author), Univ Warwick, Warwick Med Sch, Div Hlth Sci, Warwick Clin Trials Unit, Coventry, W Midlands, England. EM Helen.richmond85@gmail.com FU West Midlands Strategic Health Authority; National Institute for Health Research (NIHR) Collaboration for Leadership in Applied Health Research and Care (CLAHRC) Oxford at Oxford Health NHS Foundation Trust FX This work was completed as part of a doctoral thesis that was funded by the West Midlands Strategic Health Authority. Further support for this work was provided by the National Institute for Health Research (NIHR) Collaboration for Leadership in Applied Health Research and Care (CLAHRC) Oxford at Oxford Health NHS Foundation Trust. The views expressed are those of the author(s) and not necessarily those of the NHS, the NIHR or the Department of Health. No funders had any involvement in the design, data collection, analysis or interpretation of the work. 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Educ. PD NOV 23 PY 2017 VL 17 AR 227 DI 10.1186/s12909-017-1047-4 PG 14 WC Education & Educational Research; Education, Scientific Disciplines SC Education & Educational Research GA FN5OE UT WOS:000416056700001 PM 29169393 OA DOAJ Gold, Green Published DA 2019-08-01 ER PT J AU Batanero, C Fernandez-Sanz, L Piironen, AK Holvikivi, J Hilera, JR Oton, S Alonso, J AF Batanero, Concha Fernandez-Sanz, Luis Piironen, Antti K. Holvikivi, Jaana Ramon Hilera, Jose Oton, Salvador Alonso, Jaime TI Accessible platforms for e-learning: A case study SO COMPUTER APPLICATIONS IN ENGINEERING EDUCATION LA English DT Article DE accessibility; adapted learning platform; e-learning; engineering education; personal needs and preferences ID EDUCATION; DISABILITIES; TECHNOLOGIES; PERSPECTIVE; USABILITY; STUDENTS; LESSONS; COURSES; MOODLE AB This paper presents a technical solution to improve accessibility in e-learning platforms. The guidelines for the solution were concluded from the analysis of literature with the goal of achieving scalable, reusable, and easily manageable platforms. The method has been tested through a case study conducted on Moodle where a sample of the target population experimented it through several Engineering Education courses resulting in a high degree of perceived usefulness. We also found out that deaf students encountered less problems accessing the information than blind students due to different reasons. C1 [Batanero, Concha; Alonso, Jaime] Alcala Univ, Polytech Sch, Dept Automat, Alcala De Henares, Spain. [Fernandez-Sanz, Luis; Ramon Hilera, Jose; Oton, Salvador] Alcala Univ, Polytech Sch, Dept Comp Sci, Alcala De Henares, Spain. [Piironen, Antti K.; Holvikivi, Jaana] Helsinki Metropolia Univ Appl Sci, Sch ICT, Helsinki, Finland. RP Batanero, C (reprint author), Alcala Univ, Polytech Sch, Dept Automat, Alcala De Henares, Spain. 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PD NOV PY 2017 VL 25 IS 6 BP 1018 EP 1037 DI 10.1002/cae.21852 PG 20 WC Computer Science, Interdisciplinary Applications; Education, Scientific Disciplines; Engineering, Multidisciplinary SC Computer Science; Education & Educational Research; Engineering GA FM5FA UT WOS:000415055300012 DA 2019-08-01 ER PT J AU Lawn, S Zhi, XJ Morello, A AF Lawn, Sharon Zhi, Xiaojuan Morello, Andrea TI An integrative review of e-learning in the delivery of self-management support training for health professionals SO BMC MEDICAL EDUCATION LA English DT Review DE Self-management; Self-management support; E-learning; Blended learning; Integrative review ID CONTINUING-EDUCATION; DISTANCE EDUCATION; SKIN-CANCER; ONLINE; NURSES; BEHAVIOR; PROGRAM; KNOWLEDGE; OUTCOMES; INTERVENTION AB Background: E-learning involves delivery of education through Information and Communication Technology (ITC) using a wide variety of instructional designs, including synchronous and asynchronous formats. It can be as effective as face-to-face training for many aspects of health professional training. There are, however, particular practices and skills needed in providing patient self-management support, such as partnering with patients in goal-setting, which may challenge conventional practice norms. E-learning for the delivery of self-management support (SMS) continuing education to existing health professionals is a relatively new and growing area with limited studies identifying features associated with best acquisition of skills in self-management support. Methods: An integrative literature review examined what is known about e-learning for self-management support. This review included both qualitative and quantitative studies that focused on e-learning provided to existing health professionals for their continuing professional development. Papers were limited to those published in English between 2006 and 2016. Content analysis was used to organize and focus and describe the findings. Results: The search returned 1505 articles, with most subsequently excluded based on their title or abstract. Fifty-two full text articles were obtained and checked, with 42 excluded because they did not meet the full criteria. Ten peer-reviewed articles were included in this review. Seven main themes emerged from the content analysis: participants and professions; time; package content; guiding theoretical framework; outcome measures; learning features or formats; and learning barriers. These themes revealed substantial heterogeneity in instructional design and other elements of e-learning applied to SMS, indicating that there is still much to understand about how best to deliver e-learning for SMS skills development. Conclusions: Few e-learning approaches meet the need for high levels of interactivity, reflection, practice and application to practice for health professionals learning to deliver effective SMS. Findings suggest that the context of SMS for patients with chronic condition matters to how health professional training is delivered, to ensure partnership and person-centred care. Further creative approaches and their rigorous evaluation are needed to deliver completely online learning in this space. Blended learning that combines e-learning and face-to-face methods is suggested to support SMS skills development for health professionals. C1 [Lawn, Sharon; Zhi, Xiaojuan; Morello, Andrea] Flinders Univ S Australia, Dept Psychiat, Flinders Human Behav & Hlth Res Unit, POB 2100, Adelaide, SA 5001, Australia. RP Lawn, S (reprint author), Flinders Univ S Australia, Dept Psychiat, Flinders Human Behav & Hlth Res Unit, POB 2100, Adelaide, SA 5001, Australia. 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Educ. PD OCT 10 PY 2017 VL 17 AR 183 DI 10.1186/s12909-017-1022-0 PG 16 WC Education & Educational Research; Education, Scientific Disciplines SC Education & Educational Research GA FJ5UH UT WOS:000412818000001 PM 29017521 OA DOAJ Gold, Green Published DA 2019-08-01 ER PT J AU Shin, JY Issenberg, SB Roh, YS AF Shin, Ji Yeon Issenberg, S. Barry Roh, Young Sook TI The effects of neurologic assessment E-learning in nurses SO NURSE EDUCATION TODAY LA English DT Article DE Nurse; Computer-assisted instruction; E-learning; Neurologic examination; Self-directed learning ID RANDOMIZED CONTROLLED-TRIAL; EDUCATION; PROGRAM; SIMULATION; KNOWLEDGE; IMPACT; SKILLS; CLASSIFICATION; TECHNOLOGY; MANAGEMENT AB Background: A firm understanding of the preliminary assessment of a patient with neurological disorders is needed for ensuring optimal patient outcomes. Objectives: The purpose of this study is to evaluate the effects of using e-learning on neurologic assessment knowledge, ability, and self-confidence among nurses. Design: This study used a non-equivalent control group pretest-posttest design. Settings: Nurses working in the neurology and neurosurgery wards, Republic of Korea Participants: A convenience sample of 50 nurses was assigned to either the experimental group (n = 24) or the control group (n = 26). Methods: The experimental group participated in the self-directed e-learning program related to neurologic assessment, and control group underwent self-directed learning with handout. Knowledge, ability, and self-confidence were measured at pretest and posttest. Results: There were no significant differences in knowledge (U = 270, p = 0.399) and self-confidence (U = 241.5, p = 0.171) between the two groups. Nurses in the experimental group showed higher neurologic assessment ability compared with those in the control group (U = 199, p = 0.028). Conclusions: Self-directed neurologic assessment e-learning induced improvement in the neurologic assessment ability among nurses. Self-directed e-learning can be applied for improving competencies in neurologic assessment. C1 [Shin, Ji Yeon] Chung Ang Univ Hosp, Seoul, South Korea. [Issenberg, S. Barry] Univ Miami, Miller Sch Med, Gordon Ctr Res Med Educ, Coral Gables, FL 33124 USA. [Roh, Young Sook] Chung Ang Univ, Red Cross Coll Nursing, 84 Heukseok Ro, Seoul 06974, South Korea. RP Roh, YS (reprint author), Chung Ang Univ, Red Cross Coll Nursing, 84 Heukseok Ro, Seoul 06974, South Korea. EM sjystripling20@gmail.com; bissenbe@med.miami.edu; aqua@cau.ac.kr CR Beeckman D, 2008, J CLIN NURS, V17, P1697, DOI 10.1111/j.1365-2702.2007.02200.x Bloomfield J, 2010, INT J NURS STUD, V47, P287, DOI 10.1016/j.ijnurstu.2009.08.003 Bredesen IM, 2016, NURS EDUC TODAY, V40, P191, DOI 10.1016/j.nedt.2016.03.008 Chan MF, 2013, J NURS MANAGE, V21, P31, DOI 10.1111/j.1365-2834.2011.01344.x Chiu SC, 2009, INT J NURS STUD, V46, P1548, DOI 10.1016/j.ijnurstu.2009.05.008 Cook DA, 2010, ACAD MED, V85, P909, DOI 10.1097/ACM.0b013e3181d6c319 Durmaz A, 2012, CIN-COMPUT INFORM NU, V30, P196, DOI 10.1097/NCN.0b013e3182419134 Ermak DM, 2013, J AM OSTEOPATH ASSOC, V113, P628, DOI 10.7556/jaoa.2013.024 Faul F, 2007, BEHAV RES METHODS, V39, P175, DOI 10.3758/BF03193146 Garside MJ, 2012, SIMUL HEALTHC, V7, P117, DOI 10.1097/SIH.0b013e318233625b Gega L, 2007, INT J NURS STUD, V44, P397, DOI 10.1016/j.ijnurstu.2006.02.009 Gocan Sophia, 2008, Can J Neurosci Nurs, V30, P31 Harkanen M, 2016, NURS EDUC TODAY, V41, P36, DOI 10.1016/j.nedt.2016.03.017 Hickey J., 2014, CLIN PRACTICE NEUROL Hinkle JL, 2012, J NEUROSCI NURS, V44, P164, DOI 10.1097/JNN.0b013e31825106a2 Horiuchi S, 2009, NURS EDUC TODAY, V29, P140, DOI 10.1016/j.nedt.2008.08.009 Iacono LA, 2014, J NEUROSCI NURS, V46, P125, DOI 10.1097/JNN.0000000000000035 Kerr RG, 2016, AM J CRIT CARE, V25, P213, DOI 10.4037/ajcc2016554 Korean Society of Adult Nursing, 2011, COMPR REV QUEST KOR Lahti M, 2014, INT J NURS STUD, V51, P136, DOI 10.1016/j.ijnurstu.2012.12.017 Le Roux P, 2014, INTENS CARE MED, V40, P1189, DOI 10.1007/s00134-014-3369-6 ???, 2013, [Journal of Korean Clinical Nursing Research, ??????], V19, P57 Liu WI, 2014, NURS EDUC TODAY, V34, P1361, DOI 10.1016/j.nedt.2014.03.004 Livesay SL, 2016, CRIT CARE NURS CLIN, V28, P1, DOI 10.1016/j.cnc.2015.10.002 McCutcheon K, 2015, J ADV NURS, V71, P255, DOI 10.1111/jan.12509 McGowan BS, 2015, J CONTIN EDUC NURS, V46, P292, DOI 10.3928/00220124-20150619-11 Chong MC, 2016, NURS EDUC TODAY, V36, P370, DOI 10.1016/j.nedt.2015.09.011 Obeso VT, 2005, ACAD MED, V80, pS71, DOI 10.1097/00001888-200510001-00020 Padalino Y, 2007, REV LAT-AM ENFERM, V15, P397, DOI 10.1590/S0104-11692007000300006 Park JY, 2016, CIN-COMPUT INFORM NU, V34, P272, DOI 10.1097/CIN.0000000000000227 Perkins GD, 2010, RESUSCITATION, V81, P877, DOI 10.1016/j.resuscitation.2010.03.019 Santos MC, 2012, J NURSES PROF DEV, V28, P182, DOI 10.1097/NND.0b013e31825dfb60 Sherriff K, 2012, NURS EDUC TODAY, V32, P46, DOI 10.1016/j.nedt.2011.01.020 Tsai SL, 2004, INT J NURS STUD, V41, P191, DOI 10.1016/S0020-7489(03)00130-5 van der Mescht L, 2015, BMC EVOL BIOL, V15, DOI 10.1186/s12862-015-0389-y Williams JG, 2014, PLAST SURG-CHIR PLAS, V22, P75 Zasler ND, 2015, NEUROREHABILITATION, V36, P401, DOI 10.3233/NRE-151229 NR 37 TC 0 Z9 0 U1 2 U2 11 PU CHURCHILL LIVINGSTONE PI EDINBURGH PA JOURNAL PRODUCTION DEPT, ROBERT STEVENSON HOUSE, 1-3 BAXTERS PLACE, LEITH WALK, EDINBURGH EH1 3AF, MIDLOTHIAN, SCOTLAND SN 0260-6917 EI 1532-2793 J9 NURS EDUC TODAY JI Nurse Educ. Today PD OCT PY 2017 VL 57 BP 60 EP 64 DI 10.1016/j.nedt.2017.07.007 PG 5 WC Education, Scientific Disciplines; Nursing SC Education & Educational Research; Nursing GA FH6QM UT WOS:000411301800010 PM 28734188 DA 2019-08-01 ER PT J AU Chang, TP Schrager, SM Rake, AJ Chan, MW Pham, PK Christman, G AF Chang, Todd P. Schrager, Sheree M. Rake, Alyssa J. Chan, Michael W. Pham, Phung K. Christman, Grant TI The effect of multimedia replacing text in resident clinical decision-making assessment SO ADVANCES IN HEALTH SCIENCES EDUCATION LA English DT Article DE Multimedia; Assessment; E-learning; Screen-based simulation; Graduate medical education; Residency; Pediatrics; Clinical decision making ID VIRTUAL PATIENTS; MULTICENTER; EDUCATION; MILESTONES; FACULTY; IMPACT; SKILLS AB Multimedia in assessing clinical decision-making skills (CDMS) has been poorly studied, particularly in comparison to traditional text-based assessments. The literature suggests multimedia is more difficult for trainees. We hypothesize that pediatric residents score lower in diagnostic skill when clinical vignettes use multimedia rather than text for patient findings. A standardized method was developed to write text-based questions from 60 high-resolution, quality multimedia; a series of expert panels selected 40 questions with both a multimedia and text-based counterpart, and two online tests were developed. Each test featured 40 identical questions with reciprocal and alternating modality (multimedia vs. text). Pediatric residents and rising 4th year medical students (MS-IV) at a single residency were randomized to complete either test stratified by postgraduate training year (PGY). A mixed between-within subjects ANOVA analyzed differences in score due to modality and PGY. Secondary analyses ascertained modality effect in dermatology and respiratory questions using Mann-Whitney U tests, and correlations on test performance to In-service Training Exam (ITE) scores using Spearman rank. Eighty-eight residents and rising interns completed the study. Overall multimedia scores were lower than text-based scores (p = 0.047, eta (p) (2) = 0.04), with highest disparity in rising interns (MS-IV); however, PGY had a greater effect on scores (p = 0.001, eta (p) (2) = 0.16). Respiratory questions were not significantly lower with multimedia (n = 9, median 0.71 vs. 0.86, p = 0.09) nor dermatology questions (n = 13, p = 0.41). ITEs correlated significantly with text-based scores (rho = 0.23-0.25, p = 0.04-0.06) but not with multimedia scores. In physician trainees with less clinical experience, multimedia-based case vignettes are associated with significantly lower scores. These results help shed light on the role of multimedia versus text-based information in CDMS, particularly in less experienced clinicians. C1 [Chang, Todd P.; Pham, Phung K.] Childrens Hosp Los Angeles, Div Emergency Med & Transport, Los Angeles, CA 90027 USA. [Chang, Todd P.; Schrager, Sheree M.; Rake, Alyssa J.; Pham, Phung K.; Christman, Grant] Univ Southern Calif, Keck Sch Med, Los Angeles, CA 90007 USA. [Schrager, Sheree M.; Christman, Grant] Childrens Hosp Los Angeles, Div Hosp Med, Los Angeles, CA 90027 USA. [Rake, Alyssa J.] Childrens Hosp Los Angeles, Dept Crit Care & Anesthesiol, Los Angeles, CA 90027 USA. [Chan, Michael W.] Ann & Robert H Lurie Childrens Hosp Chicago, Div Emergency Med, Chicago, IL 60611 USA. [Chan, Michael W.] Northwestern Univ, Feinberg Sch Med, Chicago, IL 60611 USA. [Pham, Phung K.] Claremont Grad Univ, Div Behav & Org Sci, Claremont, CA USA. RP Chang, TP (reprint author), Childrens Hosp Los Angeles, Div Emergency Med & Transport, Los Angeles, CA 90027 USA.; Chang, TP (reprint author), Univ Southern Calif, Keck Sch Med, Los Angeles, CA 90007 USA. EM dr.toddchang@gmail.com OI Chang, Todd/0000-0002-4508-2551 FU internal University of Southern California Faculty Zumberge Career Development Grant FX The study on which this manuscript is based was supported by an internal University of Southern California Faculty Zumberge Career Development Grant from 2012 to 2014. There are no other disclosures. 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Health Sci. Educ. PD OCT PY 2017 VL 22 IS 4 BP 901 EP 914 DI 10.1007/s10459-016-9719-0 PG 14 WC Education & Educational Research; Education, Scientific Disciplines; Health Care Sciences & Services SC Education & Educational Research; Health Care Sciences & Services GA FF5ED UT WOS:000408997800008 PM 27752842 DA 2019-08-01 ER PT J AU Luo, L Cheng, XH Wang, SY Zhang, JX Zhu, WB Yang, JY Liu, P AF Luo, Li Cheng, Xiaohua Wang, Shiyuan Zhang, Junxue Zhu, Wenbo Yang, Jiaying Liu, Pei TI Blended learning with Moodle in medical statistics: an assessment of knowledge, attitudes and practices relating to e-learning SO BMC MEDICAL EDUCATION LA English DT Article DE Blended learning; Curriculum development; E-learning; Medical statistics; Teaching reform ID WEB 2.0; ENTROPY; MODEL; PERCEPTIONS; EDUCATION; QUALITY AB Background: Blended learning that combines a modular object-oriented dynamic learning environment (Moodle) with face-to-face teaching was applied to a medical statistics course to improve learning outcomes and evaluate the impact factors of students' knowledge, attitudes and practices (KAP) relating to e-learning. Methods: The same real-name questionnaire was administered before and after the intervention. The summed scores of every part (knowledge, attitude and practice) were calculated using the entropy method. A mixed linear model was fitted using the SAS PROC MIXED procedure to analyse the impact factors of KAP. Results: Educational reform, self-perceived character, registered permanent residence and hours spent online per day were significant impact factors of e-learning knowledge. Introversion and middle type respondents' average scores were higher than those of extroversion type respondents. Regarding e-learning attitudes, educational reform, community number, Internet age and hours spent online per day had a significant impact. Specifically, participants whose Internet age was no greater than 6 years scored 7.00 points lower than those whose Internet age was greater than 10 years. Regarding e-learning behaviour, educational reform and parents' literacy had a significant impact, as the average score increased 10.05 points (P < 0.0001). Conclusions: This educational reform that combined Moodle with a traditional class achieved good results in terms of students' e-learning KAP. Additionally, this type of blended course can be implemented in many other curriculums. C1 [Luo, Li; Cheng, Xiaohua; Wang, Shiyuan; Zhu, Wenbo; Yang, Jiaying; Liu, Pei] Southeast Univ, Sch Publ Hlth, 87 Dingjiaqiao, Nanjing, Jiangsu, Peoples R China. [Zhang, Junxue] Southeast Univ, Sch Comp Sci & Engn, Nanjing, Jiangsu, Peoples R China. RP Liu, P (reprint author), Southeast Univ, Sch Publ Hlth, 87 Dingjiaqiao, Nanjing, Jiangsu, Peoples R China. EM liupeiseu@126.com FU Research and Practice Project on the Pedagogical Reform of Graduate Education in Jiangsu Province, China; [JGLX14_005] FX This study was funded by The Research and Practice Project on the Pedagogical Reform of Graduate Education in Jiangsu Province, China. The authors would like to acknowledge the foundation (Grant No. JGLX14_005) for its financial support of this work. 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K., 2015, PLOS ONE, V10 Zacharis NZ, 2015, INTERNET HIGH EDUC, V27, P44, DOI 10.1016/j.iheduc.2015.05.002 Zhi-Hong Z, 2006, J ENVIRON SCI-CHINA, V18, P1020, DOI 10.1016/S1001-0742(06)60032-6 NR 31 TC 3 Z9 3 U1 6 U2 49 PU BIOMED CENTRAL LTD PI LONDON PA 236 GRAYS INN RD, FLOOR 6, LONDON WC1X 8HL, ENGLAND SN 1472-6920 J9 BMC MED EDUC JI BMC Med. Educ. PD SEP 19 PY 2017 VL 17 AR 170 DI 10.1186/s12909-017-1009-x PG 8 WC Education & Educational Research; Education, Scientific Disciplines SC Education & Educational Research GA FH7XU UT WOS:000411407000002 PM 28927383 OA DOAJ Gold, Green Published DA 2019-08-01 ER PT J AU Wittich, CM Agrawal, A Cook, DA Halvorsen, AJ Mandrekar, JN Chaudhry, S Dupras, DM Oxentenko, AS Beckman, TJ AF Wittich, Christopher M. Agrawal, Anoop Cook, David A. Halvorsen, Andrew J. Mandrekar, Jayawant N. Chaudhry, Saima Dupras, Denise M. Oxentenko, Amy S. Beckman, Thomas J. TI E-learning in graduate medical education: survey of residency program directors SO BMC MEDICAL EDUCATION LA English DT Article DE Electronic learning; Graduate medical education; Medical education; Program directors; Residency training ID HEALTH-PROFESSIONS EDUCATION; METAANALYSIS; RESOURCES; DELIVERY; STUDENTS; DESIGN; TIME AB Background: E-learning-the use of Internet technologies to enhance knowledge and performance-has become a widely accepted instructional approach. Little is known about the current use of e-learning in postgraduate medical education. To determine utilization of e-learning by United States internal medicine residency programs, program director (PD) perceptions of e-learning, and associations between e-learning use and residency program characteristics. Methods: We conducted a national survey in collaboration with the Association of Program Directors in Internal Medicine of all United States internal medicine residency programs. Results: Of the 368 PDs, 214 (58.2%) completed the e-learning survey. Use of synchronous e-learning at least sometimes, somewhat often, or very often was reported by 85 (39.7%); 153 programs (71.5%) use asynchronous e-learning at least sometimes, somewhat often, or very often. Most programs (168; 79%) do not have a budget to integrate e-learning. Mean (SD) scores for the PD perceptions of e-learning ranged from 3.01 (0.94) to 3.86 (0.72) on a 5-point scale. The odds of synchronous e-learning use were higher in programs with a budget for its implementation (odds ratio, 3.0 [95% CI, 1.04-8.7]; P = .04). Conclusions: Residency programs could be better resourced to integrate e-learning technologies. Asynchronous e-learning was used more than synchronous, which may be to accommodate busy resident schedules and duty-hour restrictions. PD perceptions of e-learning are relatively moderate and future research should determine whether PD reluctance to adopt e-learning is based on unawareness of the evidence, perceptions that e-learning is expensive, or judgments about value versus effectiveness. C1 [Wittich, Christopher M.; Cook, David A.; Beckman, Thomas J.] Mayo Clin, Div Gen Internal Med, 200 First St SW, Rochester, MN 55905 USA. [Agrawal, Anoop] Baylor Coll Med, Dept Med, Houston, TX 77030 USA. [Agrawal, Anoop] Baylor Coll Med, Dept Pediat, Houston, TX 77030 USA. [Halvorsen, Andrew J.] Mayo Clin, Dept Internal Med, Rochester, MN USA. [Mandrekar, Jayawant N.] Mayo Clin, Div Biomed Stat & Informat, Rochester, MN USA. [Chaudhry, Saima] Mem Healthcare Syst, Dept Med, Ft Lauderdale, FL USA. [Dupras, Denise M.] Mayo Clin, Div Primary Care Internal Med, Rochester, MN USA. [Oxentenko, Amy S.] Mayo Clin, Div Gastroenterol & Hepatol, Rochester, MN USA. RP Wittich, CM (reprint author), Mayo Clin, Div Gen Internal Med, 200 First St SW, Rochester, MN 55905 USA. EM wittich.christopher@mayo.edu OI Halvorsen, Andrew/0000-0003-1272-616X FU Association of Program Directors in Internal Medicine FX We are grateful for the support of the Association of Program Directors in Internal Medicine, members of the Survey Committee, and the residency PDs who completed this survey. 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Educ. PD JUL 11 PY 2017 VL 17 AR 114 DI 10.1186/s12909-017-0953-9 PG 7 WC Education & Educational Research; Education, Scientific Disciplines SC Education & Educational Research GA FA3LY UT WOS:000405346600002 PM 28697744 OA DOAJ Gold, Green Published DA 2019-08-01 ER PT J AU Vatansever, F Yalcin, NA AF Vatansever, Fahri Yalcin, Nedim A. TI e-Signals&Systems: A web-based educational tool for signals and systems SO COMPUTER APPLICATIONS IN ENGINEERING EDUCATION LA English DT Article DE computer-aided learning; distance learning; e-learning; signals and systems ID IMPLEMENTATION; LABORATORIES; SIMULATION AB Computers are widely used for educational purposes. Multimedia tools and simulations are mostly preferred for learning especially hard and complex structures in technical field and hardly realized experiments in laboratory environment. Besides, supporting theoretical knowledge with practical applications is crucial in engineering education. But, effects of negative conditions such as hardware deficiency (experimental gadgets, measuring instruments, etc.) in education environment, high number of students, less number of educators can be diminished with concepts which are distance education, computer-aided education, etc. In this study, web-based educational tool which is oriented to signals and systems subjects/courses is realized. This tool provides learning of signals and systems subjects with its subject descriptions, solved/unsolved problems, animations, simulations, interactive simulators, real-time applications, general exams, online communication/support, and new educational strategy in easy, simple, and effective way. Usability and educational contribution of realized study was inspected with questionnaires which were filled anonymously by 110 students in Uludag University and assessed according to SUS and Likert scales. C1 [Vatansever, Fahri; Yalcin, Nedim A.] Uludag Univ, Dept Elect Elect Engn, Bursa, Turkey. 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Appl. Eng. Educ. PD JUL PY 2017 VL 25 IS 4 BP 625 EP 641 DI 10.1002/cae.21826 PG 17 WC Computer Science, Interdisciplinary Applications; Education, Scientific Disciplines; Engineering, Multidisciplinary SC Computer Science; Education & Educational Research; Engineering GA FS5RV UT WOS:000419856800006 DA 2019-08-01 ER PT J AU Rinaldi, VD Lorr, NA Williams, K AF Rinaldi, Vera D. Lorr, Nancy A. Williams, Kimberly TI Evaluating a technology supported interactive response system during the laboratory section of a histology course SO ANATOMICAL SCIENCES EDUCATION LA English DT Article DE undergraduate medical education; microscopic anatomy; histology; virtual microscopy; digital morphology; e-learning; interactive computer graphics; formative assessment; instant feedback assessment technique ID FORMATIVE ASSESSMENT; VIRTUAL MICROSCOPY; TEACHING HISTOLOGY; MEDICAL HISTOLOGY; HIGHER-EDUCATION; HUMAN ANATOMY; STUDENT; FEEDBACK; PERFORMANCE; CLASSROOM AB Monitoring of student learning through systematic formative assessment is important for adjusting pedagogical strategies. However, traditional formative assessments, such as quizzes and written assignments, may not be sufficiently timely for making adjustments to a learning process. Technology supported formative assessment tools assess student knowledge, allow for immediate feedback, facilitate classroom dialogues, and have the potential to modify student learning strategies. As an attempt to integrate technology supported formative assessment in the laboratory section of an upper-level histology course, the interactive application Learning Catalytics(TM), a cloud-based assessment system, was used. This study conducted during the 2015 Histology courses at Cornell University concluded that this application is helpful for identifying student misconceptions on-the-go, engaging otherwise marginalized students, and forming a new communication venue between students and instructors. There was no overall difference between grades from topics that used the application and grades from those that did not, and students reported that it only slightly helped improve their understanding of the topic (3.8 +/- 0.99 on a five-point Likert scale). However, they highly recommended using it (4.2 +/- 0.71). The major limitation was regarding the image display and graphical resolution of this application. Even though students embrace the use of technology, 39% reported benefits of having the traditional light microscope available. This cohort of students led instructors to conclude that the newest tools are not always better, but rather can complement traditional instruction methods. Anat Sci Educ 10: 328-338. (c) 2016 American Association of Anatomists. C1 [Rinaldi, Vera D.; Lorr, Nancy A.] Cornell Univ, Dept Biomed Sci, Coll Vet Med, Vet Res Tower,Room T9006A, Ithaca, NY 14853 USA. [Williams, Kimberly] Cornell Univ, Ctr Teaching Excellence, Ithaca, NY USA. RP Rinaldi, VD (reprint author), Cornell Univ, Dept Biomed Sci, Coll Vet Med, Vet Res Tower,Room T9006A, Ithaca, NY 14853 USA. 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PD JUL-AUG PY 2017 VL 10 IS 4 BP 328 EP 338 DI 10.1002/ase.1667 PG 11 WC Education, Scientific Disciplines SC Education & Educational Research GA EZ8HV UT WOS:000404966500004 PM 28678444 DA 2019-08-01 ER PT J AU Vieira, RAD Lopes, AH Sarri, AJ Benedetti, ZC de Oliveira, CZ AF da Costa Vieira, Rene Aloisio Lopes, Ana Helena Sarri, Almir Jose Benedetti, Zuleica Caulada de Oliveira, Cleyton Zanardo TI Oncology E-Learning for Undergraduate. A Prospective Randomized Controlled Trial SO JOURNAL OF CANCER EDUCATION LA English DT Article DE Oncology; Physical therapy specialty; Education; Teaching and methods; Education, distance; Education, higher ID EVIDENCE-BASED MEDICINE; RADIATION ONCOLOGY; NURSING-EDUCATION; CANCER EDUCATION; STUDENTS; HEALTH; IMPACT; INSTRUCTION; CLASSROOM; KNOWLEDGE AB The e-learning education is a promising method, but there are few prospective randomized publications in oncology. The purpose of this study was to assess the level of retention of information in oncology from undergraduate students of physiotherapy. A prospective, controlled, randomized, crossover study, 72 undergraduate students of physiotherapy, from the second to fourth years, were randomized to perform a course of physiotherapy in oncology (PHO) using traditional classroom or e-learning. Students were offered the same content of the subject. The teacher in the traditional classroom model and the e-learning students used the ArticulateA (R) software. The course tackled the main issues related to PHO, and it was divided into six modules, 18 lessons, evaluated by 126 questions. A diagnosis evaluation was performed previous to the course and after every module. The sample consisted of 67 students, allocated in groups A (n = 35) and B (n = 32), and the distribution was homogeneous between the groups. Evaluating the correct answers, we observed a limited score in the pre-test (average grade 44.6 %), which has significant (p < 0.001) improvement in post-test evaluation (average grade 73.9 %). The correct pre-test (p = 0.556) and post-test (p = 0.729) evaluation and the retention of information (p = 0.408) were not different between the two groups. The course in PHO allowed significant acquisition of knowledge to undergraduate students, but the level of information retention was statistically similar between the traditional classroom form and the e-learning, a fact that encourages the use of e-learning in oncology. REBECU1111-1142-1963. C1 [da Costa Vieira, Rene Aloisio; Lopes, Ana Helena] Barretos Canc Hosp, Posgrad Oncol Program, Rua Antenor Duarte Villela,1331, BR-14784400 Barretos, SP, Brazil. [Lopes, Ana Helena] UNIFAFIBE Univ Ctr, Barretos, Brazil. [Sarri, Almir Jose] Dept Physiotherapy, Barretos, Brazil. [Benedetti, Zuleica Caulada] Jundiai Sch Med, Jundiai, Brazil. [de Oliveira, Cleyton Zanardo] Biostat & Epidemiol Nucleous, Barretos, Brazil. RP Vieira, RAD (reprint author), Barretos Canc Hosp, Posgrad Oncol Program, Rua Antenor Duarte Villela,1331, BR-14784400 Barretos, SP, Brazil. EM reneacv@gmail.com RI da Costa Vieira, Rene Aloisio/D-2710-2012 OI da Costa Vieira, Rene Aloisio/0000-0003-2014-9016 FU Santander Bank FX Santander Bank provided funds for the development of this study, which was used in the development of the course. There is no financial disclosure from any authors. 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Cancer Educ. PD JUN PY 2017 VL 32 IS 2 BP 344 EP 351 DI 10.1007/s13187-015-0979-9 PG 8 WC Oncology; Education, Scientific Disciplines; Public, Environmental & Occupational Health SC Oncology; Education & Educational Research; Public, Environmental & Occupational Health GA ET3HE UT WOS:000400167700023 PM 26768003 DA 2019-08-01 ER PT J AU Al-Jundi, W Elsharif, M Anderson, M Chan, P Beard, J Nawaz, S AF Al-Jundi, Wissam Elsharif, Mohamed Anderson, Melanie Chan, Phillip Beard, Jonathan Nawaz, Shah TI A Randomized Controlled Trial to Compare e-Feedback Versus "Standard" Face-to-Face Verbal Feedback to Improve the Acquisition of Procedural Skill SO JOURNAL OF SURGICAL EDUCATION LA English DT Article DE procedural skills; surgical training; feedback; video recording; e-learning ID SURGICAL TRAINEES; PERFORMANCE; EDUCATION; STUDENTS AB BACKGROUND: Constructive feedback plays an important role in learning during surgical training. Standard feedback is usually given verbally following direct observation of the procedure by a trained assessor. However, such feedback requires the physical presence of expert faculty members who are usually busy and time-constrained by clinical commitments. We aim to evaluate electronic feedback (e-feedback) after video observation of surgical suturing in comparison with standard face-to-face verbal feedback. METHODS: A prospective, blinded, randomized controlled trial comparing e-feedback with standard verbal feedback was carried out in February 2015 using a validated pro formas for assessment. The study participants were 38 undergraduate medical students from the University of Sheffield, UK. They were recorded on video performing the procedural skill, completed a self-evaluation form, and received e-feedback on the same day (group 1); observed directly by an assessor, invited to provide verbal self reflection, and then received standard verbal feedback (group 2). In both groups, the feedback was provided after performing the procedure. The participants returned 2 days later and performed the same skill again. Poststudy questionnaire was used to assess the acceptability of each feedback among the participants. RESULTS: Overall, 19 students in group 1 and 18 students in group 2 completed the study. Although there was a significant improvement in the overall mean score on the second performance of the task for all participants (first performance mean 11.59, second performance mean 15.95; p <= 0.0001), there was no difference in the overall mean improvement score between group 1 and group 2 (4.74 and 3.94, respectively; p = 0.49). The mean overall scores for the e-feedback group at baseline recorded by 2 independent investigators showed good agreement (mean overall scores of 12.84 and 11.89; Cronbach alpha = 0.86). Poststudy questionnaire demonstrated that both e-feedback and standard verbal feedback achieved high mean Likert grades as recorded by the participants (4.42 [range: 2-5] and 4.71 [range: 4-5], respectively; p = 0.274). CONCLUSION: e-Feedback after watching a video recording appears to be acceptable and is not quantitatively different than standard feedback in improving suturing skills among novice trainees. Video assessment of procedural skills is reliable. (Crown Copyright (C) 2017 Published by Elsevier Inc. on behalf of the Association of Program Directors in Surgery. All rights reserved.) C1 [Al-Jundi, Wissam; Elsharif, Mohamed; Anderson, Melanie; Chan, Phillip; Beard, Jonathan; Nawaz, Shah] Sheffield Teaching Hosp NHS Fdn Trust, Northern Gen Hosp, Sheffield Vasc Inst, Sheffield, S Yorkshire, England. [Al-Jundi, Wissam; Chan, Phillip; Beard, Jonathan; Nawaz, Shah] Univ Sheffield, Acad Unit Med Educ, Sheffield, S Yorkshire, England. RP Al-Jundi, W (reprint author), Northern Gen Hosp, Sheffield Vasc Inst, Harries Rd, Sheffield, S Yorkshire, England. 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Surg. Educ. PD MAY-JUN PY 2017 VL 74 IS 3 BP 390 EP 397 DI 10.1016/j.jsurg.2016.11.011 PG 8 WC Education, Scientific Disciplines; Surgery SC Education & Educational Research; Surgery GA EV8JX UT WOS:000402027600004 PM 28025062 OA Green Accepted DA 2019-08-01 ER PT J AU de la Villa, A Garcia, A Garcia, F Rodriguez, G AF de la Villa, Agustin Garcia, Alfonsa Garcia, Francisco Rodriguez, Gerardo TI The New Technologies in Mathematics: a Personal History of 30 years SO INTERNATIONAL JOURNAL FOR TECHNOLOGY IN MATHEMATICS EDUCATION LA English DT Article AB A personal overview about the use of new technologies for teaching and learning mathematics is given in this paper. We analyse the introduction of Computer Algebra Systems with learning purposes, reviewing different frameworks and didactical resources, some of them generated according the philosophy of the European Area of Higher Education. E-learning was an important stage in new technologies. We discuss the different possibilities: learning content management system, e-assessments, projects, etc. The paper is completed with some comments about the mobile learning. C1 [de la Villa, Agustin] Pontificia Comillas Univ, Dept Appl Math, Madrid, Spain. Univ Politecn Madrid, Madrid, Spain. Univ Politecn Madrid, Dept Math Appl Informat Technol, Madrid, Spain. Univ Salamanca, Dept Appl Math, Salamanca, Spain. RP de la Villa, A (reprint author), Pontificia Comillas Univ, Dept Appl Math, Madrid, Spain. EM avilla@comillas.edu; alfonsa.garcia@upm.es; francisco.garciam@upm.es; gerardo@usal.es RI Rodriguez, Gerardo/K-2172-2014 OI Rodriguez, Gerardo/0000-0001-5551-0612 CR Alonso F., 2001, INT J COMPUTER ALGEB, V8, P239 Baartman L., 2006, STUDIES ED EVALUATIO, V32, P153, DOI DOI 10.1016/J.STUEDUC.2006.04.006 Bokhove Christian, 2010, International Journal of Computers for Mathematical Learning, V15, P45, DOI 10.1007/s10758-010-9162-x de la Villa A, 2003, P 2003 EDEN ANN C RH, P512 Delsarte P, 2005, P INT C PBL LATH FIN Diaz A, 2011, INT J TECHNOL MATH E, V18, P177 European Commission, 2004, ECTS US GUID Garcia A., 2006, P DRESD INT S TECHN Garcia A., 2006, ECUACIONES DIFERENCI Garcia A, 1994, PRACTICAS MATEMATICA Garcia A., 2002, P 2 INT C TEACH MATH Garcia A., 2011, P 3 INT S PROBL BAS, P460 Garcia A., 2010, P 15 SEFI MATH WORK Garcia A., 2000, INT J COMPUTER ALGEB, V7, P295 Garcia A., 2002, CALCULO 2 TEORIA PRO, VII Garcia A., 2007, CALCULO TEORIA PROBL, VI Garcia A., 2005, P 13 C INN ED ENS TE Garcia A., 2012, P 16 SEM SEFI MATH W Garcia A., 2014, P 17 SEFI MATH WORK Garcia A., 2004, P TECHN ITS INT MATH Garcia A., 2013, P 19 INT C APPL COMP Garcia A., 2009, DERIVE NEWSL, V76, P5 Garcia A, 2011, INT J TECHNOL MATH E, V18, P137 Garcia A, 2014, J SYMB COMPUT, V61-62, P70, DOI 10.1016/j.jsc.2013.10.012 Hmelo-Silver CE, 2006, INTERDISCIP J PROBL-, V1, P21, DOI 10.7771/1541-5015.1004 KUTZLER B, 1996, IMPROVING MATH TEACH Martin A, 2007, LECT NOTES COMPUT SC, V4739, P368 Niss M., 2011, 4852011 IMFUFA ROSK Perrenet J. C., 2000, TEACH HIGH EDUC, V5, P345, DOI DOI 10.1080/713699144 Poy Raquel, 2014, RISTI, P105, DOI 10.4304/risti.e1.105-118 Ramos H., 2014, P 9 C IB SIST TECN I, P349 Roa P, 2008, COMPUTER ALGEBRA ED, P43 STOUTEMYER DR, 1991, NOT AM MATH SOC, V38, P778 NR 33 TC 0 Z9 0 U1 1 U2 4 PU RESEARCH INFORMATION LTD PI BURNHAM PA GREENVILLE COURT, BRITWELL RD, BURNHAM SL1 8DF, BUCKS, ENGLAND SN 1744-2710 EI 2045-2519 J9 INT J TECHNOL MATH E JI Int. J. Technol. Math. Educ. PD APR-JUN PY 2017 VL 24 IS 2 SI SI BP 67 EP 73 DI 10.1564/tme_v24.2.03 PG 7 WC Education, Scientific Disciplines SC Education & Educational Research GA FV5KQ UT WOS:000424620600004 DA 2019-08-01 ER PT J AU Poot, R de Kleijn, RAM van Rijen, HVM van Tartwijk, J AF Poot, Rianne de Kleijn, Renske A. M. van Rijen, Harold V. M. van Tartwijk, Jan TI Students generate items for an online formative assessment: Is it motivating? SO MEDICAL TEACHER LA English DT Article ID MULTIPLE-CHOICE QUESTIONS; SELF-DETERMINATION; MEDICAL-EDUCATION; MODEL AB Background: A reported problem with e-learning is sustaining students' motivation. We propose a framework explaining to what extent an e-learning task is motivating. This framework includes students' perceived Value of the task, Competence in executing the task, Autonomy over how to carry out the task, and Relatedness.Methods: To test this framework, students generated items in an online environment and answered questions developed by their fellow students. Motivation was measured by analyzing engagement with the task, with an open-ended questionnaire about engagement, and with the motivated strategies for learning questionnaire (MSLQ).Results: Students developed 59 questions and answered 1776 times on the questions. Differences between students who did or did not engage in the task are explained by the degree of self-regulation, time management, and effort regulation students report. There was a significant relationship between student engagement and achievement after controlling for previous academic achievement.Conclusions: This study proposes a way of explaining the motivational value of an e-learning task by looking at students' perceived competence, autonomy, value of the task, and relatedness. Student-generated items are considered of high task value, and help to perceive relatedness between students. With the right instruction, students feel competent to engage in the task. C1 [Poot, Rianne; de Kleijn, Renske A. M.; van Tartwijk, Jan] Univ Utrecht, Ctr Teaching & Learning, Heidelberglaan 1,POB 80127, NL-3508 Utrecht, Netherlands. [van Rijen, Harold V. M.] Univ Med Ctr Utrecht, Educ Ctr, Biomed Sci, Utrecht, Netherlands. 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PD MAR PY 2017 VL 39 IS 3 BP 315 EP 320 DI 10.1080/0142159X.2017.1270428 PG 6 WC Education, Scientific Disciplines; Health Care Sciences & Services SC Education & Educational Research; Health Care Sciences & Services GA EM8JA UT WOS:000395556200013 PM 28024432 OA Bronze, Green Published DA 2019-08-01 ER PT J AU Phelan, N Davy, S O'Keeffe, GW Barry, DS AF Phelan, Nigel Davy, Shane O'Keeffe, Gerard W. Barry, Denis S. TI Googling in anatomy education: Can google trends inform educators of national online search patterns of anatomical syllabi? SO ANATOMICAL SCIENCES EDUCATION LA English DT Article DE gross anatomy education; medical education; Internet search; Google Trends data analysis; e-learning; web-based learning; millennial generation; health sciences ID MEDICAL-STUDENTS; INTERNET SEARCH; GROSS-ANATOMY; YOUTUBE; CURRICULUM; WIKIPEDIA; SCIENCES; TEACH AB The role of e-learning platforms in anatomy education continues to expand as self-directed learning is promoted in higher education. Although a wide range of e-learning resources are available, determining student use of non-academic internet resources requires novel approaches. One such approach that may be useful is the Google Trends((c)) web application. To determine the feasibility of Google Trends to gain insights into anatomy-related online searches, Google Trends data from the United States from January 2010 to December 2015 were analyzed. Data collected were based on the recurrence of keywords related to head and neck anatomy generated from the American Association of Clinical Anatomists and the Anatomical Society suggested anatomy syllabi. Relative search volume (RSV) data were analyzed for seasonal periodicity and their overall temporal trends. Following exclusions due to insufficient search volume data, 29 out of 36 search terms were analyzed. Significant seasonal patterns occurred in 23 search terms. Thirty-nine seasonal peaks were identified, mainly in October and April, coinciding with teaching periods in anatomy curricula. A positive correlation of RSV with time over the 6-year study period occurred in 25 out of 29 search terms. These data demonstrate how Google Trends may offer insights into the nature and timing of online search patterns of anatomical syllabi and may potentially inform the development and timing of targeted online supports to ensure that students of anatomy have the opportunity to engage with online content that is both accurate and fit for purpose. Anat Sci Educ 10: 152-159. (c) 2016 American Association of Anatomists. C1 [Phelan, Nigel; Davy, Shane; Barry, Denis S.] Univ Dublin, Trinity Coll Dublin, Dept Anat, Dublin 2, Ireland. [O'Keeffe, Gerard W.] Univ Coll Cork, Sch Med, Dept Anat & Neurosci, Cork, Ireland. RP O'Keeffe, GW (reprint author), Univ Coll Cork, Sch Med, Dept Anat & Neurosci, Cork, Ireland.; Barry, DS (reprint author), Trinity Coll Dublin, Trinity Biomed Sci Inst, Dept Anat, Dublin 2, Ireland. 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Sci. Educ. PD MAR-APR PY 2017 VL 10 IS 2 BP 152 EP 159 DI 10.1002/ase.1641 PG 8 WC Education, Scientific Disciplines SC Education & Educational Research GA ES1WC UT WOS:000399316700006 PM 27547967 DA 2019-08-01 ER PT J AU Voutilainen, A Saaranen, T Sormunen, M AF Voutilainen, Ari Saaranen, Terhi Sormunen, Marjorita TI Conventional vs. e-learning in nursing education: A systematic review and meta-analysis SO NURSE EDUCATION TODAY LA English DT Review DE Conventional learning; E-leaming; Meta-analysis; Nursing education; Nursing knowledge; Nursing skills; Systematic review ID STUDENTS CRITICAL THINKING; CLINICAL SKILLS; UNDERGRADUATE STUDENTS; HEALTH-PROFESSIONS; TEACHING-METHODS; NURSES; SIMULATION; KNOWLEDGE; HETEROGENEITY; ACQUISITION AB Background: By and large, in health professions training, the direction of the effect of e-learning, positive or negative, strongly depends on the learning outcome in question as well as on learning methods which e-learning is compared to. hi nursing education, meta-analytically generated knowledge regarding the comparisons between conventional and e-learning is scarce. Objectives: The aim of this review is to discover the size of the effect of e-learning on learning outcomes in nursing education and to assess the quality of studies in which e-learning has been compared to conventional learning. Methods: A systematic search of six electronic databases, PubMed, Ovid MEDLINE (R), CINAHL (EBSCOhost), Cochrane Library, PsycINFO, and ERIC, was conducted in order to identify relevant peer-reviewed English language articles published between 2011 and 2015. The quality of the studies included as well as the risk of bias in each study was assessed. A random-effects meta-analysis was performed to generate a pooled mean difference in the learning outcome. Results: Altogether, 10 studies were eligible for the quality assessment and meta-analysis. Nine studies were evaluated as good quality studies, but not without a risk of bias. Performance bias caused a high risk in nearly all the studies. In the meta-analysis, an e-learning method resulted in test scores that were, on average, five points higher than a conventional method on a 0-100 scale. Heterogeneity between the studies was very large. Conclusions: The size and direction of the effect of a learning method on learning outcomes appeared to be strongly situational. We suggest that meta-regressions should be performed instead of basic meta-analyses in order to reveal factors that cause variation in the learning outcomes of nursing education. It might be necessary to perform separate meta-analyses between e-learning interventions aimed at improving nursing knowledge and those aimed at improving nursing skills. (C) 2016 Elsevier Ltd. All rights reserved. C1 [Voutilainen, Ari; Saaranen, Terhi; Sormunen, Marjorita] Univ Eastern Finland, Dept Nursing Sci, Yliopistonranta 1C,POB 1627, Kuopio 70211, Finland. RP Voutilainen, A (reprint author), Univ Eastern Finland, Dept Nursing Sci, Yliopistonranta 1C,POB 1627, Kuopio 70211, Finland. EM ari.voutilainen@uet.fi RI Voutilainen, Ari/H-3406-2019 FU Department of Nursing Science of the University of Eastern Finland FX This study has been financially supported by the Department of Nursing Science of the University of Eastern Finland, to whom we are gratefully appreciative. 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Self-regulation is particularly important in a MOOC-based study, which demands effective independent learning, and where widely acknowledged high dropout rates are observed. This study reports an investigation and assessment of the concept of SRL using a novel MOOC platform (eLDa) by providing study options (either via a self-directed learning or instructor-led learning) using a novel learning tool. In view of this, the research presents general description of self-regulated learning and explored the various existing dimensions used to expose the learners SRL skills. Drawing comparison of the online tool, the results and findings of the data were analysed. The study discusses how the various dimensions contributed to the knowledge representation of the self-regulated learning abilities shown by the learners. We present how these SRL dimensions captured using the measuring instrument contributes to our growing understanding of the distinctive features of the individual learner's self-regulated learning. MOOCs success required a high performance of self-regulated learning abilities which at the moment very little has shown these degree of supporting SRL skills. This paper presents preliminary evaluation of a novel e-learning tool known, as 'eLDa' developed to implement this investigation of self-regulation of learning. The research applied a modified online self-regulated learning questionnaire (OSLQ) as the instrument to measure the SRL skills. The modified questionnaire known as MOOC OSLQ (MOSLQ) was developed with a 19-item scale questions that exposes the six SRL dimensions used in this study. C1 [Onah, Daniel F. O.; Sinclair, Jane E.] Univ Warwick, Dept Comp Sci, Coventry CV4 7AL, W Midlands, England. 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Novak-Kalyayeva, Larysa BE Soliman, KS TI E-Learning and the World University Rankings as the Modern Ways of Attractiveness Enhancement for the Russian Universities SO VISION 2020: SUSTAINABLE ECONOMIC DEVELOPMENT, INNOVATION MANAGEMENT, AND GLOBAL GROWTH, VOLS I-IX, 2017 LA English DT Proceedings Paper CT 30th International Business-Information-Management-Association Conference CY NOV 08-09, 2017 CL Madrid, SPAIN SP Business Inform Management Assoc DE e-learning; e-learning market; higher education; world university rankings; electronic information-educational environment; on-line courses platforms AB Attention is drawn to the current situation of the Russian eLearning market in higher education. The development of eLearning is a priority for Russian higher education and is also of great interest to venture capital investors. Along with eLearning market analysis, the authors disclose the position of some leading Russian universities in World University Rankings. As an example, the authors explore both an overview of the electronic environment of Peter the Great Saint Petersburg Polytechnic University and its position in World University Rankings. The article states that the described methodologies for the development of Russian higher education increase visibility of Russian universities. C1 [Fersman, Nataliia G.; Zemlinskaya, Tatyana Ye.] Peter Great St Petersburg Polytech Univ, St Petersburg, Russia. [Novak-Kalyayeva, Larysa] Natl Acad Publ Adm, Lviv Reg Inst Publ Adm, Lvov, Ukraine. RP Fersman, NG (reprint author), Peter Great St Petersburg Polytech Univ, St Petersburg, Russia. EM natdia@list.ru; zem-tatl@yandex.ru; novak.kayaeva@gmail.com RI Kalyayeva, Larysa Novak -/B-4578-2017 OI Kalyayeva, Larysa Novak -/0000-0002-2897-8858 CR [Anonymous], 2017, RAEX RATING AGENCY E [Anonymous], 2016, MAK SENS MOOCS GUID [Anonymous], 2015, TRENDS 2015 LEARN TE [Anonymous], 2016, QS WORLD U RANKING [Anonymous], 2014, RUSS ONL MARK [Anonymous], 2016, WORLD U RANKING REV [Anonymous], 2016, ONL ED WORLDW MARK E-learning in European Higher Education Institutions, 2014, E LEARN EUR HIGH ED Novak-Kalyayeva L., 2013, HUMAN RIGHTS PUBLIC Peter the Great. St. Petersburg Polytechnic University (SPbPU, 2016, PETER GREAT ST PETER PwC & PBK Russian Venture Industry Overview, 2015, MONEYTREE VENT MARK PwC & PBK Russian Venture Industry Overview, 2016, MONEYTREE VENT MARK Rodionov D. G., 2016, INT J ENV SCI ED, P2207, DOI 10.12973/ijese.2016.591a Rodionov D. 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The research instrument consisted of a self rate questionnaire developed by the author. The sample consisted of 1,008 participants selected according to gender, age, education, and region of residence to represent the Czech population. The sample scored average in terms of modern technology and internet use while learning. This trend was considerably lower the higher the age, regardless education level. Moreover, females used printed study materials more often than males. The relationship between the use of modern technology, internet, and preferred form of study materials were further examined with selected variables, i.e., gender, age, education level achieved, size of place of residence, region, and economic activity. C1 [Vaculikova, Jitka] Tomas Bata Univ, Res Ctr, Zlin, Czech Republic. RP Vaculikova, J (reprint author), Tomas Bata Univ, Res Ctr, Zlin, Czech Republic. EM vaculikova@utb.cz CR Chraska M., 2016, ANTHROPOLOGIST, V24, P284 Czech Statistical Office, 2014, POP SEX AG MAR STAT Czech Statistical Office, 2014, CZECH REP 1989 NUMB Dogruer N, 2011, PROCD SOC BEHV, V28, DOI 10.1016/j.sbspro.2011.11.115 Fiserova M., 2015, EKONOM, V59, P12 Gallardo-Echenique EE., 2005, INT REV RES OPEN DIS, V16 Gottwaldova R., 2015, PSYCHOL DNES, V21, P32 Government of the Czech Republic, 1999, STAT INF POL Jelinek I, 2015, IT PROF, V17, P8, DOI 10.1109/MITP.2015.85 Jong MSY, 2015, CURRIC J, V26, P249, DOI 10.1080/09585176.2015.1018915 Kasik P., 2012, CESKY INTERNET SLAVI Klimova Frydrychova B, 2014, P 2014 INT C ED TECH, P53 Koledarova K, 2012, VYUZITI POCITACE INT Kolesarova K., 2014, INFORM COMMUNICATION Mamat N, 2013, PROCD SOC BEHV, V103, P586, DOI 10.1016/j.sbspro.2013.10.376 Manena V, 2016, LECT NOTES COMPUT SC, V9891, P610, DOI 10.1007/978-3-319-45153-4_74 McPherson T., 2008, DIGITAL YOUTH INNOVA Milkova E, 2016, MATEC WEB CONF, V76, DOI 10.1051/matecconf/20167604022 Ministry of Education, 2001, CISC VIS NETW IND GL Ministry of Education Youth and Sports of the Czech Republic, 2000, CONC STAT INF POL ED Ministry of Education Youth and Sports of the Czech Republic, 2014, DIG ED STRAT 2020 Oblinger G, 2005, ED NET GENERATION Ogata H, 2015, SEAMLESS LEARNING IN THE AGE OF MOBILE CONNECTIVITY, P159, DOI 10.1007/978-981-287-113-8_9 Sak P., 2000, CHANGES CZECH YOUTH Neira EAS, 2017, INT J EMERG TECHNOL, V12, P128, DOI 10.3991/ijet.v12i05.6939 Zimmerman BJ, 2011, EDUC PSYCHOL HANDB, P1 Zounek J, 2014, STUDIA PAEDAGOGICA, V19, P65 NR 27 TC 0 Z9 0 U1 0 U2 0 PU INT BUSINESS INFORMATION MANAGEMENT ASSOC-IBIMA PI NORRISTOWN PA 34 E GERMANTOWN PIKE, NO. 327, NORRISTOWN, PA 19401 USA BN 978-0-9860419-9-0 PY 2017 BP 160 EP 172 PG 13 WC Business; Management; Planning & Development SC Business & Economics; Public Administration GA BK8TH UT WOS:000443640500017 DA 2019-08-01 ER PT B AU Chromy, J Lanska, D Cech, P AF Chromy, Jan Lanska, Dagmar Cech, Petr BE Soliman, KS TI Selected Determinants of Educational Communication in a Multicultural Society SO VISION 2020: SUSTAINABLE ECONOMIC DEVELOPMENT, INNOVATION MANAGEMENT, AND GLOBAL GROWTH, VOLS I-IX, 2017 LA English DT Proceedings Paper CT 30th International Business-Information-Management-Association Conference CY NOV 08-09, 2017 CL Madrid, SPAIN SP Business Inform Management Assoc DE digital divide; education; communication; people; determinants AB The paper focuses on determinants of educational communication in a multicultural society. For an overview, the paper analyzes the entire components of Laswell's communication model, putting the emphasis on the side of the recipient of the message. This area is fragmented and the most problematic in a multicultural society. It is also related to the recipients are equipped with tangible didactic tools differently in various parts of the world, and, logically, have consequent different skills at handling them. Moreover, in some parts of the world, there is a digital divide, which not only restricts the use of modern forms of electronic communication, but even prevents directly their use in education. Some forms of education are, in fact, impracticable in those areas, e.g. E-learning. Existent cultural differences can also cause problems in everyday communication and thereby hamper the optimal progress of educational processes. Together, these determinants impede the work of teachers, placing high demands not only on their expert knowledge, but especially on their orientation in a multicultural environment, their suitable communication and their best control of the latter. C1 [Chromy, Jan; Lanska, Dagmar; Cech, Petr] Inst Hospitality Management Prague, Prague, Czech Republic. RP Chromy, J (reprint author), Inst Hospitality Management Prague, Prague, Czech Republic. EM chrorny@vsh.cz; lanska@vsh.cz; chromy@vsh.cz RI Cech, Petr/L-9617-2019 CR [Anonymous], 2014, INTERNET LIVE STATS BERKOVA K., 2016, MEDIA4U MAGAZINE, V13 BROZOVA K., 2016, THESIS Charbonneau-Gowdy P, 2012, PROCEEDINGS OF THE 7TH INTERNATIONAL CONFERENCE ON ELEARNING, P18 CHROMY J., 2011, MEDIA4U MAGAZINE, V8 Guirdham Maureen, 1999, COMMUNICATING CULTUR Huntington Samuel Phillips, 2001, STRET CIVILIZACI BOJ Internet live slats, 2013, INTERNET LIVE STATS Internet live stats, 2015, INTERNET LIVE STATS KLEMENT M., 2016, MEDIA4U MAGAZINE, V13 KMECOVA I., 2016, MEDIA4U MAGAZINE, V13 KRPALKOVA KRELOVA K, 2016, P 10 INT C MED VZDEL, P80 OECD, 2001, UND DIG DIV Prucha Jan, 2010, INTERKULTURNI KOMUNI Reisinger Y., 2009, INT TOURISM CULTURES SAEE J., 2005, MANAGING ORG GLOB EC SIMONOVA I., 2015, MEDIA4U MAGAZINE, V12 SOUKUP P., 2016, THESIS The World Bank (IBRD-IDA), 2016, INT US TYLOR E. B., 2013, PRIMITIVE CULTURE RE NR 20 TC 1 Z9 1 U1 2 U2 3 PU INT BUSINESS INFORMATION MANAGEMENT ASSOC-IBIMA PI NORRISTOWN PA 34 E GERMANTOWN PIKE, NO. 327, NORRISTOWN, PA 19401 USA BN 978-0-9860419-9-0 PY 2017 BP 623 EP 634 PG 12 WC Business; Management; Regional & Urban Planning SC Business & Economics; Public Administration GA BK8TH UT WOS:000443640500059 DA 2019-08-01 ER PT B AU Serevina, V AF Serevina, Vina BE Soliman, KS TI Improving Students' Self-directed Learning Outcomes on Mechanics Subject by Using E-Learning SO VISION 2020: SUSTAINABLE ECONOMIC DEVELOPMENT, INNOVATION MANAGEMENT, AND GLOBAL GROWTH, VOLS I-IX, 2017 LA English DT Proceedings Paper CT 30th International Business-Information-Management-Association Conference CY NOV 08-09, 2017 CL Madrid, SPAIN SP Business Inform Management Assoc DE Improving Students' Self-directed learning outcomes; E-Learning AB This study aims to improve learners' self-learning outcomes on mechanics subject using E-Learning. The research method used was Miles and Huberman action research. Objects in this study were amounted to 31 students in the physics education program of State University of Jakarta. The research instruments used multiple choice questions and self-study learner questionnaire. The result of this research showed the effectiveness of E-learning on mechanics subject were obtained N-gain equal to score 0,818, so it was in very high category and there were increasing score of students' self-directed learning outcomes. In addition, the results of self-directed learning questionnaires were showed by aspect of the initiative with score 85%., own effort aspect with score 88% and aspect of responsibility with score 97%. The result of this study showed the improvement of students' self-directed learning outcomes on mechanics subject using E-learning. C1 [Serevina, Vina] State Univ Jakarta, Jakarta, Indonesia. RP Serevina, V (reprint author), State Univ Jakarta, Jakarta, Indonesia. EM vina.serevina77@gmail.com CR [Anonymous], 2014, KOMPAS [Anonymous], 2012, KOMPAS [Anonymous], 2016, ANTARA NEWS Carol Yeager B. H., 2014, J ASYNCHRONOUS LEARN, P144 Djoko Rahardjo S. D., 2016, TURKISH ONLINE J DIS, P38 Hake R, 1999, ANAL CHANGE GAIN SCO Kristina M., 2014, MERLOT J ONLINE LEAR, V26 Maha Bali M. C., 2015, ED MEDIA INT, V113 Miles M. B., 1994, QUALITATIVE DATA ANA Serevina V, 2017, SUSTAINABLE ECONOMIC GROWTH, EDUCATION EXCELLENCE, AND INNOVATION MANAGEMENT THROUGH VISION 2020, VOLS I-VII, P122 Sugiono, 2013, METODE PENELITIAN PE Sugiyono, 2015, METODE PENELITIAN PE Widiyanto M. A., 2014, STATISTIKA NR 13 TC 0 Z9 0 U1 0 U2 0 PU INT BUSINESS INFORMATION MANAGEMENT ASSOC-IBIMA PI NORRISTOWN PA 34 E GERMANTOWN PIKE, NO. 327, NORRISTOWN, PA 19401 USA BN 978-0-9860419-9-0 PY 2017 BP 3840 EP 3846 PG 7 WC Business; Management; Planning & Development SC Business & Economics; Public Administration GA BK8TH UT WOS:000443640502132 DA 2019-08-01 ER PT B AU Serevina, V Octavi, RL AF Serevina, Vina Octavi, Ruly Lasrina BE Soliman, KS TI Development of Web Extended Massive Open Online Course (xMOOCs) on Thermodynamics Subject to Increase High Order Thinking Skill of Students SO VISION 2020: SUSTAINABLE ECONOMIC DEVELOPMENT, INNOVATION MANAGEMENT, AND GLOBAL GROWTH, VOLS I-IX, 2017 LA English DT Proceedings Paper CT 30th International Business-Information-Management-Association Conference CY NOV 08-09, 2017 CL Madrid, SPAIN SP Business Inform Management Assoc DE Development of Web xMOOCs; Higher Order Thinking Skill AB This study aims to develop web-xMOOCs phydu.com as E-learning on thermodynamics subject and to increase higher order thinking skill of students. This research method used research and development by the ADDlE (Analyze-Design-Development-Implementation-Evaluation) model. The object of this study was amounted of 41 students in the physics education program of State University of Jakarta. The validation in this research used expert material validation sheet, E-learning expert validation sheet, learning validation sheet, multiple choice questions, and higher order thinking skill questionnaire. Expert material validation results show 85,00 % (very good). E-Leaming expert validation results show 81,25 % (very good). Learning validation results show 82,00 % (very good). Based on the results of the investigation on the effectiveness of phydu.com web on thermodynamics subject, obtained N-gain equal to score of 0.6878 in good category. This shows the increased score of higher order thinking skill participants. Based on the above data, this study showed that the development of web extended Massive Open Online Course (xMOOCs) on thermodynamics subject can increase high order thinking Skill of Students. C1 [Serevina, Vina; Octavi, Ruly Lasrina] State Univ Jakarta, Jakarta, Indonesia. RP Serevina, V (reprint author), State Univ Jakarta, Jakarta, Indonesia. EM vina.serevina77@gmail.com; vserevina@unj.ac.id CR Adams C., 2014, C ADAMS, V35, P202 Hadi D., 2009, TERMODINAMIKA Hake R, 1999, ANAL CHANGE GAIN SCO King L. G., 2013, HIGHER ORDER THINKIN, P19 Pribadi B. A., 2014, DESAIN DAN PENGEMBAN Riduwan, 2007, PENGANTAR STAT Semarang U. N., 2015, KULIAH ONLINE Serevina V, 2017, SUSTAINABLE ECONOMIC GROWTH, EDUCATION EXCELLENCE, AND INNOVATION MANAGEMENT THROUGH VISION 2020, VOLS I-VII, P122 Sugiono, 2013, METODE PENELITIAN PE Widiyanto M. A., 2014, STATISTIKA NR 10 TC 0 Z9 0 U1 0 U2 0 PU INT BUSINESS INFORMATION MANAGEMENT ASSOC-IBIMA PI NORRISTOWN PA 34 E GERMANTOWN PIKE, NO. 327, NORRISTOWN, PA 19401 USA BN 978-0-9860419-9-0 PY 2017 BP 3921 EP 3930 PG 10 WC Business; Management; Planning & Development SC Business & Economics; Public Administration GA BK8TH UT WOS:000443640503002 DA 2019-08-01 ER PT B AU Cismas, SC AF Cismas, Suzana Carmen BE Soliman, KS TI Romanian Professors Adapting e-Learning Strategies To Wider Student Audiences SO VISION 2020: SUSTAINABLE ECONOMIC DEVELOPMENT, INNOVATION MANAGEMENT, AND GLOBAL GROWTH, VOLS I-IX, 2017 LA English DT Proceedings Paper CT 30th International Business-Information-Management-Association Conference CY NOV 08-09, 2017 CL Madrid, SPAIN SP Business Inform Management Assoc DE e-learning; blended learning; adaptation for wide audiences; Romanian professors AB Developing solutions appropriate to the contemporary context of learning and working in real or virtual environments is a pervasive challenge for professors and managers alike. The needs of the students and universities need to be aligned so as to support all institutions able to develop digital environments which meet learners' expectations and help them progress to higher study and employment. The web represents access to a vast array of resources and opportunities to collaborate for assisting teaching and learning. To ensure that academic bodies are relevant & credible study places stakeholders must embrace the influence of the digital age and evolve in implementing the approaches accordingly. Virtual learning secures better employer engagement, enhances the vocational relevance of training programs and develops multiple paths for prospective employment and emerging careers. Furthermore, low student fees and loans for such programs are changing the relationship between students and institutions. There is increased recognition of the proactive role that students can play as partners in their education which should look to the future and be both rewarding and satisfying, thus changing for the better the way we work in many meaningful areas. Job-related skills evolve exponentially, both in quantity and quality, triggered by newly emerged transdisciplinary professions. Together with them, the way students and professors perform also changes, and technology lies at the heart of this change. C1 [Cismas, Suzana Carmen] Univ Agron Sci & Vet Med, Fac Management & Econ Engn Agr & Rural Dev, Bucharest, Romania. RP Cismas, SC (reprint author), Univ Agron Sci & Vet Med, Fac Management & Econ Engn Agr & Rural Dev, Bucharest, Romania. EM suzanacismas@yahoo.com CR Burd B. A., 2004, Reference Services Review, V32, P404, DOI 10.1108/00907320410569761 Cismas S.C, 2011, 2011 P 7 INT S ADV T, P615 Cismas S.C., 2000, ATEE 2000 S ADV TOP Cismas SC, 2009, MA COMPUT SCI ENG, P71 Clark R. C., 2003, E LEARNING SCI INSTR DeLuca D., 2006, Information Technology & People, V19, P323, DOI 10.1108/09593840610718027 Dessus P, OUTILS EVALUATION LO Leacock T, 2005, LEARN ORGAN, V12, P355, DOI 10.1108/09696470510599136 Marquet P, E LEARNING CONFLIT I Marquet P, ED BECOME VIRTUALIZE Marquet P, 2013, DETOUR FUTUR FORMATI, P21 Quinlan N, 2006, NEW LIB WORLD, V107, P37, DOI 10.1108/03074800610639021 Rossett A., 2002, ASTD E LEARNING HDB Wick Calhoun W., 2006, 6 DISCIPLINES BREAKT NR 14 TC 0 Z9 0 U1 2 U2 2 PU INT BUSINESS INFORMATION MANAGEMENT ASSOC-IBIMA PI NORRISTOWN PA 34 E GERMANTOWN PIKE, NO. 327, NORRISTOWN, PA 19401 USA BN 978-0-9860419-9-0 PY 2017 BP 5300 EP 5310 PG 11 WC Business; Management; Regional & Urban Planning SC Business & Economics; Public Administration GA BK8TH UT WOS:000443640504011 DA 2019-08-01 ER PT B AU Athanasiadis, C Hortal, E Koutsoukos, D Lens, CZ Asteriadis, S AF Athanasiadis, Christos Hortal, Enrique Koutsoukos, Dimitrios Lens, Carmen Zarco Asteriadis, Stylianos BE Escudeiro, P Costagliola, G Zvacek, S Uhomoibhi, J McLaren, BM TI Personalized, Affect and Performance-driven Computer-based Learning SO PROCEEDINGS OF THE 9TH INTERNATIONAL CONFERENCE ON COMPUTER SUPPORTED EDUCATION (CSEDU), VOL 1 LA English DT Proceedings Paper CT 9th International Conference on Computer Supported Education (CSEDU) CY APR 21-23, 2017 CL Porto, PORTUGAL SP Inst Syst & Technologies Informat, Control & Commun, Int Soc Engn Educ, IEEE Portugal Sect, IEEE Portugal Educ Chapter DE Computer-based Education; E-learning; Personalization; Collaborative Filtering; Association Rules; Recommendation Systems ID NONNEGATIVE MATRIX FACTORIZATION AB The growing prevalence of Internet during the last decades has made e-learning systems and Computer-based Education (CBE) widely accessible to a great amount of people with different backgrounds and competences. Due to these rapid advances in computer technologies, there has been a great shift from conventional, low interaction and printed learning content to high-level, computerized interactions for Computer-based Education. The above has led to the need for personalized systems, able to adapt their content for a variety of learner's abilities and skills. A key factor in content personalization is the degree to which the material itself keeps learners engaged over the course of the interaction: a CBE system has to cater for enough flexibility and be endowed with the ability to infer the degree to which the learner is engaged in the interaction and also be in the position to take decisions regarding the triggering of those adaptation mechanics that will keep the learner in a state of high engagement, maximizing, thus, the knowledge acquisition. A straightforward approach in content adaptation is the monitoring of levels of engagement, frustration and boredom in a learner and the subsequent adaptation of challenge levels imposed by the learning material. In this paper, we investigate the use of Collaborative Filtering, in order to build a content adaptation mechanism, based on recommendations on learner affect states. We showcase results on an interface developed specifically for the purposes of this research. The system's objective is to offer optimized sessions to the learners and improve their knowledge acquisition during the interaction with the system. C1 [Athanasiadis, Christos; Hortal, Enrique; Koutsoukos, Dimitrios; Lens, Carmen Zarco; Asteriadis, Stylianos] Maastricht Univ, Dept Data Sci & Knowledge Engn, St Servaasklooster 39, NL-6211 TE Maastricht, Netherlands. RP Athanasiadis, C (reprint author), Maastricht Univ, Dept Data Sci & Knowledge Engn, St Servaasklooster 39, NL-6211 TE Maastricht, Netherlands. FU Horizon 2020 funded project MaTHiSiS (Managing Affective-learning THrough Intelligent atoms and Smart InteractionS) [687772] FX This work was supported by the Horizon 2020 funded project MaTHiSiS (Managing Affective-learning THrough Intelligent atoms and Smart InteractionS) nr. 687772 (http://www.mathisis-project.eu/). CR Bachari E, 2011, E LEARNING PERSONALI Bergner Y, 2012, MODEL BASED COLLABOR, P95 Bobadilla J, 2009, KNOWL-BASED SYST, V22, P261, DOI 10.1016/j.knosys.2009.01.008 Csikszentmihalyi M, 1975, JOSSEY BASS BEHAV SC Csikszentmihalyi M, 1996, CREATIVITY FLOW PSYC Csikszentmihalyi M, 1991, FLOW PSYCHOL OPTIMAL Klasnja-Milicevic A, 2011, COMPUT EDUC, V56, P885, DOI 10.1016/j.compedu.2010.11.001 Koren Y, 2009, COMPUTER, V42, P30, DOI 10.1109/MC.2009.263 Lee DD, 1999, NATURE, V401, P788, DOI 10.1038/44565 Lee DD, 2001, ADV NEUR IN, V13, P556 Liao Li-Fen, 2006, DISTANCE EDUC, V27, P45, DOI DOI 10.1080/01587910600653215 Nakamura J, 2014, THE CONCEPT OF FLOW, P239 Salakhutdinov R, 2011, PROBABILISTIC MATRIX Segal A, 2014, EDURANK COLLABORATIV Shaker N, 2011, LECT NOTES COMPUT SC, V6975, P547, DOI 10.1007/978-3-642-24571-8_68 Stamper J., 2010, DATA SET KDD CUP 201, P95 Sun JZ, 2014, IEEE T SIGNAL PROCES, V62, P3499, DOI 10.1109/TSP.2014.2326618 Tong W., 2007, INT J COMPUTER ELECT, V1, P1046 Toscher A, 2009, J MACHINE LEARNING Yannakakis GN, 2009, IEEE T SYST MAN CY A, V39, P1165, DOI 10.1109/TSMCA.2009.2028152 NR 20 TC 0 Z9 0 U1 0 U2 2 PU SCITEPRESS PI SETUBAL PA AV D MANUELL, 27A 2 ESQ, SETUBAL, 2910-595, PORTUGAL BN 978-989-758-239-4 PY 2017 BP 132 EP 139 DI 10.5220/0006331201320139 PG 8 WC Computer Science, Interdisciplinary Applications; Education & Educational Research; Education, Scientific Disciplines SC Computer Science; Education & Educational Research GA BK9IM UT WOS:000444645500012 DA 2019-08-01 ER PT B AU Bye, RT AF Bye, Robin T. BE Escudeiro, P Costagliola, G Zvacek, S Uhomoibhi, J McLaren, BM TI The Teacher as a Facilitator for Learning Flipped Classroom in a Master's Course on Artificial Intelligence SO PROCEEDINGS OF THE 9TH INTERNATIONAL CONFERENCE ON COMPUTER SUPPORTED EDUCATION (CSEDU), VOL 1 LA English DT Proceedings Paper CT 9th International Conference on Computer Supported Education (CSEDU) CY APR 21-23, 2017 CL Porto, PORTUGAL SP Inst Syst & Technologies Informat, Control & Commun, Int Soc Engn Educ, IEEE Portugal Sect, IEEE Portugal Educ Chapter DE Flipped Classroom; E-Learning; Active Learning; Constructive Alignment; Problem-Solving; CodinGame; edX; C-4 Dynamite for Learning ID HIGHER-EDUCATION; SCIENCE; CONCEPTIONS; PERFORMANCE; STRATEGIES AB In this paper, I present a flipped classroom approach for teaching a master's course on artificial intelligence. Traditional lectures in the classroom are outsourced to an open online course to free up valuable time for active, in-class learning activities. In addition, students design and implement intelligent algorithms for solving a variety of relevant problems cherrypicked from online game-like code development platforms. Learning activities are carefully chosen to align with intended learning outcomes, course curriculum, and assessment to allow for learning to be constructed by the students themselves under guidance by the teacher, much in accord with the theory of constructive alignment. Thus, the teacher acts as a facilitator for learning, much similar to that of a personal trainer or a coach. I present an overview of relevant literature, the course content and teaching methods, and a recent course evaluation, before I discuss some limiting frame factors and challenges with the approach and point to future work. C1 [Bye, Robin T.] Norwegian Univ Sci & Technol NTNU, Fac Informat Technol & Elect Engn, Dept ICT & Nat Sci, Software & Intelligent Control Engn Lab, Postboks 1517, NO-6025 Alesund, Norway. RP Bye, RT (reprint author), Norwegian Univ Sci & Technol NTNU, Fac Informat Technol & Elect Engn, Dept ICT & Nat Sci, Software & Intelligent Control Engn Lab, Postboks 1517, NO-6025 Alesund, Norway. RI Bye, Robin T./P-1466-2019 OI Bye, Robin T./0000-0002-6063-1264 FU Study Committee at NTNU in Alesund through the project Research-based and Innovation-driven Learning (FILA) [70440500] FX The Software and Intelligent Control (SoftICE) Laboratory is grateful for the financial support given by the Study Committee at NTNU in Alesund through the project Research-based and Innovation-driven Learning (FILA), grant no. 70440500. CR Abeysekera L, 2015, HIGH EDUC RES DEV, V34, P1, DOI 10.1080/07294360.2014.934336 Abu-Mostafa Y. 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J., 2013, ARTIFICIAL INTELLIGE Schaathun H. G., 2016, 18 SEFI MATH WORK GR, P155 Schroeder CM, 2007, J RES SCI TEACH, V44, P1436, DOI 10.1002/tea.20212 Sotto E., 2007, TEACHING BECOMES LEA Springer L, 1999, REV EDUC RES, V69, P21, DOI 10.3102/00346543069001021 Topping K., 1998, PEER ASSISTED LEARNI Topping KJ, 1996, HIGH EDUC, V32, P321, DOI 10.1007/BF00138870 Vygotsky L. S., 1978, MIND SOC NR 41 TC 2 Z9 2 U1 5 U2 8 PU SCITEPRESS PI SETUBAL PA AV D MANUELL, 27A 2 ESQ, SETUBAL, 2910-595, PORTUGAL BN 978-989-758-239-4 PY 2017 BP 184 EP 195 DI 10.5220/0006378601840195 PG 12 WC Computer Science, Interdisciplinary Applications; Education & Educational Research; Education, Scientific Disciplines SC Computer Science; Education & Educational Research GA BK9IM UT WOS:000444645500018 DA 2019-08-01 ER PT J AU Tangiisuran, B Tye, SC Tan, KW AF Tangiisuran, Balamurugan Tye, Sok Cin Tan, Khang Wern TI Implementation and assessment of flipped classroom learning on medication distribution system to pharmacy undergraduates SO PHARMACY EDUCATION LA English DT Article DE Flipped Classroom; Integrative Learning; Scenario-Based Learning; Pharmacy Education ID BLOOMS TAXONOMY; STUDENT; ENGAGEMENT AB Background: Active learning using the flipped classroom model is an innovative and practical strategy to transform students learning experience in pharmacy education. Aims: Implementation of the flipped classroom approach to teach medication distribution system for final year undergraduate pharmacy students and thereafter, assessing their acquired knowledge and perception. Methods: Dedicated lectures on medication distribution system were uploaded online for students to engage in self-paced learning on an e-learning platform. A student-led scenario-based learning approach was exemplified as a classroom activity. Knowledge attained from the module was determined in a pre- and post-test. Students' perception of the flipped classroom approach was evaluated via a survey. Results: The overall median post-test score was significantly higher (75%) compared to the pre-test score of 32.5% with p<0.001. Knowledge assessment in all four domains yielded significant positive outcomes (p<0.001). Students' perceptions towards the flipped classroom approach were highly favourable overall. Conclusion: The flipped classroom model significantly enhanced students' learning experience and heightened their engagement in the classroom. C1 [Tangiisuran, Balamurugan; Tye, Sok Cin; Tan, Khang Wern] Univ Sains Malaysia, Sch Pharmaceut Sci, George Town 11800, Malaysia. RP Tangiisuran, B (reprint author), Univ Sains Malaysia, Sch Pharmaceut Sci, George Town 11800, Malaysia. EM bala@usm.my RI Tangiisuran, Balamurugan/E-2708-2012 CR Allen Deborah, 2002, Cell Biol Educ, V1, P63, DOI 10.1187/cbe.02-07-0021 Bergmann J., 2012, FLIP YOUR CLASSROOM BLIGH DA, 2000, WHATS USE LECT Crowe A, 2008, CBE-LIFE SCI EDUC, V7, P368, DOI 10.1187/cbe.08-05-0024 Halili S. 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PY 2017 VL 17 IS 1 BP 109 EP 114 PG 6 WC Education, Scientific Disciplines SC Education & Educational Research GA GQ5WG UT WOS:000441764100002 DA 2019-08-01 ER PT S AU Bakhouyi, A Dehbi, R Talea, M Hajoui, O AF Bakhouyi, Abdellah Dehbi, Rachid Talea, Mohamed Hajoui, Omar GP IEEE TI Evolution of Standardization and Interoperability on E-Learning Systems: An overview SO 2017 16TH INTERNATIONAL CONFERENCE ON INFORMATION TECHNOLOGY BASED HIGHER EDUCATION AND TRAINING (ITHET) SE International Conference on Information Technology Based Higher Education and Training LA English DT Proceedings Paper CT 16th International Conference on Information Technology Based Higher Education and Training (ITHET) CY JUL 10-12, 2017 CL Ohrid, MACEDONIA SP IEEE DE interoperability; standardization; E-learning standards; IEEE LTSC; IMS; SCORM; xAPI; AICC; CMI-5 AB The standards of content and e-learning structure are established to ensure the interoperability of e-learning systems so that access to sources of information such as content reuse or discrimination of subjects from different sources at different times are possible. This article presents the progress and evolution on the standardization and interoperability of the content of e-learning systems. Basically, it focuses specifically on the most widespread and emerging e-learning standards of organizations that are well known and are helping to ensure interoperability, reuse and maintain high quality content when an exchange thus transfer data between e-learning systems and applications. In this context, several organizations (IEEE, AICC, IMS, ADL, DCMI, OUN) and others that have been developed standards and specifications. This paper focuses on four organizations, each of which plays a role in the development of E-learning standards interoperability. For this study, we first tried to provide a detailed timeline for each standard that will provide an overview containing a well-crafted description of standards, specifications such as (SCORM, xAPI) for ADL, Caliper for IMS, their guidelines and define their strengths and weaknesses. We also talk about a recent collaborative project between organizations that have been developed by AICC and ADL such as CMI-5. Finally, a discussion on the evolution of interoperability standards for E-learning and its impact on the platforms of higher education and their perspectives with the new technologies such as mobile learning is presented. C1 [Bakhouyi, Abdellah; Talea, Mohamed; Hajoui, Omar] Hassan II Univ, Fac Sci Ben MSik, LTI Lab, Casablanca, Morocco. [Dehbi, Rachid] Hassan II Univ, Fac Sci Ain Chock, Lab LR2I, Casablanca, Morocco. RP Bakhouyi, A (reprint author), Hassan II Univ, Fac Sci Ben MSik, LTI Lab, Casablanca, Morocco. 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Online course construction is one of the quality projects from Education Department, which is of great significance for the improvement of teaching quality in university and achievement of talent developing objectives. Facing the reality of popularization in higher education, and combining with the opportunity of online course construction in our university, the online teaching system for Methods of Mathematical Physics (Complex Variables Functions and Integral Transform) is designed with Chaoxing Online Platform. The teaching effect between online flipped classroom and traditional lecture based classroom is also compared with statistical analysis. The results show that the flipped classroom has great advantages both in the scores of final exam and the evaluation of course teaching. C1 [Xue, Dong] Zaozhuang Univ, Sch Optoelect Engn, Zaozhuang 277160, Peoples R China. [Zhang, Xingfang] Zaozhuang Engn Res Ctr Terahertz, Zaozhuang 277160, Peoples R China. RP Xue, D (reprint author), Zaozhuang Univ, Sch Optoelect Engn, Zaozhuang 277160, Peoples R China. EM fiberlaser@126.com; zxf4114@126.com; 346658317@qq.com FU national natural science fund project [11447200]; Shandong provincial natural science foundation [ZR201702200400]; Science and technology program of Shandong higher education institutions [J17KA087]; program of independent innovation and achievement transformation plan for Zaozhuang [2016GH19]; Science and technology program of Zaozhuang [2016GX31]; educational reform key projects of Zaozhuang University FX This work is supported by national natural science fund project (No. 11447200); Shandong provincial natural science foundation (No. ZR201702200400); Science and technology program of Shandong higher education institutions (No. J17KA087); The program of independent innovation and achievement transformation plan for Zaozhuang (No. 2016GH19); Science and technology program of Zaozhuang (No. 2016GX31); The educational reform key projects of Zaozhuang University. CR Artino AR, 2012, INTERNET HIGH EDUC, V15, P170, DOI 10.1016/j.iheduc.2012.01.006 Black LM, 2013, HANDBOOK OF DISTANCE EDUCATION, 3RD EDITION, P3 Buczynski S., 2010, TEACH TEACH EDUC, P599 Cho MH, 2013, DISTANCE EDUC, V34, P290, DOI 10.1080/01587919.2013.835770 Chyung SY, 2010, J EFFECTIVE TEACHING, V10, P22 Dack H, 2015, EDUC LEADERSHIP, V72, P10 Estrada M, 2011, J EDUC PSYCHOL, V103, P206, DOI 10.1037/a0020743 Fishmann B. J., 2003, TEACH TEACH EDUC, P643 Freeman S, 2014, P NATL ACAD SCI USA, V111, P8410, DOI 10.1073/pnas.1319030111 Haak DC, 2011, SCIENCE, V332, P1213, DOI 10.1126/science.1204820 Halverson LR, 2014, INTERNET HIGH EDUC, V20, P20, DOI 10.1016/j.iheduc.2013.09.004 Qin C. H., 2015, CHINA U TEACHING, P57 Shaha S. H., 2013, J INSTRUCTIONAL PSYC, V40, P19 Wang CH, 2013, DISTANCE EDUC, V34, P302, DOI 10.1080/01587919.2013.835779 Xiao J. Y., 2016, INT C MEICI SHENY CH, P930 Zhan ZH, 2013, COMPUT EDUC, V69, P131, DOI 10.1016/j.compedu.2013.07.002 NR 16 TC 0 Z9 0 U1 0 U2 0 PU ATLANTIS PRESS PI PARIS PA 29 AVENUE LAVMIERE, PARIS, 75019, FRANCE SN 1951-6851 BN 978-94-6252-412-5 J9 ADV INTEL SYS RES PY 2017 VL 156 BP 743 EP 746 PG 4 WC Computer Science, Artificial Intelligence; Computer Science, Information Systems; Education & Educational Research; Education, Scientific Disciplines; Management; Social Sciences, Interdisciplinary SC Computer Science; Education & Educational Research; Business & Economics; Social Sciences - Other Topics GA BJ6IS UT WOS:000426719200148 DA 2019-08-01 ER PT J AU Kuzminov, Y Peskov, D AF Kuzminov, Yaroslav Peskov, Dmitry TI What Future Awaits Universities National Research University Higher School of Economics, Moscow, July 14, 2017 SO VOPROSY OBRAZOVANIYA-EDUCATIONAL STUDIES MOSCOW LA English DT Editorial Material DE tertiary education; university; education market; digital economy; platformization; risk maximization; customized learning; labor market; e-learning; Applied Bachelor's degree; innovations AB Which non-educational processes will influence the development of universities in 15-20 years? Whom will universities compete with? How will education markets change? What will be the relationship between future universities and external environment, society, government, businesses, and other universities? The future of universities is discussed between Yaroslav Kuzminov, Rector of the National Research University Higher School of Economics (HSE), and Dmitry Peskov, Director of the Young Professionals Direction at the Agency for Strategic Initiatives. The meeting was organized by the journal Voprosy obrazovaniya. C1 [Kuzminov, Yaroslav] Natl Res Univ Higher Sch Econ, Sci Econ, 20 Myasnitskaya St, Moscow 101000, Russia. [Kuzminov, Yaroslav] Natl Res Univ Higher Sch Econ, 20 Myasnitskaya St, Moscow 101000, Russia. [Peskov, Dmitry] Agcy Strateg Initiat, Young Profess Dept, 36 Novy Arbat St, Moscow 121099, Russia. RP Kuzminov, Y (reprint author), Natl Res Univ Higher Sch Econ, Sci Econ, 20 Myasnitskaya St, Moscow 101000, Russia.; Kuzminov, Y (reprint author), Natl Res Univ Higher Sch Econ, 20 Myasnitskaya St, Moscow 101000, Russia. EM kouzminov@hse.ru; dn.peskov@asi.ru NR 0 TC 2 Z9 2 U1 0 U2 2 PU NATL RES UNIV HIGHER SCH ECONOMICS PI MOSCOW PA MYASNITSKAYA 20, MOSCOW, 101000, RUSSIA SN 1814-9545 J9 VOPR OBRAZOVANIYA-ED JI Vopr. Obrazovaniya-Educ. Stud. Mosc. PY 2017 IS 3 BP 202 EP 233 DI 10.17323/1814-9545-2017-3-202-233 PG 26 WC Education, Scientific Disciplines SC Education & Educational Research GA FW8SP UT WOS:000425607000008 OA Bronze DA 2019-08-01 ER PT J AU Kuhl, SJ Toberer, M Keis, O Tolks, D Fischer, MR Kuhl, M AF Kuehl, Susanne J. Toberer, Matthias Keis, Oliver Tolks, Daniel Fischer, Martin R. Kuehl, Michael TI Concept and benefits of the Inverted Classroom method for a competency-based biochemistry course in the pre-clinical stage of a human medicine course of studies SO GMS JOURNAL FOR MEDICAL EDUCATION LA English DT Article DE Inverted Classroom; E-Learning; Biochemistry; human medicine; competency-based training; Masterplan Medizin 2020; NKLM ID FLIPPED CLASSROOM; STUDENT PERFORMANCE; EDUCATION; SATISFACTION; ENGAGEMENT; SCHOOL; SKILLS AB Background: Medical students often have a problem recognising the relevance of basic science subjects for their later professional work in the pre-clinical stage of their studies. This can lead to a lower motivation to learn biochemical content and dissatisfaction in the courses amongst the students. Alternative teaching methods such as the Inverted Classroom (IC) method can address this deficiency. The goal of this study was: 1. to analyse the motivation and satisfaction of the students in a biochemistry seminar through the use of the e-learning-based IC method, 2. to investigate the acceptance against the IC teaching method in biochemistry, and 3. to compare the learning success achieved using the IC approach with that of a traditional course. We also investigated how a biochemistry course in the pre-clinical stage of a human medicine course of studies can be successfully organised according to the IC method. Furthermore, we examined the benefits of the IC method over conventional teaching formats. Method: The IC method was implemented in accordance with the guidelines of the GMA committee "New Media" [30] in a biochemistry seminar for two student IC intervention groups with 42 students. A part of the factual knowledge from the on-site phase in the form of teaching videos together with self-learning control tasks were provided online before the seminar for both IC intervention groups. Exporting content to the self-learning phase creates new free time in the on-site phase, during which the content can be critically considered and processed and additional competency- based learning objectives can be taught. Identical biochemistry teaching content was taught in parallel control groups (14 student groups with n=299 students), but no material was handed out beforehand for a self-learning phase. These students only received the materials after the on-site phase. Motivation and satisfaction as well as the acceptance for the teaching methods were recorded by questionnaires, the acquisition of knowledge by MC exams. Results: On a Likert scale from 1 (strongly disagree) to 6 (strongly agree), the students in the IC intervention groups could be seen to be much more motivated (5.53) than students in the control group (4.01). Students in the IC intervention groups also recognised the relevance of the learning content much more clearly (5.44) than students in the control group (4.01). Furthermore, the IC group also observed that additional competencies were trained in addition to the biochemistry content. In addition, the IC intervention group award the event a school grade of 1.53, the traditional control group a grade of 2.96. The teaching videos were rated very positively by both groups with an average school grade of 1.3 in each case. A qualitative analysis showed that the motivation and a positive attitude of the lecturers played a decisive role in the successful implementation of the IC method. Discussion and conclusion: Pre-clinical students display a high acceptance of the e-learning- based IC method. Teaching communication competencies in a biochemistry seminar was also rated very positively by the students. The quality of the teaching video and the motivation of the lecturers were shown to be a critical parameter for the successful performance of the IC method. What's more, the IC method can contribute to implementing a competence orientation in medical studies. C1 [Kuehl, Susanne J.; Toberer, Matthias; Kuehl, Michael] Ulm Univ, Inst Biochem & Mol Biol, Albert Einstein Allee 11, D-89081 Ulm, Germany. [Keis, Oliver] Ulm Univ, Med Fac Ulm, Off Student Affairs, Ulm, Germany. [Tolks, Daniel; Fischer, Martin R.] Clin Ludwig Maximilians Univ Munich, Inst Didact & Educ Res Med, Munich, Germany. RP Kuhl, SJ (reprint author), Ulm Univ, Inst Biochem & Mol Biol, Albert Einstein Allee 11, D-89081 Ulm, Germany. EM susanne.kuehl@uni-ulm.de OI Tolks, Daniel/0000-0001-8597-5189 FU Medical Faculty of Ulm University; "Sonderlinie Medizin" of the State of Baden-Wurttemberg, Germany FX The project was supported by the Medical Faculty of Ulm University with funds from the "Sonderlinie Medizin" of the State of Baden-Wurttemberg, Germany. CR Bosner S, 2015, BMC MED EDUC, V15, DOI 10.1186/s12909-015-0346-x Bohaty BS, 2016, J DENT EDUC, V80, P1319 Comert M, 2016, PLOS ONE, V11, DOI 10.1371/journal.pone.0152717 Critz CM, 2013, NURS EDUC, V38, P210, DOI 10.1097/NNE.0b013e3182a0e56a Ferreri SP, 2013, AM J PHARM EDUC, V77, DOI 10.5688/ajpe77113 Gilboy MB, 2015, J NUTR EDUC BEHAV, V47, P109, DOI 10.1016/j.jneb.2014.08.008 Guo P. 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PY 2017 VL 34 IS 3 AR Doc31 DI 10.3205/zma001108 PG 27 WC Education, Scientific Disciplines SC Education & Educational Research GA FU6HV UT WOS:000423953400004 PM 28890922 OA DOAJ Gold DA 2019-08-01 ER PT S AU Feszterova, M AF Feszterova, Melania BE Valovicova, L Ondruska, J TI Selected Chapters from General Chemistry in Physics Teaching with the Help of E - Learning SO DIDFYZ 2016: FROM THE ROOTS TO CONTEMPORARY EDUCATION SE AIP Conference Proceedings LA English DT Proceedings Paper CT 20th International Conference on From the Roots to Contemporary Education in Physics (DIDFYZ) CY OCT 19-22, 2016 CL SLOVAKIA SP Constantine Philosopher Univ, Fac Nat Sci, Dept Phys, VAU VIAC AKO UCENIE, Comenius Univ, Fac Math, Phys & Informat, KVANT AB Education in the field of natural disciplines - Mathematics, Physics, Chemistry, Ecology and Biology takes part in general education at all schools on the territory of Slovakia. Its aim is to reach the state of balanced development of all personal characteristics of pupils, to teach them correctly identify and analyse problems, propose solutions and above all how to solve the problem itself. High quality education can be reached only through the pedagogues who have a good expertise knowledge, practical experience and high level of pedagogical abilities. The teacher as a disseminator of natural-scientific knowledge should be not only well-informed about modern tendencies in the field, but he/she also should actively participate in project tasks This is the reason why students of 1st year of study (bachelor degree) at the Department of Physics of Constantine the Philosopher University in Nitra attend lectures in the frame of subject General Chemistry. In this paper we present and describe an e - learning course called General Chemistry that is freely accessible to students. One of the aims of this course is to attract attention towards the importance of cross-curricular approach which seems to be fundamental in contemporary natural-scientific education (e.g. between Physics and Chemistry). This is why it is so important to implement a set of new topics and tasks that support development of abilities to realise cross-curricular goals into the process of preparation of future teachers of Physics. C1 [Feszterova, Melania] Constantine Philosopher Univ Nitra, Dept Chem, Tr A Hlinku 1, Nitra 94974, Slovakia. RP Feszterova, M (reprint author), Constantine Philosopher Univ Nitra, Dept Chem, Tr A Hlinku 1, Nitra 94974, Slovakia. EM mfeszterova@ukf.sk CR [Anonymous], 1997, CHEM TABULKY, P429 Cernansky P., 2013, 18 INT C DIDFYZ 2012, P1 Garaj J., 1987, ANAL CHEM, P744 Garaj J., 1977, FYZIKALNE FYZIKALNO, P503 Gilleland M. 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SO LEADERSHIP, INNOVATION AND ENTREPRENEURSHIP AS DRIVING FORCES OF THE GLOBAL ECONOMY SE Springer Proceedings in Business and Economics LA English DT Proceedings Paper CT International Conference on Leadership, Innovation and Entrepreneurship (ICLIE) CY APR 20-22, 2016 CL Canadian Univ Dubai, Dubai, U ARAB EMIRATES SP Huawei, Air Canada HO Canadian Univ Dubai DE Higher education; E-learning; Students' perceptions; Barriers to adoption; The UAE ID CRITICAL SUCCESS FACTORS; SATISFACTION; PERCEPTIONS; COUNTRIES; COURSES; ONLINE; MODELS AB The higher education system worldwide is on the cusp of disruptive change due to innovative education providers such as digital platforms and universities offering fully online or blended programs. While the e-learning industry in the UAE is projected to grow significantly, the level of adoption of e-learning has not been high. The overall purpose of our multistage research project is to understand the barriers to the adoption of e-learning in the UAE despite the benefits of online education, such as lower costs and pedagogical benefits. We propose a preliminary conceptual framework explaining the students' attitudes and intention to adopt e-learning. In our future research, we will refine and test the conceptual framework and provide guidelines for higher education institutions and policymakers on institutional change to support e-learning initiatives. C1 [Lee, Dennis; Toufaily, Elissar; Zalan, Tatiana] Amer Univ Dubai, Dubai, U Arab Emirates. RP Lee, D (reprint author), Amer Univ Dubai, Dubai, U Arab Emirates. EM dlee@aud.edu; etoufaily@aud.edu; tzalan@aud.edu CR Abbad MM, 2009, INT REV RES OPEN DIS, V10 Al-Jarf R. S., 2005, ASIAN EFL J Q, V7, P166 Al-Khalifa H. S., 2008, P 10 INT C INF INT W, P390, DOI DOI 10.1145/1497308.1497378 Alebaikan R, 2010, RES LEARNING TECHNOL, V18 Arbaugh J. 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R., 2014, HIRE ED NR 45 TC 0 Z9 0 U1 1 U2 2 PU SPRINGER INTERNATIONAL PUBLISHING AG PI CHAM PA GEWERBESTRASSE 11, CHAM, CH-6330, SWITZERLAND SN 2198-7246 BN 978-3-319-43434-6; 978-3-319-43433-9 J9 SPR PROC BUS ECON PY 2017 BP 335 EP 343 DI 10.1007/978-3-319-43434-6_28 PG 9 WC Business; Management SC Business & Economics GA BI6AF UT WOS:000413014600028 DA 2019-08-01 ER PT S AU Gilchrist, PO Young, TV Bowles, TA Brady, KP Grable, LL AF Gilchrist, P. O. Young, T., V Bowles, T. A. Brady, K. P. Grable, L. L. BE Liu, X Zhang, XC TI Middle and High School Teachers' Implementation Reflections of Photonics and Optics Curriculum in a Qualitative Study SO 14TH CONFERENCE ON EDUCATION AND TRAINING IN OPTICS AND PHOTONICS (ETOP 2017) SE Proceedings of SPIE LA English DT Proceedings Paper CT 14th Conference on Education and Training in Optics and Photonics (ETOP) CY MAY 29-31, 2017 CL Hangzhou, PEOPLES R CHINA SP Int Commiss Opt, IEEE Photon Soc, Opt Soc, SPIE, Chinese Opt Soc, Chinese Natl Steering Comm Opt & Photon, Opt Soc Zhejiang Province, Zhejiang Univ, Fac Informat Technol, Zhejiang Univ, Coll Opt Sci & Engn, State Key Lab Modern Opt Instrumentat DE optics and photonics content; teacher professional development; e-learning; science education; adoption of innovations; STEM; teacher reflection ID PROFESSIONAL-DEVELOPMENT AB The purpose of this paper is to describe middle and high school science teachers' self-reported experiences learning and adopting novel optics and photonics content. The hybrid teacher professional development program design, theoretical framework, methodology, findings, and implications related to teachers' adoption decisions of optics and photonics content will be reported in the paper. C1 [Gilchrist, P. O.; Grable, L. L.] North Carolina State Univ, Sci House,909 Capabil Dr, Raleigh, NC 27695 USA. [Young, T., V; Bowles, T. A.; Brady, K. P.] North Carolina State Univ, Coll Educ, Raleigh, NC 27695 USA. RP Gilchrist, PO (reprint author), North Carolina State Univ, Sci House,909 Capabil Dr, Raleigh, NC 27695 USA. CR [Anonymous], 2000, SCH STAFFING SURVEY [Anonymous], 2004, SCH STAFFING SURVEY [Anonymous], 2008, SCH STAFFING SURVEY Bersin J., 2004, BLENDED LEARNING BOO Christensen CM., 1997, MANAGEMENT INNOVATIO Darling-Hammond L., 2006, JOSSEY BASS ED SERIE DARLINGHAMMOND L, 1995, PHI DELTA KAPPAN, V76, P597 DEDE C., 2010, 21 CENTURY SKILLS RE Driscoll M., 2002, E LEARNING, V3, P54 Dzuiban C. D., 2004, BLENDED LEARNING Garet MS, 2001, AM EDUC RES J, V38, P915, DOI 10.3102/00028312038004915 Gilchrist P, 2011, NATL SCI FDN INNOVAT Gilchrist PO, 2010, P SOC PHOTO-OPT INS, V7783, DOI 10.1117/12.861057 Glasser B, 1967, DISCOVERY GROUNDED T Graham C. T., 2005, Beltwide Cotton Conferences Guskey T. R., 1986, ED RES, V15, P5, DOI DOI 10.3102/0013189X015005005 Guskey T. R., 2003, NASSP B, V87, P4, DOI DOI 10.1177/019263650308763702 Hartman J. C. Dziuban, 2007, FACULTY 2 0 EDUCAUSE, V42, P62 Hew KF, 2007, ETR&D-EDUC TECH RES, V55, P223, DOI 10.1007/s11423-006-9022-5 Hodapp T, 2009, PHYS TODAY, V62, P40, DOI 10.1063/1.3086101 Kaleta R., 2007, BLENDED LEARNING RES, P111 Krall R. M., 2009, SCI ED, V18, P1, DOI [10.1007/s11191-007-9124-4, DOI 10.1007/S11191-007-9124-4] Loucks-Horsley S., 2009, DESIGNING PROFESSION Nagel D., 2011, REPORT 6 BLENDED LEA National Academy of Sciences, 1996, ROL SCI PROF DEV SCI Patton M., 2002, QUALITATIVE RES EVAL Picciano A. G., 2009, K 12 ONLINE LEARNING Rogers E, 2003, DIFFUSION INNOVATION Sandholtz J. H., 1997, TEACHING TECHNOLOGY Schon D., 1996, ED REFLECTIVE PRACTI Shulman L. S., 1986, ED RES, V15, P4, DOI DOI 10.3102/0013189X015002004 Singh H., 2001, WHITE PAPER ACHIEVIN Strauss A. L., 1990, BASICS QUALITATIVE R Voogt J, 2010, J COMPUT ASSIST LEAR, V26, P453, DOI 10.1111/j.1365-2729.2010.00373.x Wei R. C., 2009, PROFESSIONAL LEARNIN Wei R. C., 2010, PROFESSIONAL DEV US Yin R., 2003, CASE STUDY RES DESIG Zepeda S., 1999, STAFF DEV PRACTICES NR 38 TC 0 Z9 0 U1 0 U2 3 PU SPIE-INT SOC OPTICAL ENGINEERING PI BELLINGHAM PA 1000 20TH ST, PO BOX 10, BELLINGHAM, WA 98227-0010 USA SN 0277-786X EI 1996-756X BN 978-1-5106-1382-9; 978-1-5106-1381-2 J9 PROC SPIE PY 2017 VL 10452 AR UNSP 104523K DI 10.1117/12.2270958 PN 1 PG 9 WC Education, Scientific Disciplines; Optics SC Education & Educational Research; Optics GA BI3TK UT WOS:000411458900097 OA Bronze DA 2019-08-01 ER PT S AU Gil-Ortego, R Castro-Gil, M Tzanova, S Sicard, E AF Gil-Ortego, Rosario Castro-Gil, Manuel Tzanova, Slavka Sicard, Etienne GP IEEE TI Work in Progress: MicroElectronics Cloud Alliance SO 2017 IEEE INTERNATIONAL CONFERENCE ON MICROELECTRONIC SYSTEMS EDUCATION (MSE'17) SE Proceedings IEEE International Conference on Microelectronic Systems Education LA English DT Proceedings Paper CT IEEE International Conference on Microelectronic Systems Education (MSE) CY MAY 11-12, 2017 CL Banff, CANADA SP IEEE, IEEE Comp Soc, Xilinx, Intel, So Alberta Sect, IEEE Comp Chapter, IEEE CS Tech Comm VLSI, ACM SIGDA DE Cloud-based e-learning environment; European infrastructure; Microelectronics courses; Open Educational Resources AB This article is based on the project "Knowledge Alliance 562206-EPP-1-2015-1-BG-EPPKA2-KA MicroElectronics Cloud Alliance (MECA)". The MicroElectronics Cloud Alliance (MECA) brings together 18 partners from higher education institutions (HEIs) and enterprises to develop Cloud-based European infrastructure in micro-and nanoelectronics providing a range of open educational resources, remote access as well as sharing educational and professional software, remote and practice-based learning facilities. The project focuses on the joint development of MSc degree-level courses to get the new skills needed for the new jobs in the multidisciplinary sector of micro-nanoelectronics, to be delivered as open educational resources in a cloud-based e-learning environment. C1 [Gil-Ortego, Rosario; Castro-Gil, Manuel] Spanish Univ Distance Educ UNED, Elect & Comp Engn Dept, Ind Engn Tech Sch, Madrid, Spain. [Tzanova, Slavka] TUS, Elect Engn Sch, Dept Microelect, Sofia, Bulgaria. [Sicard, Etienne] INSA, Engn Sch, Dept Elect & Comp Engn, Toulouse, France. RP Gil-Ortego, R (reprint author), Spanish Univ Distance Educ UNED, Elect & Comp Engn Dept, Ind Engn Tech Sch, Madrid, Spain. EM rgil@ieec.uned.es; mcastro@ieec.uned.es; slavka@ecad.tu-sofia.bg; sicard@insa-toulouse.fr FU Electrical and Computer Engineering Department of UNED within the project "MicroElectronics Cloud Alliance (MECA)" [562206-EPP-1-2015-1-BG-EPPKA2-KA]; eMadrid excellence network [S2013/ICE-2715] FX We would like to acknowledge the Electrical and Computer Engineering Department of UNED for their support within the project "Knowledge Alliance 562206-EPP-1-2015-1-BG-EPPKA2-KA MicroElectronics Cloud Alliance (MECA)", as well as the eMadrid excellence network, "Investigacion y desarrollo de tecnologias educativas en la Comunidad de Madrid - S2013/ICE-2715". CR Cruz L., 2012, CISCOS TECHNOLOGY NE Gustavsson I, 2009, IEEE T LEARN TECHNOL, V2, P263, DOI 10.1109/TLT.2009.42 NR 2 TC 0 Z9 0 U1 0 U2 1 PU IEEE PI NEW YORK PA 345 E 47TH ST, NEW YORK, NY 10017 USA SN 1530-2024 BN 978-1-5090-6431-1 J9 P IEEE INT C MICRO PY 2017 BP 43 EP 44 PG 2 WC Education, Scientific Disciplines; Engineering, Electrical & Electronic SC Education & Educational Research; Engineering GA BI2CF UT WOS:000408269800012 DA 2019-08-01 ER PT S AU Stross, M Kugler, G Schibelbein, M Feldmann, N Bohmer, C Beck-Meuth, EM AF Stross, Markus Kugler, Gabriela Schibelbein, Mina Feldmann, Nina Boehmer, Cornelia Beck-Meuth, Eva-Maria GP IEEE TI Lecturers' Views on E-Learning in an Engineering Study Program for Non-traditional Students SO PROCEEDINGS OF 2017 IEEE GLOBAL ENGINEERING EDUCATION CONFERENCE (EDUCON2017) SE IEEE Global Engineering Education Conference LA English DT Proceedings Paper CT 8th IEEE Global Engineering Education Conference (EDUCON) CY APR 25-28, 2017 CL Athens, GREECE SP IEEE, Greek Minist Educ Res & Religious Affairs, Univ Piraeus, TEI, Univ Piraeus, Res Ctr, MathWorks, Hellenic Open Univ, Hellenic Air Force Acad, Piraeus Univ Appl Sci, IEEE Educ Soc, Reg 8 DE blended-learning; questionnaire; online survey; study program; electrical engineering; bachelor's program; e-learning; support; lecturers; satisfaction; production; content AB A blended-learning bachelor's program in electrical engineering was developed for non-traditional students. E-learning is a vital part of its instructional design. During the development process of the e-learning components, lecturers were supported by higher education professionals for learning technologies. An online survey among the lecturers of the study program was conducted to evaluate their motivation for participation, the support received during the development process, and their satisfaction with the produced e-learning content. The survey shows that lecturers are foremost intrinsically motivated, and that active support by professionals is a clue for successful development of e-learning content. C1 [Stross, Markus; Schibelbein, Mina; Feldmann, Nina; Boehmer, Cornelia; Beck-Meuth, Eva-Maria] Hsch Aschaffenburg, Fak Ingn Wissensch, Aschaffenburg, Germany. [Kugler, Gabriela] Hsch Darmstadt, Fachbereich Elektrotech & Informat Tech, Darmstadt, Germany. RP Stross, M (reprint author), Hsch Aschaffenburg, Fak Ingn Wissensch, Aschaffenburg, Germany. EM markus.stross@h-ab.de; gabriela.kugler@h-ab.de; alina.schibelbein@h-ab.de; nina.feldmann@h-ab.de; cornelia.boehmer@h-ab.de; eva-maria.beck-meuth@h-ab.de FU German Federal Ministry of Education and Research [16OH12049] FX We are grateful for support by the German Federal Ministry of Education and Research under grant number 16OH12049. CR Babic S, 2016, 2016 39TH INTERNATIONAL CONVENTION ON INFORMATION AND COMMUNICATION TECHNOLOGY, ELECTRONICS AND MICROELECTRONICS (MIPRO), P998, DOI 10.1109/MIPRO.2016.7522285 Bohmer C, 2013, IEEE GLOB ENG EDUC C, P924, DOI 10.1109/EduCon.2013.6530217 European Parliament, 2015, INN SCH TEACH LEARN Feldmann N, 2016, INT J ENG PEDAGOG, V6, P17, DOI 10.3991/ijep.v6i4.5977 King M., 2013, INT C INT COLL LEARN, P278 Kugler G., 2016, 8 ANN INT C ED NEW L, P1815 Mussenbrock K., 2016, INT C INT C IN PRESS National Expert Forum on the Digital Future of Higher Education, 2016, DIG TURN Roznawski N, 2013, INTED PROC, P147 Wissenschaftliche Begleitung, 2015, AUFST DURCH BILD OFF NR 10 TC 0 Z9 0 U1 0 U2 0 PU IEEE PI NEW YORK PA 345 E 47TH ST, NEW YORK, NY 10017 USA SN 2165-9567 BN 978-1-5090-5467-1 J9 IEEE GLOB ENG EDUC C PY 2017 BP 453 EP 457 PG 5 WC Education & Educational Research; Education, Scientific Disciplines SC Education & Educational Research GA BI0WA UT WOS:000405192300071 DA 2019-08-01 ER PT J AU Wiedenhofer, R Friedl, C Billy, L Olejarova, D AF Wiedenhofer, Roswitha Friedl, Christian Billy, Lubomir Olejarova, Daniela TI Application of IC-models in a combined public-private sector setting for regional innovation in Slovakia SO JOURNAL OF INTELLECTUAL CAPITAL LA English DT Article DE Public sector; Higher education; Intellectual capital; Intellectual capital reporting; Regional innovation policy; Smart specialisation strategy AB Purpose - The purpose of this paper is to support the competitiveness and knowledge-based economic growth of the Slovak region of Kosice and its stakeholders; suitable intellectual capital (IC) methodologies were selected and applied. This approach responds to a weak innovation performance of Slovakia in general and a weak connection of the Slovak labour market and vocational training system. Design/methodology/approach - The methodological "backbone" is given by IC reporting (ICR). The two ICR models - the Austrian University model and the German "Alwert" model - were selected and transferred to higher educational institutions (HEI) and companies in Kosice. The knowledge transfer was accomplished by implementation of on-site trainings with different groups of stakeholders, supported by e-learning. Several accompanying in-depth interviews with Austrian stakeholders were conducted to derive recommendations for ICR implementation in the Slovak public sector. Findings - Beyond knowledge transfer, a shared understanding of the importance of IC management and common "IC language" between different stakeholders of the regional innovation system could be developed. Further, several recommendations for a sound development of an IC governance tool for HEI were elaborated. Practical implications - The knowledge transfer and practical implementation of this Slovak case were successful. Requests for follow-up initiatives, invitations for conferences, development of projects including ICR elements prove this valuation. Originality/value - A methodological innovation was accomplished by adapting a set of innovation key drivers as structural base for the development of the regional innovation function and interaction of stakeholders. C1 [Wiedenhofer, Roswitha; Friedl, Christian] FH Joanneum Univ Appl Sci, Graz, Austria. [Billy, Lubomir; Olejarova, Daniela] Centire Sro, Bratislava, Slovakia. RP Wiedenhofer, R (reprint author), FH Joanneum Univ Appl Sci, Graz, Austria. EM roswitha.wiedenhofer@fh-joanneum.at FU EU [11/2013 - 10/2015]; European Commission [2013-1-SK1-LEO05-06361] FX The paper is based on the analysis and selected results of the EU-project "Leverage knowledge for sustainable innovation and growth" (LEGEND) from 11/2013 - 10/2015, co-funded by the European Commission in course of the Lifelong Learning Programme (Leonardo da Vinci, project number: 2013-1-SK1-LEO05-06361, project website: http://project-legend.eu). CR Biedermann H., 2005, WISSENSBILANZEN INTE, P187 Bornemann M., 2003, MEASURING BUSINESS E, V7, P21, DOI DOI 10.1108/13683040310477968 Bornemann M., 2003, PROJEKTBERICHT NANON Bornemann M., 2005, WISSENSBILANZEN INTE, P175 Bornemann M, 2008, HDB WISSENSBILANZ UM Bornemann M., 2004, NOEST NETZWERK OKOEN Bundesverband Wissensbilanzierung, 2014, INN INT KAP WISS MAD Dumay J, 2014, J INTELLECT CAP, V15, P2, DOI 10.1108/JIC-09-2013-0098 Edvinsson L., 1997, INTELLECTUAL CAPITAL European Commission, 2015, SMART SPEC STRAT SLO European Commission, 2004, SEC20041475 EUR COMM European Commission, 2008, INT CAP STAT MAD EUR Herrmann H.-J., 2013, WISSENSBILANZEN MITT, P1 Koch G., 2000, JOINT GERM OECD C 20 Koch G., 2005, WISSENSBILANZEN INTE, P279 Leitner K.-H., 2001, WISSENSBILANZIERUNG Leitner K.H., 2014, STRATEGIC APPROACH I Leitner K. H., 2003, MAGAZIN WISSENSCHAFT Leitner KH, 2004, RES EVALUAT, V13, P129, DOI 10.3152/147154404781776464 Ministerstvo skolstva vedy vyskumu a sportu Slovenskej republiky (Ministry of Education Science Research and Sport of the Slovak Republic), 2016, DLH ZAM VO VZD VYSK Montanuniversitat Leoben, 2012, ENTW MONT LEOB WERTS OECD, 2013, INN DRIV GROWTH REG OECD, 2015, REG COMP Osterreichische Rektorenkonferenz, 2003, WISS U UG 2002 PriceWaterhouseCoopers Slovensko s. r. o Centire s. r. o, 2015, ET C 5 SUM POST NAJL Sammer M., 2003, WISSENSNETZWERKE, P431 Satmetrix, 2015, NETPROMOTER COMM Schaffhauser-Linzatti M., 2004, INTELLECTUAL CAPITAL Schwab K., 2013, GLOBAL COMPETITIVENE Science- to- Business Marketing Research Centre-apprimo-UIIN, 2011, STAT EUR U BUS COOP Vogt Th, 2002, WISSENSCHAFTSMANAGEM, V2, P32 Wiedenhofer R., 2012, INT J TRANSITIONS IN, V2, P283 Wissensbilanz Arbeitskreis, 2008, 574 DTSCH BUND WIRTS Zajko M., 2014, SERIES R SCHMIDT I W, P52 NR 34 TC 3 Z9 3 U1 1 U2 13 PU EMERALD GROUP PUBLISHING LTD PI BINGLEY PA HOWARD HOUSE, WAGON LANE, BINGLEY BD16 1WA, W YORKSHIRE, ENGLAND SN 1469-1930 EI 1758-7468 J9 J INTELLECT CAP JI J. Intellect. Cap. PY 2017 VL 18 IS 3 SI SI BP 588 EP 606 DI 10.1108/JIC-11-2016-0110 PG 19 WC Business; Management SC Business & Economics GA EZ6HW UT WOS:000404820000007 OA Bronze DA 2019-08-01 ER PT S AU Matyatina, AN Isaev, AA Samovarschikov, YV AF Matyatina, A. N. Isaev, A. A. Samovarschikov, Y. V. BE Kiselev, BG Panin, OA TI Modern Information and Telecommunication Technologies in Educational Process as the Element of Ongoing Personnel Training for High-Tech Russian Industry SO INFORMATION TECHNOLOGIES IN EDUCATION OF THE XXI CENTURY (ITE-XXI) SE AIP Conference Proceedings LA English DT Proceedings Paper CT International Scientific-Practical Conference on Information Technologies in Education of the XXI Century (ITE-XXI) CY DEC 07-08, 2015 CL NRNU MEPhI, Moscow, RUSSIA HO NRNU MEPhI AB In the current work the issues of staffing high-tech sectors of Russian industry are considered in the context of global geopolitical instability, the comparative analysis of the age structure of domestic companies with the leading Western industrial organizations was conducted, "growth points" of human resources development were defined. For the purpose of informational and telecommunicational implementation in the educational process the analysis of normative-legal documents regulating the requirements to the electronic educational environment and distance learning technologies is presented. The basic models of distance learning technologies and remote resources as part of teaching materials are used. Taking into account the specifics and requirements of industrial enterprises a number of tools and methodology of e-learning based on the identified needs of the industrial sector were offered. The basis of the proposed model is built on one-parameter model through a three-tier learning: kindergarten - secondary - higher education (professional) where the lifecycle of parameter is a list of the industrial enterprises demands to the educational process. C1 [Matyatina, A. N.; Isaev, A. A.; Samovarschikov, Y. V.] Natl Res Nucl Univ MEPhI, Moscow Engn Phys Inst, Kashirskoe shosse 31, Moscow 115409, Russia. [Matyatina, A. N.; Isaev, A. A.] Cent Res Inst Econ Management & Intbrmat Syst Ele, Cosmonaut Volkov St 12, Moscow 127299, Russia. RP Matyatina, AN (reprint author), Natl Res Nucl Univ MEPhI, Moscow Engn Phys Inst, Kashirskoe shosse 31, Moscow 115409, Russia.; Matyatina, AN (reprint author), Cent Res Inst Econ Management & Intbrmat Syst Ele, Cosmonaut Volkov St 12, Moscow 127299, Russia. EM matyatina.n@yandex.ru; isaev018@gmail.com; yvsamovarshchikov@mephi.ru CR [Anonymous], 2015, WORLDWIDE SEMICONDUC Belousov V. Y., 2013, INDICATORS SCI 2013, P60 Berger S., 2005, GLOSSARY BODY KNOWLE, P67 Elizarova M. A., 2014, EC LEGAL SCI, V2-2, P71 Gokhberg L. M., 2014, ED FIGURES 2013 BRIE, P15 Gokhberg L. M., 2013, INDICATORS ED 2013 S, P10 Hirakawa H., 2013, SERVITIZATION IT IZA, P5 Howe Ch., 2015, USING IND ANAL STRAT, P9 Karpenko M. P., 2011, ED GEODEMOGRAPHY RUS, P68 Monahov D. N., 2014, REMOTE VIRTUAL LEARN, V1, P60 Nagaeva I. A., 2011, DISTANCE LEARNING IN, P98 Nagaeva I. A., 2012, EUROPEAN SOCIAL SCI, V9, P44 Nedkova A. S., 2013, FEN SCI, V11, P28 Pronchev G. B., 2013, INFORM TECHNOLOGIES, P68 Tretiak T. M., 2012, OPEN ED, V1, P78 Vermel M. V., 2010, INNOVATIONS, V11, P145 NR 16 TC 0 Z9 0 U1 1 U2 4 PU AMER INST PHYSICS PI MELVILLE PA 2 HUNTINGTON QUADRANGLE, STE 1NO1, MELVILLE, NY 11747-4501 USA SN 0094-243X BN 978-0-7354-1463-1 J9 AIP CONF PROC PY 2017 VL 1797 AR UNSP 020012 DI 10.1063/1.4972432 PG 11 WC Computer Science, Interdisciplinary Applications; Education, Scientific Disciplines; Physics, Applied SC Computer Science; Education & Educational Research; Physics GA BH2SA UT WOS:000399206000012 DA 2019-08-01 ER PT J AU De-Marcos, L Garcia-Cabot, A Garcia-Lopez, E AF De-Marcos, Luis Garcia-Cabot, Antonio Garcia-Lopez, Eva TI Towards the Social Gamification of e-Learning: A Practical Experiment SO INTERNATIONAL JOURNAL OF ENGINEERING EDUCATION LA English DT Article DE gamification; game-based learning; learning performance; e-learning ID NETWORK ANALYSIS; PERFORMANCE; SATISFACTION; CLASSROOM; IMPACT; GAMES AB Gamification is the use of game mechanics and game design in non-game contexts to engage users and motivate action. Although gamification has a great potential in higher education, existing research focuses on competitive approaches and presents contrasting evidence. We present a social gamification approach and tool designed to address the situated motivational affordances of students (relatedness, competence and autonomy). An experiment (N = 374) is conducted to test it in an undergraduate course, comparing students' performance with a traditional blended-learning approach. Students' attitude towards the new tool is also analyzed. Results suggest that social gamification can be used to improve the overall academic performance in practical assignments and to promote social interaction. However, our findings also raise and important caveat. The creation of gamified experiences for higher education requires a deep knowledge of the motivational affordances of students and a careful design of the rewards that are introjected by students and that eventually stimulate participation. C1 [De-Marcos, Luis; Garcia-Cabot, Antonio; Garcia-Lopez, Eva] Univ Alcala De Henares, Dept Ciencias Computac, Edificio Politecn,Campus Univ, Madrid 28871, Spain. RP De-Marcos, L (reprint author), Univ Alcala De Henares, Dept Ciencias Computac, Edificio Politecn,Campus Univ, Madrid 28871, Spain. EM luis.demarcos@uah.es; a.garciac@uah.es; eva.garcial@uah.es RI de Marcos, Luis/D-8990-2012 OI de Marcos, Luis/0000-0003-0718-8774 CR Bartle R., 1996, J MUD RES Cho HC, 2007, COMPUT EDUC, V49, P309, DOI 10.1016/j.compedu.2005.07.003 Connolly TM, 2012, COMPUT EDUC, V59, P661, DOI 10.1016/j.compedu.2012.03.004 Csikszentmihalyi M., 1990, FLOW PSYCHOL OPTIMAL de-Marcos L, 2016, COMPUT HUM BEHAV, V60, P312, DOI 10.1016/j.chb.2016.02.052 de-Marcos L, 2016, COMPUT EDUC, V95, P99, DOI 10.1016/j.compedu.2015.12.008 De-Marcos L, 2015, INT J ENG EDUC, V31, P1092 de-Marcos L, 2014, COMPUT EDUC, V75, P82, DOI 10.1016/j.compedu.2014.01.012 Deterding S, 2011, ACM CHI C HUM FACT C Deterding Sebastian, 2011, P 15 INT AC MINDTREK, P9, DOI [DOI 10.1145/2181037.2181040, 10.1145/2181037.2181040] Dominguez A, 2013, COMPUT EDUC, V63, P380, DOI 10.1016/j.compedu.2012.12.020 Echavarri J, 2015, INT J ENG EDUC, V31, P1309 Erenli K., 2012, 15 INT C INT COLL LE Gaggioli A, 2015, COMPUT HUM BEHAV, V42, P157, DOI 10.1016/j.chb.2013.12.003 Garcia-Cabot A, 2015, COMPUT EDUC, V82, P450, DOI 10.1016/j.compedu.2014.12.007 Garcia-Cabot A, 2014, INT J ENG EDUC, V30, P937 Gee James Paul, 2007, WHAT VIDEO GAMES HAV Guillen-Nieto V, 2012, COMPUT EDUC, V58, P435, DOI 10.1016/j.compedu.2011.07.015 Hamari J., 2014, 47 HAW INT C SYST SC Hamid S, 2015, INTERNET HIGH EDUC, V26, P1, DOI 10.1016/j.iheduc.2015.02.004 Hanus MD, 2015, COMPUT EDUC, V80, P152, DOI 10.1016/j.compedu.2014.08.019 Heeter C, 2009, INT J GAMING COMPUT-, V1, P53, DOI 10.4018/jgcms.2009070104 Huan Y, 2015, INT J ENG EDUC, V31, P1081 Huang WD, 2013, INTERNET HIGH EDUC, V17, P58, DOI 10.1016/j.iheduc.2012.11.004 Kapp K. 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J. Eng. Educ PY 2017 VL 33 IS 1 BP 66 EP 73 PN A PG 8 WC Education, Scientific Disciplines; Engineering, Multidisciplinary SC Education & Educational Research; Engineering GA EO4HT UT WOS:000396656700007 DA 2019-08-01 ER PT J AU Back, DA von Malotky, J Sostmann, K Hube, R Peters, H Hoff, E AF Back, David Alexander von Malotky, Jennifer Sostmann, Kai Hube, Robert Peters, Harm Hoff, Eike TI Superior Gain in Knowledge by Podcasts Versus Text-Based Learning in Teaching Orthopedics: A Randomized Controlled Trial SO JOURNAL OF SURGICAL EDUCATION LA English DT Article DE e-learning; podcast; textbook chapter; orthopedics; traumatology ID MEDICAL-STUDENTS; VIDEO PODCAST; LECTURE; CLERKSHIP; VOLUNTARY; EDUCATION; ANATOMY; SURGERY AB OBJECTIVE: Digital learning (e-learning) has become a firm part of surgical undergraduate education. However, there is still a lack in analyzing e-learning tools in experimental settings without potentially biasing curricular influences. This study should compare students' learning outcome with podcasts versus book texts under laboratory conditions in the field of orthopedics. METHODS: Voluntary medical students were randomly assigned for learning either with a book chapter or a podcast about common orthopedic diseases in an isolated computer room. Before and after intervention, students answered multiple-choice tests and questionnaires about their attitudes and satisfaction. The study was conducted from November 2012 to February 2013. RESULTS: Totally, 130 students were included (55 text users and 75 podcast users, 52 males and 78 females). There was a significant increase in the overall knowledge for both groups (p < 0.001). Podcast users scored significantly better in the posttests (p < 0.021) and achieved a significantly higher gain of knowledge compared to text users (p < 0.001). The evaluation also showed a significantly higher approval of podcasts regarding comprehensibility, teaching efficacy, or fun learning with it (p < 0.05). Females gained significantly more knowledge by the use of texts than males did (p = 0.04), without any sex difference when using podcasts. CONCLUSIONS: This study showed a significantly higher gain of knowledge and higher satisfaction from learning with podcasts compared to book texts among students. Podcasts seem to be beneficial when teaching defined orthopedic topics to medical students. Sex plays an additional independent role in the impact of e-learning tools on students' learning outcome. ((C) 2016 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.) C1 [Back, David Alexander] Bundeswehr Hosp Berlin, Dept Traumatol & Orthoped, Scharnhorststr 13, D-10115 Berlin, Germany. [Back, David Alexander; Sostmann, Kai; Peters, Harm] Charite, Dieter Scheffner Ctr Med Educ & Educ Res, Berlin, Germany. [Back, David Alexander; Hoff, Eike] Charite, Julius Wolff Inst, Berlin, Germany. [Back, David Alexander; Hoff, Eike] Charite, Berlin Brandenburg Ctr Regenerat Therapies, Berlin, Germany. [von Malotky, Jennifer; Hube, Robert; Hoff, Eike] Charite, Ctr Musculoskeletal Surg, Berlin, Germany. [Hube, Robert] Clin Orthoped Surg Munich, Munich, Germany. RP Back, DA (reprint author), Bundeswehr Hosp Berlin, Dept Traumatol & Orthoped, Scharnhorststr 13, D-10115 Berlin, Germany. 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Surg. Educ. PD JAN-FEB PY 2017 VL 74 IS 1 BP 154 EP 160 DI 10.1016/j.jsurg.2016.07.008 PG 7 WC Education, Scientific Disciplines; Surgery SC Education & Educational Research; Surgery GA EI1SW UT WOS:000392259200023 PM 27651055 DA 2019-08-01 ER PT B AU Lai, AF AF Lai, Ah-Fur GP ACM TI The Undergraduate Student's Perception and Navigation Behaviors toward On-line Student-generating Questions Activities of Data Structures Curriculum in Engineering Education SO ICIET'17: PROCEEDINGS OF THE 5TH INTERNATIONAL CONFERENCE ON INFORMATION AND EDUCATION TECHNOLOGY LA English DT Proceedings Paper CT 5th International Conference on Information and Education Technology (ICIET) CY JAN 10-12, 2017 CL Tokyo, JAPAN DE Student-generating questions; e-learning; engineering education; navigation behaviors; perception; data structures; learning by assessing AB Student-generating questions activity is a meaningful learning approach for providing the learners with opportunity of reflecting on and elaborating their learning content. The purpose of this study is to investigate the undergraduate student's perception and online navigation behaviors toward afore mentioned activities in engineering education. The on-line student-posting questions and problem-solving activities are conducted in the course of data structures for undergraduate students of computer science department in Taipei. The participants were asked for generating and posting questions with its solving process on learning management system (LMS for abbrev.). The learning experiment lasted for 18-week. The on-line navigation behaviors are gathered from LMS, and the self-reported questionnaire is used for collecting the participants' perception toward afore mentioned activities. The results reveal that such learning by assessing activities are helpful in attaining multiple solving strategies for student-generating questions. The questions-reviewing frequency of high achievers are significant greater than that of low achievers based on profile of on-line navigation behaviors in LMS. The difference of navigation behaviors among some learning styles is divergently different. C1 [Lai, Ah-Fur] Univ Taipei, Dept Comp Sci, 1 Ai Guo West Rd, Taipei 10048, Taiwan. RP Lai, AF (reprint author), Univ Taipei, Dept Comp Sci, 1 Ai Guo West Rd, Taipei 10048, Taiwan. EM laiahfur@gmail.com FU Ministry of Science and Technology of the ROC [MOST 103-2511-S-845-005-]; Digital Education Institute of Institute for Information Industry FX The authors would like to thank the Ministry of Science and Technology of the ROC (MOST 103-2511-S-845-005-) and Digital Education Institute of Institute for Information Industry for partial financial support. CR Chiu TJ, 2011, J RES EDUC SCI, V56, P99 FELDER RM, 1988, ENG EDUC, V78, P674 Fu-Yu, 2003, Journal of Educational Technology Systems, V32, P211 Hou HT, 2008, EDUC TECHNOL SOC, V11, P17 Hou HT, 2012, COMPUT EDUC, V58, P1225, DOI 10.1016/j.compedu.2011.11.015 Hsu Wen-Yu, 1996, THESIS Huang TC, 2011, EDUC TECHNOL SOC, V14, P95 Jang Yea-Chen, 2002, THESIS Kang Tzu-Jung, 2005, THESIS Lai Ah-Fur, 2015, ELEMENTARY ED J, V61, P28 Liao Li-Ju, 2015, P TEACH FOR GCCCE 20, V2015, P42 Sie Pei-Jhen, 2004, THESIS Yu FY, 2011, COMPUT EDUC, V56, P484, DOI 10.1016/j.compedu.2010.08.025 Yu FY, 2009, BRIT J EDUC TECHNOL, V40, P1109, DOI 10.1111/j.1467-8535.2008.00905.x Yu FY, 2009, COMPUT HUM BEHAV, V25, P1129, DOI 10.1016/j.chb.2009.05.002 Yu FY, 2005, INNOV EDUC TEACH INT, V42, P337, DOI 10.1080/14703290500062557 Yu Y, 2005, INT J SCI EDUC, V27, P1319, DOI 10.1080/09500690500102854 NR 17 TC 0 Z9 0 U1 0 U2 0 PU ASSOC COMPUTING MACHINERY PI NEW YORK PA 1515 BROADWAY, NEW YORK, NY 10036-9998 USA BN 978-1-4503-4803-4 PY 2017 BP 39 EP 43 DI 10.1145/3029387.3029394 PG 5 WC Computer Science, Interdisciplinary Applications; Education & Educational Research; Education, Scientific Disciplines SC Computer Science; Education & Educational Research GA BL7WU UT WOS:000455727400008 DA 2019-08-01 ER PT B AU Gomes, NF Ribeiro, MDA Serrano, MJH AF Gomes, Natalia Fernandes Arau Ribeiro, Maria del Carmen Hernandez Serrano, Maria Jose GP ACM TI Up in the Clouds: Where to Find Enhanced Learning SO ICIET'17: PROCEEDINGS OF THE 5TH INTERNATIONAL CONFERENCE ON INFORMATION AND EDUCATION TECHNOLOGY LA English DT Proceedings Paper CT 5th International Conference on Information and Education Technology (ICIET) CY JAN 10-12, 2017 CL Tokyo, JAPAN DE Learning; Learning technology; Emerging models of learning; Cloud computing AB This research review reports on articles presenting empirical research in the area of how the learning and teaching process, involving teachers, students, and learning institutions, can be enhanced by the use of technology, particularly through the use of the new opportunities offered by cloud services. Some studies have demonstrated that the implementation of blended and mobile learning can modify and create new and successful e-learning projects. Their success depends, essentially, on two components: teacher training and student characteristics. A focus on these two components will contribute to create powerful opportunities for the improvement of learning in higher education. For most learning institutions, although the implementation of successful e-learning projects is still a long way off, it is possible as long as innovative processes and the learning approaches to integrate technologies in teaching practices are both created and evaluated. C1 [Gomes, Natalia Fernandes; Arau Ribeiro, Maria del Carmen] Guarda Polytech Inst, Res Unit Inland Dev, Av Francisco Sa Carneiro 50, P-6300560 Guarda, Portugal. [Hernandez Serrano, Maria Jose] Univ Salamanca, Fac Educ, Dept Teoria & Hist Educ, C Paseo Canalejas 169, E-37008 Salamanca, Spain. RP Gomes, NF (reprint author), Guarda Polytech Inst, Res Unit Inland Dev, Av Francisco Sa Carneiro 50, P-6300560 Guarda, Portugal. EM ngomes@ipg.pt; maricarmen@ipg.pt; mjhs@usal.es RI Serrano, Maria Jose Hernandez/L-3747-2014 OI Serrano, Maria Jose Hernandez/0000-0003-3818-993X CR Akkoyunlu B, 2006, TURK ONLINE J DISTAN, V7, P44 Ala-Mutka K, 2009, 23786 JRC EUR EN Ala-Mutka K., 2011, MAPPING DIGITAL COMP Alexander B, 2016, EDUCAUSE REV, P32 Arasa C.S., 2009, DIDACTIC METHODS ICT Burke M, 2014, CHI 14 P ACM C HUM F Downes S., 2005, ELEARN MAGAZINE Gomes N., 2014, PEDAGOGICAL ACTIVITY Grajek S., 2014, HIGHER ED TOP 10 STR McKimm J, 2003, BRIT MED J, V326, P870, DOI 10.1136/bmj.326.7394.870 Merisotis J., 2016, CREDENTIALS REFORM T OECD, 2007, PART WEB US CREAT CO, DOI [10.1787/9789264037472-en, DOI 10.1787/9789264037472-EN] Siemens G., 2006, KNOWING KNOWLEDGE UNESCO, 2014, ICT ED MOB LEARN NR 14 TC 0 Z9 0 U1 0 U2 0 PU ASSOC COMPUTING MACHINERY PI NEW YORK PA 1515 BROADWAY, NEW YORK, NY 10036-9998 USA BN 978-1-4503-4803-4 PY 2017 BP 84 EP 88 DI 10.1145/3029387.3029423 PG 5 WC Computer Science, Interdisciplinary Applications; Education & Educational Research; Education, Scientific Disciplines SC Computer Science; Education & Educational Research GA BL7WU UT WOS:000455727400017 DA 2019-08-01 ER PT J AU Wittich, CM Wang, AT Fiala, JA Mauck, KF Mandrekar, JN Ratelle, JT Beckman, TJ AF Wittich, Christopher M. Wang, Amy T. Fiala, Justin A. Mauck, Karen F. Mandrekar, Jayawant N. Ratelle, John T. Beckman, Thomas J. TI Measuring Participants' Attitudes Toward Mobile Device Conference Applications in Continuing Medical Education: Validation of an Instrument SO JOURNAL OF CONTINUING EDUCATION IN THE HEALTH PROFESSIONS LA English DT Article DE continuous professional development; e-learning; validation study; online; computer-based education ID IPAD USE; STUDENTS; SMARTPHONE; VALIDITY; CARE; EXPECTATIONS; INFORMATION; PERFORMANCE; PHYSICIANS; IMPACT AB Introduction:Mobile device applications (apps) may enhance live CME courses. We aimed to (1) validate a measure of participant attitudes toward using a conference app and (2) determine associations between participant characteristics and attitudes toward CME apps with conference app usage.Methods:We conducted a cross-sectional validation study of participants at the Mayo Clinic Selected Topics in Internal Medicine Course. A conference app was developed that included presentation slides, note-taking features, search functions, social networking with other attendees, and access to presenter information. The CME app attitudes survey instrument (CMEAPP-10) was designed to determine participant attitudes toward conference apps.Results:Of the 602 participants, 498 (82.7%) returned surveys. Factor analysis revealed a two-dimensional model for CMEAPP-10 scores (Cronbach , 0.97). Mean (SD) CMEAPP-10 scores (maximum possible score of five) were higher for women than for men (4.06 [0.91] versus 3.85 [0.92]; P = .04). CMEAPP-10 scores (mean [SD]) were significantly associated (P = .02) with previous app usage as follows: less than once per month, 3.73 (1.05); monthly, 3.41 (1.16); weekly, 4.03 (0.69); and daily or more, 4.06 (0.89). Scores were unrelated to participant age, specialty, practice characteristics, or previous app use.Discussion:This is the first validated measure of attitudes toward CME apps among course participants. App usage was higher among younger participants who had previously used educational or professional apps. Additionally, attitudes were more favorable among women and those who had previously used apps. These findings have important implications regarding efforts to engage participants with portable and accessible technology. C1 [Wittich, Christopher M.; Mauck, Karen F.] Mayo Clin, Div Gen Internal Med, Med, Rochester, MN USA. [Wang, Amy T.] Harbor Univ Calif, Los Angeles Med Ctr, Div Gen Internal Med, Med, Torrance, CA USA. [Fiala, Justin A.] Mayo Clin, Dept Internal Med, Internal Med, Rochester, MN USA. [Mandrekar, Jayawant N.] Mayo Clin, Div Biomed Stat & Informat, Biostat & Neurol, Rochester, MN USA. [Ratelle, John T.] Mayo Clin, Div Hosp Internal Med, Med, Rochester, MN USA. [Beckman, Thomas J.] Mayo Clin, Div Gen Internal Med, Med & Med Educ, Rochester, MN USA. RP Wittich, CM (reprint author), Mayo Clin, Div Gen Internal Med, 200 First St SW, Rochester, MN 55905 USA. 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Contin. Educ. Health Prof. PD WIN PY 2016 VL 36 IS 1 BP 69 EP 73 DI 10.1097/CEH.0000000000000031 PG 5 WC Education, Scientific Disciplines; Health Care Sciences & Services SC Education & Educational Research; Health Care Sciences & Services GA DH6CC UT WOS:000372877600011 PM 26954248 DA 2019-08-01 ER PT J AU Fita, A Monserrat, JF Molto, G Mestre, EM Rodriguez-Burruezo, A AF Fita, Ana Monserrat, Jose F. Molto, German Mestre, Eva M. Rodriguez-Burruezo, Adrian TI Use of Synchronous e-Learning at University Degrees SO COMPUTER APPLICATIONS IN ENGINEERING EDUCATION LA English DT Article DE synchronous virtual learning; higher education; tutorship; collaborative work AB Different types of Course Management Systems (CMS) are fully integrated in conventional and online courses in many Universities degrees. Although they are suitable for lecturer-student information sharing, their asynchronous nature prevents an efficient interaction, which may hamper the learning process. As an alternative, synchronous virtual learning platforms can help fill the gaps in traditional CMS. However, there is very little feedback regarding its use in higher education. The Universitat Politecnica de Valencia introduced in 2010 a synchronous e-learning platform, named Poli[ReunioN], an Adobe Connect-based online service. Poli[ReunioN] provides virtual sessions where interaction between lecturers and students is enabled by means of audio/videoconferences and software application sharing. By following this path, Poli[ReunioN] provides an opportunity for planning new educational experiences where technology may help to achieve new learning objectives. However, the implementation of this tool still needs to be explored. In order to check its usefulness, we have performed a multidisciplinary learning experience involving a wide range of subjects over several degrees: Private Telecommunication Systems (degree in Telecommunications Engineering), Algorithms and Data Structure (degree in Computer Sciences), English for International Tourism (degree in Tourism Management), Genetics and Plant Breeding (degree in Agricultural Engineering), and a specific course for teachers' training. The advantages and disadvantages of the use of Poli[ReunioN] in tutoring and in different learning activities proposed in the aforementioned degrees are discussed from both perspectives-lecturers and students. These experiences may help lecturers and other education professionals to adopt similar e-learning tools. (C) 2016 Wiley Periodicals, Inc. C1 [Fita, Ana; Rodriguez-Burruezo, Adrian] Univ Politecn Valencia, Dept Biotechnol, Camino Vera 14, Valencia 46022, PC, Spain. [Monserrat, Jose F.] Univ Politecn Valencia, Dept Comunicaciones, Camino Vera 14, Valencia 46022, PC, Spain. [Molto, German] Univ Politecn Valencia, Dept Sist Informat & Computac, Camino Vera 14, Valencia 46022, PC, Spain. [Mestre, Eva M.] Univ Politecn Valencia, Dept Linguist Aplicada, Camino Vera 14, Valencia 46022, PC, Spain. RP Fita, A (reprint author), Univ Politecn Valencia, Dept Biotechnol, Camino Vera 14, Valencia 46022, PC, Spain. EM anfifer@upvnet.upv.es RI Fita, ANA/K-4250-2017 OI Rodriguez-Burruezo, Adrian/0000-0002-4530-8071; FITA, ANA/0000-0002-8637-5852 FU "Vicerrectorado de Estudios y Convergencia Europea" (VECE) of the UPV FX The authors would like to thank the "Vicerrectorado de Estudios y Convergencia Europea" (VECE) of the UPV for their financial support of the project Experiencias Multi-Disciplinares de Integracion de Aula Inversa para el Desarrollo de Competencias Transversales. 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Appl. Eng. Educ. PD NOV PY 2016 VL 24 IS 6 BP 982 EP 993 DI 10.1002/cae.21773 PG 12 WC Computer Science, Interdisciplinary Applications; Education, Scientific Disciplines; Engineering, Multidisciplinary SC Computer Science; Education & Educational Research; Engineering GA EO0EI UT WOS:000396370700014 OA Green Published DA 2019-08-01 ER PT J AU Kori, K Pedaste, M Altin, H Tonisson, E Palts, T AF Kori, Kulli Pedaste, Margus Altin, Heilo Tonisson, Eno Palts, Tauno TI Factors That Influence Students' Motivation to Start and to Continue Studying Information Technology in Estonia SO IEEE TRANSACTIONS ON EDUCATION LA English DT Article DE Career choice; higher education; information technology (IT); motivation ID HIGHER-EDUCATION; CAREER; DROPOUT; CHOICE; PERFORMANCE; EXPERIENCE; UNIVERSITY; OUTCOMES; MODEL AB Despite the high competition for places to study curricula related to information technology (IT) at the higher education level in Estonia, a large number of IT students drop out. Therefore, it is important to explore what influences students to start studying IT and what influences them to persist with their degree program. In this study, data were collected from 301 IT students in Estonia. The students completed a questionnaire at the beginning of their studies and after their first semester. Five factors influencing students' motivation were identified from analysis of these questionnaires. Three of these factors were the same at the beginning of and during studies: previous personal contact with IT, the reputation of the IT field, and development (including self-development and IT field development). A fourth factor related to a desire to continue previous IT studies was found to influence students' motivation only when entering university. A fifth, i.e., learning environment, factor was found to influence motivation only during studies. The outcomes of this study are important for developing new interventions to increase students' interest in IT, their enrollment in IT studies, and their retention. C1 [Kori, Kulli; Pedaste, Margus] Univ Tartu, Inst Sci Educ, EE-50090 Tartu, Estonia. [Altin, Heilo] Univ Tartu, Inst Technol, EE-50090 Tartu, Estonia. [Tonisson, Eno; Palts, Tauno] Univ Tartu, Inst Comp Sci, EE-50090 Tartu, Estonia. RP Kori, K (reprint author), Univ Tartu, Inst Sci Educ, EE-50090 Tartu, Estonia. EM kulli.kori@ut.ee RI Pedaste, Margus/H-3139-2012 OI Pedaste, Margus/0000-0002-5087-9637; Tonisson, Eno/0000-0002-9118-0937 FU European Union through the European Regional Development Fund FX This work was supported by the European Union through the European Regional Development Fund under the project "Conceptual Framework for Increasing Society's Commitment in ICT: Approaches in General and Higher Education for Motivating ICT-Related Career Choices and Improving Competences for Applying and Developing ICT." 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Linking anatomy and clinical practice in the preclinical dental curriculum SO BMC MEDICAL EDUCATION LA English DT Article DE Interdisciplinarity; Anatomy; Dentistry; Clinical skills; Peer-teaching; E-learning; OSCE; Randomized controlled trial; Learning outcomes ID RANDOMIZED CONTROLLED-TRIAL; MEDICAL-EDUCATION; GROSS-ANATOMY; PEER; IMPLEMENTATION; UNDERGRADUATE; PROGRAM AB Background: Establishing a strong link early on between preclinical coursework and the clinical context is necessary for students to be able to recognize the practical relevance of the curriculum during their preclinical anatomical courses and to transfer knowledge more easily. Our objective was to enhance the clinical relevance of a preclinical anatomy course for second-year medical students of dentistry by implementing an interdisciplinary skills training course on "Palpation of the Head and Neck Muscles" and to measure the learning outcomes. Methods: For the curricular development of the expanded course module, Kern's 6-step approach was applied including subjective evaluation. We used a peer-teaching format supported by an e-learning application. A randomized control study measured effects of the two components (skills training, e-module) on learning outcomes. Four learning methods were compared: (1) lecture, (2) lecture + e-module, (3) lecture + skills training, (4) lecture + skills training + e-module. An objective structured clinical examination (OSCE) was used to measure and compare learning outcomes. Results: The two-way variance analysis demonstrated that participation in the skills training had a statistically significant effect on the OSCE results (p = 0.0007). Students who participated in the skills training did better (phi 107. 4 +/- 14.4 points) than students who only attended the lecture (f 88.8 +/- 26.2 points). Students who used the emodule but did not attend the skills training earned a slightly but not significantly higher average number of points (f 91.8 +/- 31.3 points) than those who only attended the lecture. The learning outcomes of the skills training were again significantly increased when the training was combined with the e-module (f 121.8 +/- 21.8 points), thus making it the ideal method for achieving the learning objectives defined in this study. Conclusions: The "Palpation of the Head and Neck Muscles" interdisciplinary skills training course linking basic anatomical knowledge and clinical skills led to clearly improved learning outcomes for both, anatomical knowledge and clinical skills. The additional use of an e-learning tool (e-module) improved the learning effect. C1 [Rafai, Nicole] Rhein Westfal TH Aachen, Dept Prosthodont & Biomat, Ctr Implantol, Fac Med, Pauwelsstr 30, D-52074 Aachen, Germany. [Lemos, Martin] Rhein Westfal TH Aachen, Fac Med, Audiovisual Media Ctr, Pauwelsstr 30, D-52074 Aachen, Germany. [Kennes, Lieven Nils] Univ Appl Sci Stralsund, Dept Econ & Business Adm, Schwedenschanze 15, D-18435 Stralsund, Germany. [Hawari, Ayichah; Classen-Linke, Irmgard] Rhein Westfal TH Aachen, Fac Med, Inst Mol & Cellular Anat, Wendlingweg 2, D-52074 Aachen, Germany. [Gerhardt-Szep, Susanne] Goethe Univ Frankfurt Main, Dept Operat Dent, Fac Med, Ctr Dent & Oral Med Carolinum, Theodor Stern Kai 7, D-60596 Frankfurt, Germany. [Rafai, Nicole] Rhein Westfal TH Aachen, Fac Med, Dept Oral & Maxillofacial Surg, Pauwelsstr 30, D-52074 Aachen, Germany. RP Classen-Linke, I (reprint author), Rhein Westfal TH Aachen, Fac Med, Inst Mol & Cellular Anat, Wendlingweg 2, D-52074 Aachen, Germany. EM iclassen-linke@ukaachen.de OI Classen-Linke, Irmgard/0000-0003-1146-1585 FU Medical Faculty, RWTH Aachen University FX Grant support was obtained from the Medical Faculty, RWTH Aachen University, for Nicole Rafai and Irmgard Classen-Linke. Scientific writing assistance was provided by Dr. Karen Leube, Translation and Language Services, Aachen. 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A., 1988, 4 ASHEERIC Wilson DR, 2010, CLIN TEACH, V7, P14, DOI [10.1111/j.1743-498X.2009.00349.x, 10.1111/j.1743-498X.2009.00349.x/full] NR 39 TC 0 Z9 0 U1 0 U2 9 PU BIOMED CENTRAL LTD PI LONDON PA 236 GRAYS INN RD, FLOOR 6, LONDON WC1X 8HL, ENGLAND SN 1472-6920 J9 BMC MED EDUC JI BMC Med. Educ. PD NOV PY 2016 VL 16 AR 305 DI 10.1186/s12909-016-0825-8 PG 10 WC Education & Educational Research; Education, Scientific Disciplines SC Education & Educational Research GA EE0OE UT WOS:000389276500002 PM 27887620 OA DOAJ Gold, Green Published DA 2019-08-01 ER PT J AU Choi-Lundberg, DL Cuellar, WA Williams, AMM AF Choi-Lundberg, Derek L. Cuellar, William A. Williams, Anne-Marie M. TI Online Dissection Audio-Visual Resources for Human Anatomy: Undergraduate Medical Students' Usage and Learning Outcomes SO ANATOMICAL SCIENCES EDUCATION LA English DT Article DE undergraduate medical education; medical student; computers in anatomical education; multimedia; anatomical sciences/medical education; dissection anatomy; e-learning; human gross anatomy; cognitive load; action research; instructional design; learning analytics ID GROSS-ANATOMY; EDUCATION; PERFORMANCE; VIDEOS; INSTRUCTION; SOFTWARE; CONTINUE; YOUTUBE AB In an attempt to improve undergraduate medical student preparation for and learning from dissection sessions, dissection audio-visual resources (DAVR) were developed. Data from e-learning management systems indicated DAVR were accessed by 28% +/- 10 (mean +/- SD for nine DAVR across three years) of students prior to the corresponding dissection sessions, representing at most 58% +/- 20 of assigned dissectors. Approximately 50% of students accessed all available DAVR by the end of semester, while 10% accessed none. Ninety percent of survey respondents (response rate 58%) generally agreed that DAVR improved their preparation for and learning from dissection when used. Of several learning resources, only DAVR usage had a significant positive correlation (P = 0.002) with feeling prepared for dissection. Results on cadaveric anatomy practical examination questions in year 2 (Y2) and year 3 (Y3) cohorts were 3.9% (P < 0.001, effect size d = 20.32) and 0.3% lower, respectively, with DAVR available compared to previous years. However, there were positive correlations between students' cadaveric anatomy question scores with the number and total time of DAVR viewed (Y2, r = 0.171, 0.090, P = 0.002, n.s., respectively; and Y3, r = 0.257, 0.253, both P < 0.001). Students accessing all DAVR scored 7.2% and 11.8% higher than those accessing none (Y2, P = 0.015, d = 0.48; and Y3, P = 0.005, d = 0.77, respectively). Further development and promotion of DAVR are needed to improve engagement and learning outcomes of more students. (C) 2016 American Association of Anatomists. C1 [Choi-Lundberg, Derek L.; Cuellar, William A.; Williams, Anne-Marie M.] Univ Tasmania, Fac Hlth, Sch Med, Div Med, Hobart, Tas, Australia. RP Choi-Lundberg, DL (reprint author), Univ Tasmania, Div Med, Sch Med, Private Bag 34, Hobart, Tas 7000, Australia. 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Sci. Educ. PD NOV-DEC PY 2016 VL 9 IS 6 BP 545 EP 554 DI 10.1002/ase.1607 PG 10 WC Education, Scientific Disciplines SC Education & Educational Research GA EC6AP UT WOS:000388218700005 PM 27802370 DA 2019-08-01 ER PT J AU Trelease, RB AF Trelease, Robert B. TI From Chalkboard, Slides, and Paper to e-Learning: How Computing Technologies Have Transformed Anatomical Sciences Education SO ANATOMICAL SCIENCES EDUCATION LA English DT Review DE gross anatomy education; medical education; medical curriculum; e-learning; medical imaging; 3D imaging techniques; modeling; simulation; historical perspective; review ID AUDIENCE RESPONSE SYSTEM; MEDICAL GROSS-ANATOMY; VIRTUAL ANATOMY; VISIBLE HUMAN; AIDED-INSTRUCTION; TEACHING ANATOMY; 3-DIMENSIONAL VISUALIZATION; SURGICAL SIMULATION; STEREOTACTIC ATLAS; ELECTRONIC MEDIA AB Until the late-twentieth century, primary anatomical sciences education was relatively unenhanced by advanced technology and dependent on the mainstays of printed textbooks, chalkboard-and photographic projection-based classroom lectures, and cadaver dissection laboratories. But over the past three decades, diffusion of innovations in computer technology transformed the practices of anatomical education and research, along with other aspects of work and daily life. Increasing adoption of first-generation personal computers (PCs) in the 1980s paved the way for the first practical educational applications, and visionary anatomists foresaw the usefulness of computers for teaching. While early computers lacked high-resolution graphics capabilities and interactive user interfaces, applications with video discs demonstrated the practicality of programming digital multimedia linking descriptive text with anatomical imaging. Desktop publishing established that computers could be used for producing enhanced lecture notes, and commercial presentation software made it possible to give lectures using anatomical and medical imaging, as well as animations. Concurrently, computer processing supported the deployment of medical imaging modalities, including computed tomography, magnetic resonance imaging, and ultrasound, that were subsequently integrated into anatomy instruction. Following its public birth in the mid-1990s, the World Wide Web became the ubiquitous multimedia networking technology underlying the conduct of contemporary education and research. Digital video, structural simulations, and mobile devices have been more recently applied to education. Progressive implementation of computer-based learning methods interacted with waves of ongoing curricular change, and such technologies have been deemed crucial for continuing medical education reforms, providing new challenges and opportunities for anatomical sciences educators. (C) 2016 American Association of Anatomists. C1 [Trelease, Robert B.] Univ Calif Los Angeles, David Geffen Sch Med, Dept Pathol & Lab Med, Div Integrat Anat,Ctr Hlth Sci, Los Angeles, CA 90095 USA. RP Trelease, RB (reprint author), Univ Calif Los Angeles, Ctr Hlth Sci, Dept Pathol & Lab Med, Los Angeles, CA 90095 USA. 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Sci. Educ. PD NOV-DEC PY 2016 VL 9 IS 6 BP 583 EP 602 DI 10.1002/ase.1620 PG 20 WC Education, Scientific Disciplines SC Education & Educational Research GA EC6AP UT WOS:000388218700009 PM 27163170 HC Y HP N DA 2019-08-01 ER PT J AU Alam, F Boet, S Piquette, D Lai, A Perkes, CP LeBlanc, VR AF Alam, Fahad Boet, Sylvain Piquette, Dominique Lai, Anita Perkes, Christopher P. LeBlanc, Vicki R. TI E-learning optimization: the relative and combined effects of mental practice and modeling on enhanced podcast-based learning-a randomized controlled trial SO ADVANCES IN HEALTH SCIENCES EDUCATION LA English DT Article DE Curriculum design; E-learning; Instructional design; Learning strategies; Medical education; Mental practice; Modeling; Mobile learning; Podcasts; Simulation ID HEALTH-PROFESSIONS EDUCATION; BASIC SURGICAL SKILLS; IMAGERY; SIMULATION; PERFORMANCE; REHEARSAL; RESIDENTS; LECTURE AB Enhanced podcasts increase learning, but evidence is lacking on how they should be designed to optimize their effectiveness. This study assessed the impact two learning instructional design methods (mental practice and modeling), either on their own or in combination, for teaching complex cognitive medical content when incorporated into enhanced podcasts. Sixty-three medical students were randomised to one of four versions of an airway management enhanced podcast: (1) control: narrated presentation; (2) modeling: narration with video demonstration of skills; (3) mental practice: narrated presentation with guided mental practice; (4) combined: modeling and mental practice. One week later, students managed a manikin-based simulated airway crisis. Knowledge acquisition was assessed by baseline and retention multiple-choice quizzes. Two blinded raters assessed all videos obtained from simulated crises to measure the students' skills using a key-elements scale, critical error checklist, and the Ottawa global rating scale (GRS). Baseline knowledge was not different between all four groups (p = 0.65). One week later, knowledge retention was significantly higher for (1) both the mental practice and modeling group than the control group (p = 0.01; p = 0.01, respectively) and (2) the combined mental practice and modeling group compared to all other groups (all ps = 0.01). Regarding skills acquisition, the control group significantly under-performed in comparison to all other groups on the key-events scale (all ps aecurrency sign 0.05), the critical error checklist (all ps aecurrency sign 0.05), and the Ottawa GRS (all ps aecurrency sign 0.05). The combination of mental practice and modeling led to greater improvement on the key events checklist (p = 0.01) compared to either strategy alone. However, the combination of the two strategies did not result in any further learning gains on the two other measures of clinical performance (all ps > 0.05). The effectiveness of enhanced podcasts for knowledge retention and clinical skill acquisition is increased with either mental practice or modeling. The combination of mental practice and modeling had synergistic effects on knowledge retention, but conveyed less clear advantages in its application through clinical skills. C1 [Alam, Fahad] Univ Toronto, Dept Anaesthesia, Sunnybrook Hlth Sci Ctr, 2075 Bayview Ave,Room M3200, Toronto, ON M4N 3M5, Canada. [Boet, Sylvain] Univ Ottawa, Ottawa Hosp, Dept Anaesthesia, 501 Smyth Rd, Ottawa, ON K1H 8L6, Canada. [Boet, Sylvain] Univ Ottawa, Ottawa Hosp, Dept Innovat Med Innovat, 501 Smyth Rd, Ottawa, ON K1H 8L6, Canada. [Piquette, Dominique] Sunnybrook Hlth Sci Ctr, Dept Crit Care, 2075 Bayview Ave, Toronto, ON M4N 3M5, Canada. [Lai, Anita] Univ Ottawa, Ottawa Hosp, Dept Emergency Med, 1053 Carling Ave,Room EM 206,Box 227, Ottawa, ON K1Y 4E9, Canada. [Alam, Fahad; Piquette, Dominique] Wilson Ctr Res Educ, 200 Elizabeth St,1ES 565, Toronto, ON M5G 2C4, Canada. [LeBlanc, Vicki R.] Univ Ottawa, Ottawa Hosp, Dept Innovat Med Educ, 451 Smyth Rd,RGN 2211, Ottawa, ON K1H 8M5, Canada. [LeBlanc, Vicki R.] Univ Ottawa, Ottawa Hosp, Univ Ottawa Skills & Simulat Ctr, 451 Smyth Rd,RGN 2211, Ottawa, ON K1H 8M5, Canada. [Perkes, Christopher P.] Belleville Gen Hosp, 265 Dundas St East, Belleville, ON K8N 5A9, Canada. RP Alam, F (reprint author), Univ Toronto, Dept Anaesthesia, Sunnybrook Hlth Sci Ctr, 2075 Bayview Ave,Room M3200, Toronto, ON M4N 3M5, Canada.; Alam, F (reprint author), Wilson Ctr Res Educ, 200 Elizabeth St,1ES 565, Toronto, ON M5G 2C4, Canada. EM fahad.alam@sunnybrook.ca OI Alam, Fahad/0000-0001-9300-5713 FU Education Initiatives in Residency Education Grant (EIRE)-Faculty of Medicine, University of Ottawa, Ottawa, Canada; Allan Waters Patient Family Simulation Centre, St. Michael's Hospital, Toronto, Canada; Anaesthesia Departments at The University of Toronto, Toronto, Canada and the University of Ottawa, Ottawa, Canada FX This work was supported by: (1) Education Initiatives in Residency Education Grant (EIRE)-Faculty of Medicine, University of Ottawa, Ottawa, Canada: Funds were used for data collection, specifically to purchase technological equipment such as Apple iPads. Funds were used to cover expenses incurred presenting preliminary results at the annual Association for Medical Education (AMEE) conference in August 2012. 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PD OCT PY 2016 VL 21 IS 4 BP 789 EP 802 DI 10.1007/s10459-016-9666-9 PG 14 WC Education & Educational Research; Education, Scientific Disciplines; Health Care Sciences & Services SC Education & Educational Research; Health Care Sciences & Services GA DV1GU UT WOS:000382669600006 PM 26846221 DA 2019-08-01 ER PT J AU Hadadgar, A Changiz, T Dehghani, Z Backheden, M Mirshahzadeh, N Zary, N Masiello, I AF Hadadgar, Arash Changiz, Tahereh Dehghani, Zahra Backheden, Magnus Mirshahzadeh, Nahidalsadat Zary, Nabil Masiello, Italo TI A Theory-Based Study of Factors Explaining General Practitioners' Intention to Use and Participation in Electronic Continuing Medical Education SO JOURNAL OF CONTINUING EDUCATION IN THE HEALTH PROFESSIONS LA English DT Article DE online/computer-based education; profession-physician; theory of planned behavior; continuing medical education ID PLANNED BEHAVIOR; INFORMATION-TECHNOLOGY; ACCEPTANCE; PREFERENCES; MODEL AB Introduction: Electronic modes of continuing medical education (eCME) can provide an appropriate and scalable way of updating the knowledge and skills of general practitioners (GPs). To optimize the adoption of eCME and develop efficient and cost-effective eCME programs, factors explaining GPs' intention to use eCME must first be elucidated. Methods: Using the Theory of Planned Behavior as a framework, we developed a questionnaire and administered it to GPs in seven CME seminars in Isfahan, Iran, in 2014. Three domains of GPs' intention to use eCME were measured: attitudes, perceived behavioral control, and subjective norms. We used linear and logistic regression to identify the main predictors of intention and behavior. Results: GPs who had high score in perceived behavioral control and a more positive attitude toward e-learning had a higher intention to adopt it for CME. In contrast, subjective norms (eg, social pressures to use eCME) were not a predictor. Attitude toward usefulness of eCME was the main predictor of being an actual eCME user. Discussion: Perceived behavioral control and attitude constitute the main predictors of the intention to use eCME. Establishing discussions forums and strengthening organizational support for eCME through an increased awareness among clinical superiors and CME managers would be expected to increase GPs' intention to use eCME. C1 [Hadadgar, Arash] Karolinska Inst, Dept Learning Informat Management & Eth, Tomtebodavagen 18A,3rd Floor, S-17177 Stockholm, Sweden. [Hadadgar, Arash; Dehghani, Zahra] Isfahan Univ Med Sci, Med Educ Res Ctr, Esfahan, Iran. [Changiz, Tahereh] Isfahan Univ Med Sci, Dept Med Educ, Med Educ Res Ctr, Esfahan, Iran. [Backheden, Magnus; Zary, Nabil] Karolinska Inst, Dept Learning Informat Management & Eth LIME, Stockholm, Sweden. [Mirshahzadeh, Nahidalsadat] Isfahan Univ Med Sci, Continuing Med Educ Off, Esfahan, Iran. [Masiello, Italo] Karolinska Inst, Sodersjukhuset, Dept Clin Sci & Educ, Stockholm, Sweden. RP Hadadgar, A (reprint author), Karolinska Inst, Dept Learning Informat Management & Eth, Tomtebodavagen 18A,3rd Floor, S-17177 Stockholm, Sweden. EM arash.hadadgar@ki.se RI Changiz, Tahereh/W-1994-2017; Zary, Nabil/M-9432-2019 OI Zary, Nabil/0000-0001-8999-6999; Hadadgar, Arash/0000-0002-2767-4481; Masiello, Italo/0000-0002-3738-7945 FU IUMS [293158]; KI; IUMS CME office FX Supported intellectually by IUMS and KI and financially by a grant (#293158) from IUMS. Also, without the great support of IUMS CME office, this study would have not been possible. 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Health Prof. PD FAL PY 2016 VL 36 IS 4 BP 290 EP 294 DI 10.1097/CEH.0000000000000123 PG 5 WC Education, Scientific Disciplines; Health Care Sciences & Services SC Education & Educational Research; Health Care Sciences & Services GA EJ3TK UT WOS:000393134700010 PM 28350311 DA 2019-08-01 ER PT J AU Naughton, C Hayes, N Zahran, Z Norton, C Lee, G Fitzpatrick, JM Crawford, M Tee, S AF Naughton, Corina Hayes, Nicky Zahran, Zainab Norton, Christine Lee, Geraldine Fitzpatrick, Joanne M. Crawford, Mary Tee, Stephen TI The development of the Older Person's Nurse Fellowship: Education concept to delivery SO NURSE EDUCATION TODAY LA English DT Article DE Nurse Education; Older people; Innovation; Curriculum; Evaluation; Fellowship ID PEOPLE; ATTITUDES; FRAILTY; WORKING; LEADERS AB Background: Preparing the nursing workforce to meet the challenges of an ageing population is a priority for many countries. The development of an Older Person's Nurse Fellowship (OPNF) programme for senior clinical nurses is an important innovation. Objectives: This article describes the philosophical development, delivery and early evaluation of the OPNF. Design: In 2014, Health Education England funded 24 senior clinical nurses to participate in the OPNF. The Fellowship was designed to build clinical leadership and innovation capability and develop a network of nurses to influence local and national strategy for older people's care. The Fellows selected were drawn from mental health (n = 4), community/primary care (n = 9) and acute care (n = 11). The twelve month programme consisted of two Masters-level modules, delivered through study days and e-learning. The first cohort (n = 12) commenced the course in November 2014 with a module designed to enhance clinical knowledge and skills. Methods: Evaluation data were collected from the first cohort using anonymous surveys (n = 11) and focus group interviews (n = 9). Descriptive statistics are presented for the quantitative data and common themes are described in the qualitative data. Results: The overall satisfaction with the clinical module was high with a median score of 18/20 (range 17-20). Topics such as comprehensive geriatric assessment, frailty, pharmacology and cognitive assessment were regarded as highly relevant and most likely to result in a change to clinical practice. In the focus group interviews students discussed their learning experience in terms of: module specificity, peer-to-peer learning and using the OPNF as leverage for change. Conclusions: The OPNF is a timely innovation and a positive commitment to developing an academic pathway for senior nurses. It marks an important step in the future development of the older person's nursing workforce. (C) 2016 Elsevier Ltd. All rights reserved. C1 [Naughton, Corina; Zahran, Zainab; Norton, Christine; Lee, Geraldine; Fitzpatrick, Joanne M.; Crawford, Mary] Kings Coll London, Florence Nightingale Fac Nursing & Midwifery, James Clark Maxwell Bldg, London SE1 8WA, England. [Hayes, Nicky] Kings Coll Hosp NHS Fdn Trust, Consultant Nurse Older People, London, England. [Norton, Christine] Kings Coll London, Florence Nightingale Fac Nursing & Midwifery, Florence Nightingale Fdn Clin Nursing Res, London SE1 8WA, England. [Tee, Stephen] Bournemouth Univ, Fac Hlth & Social Sci, Royal London House,Christchurch Rd, Bournemouth BH1 3LT, Dorset, England. RP Naughton, C (reprint author), Kings Coll London, Florence Nightingale Fac Nursing & Midwifery, James Clark Maxwell Bldg, London SE1 8WA, England. EM corina.naughton@kcl.ac.uk; nicky.hayes@nhs.net; zainab.zahran@kcl.ac.uk; christine.norton@kcl.ac.uk; gerry.lee@kcl.ac.uk; joanne.fitzpatrick@kcl.ac.uk; mary.crawford@kcl.ac.uk; stee@bournemouth.ac.uk RI Lee, Geraldine/S-6017-2019 OI Fitzpatrick, Joanne/0000-0002-6285-180X; Tee, Stephen/0000-0001-7937-1653 FU Fellows involved in the Older Person's Nurse Fellowship; Health Education England FX I would like to thank the Fellows involved in the Older Person's Nurse Fellowship for their willingness to undertake an extensive evaluation of their programme in addition to their study.; I would like to thank Health Education England for their funding for the OPNF and their support of the evaluation. 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Today PD SEP PY 2016 VL 44 BP 1 EP 7 DI 10.1016/j.nedt.2016.04.022 PG 7 WC Education, Scientific Disciplines; Nursing SC Education & Educational Research; Nursing GA DV5YX UT WOS:000383007700001 PM 27429322 OA Green Accepted DA 2019-08-01 ER PT J AU Allen, LK Eagleson, R de Ribaupierre, S AF Allen, Lauren K. Eagleson, Roy de Ribaupierre, Sandrine TI Evaluation of an Online Three-Dimensional Interactive Resource for Undergraduate Neuroanatomy Education SO ANATOMICAL SCIENCES EDUCATION LA English DT Article DE neuroanatomy education; medical education; computer-assisted learning; three-dimensional modeling; neuroanatomy virtual model ID MEDICAL-STUDENTS; LEARNING ANATOMY; INSTRUCTIONAL-DESIGN; SURGICAL EDUCATION; MENTAL ROTATION; VIRTUAL-REALITY; COMPUTER-MODELS; NEUROPHOBIA; NEUROLOGY; ENHANCEMENT AB Neuroanatomy is one of the most challenging subjects in anatomy, and novice students often experience difficulty grasping the complex three-dimensional (3D) spatial relationships. This study evaluated a 3D neuroanatomy e-learning module, as well as the relationship between spatial abilities and students' knowledge in neuroanatomy. The study's crossover design divided the participants into two groups, each starting with tests for anatomy knowledge and spatial ability, followed by access to either the 3D online learning module or the gross anatomy laboratory. Participants completed a second knowledge test prior to accessing the other learning modality. Participants in both groups scored significantly higher on Quiz 1 than on the Pretest knowledge assessment (W=47, P<0.01; W=30, P<0.01). Students who initially accessed the 3D online resources scored significantly better on the Quiz 1 than students who accessed the gross anatomy resources (W=397.5, P<0.01). Scores significantly improved on Quiz 2 for participants who accessed the 3D learning module following exposure to the cadaveric resources (W=94, P<0.01). After exposure to both learning modalities, there were no significant differences between groups. Significant positive correlations were found between participants' spatial ability score and their performance on the Pretest, Quiz 1, and Quiz 2 assessments (r=0.22, P=0.04; r=0.25, P=0.02; r=0.26, P=0.02). These preliminary results found students appreciated working with the 3D e-learning module, and their learning outcomes significantly improved after accessing the resource. Anat Sci Educ 9: 431-439. (C) 2016 American Association of Anatomists. C1 [Allen, Lauren K.; de Ribaupierre, Sandrine] Western Univ, Dept Anat & Cell Biol, Schulich Sch Med & Dent, London, ON, Canada. [Eagleson, Roy; de Ribaupierre, Sandrine] Western Univ, Dept Elect & Software Engn, Fac Engn, London, ON, Canada. [de Ribaupierre, Sandrine] Univ Western Ontario, Dept Clin Neurol Sci, Div Neurosurg, Schulich Sch Med & Dent, Victoria Campus B1-181,800 Commissioners Rd, London, ON N6C 5W9, Canada. 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Sci. Educ. PD SEP-OCT PY 2016 VL 9 IS 5 BP 431 EP 439 DI 10.1002/ase.1604 PG 9 WC Education, Scientific Disciplines SC Education & Educational Research GA EC6AG UT WOS:000388217800004 PM 26990135 DA 2019-08-01 ER PT J AU Morton, CE Saleh, SN Smith, SF Hemani, A Ameen, A Bennie, TD Toro-Troconis, M AF Morton, Caroline E. Saleh, Sohag N. Smith, Susan F. Hemani, Ashish Ameen, Akram Bennie, Taylor D. Toro-Troconis, Maria TI Blended learning: how can we optimise undergraduate student engagement? SO BMC MEDICAL EDUCATION LA English DT Article DE Blended learning; E-learning; Medical education; Pharmacology ID MEDICAL-EDUCATION; CURRICULUM; PROGRAM; FUTURE; TRENDS AB Background: Blended learning is a combination of online and face-to-face learning and is increasingly of interest for use in undergraduate medical education. It has been used to teach clinical post-graduate students pharmacology but needs evaluation for its use in teaching pharmacology to undergraduate medical students, which represent a different group of students with different learning needs. Methods: An existing BSc-level module on neuropharmacology was redesigned using the Blended Learning Design Tool (BLEnDT), a tool which uses learning domains (psychomotor, cognitive and affective) to classify learning outcomes into those taught best by self-directed learning (online) or by collaborative learning (face-to-face). Two online courses were developed, one on Neurotransmitters and the other on Neurodegenerative Conditions. These were supported with face-to-face tutorials. Undergraduate students' engagement with blended learning was explored by the means of three focus groups, the data from which were analysed thematically. Results: Five major themes emerged from the data 1) Purpose and Acceptability 2) Structure, Focus and Consolidation 3) Preparation and workload 4) Engagement with e-learning component 5) Future Medical Education. Conclusion: Blended learning was acceptable and of interest to undergraduate students learning this subject. They expressed a desire for more blended learning in their courses, but only if it was highly structured, of high quality and supported by tutorials. Students identified that the 'blend' was beneficial rather than purely online learning. C1 [Morton, Caroline E.; Smith, Susan F.] Imperial Coll London, Med Educ Res Unit, Fac Med, Sir Alexander Fleming Bldg,Exhibit Rd, London SW7 2AZ, England. [Saleh, Sohag N.] Imperial Coll London, Fac Med, 3S1c,Commonwealth Bldg,Hammersmith Hosp Campus, London W12 0NN, England. [Hemani, Ashish; Ameen, Akram; Bennie, Taylor D.; Toro-Troconis, Maria] Imperial Coll London, Fac Med, Sir Alexander Fleming Bldg,Exhibit Rd, London SW7 2AZ, England. RP Morton, CE (reprint author), Imperial Coll London, Med Educ Res Unit, Fac Med, Sir Alexander Fleming Bldg,Exhibit Rd, London SW7 2AZ, England. EM c.morton@imperial.ac.uk FU Medical Education Research Unit of Imperial College London FX The authors thank the Medical Education Research Unit of Imperial College London for providing funding for this study and for financial support of CEM. Following in house design, the e-learning components were purchased from Upside Learning (https://www.upsidelearning.com). Finally, the authors would like to thank our students for taking part in this study and for providing us with their thoughts and feedback. 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PD AUG 4 PY 2016 VL 16 AR 195 DI 10.1186/s12909-016-0716-z PG 8 WC Education & Educational Research; Education, Scientific Disciplines SC Education & Educational Research GA DS5MZ UT WOS:000380827700001 PM 27492157 OA DOAJ Gold, Green Published DA 2019-08-01 ER PT J AU Sotiriou, S Riviou, K Cherouvis, S Chelioti, E Bogner, FX AF Sotiriou, Sofoklis Riviou, Katherina Cherouvis, Stephanos Chelioti, Eleni Bogner, Franz X. TI Introducing Large-Scale Innovation in Schools SO JOURNAL OF SCIENCE EDUCATION AND TECHNOLOGY LA English DT Article DE Teacher community; Portal of learning/teaching; School innovation; School networking; Communities of practice; Professional development; Change agents; ICT tools; e-Learning ID COMMUNITY AB Education reform initiatives tend to promise higher effectiveness in classrooms especially when emphasis is given to e-learning and digital resources. Practical changes in classroom realities or school organization, however, are lacking. A major European initiative entitled Open Discovery Space (ODS) examined the challenge of modernizing school education via a large-scale implementation of an open-scale methodology in using technology-supported innovation. The present paper describes this innovation scheme which involved schools and teachers all over Europe, embedded technology-enhanced learning into wider school environments and provided training to teachers. Our implementation scheme consisted of three phases: (1) stimulating interest, (2) incorporating the innovation into school settings and (3) accelerating the implementation of the innovation. The scheme's impact was monitored for a school year using five indicators: leadership and vision building, ICT in the curriculum, development of ICT culture, professional development support, and school resources and infrastructure. Based on about 400 schools, our study produced four results: (1) The growth in digital maturity was substantial, even for previously high scoring schools. This was even more important for indicators such as vision and leadership" and "professional development." (2) The evolution of networking is presented graphically, showing the gradual growth of connections achieved. (3) These communities became core nodes, involving numerous teachers in sharing educational content and experiences: One out of three registered users (36 %) has shared his/her educational resources in at least one community. (4) Satisfaction scores ranged from 76 % (offer of useful support through teacher academies) to 87 % (good environment to exchange best practices). Initiatives such as ODS add substantial value to schools on a large scale. C1 [Sotiriou, Sofoklis; Riviou, Katherina; Cherouvis, Stephanos; Chelioti, Eleni] Ellinogermaniki Agogi, D Panagea Str, Pallini 15351, Attica, Greece. [Bogner, Franz X.] Univ Bayreuth, Ctr Maths & Sci Educ Z MNU, Univ Campus,NW-1, D-95447 Bayreuth, Germany. RP Sotiriou, S (reprint author), Ellinogermaniki Agogi, D Panagea Str, Pallini 15351, Attica, Greece. EM sotiriou@ea.gr; franz.bogner@uni-bayreuth.de CR [Anonymous], 2007, WORLDS BEST PERF SCH [Anonymous], 2010, WORLDS MOST IMPR SCH Athanasiadis N., 2014, DIGITAL SYSTEMS OPEN, P11 Bateman PJ, 2011, INFORM SYST RES, V22, P841, DOI 10.1287/isre.1090.0265 European Commission, 2010, CLUST KEY COMP CURR Larson R. C., 2008, J ASYNCHRONOUS LEARN, V12, P85 McGreal R., 2013, OPEN ED RESOURCES IN OECD, 2006, THINK SCEN RETH ED OECD, 2004, OECD INT SCH TOM FOR OECD, 2014, NEW INS TALIS 2013 T, DOI [10.1787/9789264226319-en, DOI 10.1787/9789264226319-EN] Orr D., 2015, OPEN ED RESOURCES CA, DOI [10.1787/9789264247543-en, DOI 10.1787/9789264247543-EN] Printy SM, 2008, EDUC ADMIN QUART, V44, P187, DOI 10.1177/0013161X07312958 Sobrero PM, 2008, J EXT, V46 Sotiriou S, 2011, ADV SCI LETT, V4, P3304, DOI 10.1166/asl.2011.2039 Sotiriou S, 2011, J SCI EDUC TECHNOL, V20, P333, DOI 10.1007/s10956-010-9256-1 Wenger E, 1998, COMMUNITIES PRACTICE NR 16 TC 1 Z9 1 U1 1 U2 49 PU SPRINGER PI NEW YORK PA 233 SPRING ST, NEW YORK, NY 10013 USA SN 1059-0145 EI 1573-1839 J9 J SCI EDUC TECHNOL JI J. Sci. Educ. Technol. PD AUG PY 2016 VL 25 IS 4 BP 541 EP 549 DI 10.1007/s10956-016-9611-y PG 9 WC Education & Educational Research; Education, Scientific Disciplines SC Education & Educational Research GA DR1XK UT WOS:000379698000003 DA 2019-08-01 ER PT J AU Gaupp, R Korner, M Fabry, G AF Gaupp, Rainer Koerner, Mirjam Fabry, Goetz TI Effects of a case-based interactive e-learning course on knowledge and attitudes about patient safety: a quasi-experimental study with third-year medical students SO BMC MEDICAL EDUCATION LA English DT Article DE Patient safety; Medical education; Attitudes; Safety culture ID SITUATION AWARENESS; HEALTH-PROFESSIONS; EDUCATION; ERRORS; SIMULATION; CURRICULUM; PROGRESS; SKILLS AB Background: Patient safety (PS) is influenced by a set of factors on various levels of the healthcare system. Therefore, a systems-level approach and systems thinking is required to understand and improve PS. The use of e-learning may help to develop a systems thinking approach in medical students, as case studies featuring audiovisual media can be used to visualize systemic relationships in organizations. The goal of this quasi-experimental study was to determine if an e-learning can be utilized to improve systems thinking, knowledge, and attitudes towards PS. Methods: A quasi-experimental, longitudinal within-subjects design was employed. Participants were 321 third-year medical students who received online surveys before and after they participated in an e-learning course on PS. Primary outcome measures where levels of systems thinking and attitudes towards PS. Secondary outcome measures were the improvement of PS specific knowledge through the e-learning course. Results: Levels of systems thinking showed significant improvement (58.72 vs. 61.27; p < .001) after the e-learning. Student's attitudes towards patient safety improved in several dimensions: After the course, students rated the influence of fatigue on safety higher (6.23 vs. 6.42, p < .01), considered patient empowerment more important (5.16 vs. 5.93, p < .001) and realized more often that human error is inevitable (5.75 vs. 5.97, p < .05). Knowledge on PS improved from 36.27 % correct answers before to 76.45 % after the e-learning (p < .001). Conclusions: Our results suggest that e-learning can be used to teach PS. Attitudes towards PS improved on several dimensions. Furthermore, we were able to demonstrate that a specifically designed e-learning program can foster the development of conceptual frameworks such as systems thinking, which facilitates the understanding of complex socio-technical systems within healthcare organisations. C1 [Gaupp, Rainer; Koerner, Mirjam; Fabry, Goetz] Univ Freiburg, Fac Med, Med Psychol & Med Sociol, D-79104 Freiburg, Germany. RP Gaupp, R (reprint author), Univ Freiburg, Fac Med, Med Psychol & Med Sociol, D-79104 Freiburg, Germany. EM rainer.gaupp@mps.uni-freiburg.de FU Albert Ludwigs University Freiburg FX The research article processing charge was funded by the Albert Ludwigs University Freiburg in the funding programme Open Access Publishing. 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Educ. PD JUL 11 PY 2016 VL 16 AR 172 DI 10.1186/s12909-016-0691-4 PG 8 WC Education & Educational Research; Education, Scientific Disciplines SC Education & Educational Research GA DR3ME UT WOS:000379806500004 PM 27400872 OA DOAJ Gold, Green Published DA 2019-08-01 ER PT J AU Raney, MA AF Raney, Marcella A. TI Dose- and time-dependent benefits of iPad technology in an undergraduate human anatomy course SO ANATOMICAL SCIENCES EDUCATION LA English DT Article DE gross anatomy education; undergraduate education; mobile learning; mobile technology; anatomy apps; iPad technology; e-learning; digital anatomy ID MOBILE TECHNOLOGY; EDUCATION; STUDENTS; DEVICES AB This study examined the impact of iPad integration on performance in an undergraduate gross anatomy course. Two out of six course sections were assigned to one of the following conditions: control (no iPad, n=61); limited access (laboratory iPads, n=58); and unlimited access (personal iPads, n=47). Student knowledge was assessed over time during the semester with two practical examinations in laboratory and four multiple choice/essay examinations in lecture. The same PowerPoint presentations and examinations were utilized for all conditions. Mixed ANOVA analysis identified an interaction effect between time and condition for both laboratory (F-2,F-153=16.12; P<0.05) and lecture (F-6,F-462=5.47; P<0.05) performance. Between laboratory examinations, student performance was lower by 4.2% and higher by 3.0% in control and unlimited access conditions, respectively. Unlimited access students scored higher than control and limited access (82.8 +/- 2.2 vs 71.5 +/- 2.6 and 74.3 +/- 1.7%; P<0.05) and higher than control students (78.7 +/- 2.1 vs 70.6 +/- 2.0%; P<0.05) on the third and fourth lecture examination, respectively. Postsemester surveys completed by experimental students (89.5% response rate) indicated that a greater percentage of unlimited vs limited access students agreed that laboratory (84.8 vs 56.3%, P<0.05) and lecture (58.7 vs 14.6%, P<0.05) performance was enhanced with the iPad. Results suggest that if students are given the opportunity to overcome the technology learning curve, tablet devices and relevant applications can be useful tools in human anatomy courses. Anat Sci Educ 9: 367-377. (c) 2015 American Association of Anatomists. C1 [Raney, Marcella A.] Occidental Coll, Dept Kinesiol, 1600 Campus Rd, Los Angeles, CA 90041 USA. RP Raney, MA (reprint author), Occidental Coll, Dept Kinesiol, 1600 Campus Rd, Los Angeles, CA 90041 USA. 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PD JUL-AUG PY 2016 VL 9 IS 4 BP 367 EP 377 DI 10.1002/ase.1581 PG 11 WC Education, Scientific Disciplines SC Education & Educational Research GA DR4TZ UT WOS:000379897200007 PM 26606529 DA 2019-08-01 ER PT J AU Van Nuland, SE Rogers, KA AF Van Nuland, Sonya E. Rogers, Kem A. TI The anatomy of E-Learning tools: Does software usability influence learning outcomes? SO ANATOMICAL SCIENCES EDUCATION LA English DT Review DE gross anatomy education; undergraduate education; cognitive load; dual-task; mental rotation test; instructional design; e-learning; computer-assisted instruction ID DUAL-TASK METHODOLOGY; COGNITIVE LOAD THEORY; EXTERNAL VISUALIZATIONS; MENTAL ROTATIONS; VIRTUAL-REALITY; UNITED-STATES; DESIGN; INTERFERENCE; ENVIRONMENTS; INSTRUCTION AB Reductions in laboratory hours have increased the popularity of commercial anatomy e-learning tools. It is critical to understand how the functionality of such tools can influence the mental effort required during the learning process, also known as cognitive load. Using dual-task methodology, two anatomical e-learning tools were examined to determine the effect of their design on cognitive load during two joint learning exercises. A.D.A.M. Interactive Anatomy is a simplistic, two-dimensional tool that presents like a textbook, whereas Netter's 3D Interactive Anatomy has a more complex three-dimensional usability that allows structures to be rotated. It was hypothesized that longer reaction times on an observation task would be associated with the more complex anatomical software (Netter's 3D Interactive Anatomy), indicating a higher cognitive load imposed by the anatomy software, which would result in lower post-test scores. Undergraduate anatomy students from Western University, Canada (n=70) were assessed using a baseline knowledge test, Stroop observation task response times (a measure of cognitive load), mental rotation test scores, and an anatomy post-test. Results showed that reaction times and post-test outcomes were similar for both tools, whereas mental rotation test scores were positively correlated with post-test values when students used Netter's 3D Interactive Anatomy (P=0.007), but not when they used A.D.A.M. Interactive Anatomy. This suggests that a simple e-learning tool, such as A.D.A.M. Interactive Anatomy, is as effective as more complicated tools, such as Netter's 3D Interactive Anatomy, and does not academically disadvantage those with poor spatial ability. Anat Sci Educ 9: 378-390. (c) 2015 American Association of Anatomists. 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Sci. Educ. PD JUL-AUG PY 2016 VL 9 IS 4 BP 378 EP 390 DI 10.1002/ase.1589 PG 13 WC Education, Scientific Disciplines SC Education & Educational Research GA DR4TZ UT WOS:000379897200008 PM 26671838 DA 2019-08-01 ER PT J AU Bredesen, IM Bjoro, K Gunningberg, L Hofoss, D AF Bredesen, Ida Marie Bjoro, Karen Gunningberg, Lena Hofoss, Dag TI Effect of e-learning program on risk assessment and pressure ulcer classification - A randomized study SO NURSE EDUCATION TODAY LA English DT Article DE E-leaming; Classroom learning; Braden scale; Pressure ulcer classification ID BRADEN SCALE; SORE RISK; NURSES; METAANALYSIS; EDUCATION; RELIABILITY; SKILLS AB Background: Pressure ulcers (PUs) are a problem in health care. Staff competency is paramount to PU prevention. Education is essential to increase skills in pressure ulcer classification and risk assessment. Currently, no pressure ulcer learning programs are available in Norwegian. Objectives: Develop and test an e-learning program for assessment of pressure ulcer risk and pressure ulcer classification. Methods: Design, participants and setting: Forty-four nurses working in acute care hospital wards or nursing homes participated and were assigned randomly into two groups: an e-learning program group (intervention) and a traditional classroom lecture group (control). Data was collected immediately before and after training, and again after three months. The study was conducted at one nursing home and two hospitals between May and December 2012. Analysis: Accuracy of risk assessment (five patient cases) and pressure ulcer classification (40 photos [normal skin, pressure ulcer categories I-IV] split in two sets) were measured by comparing nurse evaluations in each of the two groups to a pre-established standard based on ratings by experts in pressure ulcer classification and risk assessment. Inter-rater reliability was measured by exact percent agreement and multi-rater Fleiss kappa. A Mann-Whitney U test was used for continuous sum score variables. Results: An e-learning program did not improve Braden subscale scoring. For pressure ulcer classification, however, the intervention group scored significantly higher than the control group on several of the categories in post-test immediately after training. However, after three months there were no significant differences in classification skills between the groups. Conclusion: An e-learning program appears to have a greater effect on the accuracy of pressure ulcer classification than classroom teaching in the short term. For proficiency in Braden scoring, no significant effect of educational methods on learning results was detected. (C) 2016 Elsevier Ltd. All rights reserved. C1 [Bredesen, Ida Marie; Bjoro, Karen] Oslo Univ Hosp, Dept Orthopaed Surg, N-0450 Oslo, Norway. [Gunningberg, Lena] Uppsala Univ, Dept Publ Hlth & Caring Sci, Caring Sci, Uppsala, Sweden. [Hofoss, Dag] Univ Oslo, Inst Hlth & Soc, N-0316 Oslo, Norway. RP Bredesen, IM (reprint author), Oslo Univ Hosp, Dept Orthopaed Surg, N-0450 Oslo, Norway. EM i.m.bredesen@medisin.uio.no; karbjo@nsf.no; lena.gunningberg@pubcare.uu.se; dag.hofoss@medisin.uio.no FU Oslo University Hospital; Norwegian Nurses Organization; University of Oslo; Sophies Minde Ortopedi AS FX This study was supported financially by Oslo University Hospital, The Norwegian Nurses Organization, University of Oslo and Sophies Minde Ortopedi AS. 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Today PD MAY PY 2016 VL 40 BP 191 EP 197 DI 10.1016/j.nedt.2016.03.008 PG 7 WC Education, Scientific Disciplines; Nursing SC Education & Educational Research; Nursing GA DM0QP UT WOS:000376051200031 PM 27125172 DA 2019-08-01 ER PT J AU Warin, B Talbi, O Kolski, C Hoogstoel, F AF Warin, Bruno Talbi, Omar Kolski, Christophe Hoogstoel, Frederic TI Multi-Role Project (MRP): A New Project-Based Learning Method for STEM SO IEEE TRANSACTIONS ON EDUCATION LA English DT Article DE E-learning; higher education; Moodle; multi-role project; project-based learning; STEM ID STUDENTS; INSTRUCTION; TECHNOLOGY; INQUIRY AB This paper presents the "Multi-Role Project" method (MRP), a broadly applicable project-based learning method, and describes its implementation and evaluation in the context of a Science, Technology, Engineering, and Mathematics (STEM) course. The MRP method is designed around a meta-principle that considers the project learning activity as a role-playing game based on two projects: a learning project and an engineering project. The meta-principle is complemented by five principles that provide a framework to guide the working practices of student teams: distribution of responsibilities; regular interactions and solicitations within the team; anticipation and continuous improvement; positive interdependence and alternating individual/collective work; and open communication and content management. This paper presents the implementation of MRP in a course teaching software engineering, UML language, and project management. The results show that MRP helped the course's students to acquire important professional knowledge and skills, experience near-real-world professional realities, and develop their abilities to work both in teams and autonomously. C1 [Warin, Bruno] Univ Littoral Cote dOpale, IUT Informat & LISCI, F-62100 Calais, France. [Talbi, Omar] Univ Tiaret, Tiaret, Algeria. [Talbi, Omar] Univ Abou Bekr Belkaid Tlemcen, Tilimsen, Algeria. [Kolski, Christophe] LAMIH UMR CNRS 8201, F-59313 Valenciennes 9, France. [Kolski, Christophe] Univ Valenciennes, F-59313 Valenciennes 9, France. [Hoogstoel, Frederic] Univ Lille 1, Polytech Lille, Sci & Technol, F-59655 Villeneuve Dascq, France. [Hoogstoel, Frederic] Univ Lille 1, CRIStAL Lab, Sci & Technol, F-59655 Villeneuve Dascq, France. RP Warin, B (reprint author), Univ Littoral Cote dOpale, IUT Informat & LISCI, F-62100 Calais, France. 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PD MAY PY 2016 VL 59 IS 2 BP 137 EP 146 DI 10.1109/TE.2015.2462809 PG 10 WC Education, Scientific Disciplines; Engineering, Electrical & Electronic SC Education & Educational Research; Engineering GA DL6ST UT WOS:000375770200007 DA 2019-08-01 ER PT J AU Makransky, G Bonde, MT Wulff, JSG Wandall, J Hood, M Creed, PA Bache, I Silahtaroglu, A Norremolle, A AF Makransky, Guido Bonde, Mads T. Wulff, Julie S. G. Wandall, Jakob Hood, Michelle Creed, Peter A. Bache, Iben Silahtaroglu, Asli Norremolle, Anne TI Simulation based virtual learning environment in medical genetics counseling: an example of bridging the gap between theory and practice in medical education SO BMC MEDICAL EDUCATION LA English DT Article DE Learning simulations; Virtual laboratory; Medical genetics education; Cytogenetics; E-Learning ID SKILLS; ACHIEVEMENT; EMOTIONS AB Background: Simulation based learning environments are designed to improve the quality of medical education by allowing students to interact with patients, diagnostic laboratory procedures, and patient data in a virtual environment. However, few studies have evaluated whether simulation based learning environments increase students' knowledge, intrinsic motivation, and self-efficacy, and help them generalize from laboratory analyses to clinical practice and health decision-making. Methods: An entire class of 300 University of Copenhagen first-year undergraduate students, most with a major in medicine, received a 2-h training session in a simulation based learning environment. The main outcomes were pre- to post-changes in knowledge, intrinsic motivation, and self-efficacy, together with post-intervention evaluation of the effect of the simulation on student understanding of everyday clinical practice were demonstrated. Results: Knowledge (Cohen's d = 0.73), intrinsic motivation (d = 0.24), and self-efficacy (d = 0.46) significantly increased from the pre- to post-test. Low knowledge students showed the greatest increases in knowledge (d = 3.35) and self-efficacy (d = 0.61), but a non-significant increase in intrinsic motivation (d = 0.22). The medium and high knowledge students showed significant increases in knowledge (d = 1.45 and 0.36, respectively), motivation (d = 0.22 and 0.31), and self-efficacy (d = 0.36 and 0.52, respectively). Additionally, 90 % of students reported a greater understanding of medical genetics, 82 % thought that medical genetics was more interesting, 93 % indicated that they were more interested and motivated, and had gained confidence by having experienced working on a case story that resembled the real working situation of a doctor, and 78 % indicated that they would feel more confident counseling a patient after the simulation. Conclusions: The simulation based learning environment increased students' learning, intrinsic motivation, and self-efficacy (although the strength of these effects differed depending on their pre-test knowledge), and increased the perceived relevance of medical educational activities. The results suggest that simulations can help future generations of doctors transfer new understanding of disease mechanisms gained in virtual laboratory settings into everyday clinical practice. C1 [Makransky, Guido; Wulff, Julie S. G.] Univ Southern Denmark, Dept Psychol, Odense, Denmark. [Bonde, Mads T.] Univ Copenhagen, Fac Hlth & Med Sci, Copenhagen, Denmark. [Wandall, Jakob] Univ Aarhus, Dept Educ, Aarhus, Denmark. [Hood, Michelle; Creed, Peter A.] Griffith Univ, Sch Appl Psychol, Gold Coast, Australia. [Hood, Michelle; Creed, Peter A.] Griffith Univ, Menzies Hlth Inst Queensland, Gold Coast, Australia. [Bache, Iben; Silahtaroglu, Asli; Norremolle, Anne] Univ Copenhagen, Dept Cellular & Mol Med, Copenhagen, Denmark. [Bache, Iben] Rigshosp, Dept Clin Genet, DK-2100 Copenhagen, Denmark. RP Makransky, G (reprint author), Univ Southern Denmark, Dept Psychol, Odense, Denmark. EM gmakransky@health.sdu.dk RI Hood, Michelle/Q-9787-2019 OI Hood, Michelle/0000-0002-2240-030X; Norremolle, Anne/0000-0003-2561-7683; Makransky, Guido/0000-0003-1862-7824; Bache, Iben/0000-0001-7562-8546; Silahtaroglu, Asli/0000-0001-6181-2705 FU Innovation fund Denmark FX This research was funded through a grant obtained through Innovation fund Denmark. 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PD MAR 25 PY 2016 VL 16 AR 98 DI 10.1186/s12909-016-0620-6 PG 9 WC Education & Educational Research; Education, Scientific Disciplines SC Education & Educational Research GA DH5AE UT WOS:000372796300001 PM 27012245 OA DOAJ Gold, Green Published DA 2019-08-01 ER PT J AU Choi-Lundberg, DL Low, TF Patman, P Turner, P Sinha, SN AF Choi-Lundberg, Derek L. Low, Tze Feng Patman, Phillip Turner, Paul Sinha, Sankar N. TI Medical student preferences for self-directed study resources in gross anatomy SO ANATOMICAL SCIENCES EDUCATION LA English DT Article DE gross anatomy education; undergraduate education; medical education; medical students; computer-aided learning; e-learning; self-directed learning; learning resources ID HEALTH-PROFESSIONS EDUCATION; PERCEPTIONS; YOUTUBE; DESIGN AB Gross anatomy instruction in medical curricula involve a range of resources and activities including dissection, prosected specimens, anatomical models, radiological images, surface anatomy, textbooks, atlases, and computer-assisted learning (CAL). These resources and activities are underpinned by the expectation that students will actively engage in self-directed study (SDS) to enhance their knowledge and understanding of anatomy. To gain insight into preclinical versus clinical medical students' preferences for SDS resources for learning gross anatomy, and whether these vary on demographic characteristics and attitudes toward anatomy, students were surveyed at two Australian medical schools, one undergraduate-entry and the other graduate-entry. Lecture/tutorial/practical notes were ranked first by 33% of 156 respondents (mean rank +/- SD, 2.48 +/- 1.38), textbooks by 26% (2.62 +/- 1.35), atlases 20% (2.80 +/- 1.44), videos 10% (4.34 +/- 1.68), software 5% (4.78 +/- 1.50), and websites 4% (4.24 +/- 1.34). Among CAL resources, Wikipedia was ranked highest. The most important factor in selecting CAL resources was cost (ranked first by 46%), followed by self-assessment, ease of use, alignment with curriculum, and excellent graphics (each 6-9%). Compared with preclinical students, clinical students ranked software and Acland's Video Atlas of Human Anatomy higher and felt radiological images were more important in selecting CAL resources. Along with other studies reporting on the quality, features, and impact on learning of CAL resources, the diversity of students' preferences and opinions on usefulness and ease of use reported here can help guide faculty in selecting and recommending a range of CAL and other resources to their students to support their self-directed study. Anat Sci Educ 9: 150-160. (c) 2015 American Association of Anatomists. C1 [Choi-Lundberg, Derek L.] Univ Tasmania, Fac Hlth, Sch Med, Div Med & Paramed, Hobart, Tas, Australia. [Low, Tze Feng] Univ Tasmania, Fac Hlth, Informat Technol Client Serv, Hobart, Tas, Australia. [Patman, Phillip] Univ Tasmania, Fac Hlth, Hobart, Tas, Australia. [Turner, Paul] Univ Tasmania, Fac Sci Engn & Technol, Sch Engn & Informat & Commun Technol, Discipline Informat & Commun Technol, Hobart, Tas, Australia. [Sinha, Sankar N.] Univ Notre Dame, Sch Med, Dept Anat, Sydney, NSW, Australia. [Sinha, Sankar N.] Univ Tasmania, Fac Hlth, Sch Med, Discipline Surg,Div Med & Paramed, Hobart, Tas, Australia. RP Sinha, SN (reprint author), Univ Notre Dame, Sch Med Sydney, Dept Anat, 160 Oxford St, Darlinghurst, NSW 2010, Australia. EM sankar.sinha@utas.edu.au RI Choi-Lundberg, Derek L/J-7670-2014; Turner, Paul/J-7455-2014 OI Choi-Lundberg, Derek L/0000-0002-3594-8585; Turner, Paul/0000-0003-4504-2338 CR Acland RD., 2013, ACLANDS VIDEO ATLAS Azer SA, 2007, SURG RADIOL ANAT, V29, P173, DOI 10.1007/s00276-007-0180-x Azer SA, 2013, MED TEACH, V35, P433, DOI 10.3109/0142159X.2013.775413 Bentley BS, 2009, ANAT SCI EDUC, V2, P143, DOI 10.1002/ase.96 Bexley E., 2013, U STUDENT FINANCES 2 BioDigital, 2015, THE BIOD HUM Choi ARA, 2008, ANZ J SURG, V78, P1082, DOI 10.1111/j.1445-2197.2008.04755.x Cook DA, 2010, ACAD MED, V85, P909, DOI 10.1097/ACM.0b013e3181d6c319 Cornwall J, 2012, AUSTRALAS MED J, V5, P239, DOI 10.4066/AMJ.2012.1249 Cox JB, 2008, BUILD BEST QUESTIONN Craig S, 2010, ANZ J SURG, V80, P212, DOI 10.1111/j.1445-2197.2010.05241.x D'Alessandro MP, 2015, ANATOMY ATLASES DIGI Davis CR, 2014, ANAT SCI EDUC, V7, P262, DOI 10.1002/ase.1424 DiLullo C, 2011, ANAT SCI EDUC, V4, P214, DOI 10.1002/ase.240 Drake RL, 2009, ANAT SCI EDUC, V2, P253, DOI 10.1002/ase.117 Education A. 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PD MAR-APR PY 2016 VL 9 IS 2 BP 150 EP 160 DI 10.1002/ase.1549 PG 11 WC Education, Scientific Disciplines SC Education & Educational Research GA DF7OM UT WOS:000371547000005 PM 26033851 DA 2019-08-01 ER PT J AU Salajegheh, A Jahangiri, A Dolan-Evans, E Pakneshan, S AF Salajegheh, Ali Jahangiri, Alborz Dolan-Evans, Elliot Pakneshan, Sahar TI A combination of traditional learning and e-learning can be more effective on radiological interpretation skills in medical students: a pre- and post-intervention study SO BMC MEDICAL EDUCATION LA English DT Article DE Blended learning; Radiology; Interpretation; Medical education ID CHEST RADIOGRAPHS; EMERGENCY-DEPARTMENT; IMAGE INTERPRETATION; EDUCATION; COMPETENCE AB Background: The ability to interpret an X-Ray is a vital skill for graduating medical students which guides clinicians towards accurate diagnosis and treatment of the patient. However, research has suggested that radiological interpretation skills are less than satisfactory in not only medical students, but also in residents and consultants. Methods: This study investigated the effectiveness of e-learning for the development of X-ray interpretation skills in pre-clinical medical students. Competencies in clinical X-Ray interpretation were assessed by comparison of pre- and post-intervention scores and one year follow up assessment, where the e-learning course was the 'intervention'. Results: Our results demonstrate improved knowledge and skills in X-ray interpretation in students. Assessment of the post training students showed significantly higher scores than the scores of control group of students undertaking the same assessment at the same time. Conclusions: The development of the Internet and advances in multimedia technologies has paved the way for computer-assisted education. As more rural clinical schools are established the electronic delivery of radiology teaching through websites will become a necessity. The use of e-learning to deliver radiology tuition to medical students represents an exciting alternative and is an effective method of developing competency in radiological interpretation for medical students. C1 [Salajegheh, Ali; Jahangiri, Alborz; Dolan-Evans, Elliot; Pakneshan, Sahar] Griffith Univ, Menzies Hlth Inst Queensland, Sch Med, Gold Coast Campus, Gold Coast, Qld 4222, Australia. RP Salajegheh, A (reprint author), Griffith Univ, Menzies Hlth Inst Queensland, Sch Med, Gold Coast Campus, Gold Coast, Qld 4222, Australia. 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Educ. PD FEB 3 PY 2016 VL 16 AR 46 DI 10.1186/s12909-016-0569-5 PG 7 WC Education & Educational Research; Education, Scientific Disciplines SC Education & Educational Research GA DC4AZ UT WOS:000369163400002 PM 26842495 OA DOAJ Gold, Green Published DA 2019-08-01 ER PT J AU Hoic-Bozic, N Dlab, MH Mornar, V AF Hoic-Bozic, Natasa Dlab, Martina Holenko Mornar, Vedran TI Recommender System and Web 2.0 Tools to Enhance a Blended Learning Model SO IEEE TRANSACTIONS ON EDUCATION LA English DT Article DE Blended learning model; collaborative learning; recommender systems; Web 2.0 ID EDUCATION AB Blended learning models that combine face-to-face and online learning are of great importance in modern higher education. However, their development should be in line with the recent changes in e-learning that emphasize a student-centered approach and use tools available on the Web to support the learning process. This paper presents research on implementing a contemporary blended learning model within the e-course "Hypermedia Supported Education". The blended model developed combines a learning management system (LMS), a set of Web 2.0 tools and the E-Learning Activities Recommender System (ELARS) to enhance personalized online learning. As well as incorporating various technologies, the model combines a number of pedagogical approaches, focusing on collaborative and problem-based learning, to ensure the achievement of the course learning outcomes. The results of the comparative study show the effectiveness of the proposed model in that students who performed personalized collaborative e-learning activities achieved better course results. These findings encourage the further application of the model to other computer science courses. C1 [Hoic-Bozic, Natasa; Dlab, Martina Holenko] Univ Rijeka, Dept Informat, Rijeka 51000, Croatia. [Mornar, Vedran] Minist Sci Educ & Sports, Zagreb 10000, Croatia. RP Hoic-Bozic, N; Dlab, MH (reprint author), Univ Rijeka, Dept Informat, Rijeka 51000, Croatia.; Mornar, V (reprint author), Minist Sci Educ & Sports, Zagreb 10000, Croatia. EM natasah@inf.uniri.hr; mholenko@inf.uniri.hr; vedran.mornar@fer.hr RI Mornar, Vedran/W-5243-2018; Hoic-Bozic, Natasa/N-3983-2013; Dlab, Martina Holenko/P-2224-2016 OI Mornar, Vedran/0000-0002-9611-8497; Hoic-Bozic, Natasa/0000-0002-9822-0313; Dlab, Martina Holenko/0000-0003-4550-9268 FU University of Rijeka, Croatia [13.13.1.3.05] FX This work was supported by the University of Rijeka, Croatia, under Project 13.13.1.3.05. 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T., 2003, Q REV DISTANCE ED, V4, P227 Parsons D., 2012, REFINING CURRENT PRA Rahimi E, 2015, COMPUT EDUC, V81, P235, DOI 10.1016/j.compedu.2014.10.012 Salmon G., 2013, E TIVITIES KEY ACTIV NR 27 TC 7 Z9 8 U1 4 U2 40 PU IEEE-INST ELECTRICAL ELECTRONICS ENGINEERS INC PI PISCATAWAY PA 445 HOES LANE, PISCATAWAY, NJ 08855-4141 USA SN 0018-9359 EI 1557-9638 J9 IEEE T EDUC JI IEEE Trans. Educ. PD FEB PY 2016 VL 59 IS 1 BP 39 EP 44 DI 10.1109/TE.2015.2427116 PG 6 WC Education, Scientific Disciplines; Engineering, Electrical & Electronic SC Education & Educational Research; Engineering GA DE6IN UT WOS:000370737300006 DA 2019-08-01 ER PT J AU Nestel, D Bearman, M Brooks, P Campher, D Freeman, K Greenhill, J Jolly, B Rogers, L Rudd, C Sprick, C Sutton, B Harlim, J Watson, M AF Nestel, Debra Bearman, Margaret Brooks, Peter Campher, Dylan Freeman, Kirsty Greenhill, Jennene Jolly, Brian Rogers, Leanne Rudd, Cobie Sprick, Cyle Sutton, Beverley Harlim, Jennifer Watson, Marcus TI A national training program for simulation educators and technicians: evaluation strategy and outcomes SO BMC MEDICAL EDUCATION LA English DT Article DE Simulation; Program evaluation; Health workforce; Faculty development AB Background: Simulation-based education (SBE) has seen a dramatic uptake in health professions education over the last decade. SBE offers learning opportunities that are difficult to access by other methods. Competent faculty is seen as key to high quality SBE. In 2011, in response to a significant national healthcare issue - the need to enhance the quality and scale of SBE - a group of Australian universities was commissioned to develop a national training program Australian Simulation Educator and Technician Training (AusSETT) Program. This paper reports the evaluation of this large-scale initiative. Methods: The AusSETT Program adopted a train-the-trainer model, which offered up to three days of workshops and between four and eight hours of e-learning. The Program was offered across all professions in all states and territories. Three hundred and three participants attended workshops with 230 also completing e-learning modules. Topics included: foundational learning theory; orientation to diverse simulation modalities; briefing; and debriefing. A layered objectives-oriented evaluation strategy was adopted with multiple stakeholders (participants, external experts), methods of data collection (end of module evaluations, workshop observer reports and individual interviews) and at multiple data points (immediate and two months later). Descriptive statistics were used to analyse numerical data while textual data (written comments and transcripts of interviews) underwent content or thematic analysis. Results: For each module, between 45 and 254 participants completed evaluations. The content and educational methods were rated highly with items exceeding the pre-established standard. In written evaluations, participants identified strengths (e.g. high quality facilitation, breadth and depth of content) and areas for development (e.g. electronic portfolio, learning management system) of the Program. Interviews with participants suggested the Program had positively impacted their educational practices. Observers reported a high quality educational experience for participants with alignment of content and methods with perceived participant needs. Conclusions: The AusSETT Program is a significant and enduring learning resource. The development of a national training program to support a competent simulation workforce is feasible. The Program objectives were largely met. Although there are limitations with the study design (e.g. self-report), there are strengths such as exploring the impact two months later. The evaluation of the Program informs the next phase of the national strategy for simulation educators and technicians with respect to content and processes, strengths and areas for development. C1 [Nestel, Debra; Bearman, Margaret; Harlim, Jennifer] Monash Univ, Fac Med Nursing & Hlth Sci, HealthPEER, Clayton, Vic 3800, Australia. [Brooks, Peter] Univ Melbourne, Melbourne, Vic 3010, Australia. [Campher, Dylan; Watson, Marcus] Queensland Hlth Clin Skills Dev Serv, St Lucia, Qld 4072, Australia. [Campher, Dylan; Watson, Marcus] Univ Queensland, St Lucia, Qld 4072, Australia. [Freeman, Kirsty] WA Country Hlth Serv, Postgrad Med Educ Unit, Perth, WA 6000, Australia. [Greenhill, Jennene; Rogers, Leanne] Flinders Univ S Australia, Rural Clin Sch, Renmark, SA 5341, Australia. [Jolly, Brian] Univ Newcastle, Fac Hlth & Med, Callaghan, NSW 2308, Australia. [Rudd, Cobie] Kirsty Freeman Consulting, Currambine, WA 6028, Australia. [Sprick, Cyle] Flinders Univ S Australia, Bedford Pk, SA 5042, Australia. [Sutton, Beverley] HEAL, Melbourne, Vic 3000, Australia. RP Nestel, D (reprint author), Monash Univ, Fac Med Nursing & Hlth Sci, HealthPEER, Clayton, Vic 3800, Australia. EM debra.nestel@monash.edu RI Bearman, Margaret/R-1191-2019 OI Freeman, Kirsty J/0000-0002-2241-2933 FU Health Workforce Australia FX Health Workforce Australia funding of the program through the Department of Health. Our colleagues in several jurisdictions including Harry Owen, Joanna Tai, Matt Shuker, Lisa McCoy, Stephanie O'Regan and Nigel Choong for valuable contributions. CR Braun V, 2005, QUALITATIVE RES PSYC, V3, P77, DOI [DOI 10.1191/1478088706QP0630A, 10.1191/1478088706qp063oa] Fitzpatrick J, 2011, PROGRAM EVALUATION A, P153 Health Workforce Australia (HWA), 2010, US SIM LEARN ENV SLE Hseih HF, 2005, QUALITATIVE HLTH RES, V15, P1277, DOI DOI 10.1177/1049732305276687 Issenberg SB, 2005, MED TEACH, V27, P10, DOI 10.1080/01421590500046924 Kern DE, 1998, CURRICULUM DEV MED E McAuliffe T, 2009, J HLTH SPEC, V9, P1078 McGaghie WC, 2010, MED EDUC, V44, P50, DOI 10.1111/j.1365-2923.2009.03547.x Navedo D, 2013, COMPREHENSIVE TXB HE, P593 Weiss C, 1972, EVALUATION RES METHO Zigmont JJ, 2015, DEFINING EXCELLENCE, P546 NR 11 TC 9 Z9 9 U1 0 U2 19 PU BIOMED CENTRAL LTD PI LONDON PA 236 GRAYS INN RD, FLOOR 6, LONDON WC1X 8HL, ENGLAND SN 1472-6920 J9 BMC MED EDUC JI BMC Med. Educ. PD JAN 22 PY 2016 VL 16 AR 25 DI 10.1186/s12909-016-0548-x PG 13 WC Education & Educational Research; Education, Scientific Disciplines SC Education & Educational Research GA DB4MC UT WOS:000368486100001 PM 26796786 OA DOAJ Gold, Green Published DA 2019-08-01 ER PT J AU MacWalter, G McKay, J Bowie, P AF MacWalter, Gordon McKay, John Bowie, Paul TI Utilisation of internet resources for continuing professional development: a cross-sectional survey of general practitioners in Scotland SO BMC MEDICAL EDUCATION LA English DT Article DE Online resources; Internet; e-learning; Continuing professional development; General practice ID HEALTH-PROFESSIONS; MEDICAL-EDUCATION; SOCIAL MEDIA; INFORMATION; POINT; PREFERENCES; CME AB Background: Participation in continuing professional development (CPD) is a professional and regulatory expectation of general practitioners (GPs). Traditionally, CPD activity was undertaken face-to-face in educational settings, but internet based formats have found increasing favour. The need for doctors to use the internet for service and educational purposes is growing, particularly in support of specialty training and appraisal. We aimed to determine how GPs in Scotland utilise online resources in support of their CPD. This involved identifying which resources are used and how frequently, along with their preferences as to how and why they access these resources. Methods: A cross sectional study was undertaken using an online questionnaire to survey general practitioners across Scotland. Data were subjected to descriptive analysis and differences in attitudinal responses between groups and Fischer's exact tests were calculated. Results: Three hundred and eighty-three GP responses were received, with the majority being female (n = 232, 60.6 %) and GP partners (n = 236, 61.6 %). The majority used the internet on three or more working days per week or more frequently (n = 361, 94.3 %) with the three most common reasons being to obtain information for a patient (n = 358, 93.5 %), answering a clinical question (n = 357, 93.2 %) and CPD purposes (n = 308, 80.4 %). Of 37 online resources used by respondents, the top five were SIGN Guidelines (n = 303, 79.3 %), BMJ Learning (n = 279, 73.0 %), NICE Guidelines (n = 255, 66.8 %), GP Notebook (n = 243, 63.6 %) and Google (n = 234, 61.3 %). Low use of social media such as Facebook (n = 11, 2.9 %) and Twitter (n = 11, 2.9 %) was reported for CPD. A majority agreed that 'reading information online' (95.0 %) and 'completing online learning modules' (87.4 %) were the most valued online activities. Slow internet connections (n = 240, 62.7 %), website access restrictions (n = 177, 46.2 %) and difficulties logging into online CPD resources (n = 163, 42.6 %) were reported barriers. Significant response differences (P < 0.05) were found between groups based on high volume online usage, gender and age. Conclusions: The majority of respondents had positive attitudes to using online resources for continuing professional development, and a preference for evidence-based and peer reviewed online resources. Information technology (IT) difficulties remain a barrier to effective utilisation. The findings have implications for future planning and design of online resources and IT infrastructure. C1 [MacWalter, Gordon; McKay, John; Bowie, Paul] NHS Educ Scotland, Glasgow G3 8BW, Lanark, Scotland. [Bowie, Paul] Univ Glasgow, Inst Hlth & Wellbeing, Glasgow, Lanark, Scotland. RP Bowie, P (reprint author), NHS Educ Scotland, 2 Cent Quay,89 Hydepk St, Glasgow G3 8BW, Lanark, Scotland. EM Paul.bowie@nes.scot.nhs.uk CR Academy of Medical Royal Colleges, CONT PROF DEV GUID R [Anonymous], 2010, R COLL GEN PRACT 201 Balmer JT, 2013, ADV MED EDUC PRACT, V4, P171, DOI 10.2147/AMEP.S35087 Banzi R, 2010, J MED INTERNET RES, V12, DOI 10.2196/jmir.1288 Bornmann L, 2015, J ASSOC INF SCI TECH, V66, P2215, DOI 10.1002/asi.23329 Bouamrane MM, 2013, BMC MED INFORM DECIS, V13, DOI 10.1186/1472-6947-13-58 Casebeer Linda, 2002, J Contin Educ Health Prof, V22, P33, DOI 10.1002/chp.1340220105 Cook DA, 2008, JAMA-J AM MED ASSOC, V300, P1181, DOI 10.1001/jama.300.10.1181 Densen Peter, 2011, Trans Am Clin Climatol Assoc, V122, P48 Department of Health, GOV ARR RES ETH COMM Fordis M, 2005, JAMA-J AM MED ASSOC, V294, P1043, DOI 10.1001/jama.294.9.1043 General Medical Council, 2012, SUPP INF APPR REV 20 George DR, 2011, J CONTIN EDUC HEALTH, V31, P215, DOI 10.1002/chp.20129 GMC, 2015, LIST REG MED PRACT S Goh J, 2014, CLIN TEACH, V11, P20, DOI 10.1111/tct.12117 Harris John M Jr, 2003, J Contin Educ Health Prof, V23, P221, DOI 10.1002/chp.1340230505 Judd T, 2011, BRIT J EDUC TECHNOL, V42, P351, DOI 10.1111/j.1467-8535.2009.01019.x Kauffman DM, 2014, UNDERSTANDING MED ED, P7 Kaufman DM, 2003, BMJ-BRIT MED J, V326, P213, DOI 10.1136/bmj.326.7382.213 Moja L, 2015, POSTGRAD MED J, V91, P83, DOI 10.1136/postgradmedj-2014-132965 Murad MH, 2010, MED EDUC, V44, P1057, DOI 10.1111/j.1365-2923.2010.03750.x Ofcom, COMM MARK REP SCOTL Rice S, 2014, UNDERST MED ED, P161 Salinas GD, 2014, J CONTIN EDUC HEALTH, V34, pS11, DOI 10.1002/chp.21224 Steinbrook R, 2006, NEW ENGL J MED, V354, P4, DOI 10.1056/NEJMp058128 Sun PC, 2008, COMPUT EDUC, V50, P1183, DOI 10.1016/j.compedu.2006.11.007 Sutcliffe Daniel, 2012, Qual Prim Care, V20, P47 The RCGP, 2014, R COLL GEN PRACT Tran D, 2014, AM J PHARM EDUC, V78, DOI 10.5688/ajpe786129 Vollmar HC, 2009, BMC HEALTH SERV RES, V9, DOI 10.1186/1472-6963-9-31 von Muhlen M, 2012, J AM MED INFORM ASSN, V19, P777, DOI 10.1136/amiajnl-2012-000990 Waldorff FB, 2008, BMC FAM PRACT, V9, DOI 10.1186/1471-2296-9-24 Wilson SM, 1999, J MED INTERNET RES, V1, DOI 10.2196/jmir.1.2.e7 Wutoh Rita, 2004, J Contin Educ Health Prof, V24, P20, DOI 10.1002/chp.1340240105 Yee M, 2014, AUST FAM PHYSICIAN, V43, P399 NR 35 TC 10 Z9 10 U1 0 U2 20 PU BMC PI LONDON PA CAMPUS, 4 CRINAN ST, LONDON N1 9XW, ENGLAND SN 1472-6920 J9 BMC MED EDUC JI BMC Med. Educ. PD JAN 21 PY 2016 VL 16 DI 10.1186/s12909-016-0540-5 PG 9 WC Education & Educational Research; Education, Scientific Disciplines SC Education & Educational Research GA DB3DT UT WOS:000368390900001 PM 26791566 OA DOAJ Gold, Green Accepted, Green Published DA 2019-08-01 ER PT S AU Bobrova, Y Marjanovic-Halburd, L McLennan, P AF Bobrova, Yekatherina Marjanovic-Halburd, Ljiljana McLennan, Peter BE Chova, LG Martinez, AL Torres, IC TI DEVELOPING CRITICAL READING, THINKING AND DISCUSSION SKILLS AMONG STUDENTS AT A MASTERS LEVEL USING VIRTUAL LEARNING ENVIRONMENT SO EDULEARN16: 8TH INTERNATIONAL CONFERENCE ON EDUCATION AND NEW LEARNING TECHNOLOGIES SE EDULEARN Proceedings LA English DT Proceedings Paper CT 8th International Conference on Education and New Learning Technologies (EDULEARN) CY JUL 04-06, 2016 CL Barcelona, SPAIN DE Critical analysis; postgraduate taught education; skills development; repetition; Virtual Learning Environment ID FEEDBACK AB Students entering higher education at Masters level often struggle to develop skills of critical reading, discussion and analysis. That lack of skills often affects the quality of students' written coursework, even if such work shows an extensive knowledge and understanding of the topic. Academic literature suggests that skills, including cognitive ones, are best developed by going through a learning cycle several, if not many, times. Feedback on students' activities is known to help students to go through a learning cycle quicker. However, the feedback itself needs to be understood by the students, which could only happen if they possess knowledge of fundamental principles underpinning the coursework. The main objective of this study is to introduce a feedforward learning activity that would familiarise postgraduate students with core concepts of critical reading, discussion and writing skills. Such understanding is expected to increase students' performance in their subsequent written work. The proposed feedforward activity took a form of Generic Quizzes embedded in e-learning environment. The success of the quizzes was tested in two cohorts undertaking the same Masters programme. The results suggested that such Quizzes are capable of accelerating students' familiarisation with core principles of critical thinking and analysis, which results in substantial improvement of their subsequent written coursework. However, that process only occurred when given feedback was understood by the students, which only happened is a discussion of the learning activity with a module tutor. Therefore, even though the amount of teaching resources needed for a continuous support of the proposed learning activity is substantially reduced compared to a usual form of student-tutor interaction such as a seminar, it could not be completely eliminated. C1 [Bobrova, Yekatherina; Marjanovic-Halburd, Ljiljana; McLennan, Peter] UCL, Bartlett Sch Environm Energy & Resources, UCL Inst Environm Design & Engn, London, England. RP Bobrova, Y (reprint author), UCL, Bartlett Sch Environm Energy & Resources, UCL Inst Environm Design & Engn, London, England. CR Biggs J, 1987, STUDENT APPROACHES L Biggs J., 2011, TEACHING QUALITY LEA BJORKMAN M, 1972, SCAND J PSYCHOL, V13, P152, DOI 10.1111/j.1467-9450.1972.tb00063.x BROWN S, 1998, MOTIVATING STUDENTS Carless D, 2006, STUD HIGH EDUC, V31, P219, DOI 10.1080/03075070600572132 Feather N. T., 1982, EXPECTATIONS ACTIONS Ferrell G, 2013, SUPPORTING ASSESSMEN Jarvis P., 2003, THEORY PRACTICE LEAN Kolb DA, 1984, EXPERIENTIAL LEARNIN Morss K, 2005, TEACHING U GUIDE POS Race P., 1993, NEVER MIND TEACHING Sadler DR, 2010, ASSESS EVAL HIGH EDU, V35, P535, DOI 10.1080/02602930903541015 NR 12 TC 0 Z9 0 U1 2 U2 5 PU IATED-INT ASSOC TECHNOLOGY EDUCATION A& DEVELOPMENT PI VALENICA PA LAURI VOLPI 6, VALENICA, BURJASSOT 46100, SPAIN SN 2340-1117 BN 978-84-608-8860-4 J9 EDULEARN PROC PY 2016 BP 11 EP 20 PG 10 WC Education & Educational Research; Education, Scientific Disciplines SC Education & Educational Research GA BH7TE UT WOS:000402955900003 DA 2019-08-01 ER PT S AU Ong, QJ Lee, SY Yap, KYL AF Ong, Qi Jun Lee, Siok Ying Yap, Kevin Yi-Lwern BE Chova, LG Martinez, AL Torres, IC TI DEVELOPING AN ONLINE CLINICAL ALGORITHMIC SOFTWARE FOR PRE-REGISTRATION PHARMACISTS' TRAINING PROGRAM SO EDULEARN16: 8TH INTERNATIONAL CONFERENCE ON EDUCATION AND NEW LEARNING TECHNOLOGIES SE EDULEARN Proceedings LA English DT Proceedings Paper CT 8th International Conference on Education and New Learning Technologies (EDULEARN) CY JUL 04-06, 2016 CL Barcelona, SPAIN DE Pre-registration training; Clinical algorithm; Adaptive e-learning; Pharmacy training program; Technology-enhanced learning ID EDUCATION AB Background: Pre-registration pharmacists' (PRPs) training programs often involve traditional group discussions (TGD) using pen and paper. Studies have shown that these are time-consuming, inconvenient and adopt a one-size-fits-all educational model that is unable to cater towards individuals' own learning pace nor achieve optimal learning outcomes. Newer technologies has enabled better educational approaches with improved efficiency and effectiveness. A new learning approach, known as adaptive e-learning (AEL), offers benefits that can overcome these disadvantages, thereby personalizing learning and optimizing learning outcomes for the learner. The objective of this study was to develop a clinical algorithmic software based on AEL and test its effectiveness in comparison to TGD. Methods: Three case studies comprising of multiple choice questions (MCQs) were developed and mapped into algorithmic flowcharts and entered into a software. The MCQs were categorized into simple, challenging (required deeper knowledge and understanding) and defining questions (patient's clinical outcome would be affected). Clinical algorithms were created such that learners had to answer the questions correctly before proceeding. Learners would also get a unique clinical outcome at the end of each case study depending on the answers chosen. Appropriate feedback, compliments and hints would be provided at the end of each case study. A comparison study was conducted between 2 groups of PRPs (TGD versus AEL). A short quiz was given as a pre-test and post-test before and after the intervention. The difference in learners' pre-test and post-test scores was used as a measure of learning outcomes. A self-administered questionnaire also obtained participants' demographics, usability of the AEL software and their perceptions on how AEL compared to TGD. Descriptive statistics, t-test and Wilcoxon signed rank test were used to analyze the results. Results: Fifteen PRPs participated. Both TGD and AEL groups showed similar improvement in posttest scores (2.5% versus 5%, p=0.810). The time taken to complete one AEL session was much shorter than one TGD session (26.8 versus 102.3 min, p=0.001). In fact, 12 PRPs (80.0%) felt that TGD was too time-consuming, while 10 (66.7%) agreed that AEL was more time efficient. Those who took longer than 60 minutes to complete the case studies felt that TGD was more inconvenient and that the pace of discussion in TGD was too fast (60.0%versus 0%, p=0.022 each) compared to those who took less than 30 minutes to complete. Nine PRPs (60.0%) agreed that AEL allowed them to learn at their own pace, and 6 of them (40.0%) felt that AEL was more convenient. In contrast, all of them felt that there was a lack of human interaction in AEL. Twelve (80.0%) agreed that the MCQ choices were too limited and 9 (60%) felt that the content was lacking. Those who preferred AEL agreed that the software made learning more fun and interesting compared to those who preferred TGD (100% versus 27.3%, p=0.026). Conclusion: A clinical algorithmic software based on AEL was developed. It has advantages of being more time efficient, convenient and able to adapt to the individual's learning pace, and thus can be used to supplement current methods of pre-registration training. The inclusion of more comprehensive case studies with clinical algorithms of higher complexity can potentially benefit the learning outcomes of larger cohorts of PRPs. C1 [Ong, Qi Jun; Yap, Kevin Yi-Lwern] Natl Univ Singapore, Dept Pharm, Singapore, Singapore. [Lee, Siok Ying] Khoo Teck Puat Hosp, Dept Pharm, Singapore, Singapore. RP Ong, QJ (reprint author), Natl Univ Singapore, Dept Pharm, Singapore, Singapore. FU Pharmacy Department, National University of Singapore FX The authors would like to acknowledge the Final Year Project fund sponsored by the Pharmacy Department, National University of Singapore, for the expenses incurred in this project. The authors would also like to thank Ms. Eka Buntoro Dewi Putri from the university's Centre for Instructional Technology for her help in training the project team on the learning management system. 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Gertrudix Barrio, M. Esteban Sanchez, N. BE Chova, LG Martinez, AL Torres, IC TI BENEFITS OF THE ADAPTATION OF INTERACTIVE EDUCATIONAL MATERIALS IN THE TEACHING-LEARNING PROCESS FOR DISTANCE STUDENTS SO EDULEARN16: 8TH INTERNATIONAL CONFERENCE ON EDUCATION AND NEW LEARNING TECHNOLOGIES SE EDULEARN Proceedings LA English DT Proceedings Paper CT 8th International Conference on Education and New Learning Technologies (EDULEARN) CY JUL 04-06, 2016 CL Barcelona, SPAIN DE ITC; interactive educational content; e-learning; accessibility; ubiquity AB The advance of ITC in recent years has led distance higher education, among other fields, to need to adapt to the new ways of presenting and accessing information, along with the way of interacting with it. ITC has been incorporated progressively, providing the teacher with other ways of creating and presenting their educational content with authoring tools, providing it to students through LMS platforms. At the King Juan Carlos University, a pilot study on online subjects has been carried out on the importance of the incorporation of interactive multimedia content which aids the learning of students. This pilot study shows the need to implement a design, development and implementation process for interactive digital educational content for different educational fields of the King Juan Carlos University, such as online Academic Recognition of Credits (RAC), master's courses, etc. To cover this need, it is necessary to define a sustainable production model and carry out an analysis of applications which allow the design and development of the content which fulfils current needs: accessibility, usability, responsive design, etc. With the production model created and the applications selected, a creation and adaptation process was carried out for the online course materials, incorporating multimedia, interactive and adaptive elements. The created interactive multimedia materials will improve the experience of the student, making it more attractive, improving navigability and interaction and allowing materials to be accessed from different devices, at any time and in any place. This positive experience demonstrates the importance of adapting educational materials through ITC to allow the student to learn in any place and from any location. C1 [Rosado Martin, S.; Gertrudix Barrio, M.; Esteban Sanchez, N.] URJC Online, Ctr Innovat Digital Educ, Madrid, Spain. RP Martin, SR (reprint author), URJC Online, Ctr Innovat Digital Educ, Madrid, Spain. CR Fernandez MAPI, 2015, EDUC SIGLO XXI, V33, P85, DOI 10.6018/j/240841 Cabero J., 2012, REV EDUCACION DISTAN, V32, P1 Lopez L. D. M., 2016, RED REV ED DISTANCIA, V15 Sevillano M. L., 2013, EDETANIA ESTUDIOS PR, P33 NR 4 TC 0 Z9 0 U1 0 U2 0 PU IATED-INT ASSOC TECHNOLOGY EDUCATION A& DEVELOPMENT PI VALENICA PA LAURI VOLPI 6, VALENICA, BURJASSOT 46100, SPAIN SN 2340-1117 BN 978-84-608-8860-4 J9 EDULEARN PROC PY 2016 BP 318 EP 327 PG 10 WC Education & Educational Research; Education, Scientific Disciplines SC Education & Educational Research GA BH7TE UT WOS:000402955900039 DA 2019-08-01 ER PT S AU Rasila, A AF Rasila, Antti BE Chova, LG Martinez, AL Torres, IC TI E-ASSESSMENT MATERIAL BANK ABACUS SO EDULEARN16: 8TH INTERNATIONAL CONFERENCE ON EDUCATION AND NEW LEARNING TECHNOLOGIES SE EDULEARN Proceedings LA English DT Proceedings Paper CT 8th International Conference on Education and New Learning Technologies (EDULEARN) CY JUL 04-06, 2016 CL Barcelona, SPAIN DE Mathematics education; automatic assessment; on-line courses; open source; international collaboration; STACK AB Abacus, based at Aalto University Finland, is a major international project which aims to facilitate the use of computer aided assessment in higher education. It is based on problems predominantly implemented by using STACK e-assessment system. The project is motivated by the fact that a serious obstacle to the use of STACK has been the lack of available learning materials and associated support services. The initial aim of the project has been to establish a database covering all basic topics in Bachelor level engineering mathematics: single and multivariable calculus, ordinary differential equations, matrices and linear algebra, vector analysis, and basics of probability and statistics. The project involves training a substantial number of staff in development of STACK assignments, and the development and deployment of comprehensive learning materials. In Finland, the project already involves collaboration with practically all higher education institutions offering degree programs in STEM subjects. We expect its use to expand also in high schools as well in the near future. In this paper, we discuss the rationale of setting up the Abacus consortium, our experiences on national and international collaboration in development of e-learning materials, and opportunities for partnerships with other institutions. C1 [Rasila, Antti] Aalto Univ, Dept Math & Syst Anal, Espoo, Finland. RP Rasila, A (reprint author), Aalto Univ, Dept Math & Syst Anal, Espoo, Finland. RI Rasila, Antti/H-5621-2013 OI Rasila, Antti/0000-0003-3797-942X CR BLOOM BS, 1984, EDUC RES, V13, P4, DOI DOI 10.3102/0013189X013006004 Havola L, 2012, THESIS Majander H, 2011, TUTKIMUS SUUNTAAMASS, P197 Paiva R.C., 2016, INTELLIGENT TUTORIAL Paiva R. C., 2015, J ED COMPUTING RES, V52 Rasila A., 2016, LEARNING MATRIX ALGE Rasila A., 2016, MOOCS 1 YEAR ENG MAT Rasila A., 2007, REFLEKTORI 2007, V2007, P70 Rasila A., 2016, APP P 13 INT C MATH Rasila A., 2010, REFLEKTORI 2010 S EN, P37 Rasila A, 2015, TEACH MATH APPL, V34, P149, DOI 10.1093/teamat/hrv013 Sangwin C., 2013, COMPUTER AIDED ASSES Sangwin C.J, 2015, WHO USES STACK SURVE Sangwin CJ, 2016, COMPUT EDUC, V94, P215, DOI 10.1016/j.compedu.2015.11.014 NR 14 TC 0 Z9 0 U1 0 U2 1 PU IATED-INT ASSOC TECHNOLOGY EDUCATION A& DEVELOPMENT PI VALENICA PA LAURI VOLPI 6, VALENICA, BURJASSOT 46100, SPAIN SN 2340-1117 BN 978-84-608-8860-4 J9 EDULEARN PROC PY 2016 BP 898 EP 904 PG 7 WC Education & Educational Research; Education, Scientific Disciplines SC Education & Educational Research GA BH7TE UT WOS:000402955900120 DA 2019-08-01 ER PT S AU Capogna, S AF Capogna, Stefania BE Chova, LG Martinez, AL Torres, IC TI COMMUNICATION FOR EDUCATION SO EDULEARN16: 8TH INTERNATIONAL CONFERENCE ON EDUCATION AND NEW LEARNING TECHNOLOGIES SE EDULEARN Proceedings LA English DT Proceedings Paper CT 8th International Conference on Education and New Learning Technologies (EDULEARN) CY JUL 04-06, 2016 CL Barcelona, SPAIN DE Online Teaching; online Interaction; Social skills; Communicative competences; Emotional intelligence AB Today, there is a widely shared opinion about the evolution of ICT and enhancement of communication as a social space. These relevant changes have had an impact on the evolution of Distance e-Learning and its spread in Higher Education. Often, e-learning is considered as a way to respond to requests from market, which come from a growing and articulated demand for training, posed by the knowledge society; despite the change triggered by ICT within education and training systems is indeed far-reaching. But experiences at an international comparison are very different among them. We may recognize different theoretical approaches to learning and different phases in the evolution of distance e-learning, due to the progress of ICT. But the creation of platforms, through which to connect an increasing number of learners and teachers, does not solve the problem of knowledge construction. The risk we run is to create an education market where the only goal is the certification more than the formation and its socio-cultural impact on subjects and contexts. In Modernization Higher Education (CE, 2013, pp. 20-30), European Union underlines the necessity to: promote innovative teaching, learning methodologies and pedagogical approaches able to favour guidance, counselling and coaching methods; improve programme design, taking account of the latest research on human learning; plan the professionalization and development of teachers, trainers and staff; garantee systematic and regular data collection on issues affecting the quality of teaching and learning. The question is: what kind of communicative skills activated by educators can favour the e-learning process in a virtual classroom? Because the way in which teachers manage their interactions (environment, methodology, encouragement, respect, trust etc.) produce different kinds of learning and behavior models. For this reason, we need to focus on a way through which we can analyse the online interaction(1) and the relevance of communicative competences and social and leadership skills. On the basis of these premises the essay focuses about the following points: What kind of communicative skills activated by educators can favour the e-learning process in a virtual classroom? What kind of social and leadership skills characterize a good educators? The essay starts with a brief reflection about main dimensions through which we can analyse teaching interaction and learners' learning ( 2); to continue with the emotional intelligence ( 3). Some final reflections conclude the essay ( 4). C1 [Capogna, Stefania] Univ Rome Tre, Rome, Italy. RP Capogna, S (reprint author), Univ Rome Tre, Rome, Italy. CR Ashkanasy NM, 2011, EMOT REV, V3, P214, DOI 10.1177/1754073910391684 Bales R. F., 1951, INTERACTION PROCESS Comoglio M., 1996, INSEGNARE APPRENDERE Coppola D., 2008, PARLARE COMPRENDERSI European Commission, 2013, MOD HIGH ED European Commission, 2017, EUR KEY COMP FRAM Goffman E., 1974, ORG ESPERIENZA, P589 Goleman D., 2011, BRAIN EMOTIONAL INTE Grice H. P., 1975, SYNTAX SEMANTICS, P41, DOI DOI 10.1017/S0022226700005296 Hersey P., 1977, MANAGEMENT ORG BEHAV Illeris K, 2003, 3 DIMENSIONS LEARNIN Moore M. J., 1993, DISTANCE ED NEW PERS, P19 Rahman S., 2011, WORLD APPL SCI J, V14, P31 Reiss S, 2004, REV GEN PSYCHOL, V8, P179, DOI 10.1037/1089-2680.8.3.179 Simonsen M., 2011, TEACHING LEARNING DI Weick KE, 1969, SENSEMAKING ORG Wenger E., 2002, CULTIVATING COMMUNIT NR 17 TC 0 Z9 0 U1 0 U2 6 PU IATED-INT ASSOC TECHNOLOGY EDUCATION A& DEVELOPMENT PI VALENICA PA LAURI VOLPI 6, VALENICA, BURJASSOT 46100, SPAIN SN 2340-1117 BN 978-84-608-8860-4 J9 EDULEARN PROC PY 2016 BP 937 EP 942 PG 6 WC Education & Educational Research; Education, Scientific Disciplines SC Education & Educational Research GA BH7TE UT WOS:000402955901004 DA 2019-08-01 ER PT S AU Herout, L AF Herout, L. BE Chova, LG Martinez, AL Torres, IC TI APPLICATION OF GAMIFICATION AND GAME-BASED LEARNING IN EDUCATION SO EDULEARN16: 8TH INTERNATIONAL CONFERENCE ON EDUCATION AND NEW LEARNING TECHNOLOGIES SE EDULEARN Proceedings LA English DT Proceedings Paper CT 8th International Conference on Education and New Learning Technologies (EDULEARN) CY JUL 04-06, 2016 CL Barcelona, SPAIN DE Education; ICT; e-learning; gamification; game-based learning AB Huge development of information and communication technologies in last 20 years has significantly influenced even the field of education. As a result, many new methods and forms of education have appeared. They utilize modern technologies in order to make educational processes more efficient. One of the most important changes may be the usage of e-learning which has -especially in the concept of guided self-studying - a positive effect. One of the latest trends in the education which applies information and communication technologies is the integration of elements of gamification and game-based learning. These approaches lie in application of elements of computer games, especially increased motivation, activation, joy of playing, problem solving, etc. They find their use mostly as extension of e-learning (study support). It is possible to find identical aspects also in the area outside the e-learning or the internet generally - in the field of the experiential education. The implementation of gamification and game-based learning into e-learning education is time and competency-demanding activity. Its main goal is to reach given educational objectives which may be supported from the structure point of view i.e. without direct influence on the contents of the education (gamification); or from the content point of view (game-based learning). The highest level is the synthesis of both mentioned approaches which leads to creation of comprehensive educational material. This paper deals with the aspects of gamification and game-based learning and with the exploitation of their potential in formal education as tools which make achieving of given goal more efficient. The paper also includes a model of a design of educational material (study support which uses gamification or game-based learning), both from the material structure and the material content point of view. C1 [Herout, L.] Czech Univ Life Sci Prague, Inst Educ & Commun, Prague, Czech Republic. RP Herout, L (reprint author), Czech Univ Life Sci Prague, Inst Educ & Commun, Prague, Czech Republic. CR CHOU Y., 2013, WHAT IS GAMIFICATION Dominguez A, 2013, COMPUT EDUC, V63, P380, DOI 10.1016/j.compedu.2012.12.020 Huotari K., 2012, P 16 INT AC MINDTREK Kapp K. M., 2012, GAMIFICATION LEARNIN Montola M., 2009, P 13 INT MINDTREK C Zichermann Gabe, 2011, GAMIFICATION DESIGN NR 6 TC 0 Z9 0 U1 0 U2 0 PU IATED-INT ASSOC TECHNOLOGY EDUCATION A& DEVELOPMENT PI VALENICA PA LAURI VOLPI 6, VALENICA, BURJASSOT 46100, SPAIN SN 2340-1117 BN 978-84-608-8860-4 J9 EDULEARN PROC PY 2016 BP 1048 EP 1053 PG 6 WC Education & Educational Research; Education, Scientific Disciplines SC Education & Educational Research GA BH7TE UT WOS:000402955901019 DA 2019-08-01 ER PT S AU Messineo, G Vassallo, S AF Messineo, Grazia Vassallo, Salvatore BE Chova, LG Martinez, AL Torres, IC TI FEED-FORWARD NEURAL NETWORKS: AN APPLICATION TO THE PREDICTION OF STUDENTS' PERFORMANCE SO EDULEARN16: 8TH INTERNATIONAL CONFERENCE ON EDUCATION AND NEW LEARNING TECHNOLOGIES SE EDULEARN Proceedings LA English DT Proceedings Paper CT 8th International Conference on Education and New Learning Technologies (EDULEARN) CY JUL 04-06, 2016 CL Barcelona, SPAIN DE e-learning; neural nets AB During the last few years, the application of artificial intelligence in education has grown very fast and has enabled the development of more sophisticated and more efficient models for predicting students' performances. These models allow to detect a broader range of students' behaviour, permitting to distinguish in an early stage lower performers from higher ones. In this context, neural nets, especially static ones with a feed-forward architecture, have been extensively studied. In this paper we briefly describe neural nets from a theoretical point of view, we show an application of neural nets to the results of the exercises done by the students of one Financial Mathematics courses with the platform M. In. E. R. Va. (already presented at EDULEARN 14) and we try to predict students' performances in the intermediate exam. The analysis is performed using the statistical software R, and in particular the packages neuralnet and RSNNS. C1 [Messineo, Grazia; Vassallo, Salvatore] Univ Cattolica Milano, Corsico, Italy. [Messineo, Grazia] IIS Falcone Righi, Corsico, Italy. RP Messineo, G (reprint author), Univ Cattolica Milano, Corsico, Italy.; Messineo, G (reprint author), IIS Falcone Righi, Corsico, Italy. CR Arora N., 2013, INT J INNOV RES SCI, V2, P4425 Bergmeir C, 2012, J STAT SOFTW, V46, P1 Gunther F, 2010, R J, V2, P30 Livieris I., 2009, P 6 IEEE INT C IND I, P216 Lykourentzou I, 2009, J AM SOC INF SCI TEC, V60, P372, DOI 10.1002/asi.20970 Messineo G., 2013, ARSTEX NICA, V16, P58 Messineo G., 2014, ICETC 2014 P, P12 Messineo G., 2013, NUOVA SECONDARIA MAG, P689 Messineo G., 2013, ATTI CONVEGNO DIDAMA, P689 Messineo G, 2014, EDULEARN PROC, P5375 Naser S. S. A, 2012, INT J ARTIFICIAL INT, V3, P65 Ripley B. D., 1996, PATTERN RECOGNITION Sana D., 2003, RETI NEURALI VISTE C NR 13 TC 0 Z9 0 U1 1 U2 4 PU IATED-INT ASSOC TECHNOLOGY EDUCATION A& DEVELOPMENT PI VALENICA PA LAURI VOLPI 6, VALENICA, BURJASSOT 46100, SPAIN SN 2340-1117 BN 978-84-608-8860-4 J9 EDULEARN PROC PY 2016 BP 1141 EP 1148 PG 8 WC Education & Educational Research; Education, Scientific Disciplines SC Education & Educational Research GA BH7TE UT WOS:000402955901033 DA 2019-08-01 ER PT S AU Szadziewska, A Kujawski, J AF Szadziewska, Arleta Kujawski, Jaroslaw BE Chova, LG Martinez, AL Torres, IC TI THE USEFULNESS OF THE BLENDED-LEARNING METHOD IN THE OPINION OF FULL-TIME STUDENTS OF THE GDANSK UNIVERSITY SO EDULEARN16: 8TH INTERNATIONAL CONFERENCE ON EDUCATION AND NEW LEARNING TECHNOLOGIES SE EDULEARN Proceedings LA English DT Proceedings Paper CT 8th International Conference on Education and New Learning Technologies (EDULEARN) CY JUL 04-06, 2016 CL Barcelona, SPAIN DE students; blended-learning method; University of Gdansk; Poland AB Nowadays, development of both new information technologies and informatics has impact not only on business entities but also on educational institutions. As a result, an increasing number of HEIs introduces and applies e-learning platforms to support traditional academic teaching. For several years, this has also been observed at the University of Gdansk, where the Moodle platform has been used as a supporting tool for the blended-learning method. This article presents the initial findings of a pioneering research titled "Usefulness of the blended-learning method in higher education" carried out at the Faculty of Management (FM) of the University of Gdansk (UG) in 2016. For the purposes of the research, full-time master's degree students were asked about the following aspects: the blended-learning method understood as a support of the traditional teaching delivered at the UG; the benefits and the drawbacks of the blended-learning method as observed by students in the process of their entire university education; the students' opinion on supporting traditional courses with the blended-learning method currently being used at the university. A direct questionnaire method was adopted as a research tool. A selected group of full-time master's degree students of the " Accounting", "Marketing" and " Small Business Management" specializations was questioned in the initial research. A total of 59 correct responses was obtained, reaching a response rate of 80%. The research is currently being conducted among the remaining students of various study curricula at the FM. We found that: 95 percent of the respondents perceive blended-learning as a good solution for supporting traditional teaching, 93 percent of the respondents think that it allows them to have easier access to the teaching resources, 63 percent of the questioned students admit that it enables them to better prepare for exams, 61 percent of the surveyed students admit that it fosters better attention on the issues being taught, 49 percent of the respondents criticize the lack of teachers' solutions to the published tasks, 41 percent of the students complain about an unfriendly interface of the applied software. Major limitation of this introductory research is a small number of the students who have been subject to the survey. The research should be extended to all students of the Management Faculty and ultimately to the entire university. Consequently, full assessment of the actual effectiveness of the e-learning platform currently applied to support traditional teaching across the university would be possible. The research provides information about the advantages and disadvantages of the blended-learning method currently applied by the academic teachers at the Gdansk University. It also allows the method to be fairly assessed in terms of its current effectiveness in the process of supporting traditional teaching at the faculty level. What is of highest value is the fact that it may provide precious information concerning prospective ways of improving and developing functionality of the e-learning Moodle platform. C1 [Szadziewska, Arleta; Kujawski, Jaroslaw] Univ Gdansk, Fac Management, Gdansk, Poland. RP Szadziewska, A (reprint author), Univ Gdansk, Fac Management, Gdansk, Poland. RI Kujawski, Jaroslaw/N-7312-2019 CR Arkorful V., 2014, ROLE E LEARNING ADVA Basinska E., 2014, BLENDED LEARNING EXA Castle S.R., 2010, INT ED STUD, V3, P36, DOI DOI 10.5539/IES.V3N3P36.ISSUES Chrabaszcz K., 2011, MALOPOLSKA SCH EC TA, P55 Cole J., 2008, TEACHING POPULAR OPE Costa C, 2012, PROC TECH, V5, P334, DOI 10.1016/j.protcy.2012.09.037 Eisenbradt M., 2005, APPL BLENDED LEARNIN Gminska R., 2013, OECONOMICA, V303, P31 Jones C., 2011, NET GENERATION DIGIT Kedzierska M., 2011, STRATEGIA PLANOWANIA Kopcial P., 2013, ANAL LEARNING METHOD Littlejohn A., 2008, ARE DIGITAL NATIVES Nedeva V., 2010, OVERCOME DISADVANTAG Owston R, 2013, INTERNET HIGH EDUC, V18, P38, DOI 10.1016/j.iheduc.2012.12.003 Palfrey J., 2008, BORN DIGITAL UNDERST Radovic-Markovic M., 2010, ANN U PETROSANI EC, V10, P289 Redlarski K., 2014, MANAGEMENT INFORM EN, P77 The Center for Digital Education, 2015, REAL FULL POT BLEND Thorne K., 2003, BLENDED LEARNING INT Zhang DS, 2004, COMMUN ACM, V47, P75, DOI 10.1145/986213.986216 NR 20 TC 1 Z9 1 U1 1 U2 2 PU IATED-INT ASSOC TECHNOLOGY EDUCATION A& DEVELOPMENT PI VALENICA PA LAURI VOLPI 6, VALENICA, BURJASSOT 46100, SPAIN SN 2340-1117 BN 978-84-608-8860-4 J9 EDULEARN PROC PY 2016 BP 1792 EP 1801 PG 10 WC Education & Educational Research; Education, Scientific Disciplines SC Education & Educational Research GA BH7TE UT WOS:000402955901122 DA 2019-08-01 ER PT S AU Sanchez, VB Antunez, EA Espinosa, MCC Gonzalez, RC Callejon, JMP AF Barba Sanchez, Virginia Arias Antunez, Enrique Carmen Carrion Espinosa, M. Casado Gonzalez, Rafael Puerta Callejon, Jose M. BE Chova, LG Martinez, AL Torres, IC TI B-LEARNING EXPERIENCES ON THE MASTER DEGREE IN COMPUTING ENGINEERING IN ALBACETE SO EDULEARN16: 8TH INTERNATIONAL CONFERENCE ON EDUCATION AND NEW LEARNING TECHNOLOGIES SE EDULEARN Proceedings LA English DT Proceedings Paper CT 8th International Conference on Education and New Learning Technologies (EDULEARN) CY JUL 04-06, 2016 CL Barcelona, SPAIN DE b-learning; opencourseware; e-learning technologies; Computing Engineering AB The new educational paradigm emerged from the Bologna Process (1999) and its adaptation to the well-known European Higher Education Area (EHEA) is based on social-constructivism principles, which try on orienting the students to their own responsibility in the teaching-learning process by means of participation benefiting the use of b-learning based teaching-learning models. This paper describes the b-learning (blended-learning) experiences on the Master Degree in Computing Engineering (MUii) in the Computing Engineering School placed on Albacete (ESIIA) at the University of Castilla-La Mancha (UCLM). This experience has been developed around two basic cornerstones: a pilot project to promote and improve b-learning activities on the MUii, and a second pilot project for the creation of opencourseware. Focusing on the purpose of this paper, we are going to describe the technologies used to effectively carry out b-learning activities and, of course, to be able to generate appropriate learning material: Camtasia Studio that allows us to save and edit videos; Skype for Business to carry out telcos; Campus Virtual based on Moodle as a virtual meeting point between teachers and students benefiting the participation of both actors, and all the material available in a classroom dedicated to b-learning. As a main drawback, it is necessary an extra effort of the teaching staff for the edition and preparation of learning material. However, using these resources have improved the quality and reachability of our study plan, although it is necessary a great investment to provide quasiprofessional productions. C1 [Barba Sanchez, Virginia] Univ Castilla La Mancha, Dept Business Adm, Ciudad Real, Spain. [Arias Antunez, Enrique; Carmen Carrion Espinosa, M.; Casado Gonzalez, Rafael; Puerta Callejon, Jose M.] Univ Castilla La Mancha, Dept Comp Syst, Ciudad Real, Spain. RP Sanchez, VB (reprint author), Univ Castilla La Mancha, Dept Business Adm, Ciudad Real, Spain. RI Barba-Sanchez, Virginia/C-1870-2012 OI Barba-Sanchez, Virginia/0000-0003-0149-0569 CR Barba-Sanchez V., 2009, HIGHER ED EUROPE, V34, P333 Sanchez NF, 2011, RIED-REV IBEROAM EDU, V14, P189 Mendez-Gimenez A., 2015, EDUC XX1, V19, P179 Moral M., 2014, P 10 FOR INT EV CAL, P19 Osguthorpe R. T., 2003, Q REV DISTANCE ED, V4, P227 Perkins D, 1999, EDUC LEADERSHIP, V57, P6 Sanchez-Cortes R., 2005, P 3 INT C MULT INF C, P1 NR 7 TC 0 Z9 0 U1 0 U2 0 PU IATED-INT ASSOC TECHNOLOGY EDUCATION & DEVELOPMENT PI VALENICA PA LAURI VOLPI 6, VALENICA, BURJASSOT 46100, SPAIN SN 2340-1117 BN 978-84-608-8860-4 J9 EDULEARN PROC PY 2016 BP 1971 EP 1977 PG 7 WC Education & Educational Research; Education, Scientific Disciplines SC Education & Educational Research GA BH7TE UT WOS:000402955902008 DA 2019-08-01 ER PT S AU Pozdneev, B Busina, F Sutyagin, M Levchenko, A Tikhomirova, V AF Pozdneev, B. Busina, F. Sutyagin, M. Levchenko, A. Tikhomirova, V. BE Chova, LG Martinez, AL Torres, IC TI INFORMATION MODEL OF E-PORTFOLIO SO EDULEARN16: 8TH INTERNATIONAL CONFERENCE ON EDUCATION AND NEW LEARNING TECHNOLOGIES SE EDULEARN Proceedings LA English DT Proceedings Paper CT 8th International Conference on Education and New Learning Technologies (EDULEARN) CY JUL 04-06, 2016 CL Barcelona, SPAIN DE e-portfolio; e-learning; standards; competence; labor functions AB The e-portfolio is an important structured information resource reflecting the competence of the student acquired at different stages of learning (pre-school, general education, college, university, further education) and practical activities. The information contained in the e-portfolio is important for the student, the educational organization and the employer. For the effective use e-portfolio should include a unified reference framework, competency model, personal data, etc. In the article is contributed the conceptual approach and the information model of the electronic portfolio of the student, taking into account the fundamental requirements of international standards and national specifics of the Russian education. There was developed a high-level conceptual model of e-portfolio, which can be the interface between the three main stakeholders: the student, the educational institution and employer. It determines the content and functional components that support e-portfolio systems and solve problems of data interoperability between these components. The key characteristics of e-portfolio, their classification by purpose, functionality and target audience were considered. The information base structure, reflecting levels of education, competence, labor function, qualification thesis and other information about the student was submitted. For a software implementation was designed a logical database model. C1 [Pozdneev, B.; Busina, F.; Levchenko, A.; Tikhomirova, V.] Moscow State Univ Technol STANKIN, Moscow, Russia. [Sutyagin, M.] Gazprom Corp Inst, Moscow, Russia. RP Pozdneev, B (reprint author), Moscow State Univ Technol STANKIN, Moscow, Russia. CR [Anonymous], 200132015 ISOIEC TS Blandin B., 2011, HDB RES E LEARNING S, P83 Hirata K., 2008, IPSJ MAG, V49, P1061 Hirata K., 2011, COMPETENCE MODELLING, P49 Hirata K., 2008, P 16 1355 INT C COMP, P179 Hirata K., 2012, FUTURE LEARNING INNO, P51 Kosulnikov Y., 2011, COMPETENCE MODELLING, P97 Peoples B.E., 2012, J E CHINA NORMAL U, V2, P1 Pozdneev B., 2015, J OPEN ED, V1, P4 Pozdneev B., 2016, P 16 INT SCI RES C N, V2, P71 [???????? ????? ?????????? Pozdneev Boris Mikhailovich], 2015, [??????? ???? ???????, Vestnik MGTU Stankin], P101 Shimoda E., 2011, COMPETENCE MODELLING, P119 Stracke C, 2011, COMPETENCE MODELLING, P11 Sutyagin M., 2015, J OPEN ED, V1, P4 NR 14 TC 2 Z9 2 U1 1 U2 3 PU IATED-INT ASSOC TECHNOLOGY EDUCATION & DEVELOPMENT PI VALENICA PA LAURI VOLPI 6, VALENICA, BURJASSOT 46100, SPAIN SN 2340-1117 BN 978-84-608-8860-4 J9 EDULEARN PROC PY 2016 BP 2118 EP 2125 PG 8 WC Education & Educational Research; Education, Scientific Disciplines SC Education & Educational Research GA BH7TE UT WOS:000402955902027 DA 2019-08-01 ER PT S AU Cardona-Roman, DM Sanchez-Torres, JM AF Marcela Cardona-Roman, Diana Marcela Sanchez-Torres, Jenny BE Chova, LG Martinez, AL Torres, IC TI A LITERATURE REVIEW OF THE INSTITUTIONAL CHARACTERISTICS REQUIRED FOR IMPLEMENTING E-LEARNING IN HIGHER EDUCATION SO EDULEARN16: 8TH INTERNATIONAL CONFERENCE ON EDUCATION AND NEW LEARNING TECHNOLOGIES SE EDULEARN Proceedings LA English DT Proceedings Paper CT 8th International Conference on Education and New Learning Technologies (EDULEARN) CY JUL 04-06, 2016 CL Barcelona, SPAIN DE e-learning; higher education; institutional characteristics; implementation of e-learning; online education ID CRITICAL SUCCESS FACTORS; STRATEGIC ARCHITECTURE; INSTRUCTIONAL-DESIGN; MANAGEMENT; ENVIRONMENTS; UNIVERSITY; PROJECT; ISSUES; MODELS AB The aim of this paper is to show a set of categories and characteristics obtained from a literature review based on studies of implementation of e-learning in higher education, in order to identify the institutional requirements needed for implementing e-learning in a university. Some previous works have reported about the usage or the effect after of an implementation of a learning platform, barriers, issues and critical success factors affecting e-learning adoption. But there are few papers describing the aspects required to implement an e-learning solution and how evaluate it. Thus, the research question proposed was: Which are the institutional characteristics taken into account for implementing e-learning worldwide? We used benchmarking methods and documentary analysis for extracting characteristics of studies of the implementation of e-learning based on systematic literature review. This work was done through 3 stages: i) Selecting papers - taking into account title, abstract and keywords, article fully available and aligned with the topic of institutional characteristics and assessment in the implementation of e-learning, ii) Extracting characteristics of selected papers - here it was selecting the main characteristics of each study, and iii) Benchmarking and grouping of characteristics in categories - this stage was performed through a benchmarking of the extracted features and later classified them in the emerging categories. The findings show that the main emerging categories are: communication, evaluation, functional and structural aspects, financial resources, management, planning, quality, technical support and training. The identified characteristics from literature review were: structure of organization, economic and financial resources, leadership, politics, standards and procedures, organizational culture, organizational change, quality assurance, selection of a technological platform, quality evaluation of platform, planning, design, production, presentation, availability and evaluation of e-learning project. Finally, these results provided the main institutional characteristics identified in several academic works and supply a practical framework easy to consult for the implementation of e-learning in higher education. C1 [Marcela Cardona-Roman, Diana; Marcela Sanchez-Torres, Jenny] Univ Nacl Colombia, Fac Ingn, Bogota, Colombia. RP Cardona-Roman, DM (reprint author), Univ Nacl Colombia, Fac Ingn, Bogota, Colombia. RI Sanchez-Torres, Jenny Marcela/N-9980-2016 OI Sanchez-Torres, Jenny Marcela/0000-0001-5284-836X FU Administrative Department of Science and Technology of Colombia COLCIENCIAS [567 / 2012] FX This work is a product of the doctoral thesis "Measuring the Implementation of e- Learning Graduate Programs in Colombian Universities an Organizational Management approach". Cardona-Roman thanked the Administrative Department of Science and Technology of Colombia COLCIENCIAS by grant for Colombian doctoral formation No. 567 / 2012. 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A., 2006, Sixth International Conference on Advanced Learning Technologies Zuvic-Butorac M, 2009, ITI, P479, DOI 10.1109/ITI.2009.5196130 NR 93 TC 0 Z9 0 U1 1 U2 4 PU IATED-INT ASSOC TECHNOLOGY EDUCATION & DEVELOPMENT PI VALENICA PA LAURI VOLPI 6, VALENICA, BURJASSOT 46100, SPAIN SN 2340-1117 BN 978-84-608-8860-4 J9 EDULEARN PROC PY 2016 BP 2219 EP 2231 PG 13 WC Education & Educational Research; Education, Scientific Disciplines SC Education & Educational Research GA BH7TE UT WOS:000402955902043 DA 2019-08-01 ER PT S AU Le, L Nguyen, T Nguyen, H AF Long Le Tu Nguyen Hong Nguyen BE Chova, LG Martinez, AL Torres, IC TI A NEW APPROACH FOR ENGLISH TEACHER'S RETRAINING PROGRAM IN VIETNAM SO EDULEARN16: 8TH INTERNATIONAL CONFERENCE ON EDUCATION AND NEW LEARNING TECHNOLOGIES SE EDULEARN Proceedings LA English DT Proceedings Paper CT 8th International Conference on Education and New Learning Technologies (EDULEARN) CY JUL 04-06, 2016 CL Barcelona, SPAIN DE e-Learning; Learning Management System (LMS/LCMS); e-Course; blended-learning; on-line learning; pedagogical strategy AB 2020 Project - "Foreign language teaching and learning in the national education system in the 20082020 period"- is the national project focusing on the improvement of foreign language teaching and learning in Vietnam education system. Its main aim is that by 2020, "most young Vietnamese graduates of professional secondary school, colleges and universities will have a good command of feign languages which enables them to independently and confidently communicate, study and work in a multilingual and multicultural environment of integration". The period of 5 years from 2011 to 2015 is one of the significant periods of the project with the duties of equip the schools or institutions of all grades and implement teaching some particular disciplines in English in some teacher training universities. To achieve the aim of this 5 years' time, English teacher training programs have been designed into short courses with the combination of traditional methods (face-to-face learning) and on-line learning through e-Learning system. It is, however, beyond dispute that e-learning training system for teachers teaching foreign languages in particular, and in Vietnam training context in general, exists problems to be solved. Among these obstacles are the drawbacks of the e-learning system along with Vietnamese culture and its people's distinct characteristics. A question, therefore, arises "How can an effective and of high quality e-learning program in this foreign teaching and learning situation be designed?" M-learning system was operated in Ho Chi Minh City University of Education, Vietnam in December, 2015 using open-source LMS Moodle 2.9, especially designed and installed several new functions for facilitating English teaching and learning such as group discussion, room chat, audio/video record. These functions can be done in smart phones or tablets. Besides, evaluating this experimental course was taken into great consideration. We studied on classes for two courses with students of the same English level for pre-test. The first course was taught with traditional method. The second one was taught with blended-learning system. The comparison of students' learning results as well as feedback from the students about the course help in analyzing and assessing the course in the most objective way. C1 [Long Le; Tu Nguyen; Hong Nguyen] Univ Educ, Hochiminh City, Vietnam. RP Le, L (reprint author), Univ Educ, Hochiminh City, Vietnam. FU Project Management Committee - University of Education, Hochiminh city, Vietnam under the 2020 National Project FX This work has been partly funded by Project Management Committee - University of Education, Hochiminh city, Vietnam under the 2020 National Project in 2016. CR Baharom S., 2013, THESIS BAKER A., 2014, 8 ESSENTIALS MOBILE BATES A. W, 2005, TECHNOLOGY E LEARNIN Behera S.K., 2013, INT J NEW TRENDS ED, V4 Centre for Educational Research and Inovation - CERI, 2005, E LEARN TER IN PRESS Horton W, 2006, E LEARNING BY DESIGN JISC, 2015, MOB LEARN PRACT GUID New Zealand Education Website Ministry of Education - NZ MoE, 2009, WHAT IS E LEARN Reiser RA, 2001, ETR&D-EDUC TECH RES, V49, P57, DOI 10.1007/BF02504928 Vilaseca J, 2008, INTANG CAP, V4, P191, DOI 10.3926/ic.2008.v4n3.p191-211 NR 10 TC 0 Z9 0 U1 0 U2 3 PU IATED-INT ASSOC TECHNOLOGY EDUCATION A& DEVELOPMENT PI VALENICA PA LAURI VOLPI 6, VALENICA, BURJASSOT 46100, SPAIN SN 2340-1117 BN 978-84-608-8860-4 J9 EDULEARN PROC PY 2016 BP 2314 EP 2324 PG 11 WC Education & Educational Research; Education, Scientific Disciplines SC Education & Educational Research GA BH7TE UT WOS:000402955902057 DA 2019-08-01 ER PT S AU Acosta, T Lujan-Mora, S AF Acosta, Tania Lujan-Mora, Sergio BE Chova, LG Martinez, AL Torres, IC TI COMPARISON FROM THE LEVELS OF ACCESSIBILITY ON LMS PLATFORMS THAT SUPPORTS THE ONLINE LEARNING SYSTEM SO EDULEARN16: 8TH INTERNATIONAL CONFERENCE ON EDUCATION AND NEW LEARNING TECHNOLOGIES SE EDULEARN Proceedings LA English DT Proceedings Paper CT 8th International Conference on Education and New Learning Technologies (EDULEARN) CY JUL 04-06, 2016 CL Barcelona, SPAIN DE Accessibility; E-Learning; Higher Education Institutions; learning management system; Moodle; open source system; Sakai; virtual learning system AB This article presents a comparative study of three Learning Management Systems (LMS): Moodle, Sakai, and a platform developed by a university in Ecuador called ABC in this research. The study was made to evaluate the levels of accessibility of these platforms according to the needs of users that they may have. The access to education must be a common right applied without any discrimination based on the equality of opportunities, which is possible through the online learning system or E-Learning. The result of this comparative study shows that the open source software still needs to improve its level of accessibility, but it has better features than proprietary software platform. The lack of accessibility of services and features provided by LMS is a decisive factor in effective learning process. It could prevent learning people desist from drawbacks clearly related to technological issues. It is so important that educational institutions provide all facilities for the elderly, disabled or temporary disable people from access to knowledge. Exclusion could be because of systems which have not considered accessibility criteria in its design phase; it means not being user friendly system. It should be noted that E-Learning is a tool that also supports for classroom learning. This paper provides information for people and organizations responsible for decision-making in Higher Education Institutions (HEI), to consider accessibility criteria on platforms supporting teaching and learning process. In the case of Ecuador, there is a web accessibility standards web based on the international ISO standard, coming into force in August 2016. C1 [Acosta, Tania] Escuela Politec Nacl, Quito, Ecuador. [Lujan-Mora, Sergio] Univ Alicante, Alicante, Spain. RP Acosta, T (reprint author), Escuela Politec Nacl, Quito, Ecuador. RI Lujan-Mora, Sergio/D-9207-2013 OI Lujan-Mora, Sergio/0000-0001-5000-864X CR Belloch C., TELEMATICA Collins N., 2016, E LEARNING ACCESSIBI Hamade S. N., 2012, ITNG 2012 O. d. G. d. Ecuador, 2016, REG OF NO 686 Pappas C., 2013, ELEARNING IND PAPPAS C, 2014, ELEARNING IND Pirani M. S. Z., 2013, ADV INTELLIGENT SYST, V235, P253 Rangin H., 2013, COMP LEARNING MANAGE W3C, 2008, WEB CONTENT ACCESSIB Watson W. R., 2007, TECHTREND, P28 NR 10 TC 1 Z9 1 U1 0 U2 1 PU IATED-INT ASSOC TECHNOLOGY EDUCATION A& DEVELOPMENT PI VALENICA PA LAURI VOLPI 6, VALENICA, BURJASSOT 46100, SPAIN SN 2340-1117 BN 978-84-608-8860-4 J9 EDULEARN PROC PY 2016 BP 2704 EP 2711 PG 8 WC Education & Educational Research; Education, Scientific Disciplines SC Education & Educational Research GA BH7TE UT WOS:000402955902113 DA 2019-08-01 ER PT S AU Dalvit, L Gumbo, S AF Dalvit, Lorenzo Gumbo, Sibukele BE Chova, LG Martinez, AL Torres, IC TI MOOCS IN SOUTH AFRICA: CHALLENGES AND RESULTS FROM A COUNTRY-WIDE SURVEY SO EDULEARN16: 8TH INTERNATIONAL CONFERENCE ON EDUCATION AND NEW LEARNING TECHNOLOGIES SE EDULEARN Proceedings LA English DT Proceedings Paper CT 8th International Conference on Education and New Learning Technologies (EDULEARN) CY JUL 04-06, 2016 CL Barcelona, SPAIN DE e-learning; employability; methodology; MOOCs; South Africa AB Massively Open Online Courses (MOOCs) have the potential to contribute to improving education outcomes and workforce development in developing countries. In South Africa, this could combat the high youth unemployment rate (above 40%) and shocking university exclusion and/or drop out, which recently led to country-wide student protests. As is the case in other developing countries, the uptake of MOOCs is hampered by relatively low fixed Internet penetration and high data costs as well as low levels of functional literacy, particularly in English. This paper discusses an investigation into circumstances under which individuals register and do MOOCS, together with what they perceive as advantages and disadvantages. This is part of a multi-country study within the Advancing MOOCs for Development Initiative (AMDI). A Survey of MOOC actual and potential users was administered online via social networks and mailing lists, targeting university students and other young people in the age group 18 - 35. The original targets were 500 actual and 500 potential users but the early-stage response was lukewarm and several strategies had to be implemented to increase the response rate. While minors could not be included in the survey, people above the target age group were considered in the final 938 respondents. While MOOCs potential users exceeded the target (669), actual users were hard to find (269). In the final phase of the survey, actual users were contacted in-person by trained fieldworkers who administered the survey through tablets. The breakdown by gender and level of education yielded interesting results for South Africa when compared to respondents in other developing countries. The survey was followed by a workshop of 5 actual users, identified through the survey itself. The choice of a central venue in Johannesburg ensured meaningful participation despite the relatively low density of MOOC users in South Africa. Findings were complemented through interviews with 15 key participants from among prospective employers (private and government sector) as well as educators in universities and training colleges. The collaboration with a private company specialising in surveys as well as a combination of technical and social sciences background among the researchers were key success factors. The research encountered numerous challenges, ranging from the difficulty of contacting respondents among university students due to protests on almost all campuses to reluctance to participate in surveys without some form of incentive and lack of collaboration among MOOC practitioners in South Africa. C1 [Dalvit, Lorenzo; Gumbo, Sibukele] Rhodes Univ, Grahamstown, South Africa. RP Dalvit, L (reprint author), Rhodes Univ, Grahamstown, South Africa. FU United States Agency for International Development (USAID) FX This research and report is made possible with the generous support of the American People through the United States Agency for International Development (USAID). The contents do not necessarily reflect the views of USAID or the United States Government. CR Badat S., 2016, DECIPHERING MEANINGS Boga S., 2014, INTRO MOOCS AFRICA N Chen X., 2013, FAD FUTURE ADVANTAGE Dalvit L., 2015, COMPREHENSIVE STUDY Garrido M., 2016, EXAMINATION MOOC USA Goldstuck A., 2010, PART CURV 2010 2020 Independent Electoral Commission, 2016, EL COMM S AFR MUN BY ITU, 2013, STUD INT INT CONN SU South African Department of Communications, 2013, S AFR CONN CREAT OPP Statistics South Africa, 2015, MIDY POP EST Statistics South Africa, 2015, GEN HOUS SURV Universities UK, 2013, MASS OP ONL COURS HI Webb V, 2006, MIDP S BLOEMF World Wide Worx, 2014, S AFR SOC MED LANDSC NR 14 TC 0 Z9 0 U1 0 U2 2 PU IATED-INT ASSOC TECHNOLOGY EDUCATION A& DEVELOPMENT PI VALENICA PA LAURI VOLPI 6, VALENICA, BURJASSOT 46100, SPAIN SN 2340-1117 BN 978-84-608-8860-4 J9 EDULEARN PROC PY 2016 BP 2777 EP 2786 PG 10 WC Education & Educational Research; Education, Scientific Disciplines SC Education & Educational Research GA BH7TE UT WOS:000402955902123 DA 2019-08-01 ER PT S AU Akel, SM da Costa, PM AF Akel, Samia Moreira da Costa, Paula Moiana BE Chova, LG Martinez, AL Torres, IC TI COMPARING BLENDED LEARNING AND TRADITIONAL TRAINING IN ANATOMY TEACHING SO EDULEARN16: 8TH INTERNATIONAL CONFERENCE ON EDUCATION AND NEW LEARNING TECHNOLOGIES SE EDULEARN Proceedings LA English DT Proceedings Paper CT 8th International Conference on Education and New Learning Technologies (EDULEARN) CY JUL 04-06, 2016 CL Barcelona, SPAIN DE Superior Education; Anatomy Teaching; Computer-Assisted Instruction; Learning Process AB Blended Learning has been discussed for over a decade, yet it is still being carefully implemented in health and sciences programs. Though it is considered a fairly new term, its meaning changed with time, but invariably BL is still considered a cost-saving strategy that mixes e-learning technology with traditional training by instructors. Three major aspects of virtual content have been extremely explored: product utility, costs and learner satisfaction. In Brazil, only a few universities adopted this strategy. The purpose of this study is to analyze and discuss how well students are adapting and defining their motivational status in comparison with students engaged by traditional instructor training. Noticing in previous articles a lack of quality materials in Portuguese, Positivo University ordered anatomy e-books and videos using the Blackboard (R), one of the most widely used learning-management systems by the medical teaching community. The Chi-square test was used. Thirty one students answered the Situational Motivation Scale (SIMS), a measure of situational intrinsic and extrinsic motivation, already adapted and validated to Portuguese. It can be seen that the blended learning students had average values assigned to intrinsic motivation that were slightly lower, although very close to those obtained by the group of students in classroom teaching (with p > 0.05) when compared with the Chi-square test. The identified regulation, in turn, obtained the same average in both groups compared. Thus, we can infer that the students that comprised the surveyed sample were mostly intrinsically motivated or extrinsically motivated as autonomously as possible, i.e. in addition to being motivated to carry out academic activities with prospects facing the personal benefits that may result from such activities, these students have interest and pleasure in performing those tasks, both in the classroom and hybrid. Extrinsic regulation and amotivation showed higher values among blended students, although, previous results, regarding intrinsic motivation and identified regulation, are still significantly higher (p<0.05). What draws the most attention; however, are the scores for external regulation in blended learning. As a teaching methodology which prioritizes the more active participation of the student in the learning process, it was expected that external regulation would achieve a lower value. However, because it is a recently established discipline in the course, still in its second month of activities, students may feel dependent on the guidance of a teacher to understand and carry out the proposed activities. According to Guimaraes and Bzuneck (2008), these numbers are associated with how important the activity is to reaching the student's goal. Therefore, more research is still needed to compare blended learning and traditional classroom based training. C1 [Akel, Samia Moreira; da Costa, Paula Moiana] Posit Univ, Curitiba, Parana, Brazil. RP Akel, SM (reprint author), Posit Univ, Curitiba, Parana, Brazil. CR Abbad Gardênia da Silva, 2010, Estud. psicol. (Natal), V15, P291, DOI 10.1590/S1413-294X2010000300009 Almeida M.E.B., 2012, RELATORIO PESQUISA E Bishop JL, 2013, ASEE ANNU CONF EXPO Costa Gilliene Batista Ferreira da, 2012, Rev. bras. educ. med., V36, P369, DOI 10.1590/S0100-55022012000500011 Fairchild SR, 2006, INT SOC WORK, V49, P390, DOI 10.1177/0020872806063413 Gamboa V., 2013, AT 12 C INT GAL PORT Guimaraes S. E. R., 2008, CIENCIAS COGNICAO, V13, P101 Kruse Maria Henriqueta Luce, 2004, Rev. Bras. Enferm., V57, P79, DOI 10.1590/S0034-71672004000100017 Nunes E. P. S., 2011, 31 C BRAZ COMP SOC Ocak M. A., 2014, INT J NEW TRENDS ED, V5 Pereira JA, 2007, MED EDUC, V41, P189, DOI 10.1111/j.1365-2929.2006.02672.x Sams A, 2013, EDUC LEADERSHIP, V70, P16 SCHNEIDER E. I., 2013, REV INTERSABERES, V8, P68 NR 13 TC 0 Z9 0 U1 2 U2 4 PU IATED-INT ASSOC TECHNOLOGY EDUCATION & DEVELOPMENT PI VALENICA PA LAURI VOLPI 6, VALENICA, BURJASSOT 46100, SPAIN SN 2340-1117 BN 978-84-608-8860-4 J9 EDULEARN PROC PY 2016 BP 2999 EP 3003 PG 5 WC Education & Educational Research; Education, Scientific Disciplines SC Education & Educational Research GA BH7TE UT WOS:000402955903009 DA 2019-08-01 ER PT S AU Kiesler, N AF Kiesler, Natalie BE Chova, LG Martinez, AL Torres, IC TI TEACHING PROGRAMMING 201 WITH VISUAL CODE BLOCKS INSTEAD OF VI, ECLIPSE OR VISUAL STUDIO - EXPERIENCES AND POTENTIAL USE CASES FOR HIGHER EDUCATION SO EDULEARN16: 8TH INTERNATIONAL CONFERENCE ON EDUCATION AND NEW LEARNING TECHNOLOGIES SE EDULEARN Proceedings LA English DT Proceedings Paper CT 8th International Conference on Education and New Learning Technologies (EDULEARN) CY JUL 04-06, 2016 CL Barcelona, SPAIN DE Higher education; learning and teaching methodology; visual programming; visual feedback; research project AB Students of Computer Science have to meet many demands during their studies. Didactics as the science of teaching aims to help improve students' motivation, participation and learning outcomes. Problem-based learning, for instance, can help overcome challenges during studies [1]. Despite proper methods and commitment, students seem to struggle when it comes to programming. So what does engage university students' interest when attending programming courses? How can educators enhance students' learning and understanding of essential programming concepts like recursion? Can a visualization of source code encourage learning and understanding in higher education? In 2009, John Hattie presented numerous didactic variables for student performance in his metaanalysis " Visible Learning" [2]. All of them play a decisive role in successful learning scenarios, but the teacher seems to contribute the most to varying learning outcomes. This is one of the reasons why teaching requires a thorough planning and careful consideration with regard to the target audience. Constructive Alignment [3], for instance, can serve as a framework for well-aligned teaching scenarios. This educational framework constitutes the starting point for the presented research on a new methodology and tool for teaching programming skills. In particular, it is the aim of this academic research project to investigate learning processes of students using visual code blocks for programming. The conducted survey will examine the expected potentials and challenges of visual code blocks in higher education. For this research, a generic visual programming exercise was developed with the aid of the freely available block library Blockly [4]. In the depicted scenario, computer science students can practice with visual building blocks instead of struggling with coding in language-dependent integrated development environments (IDEs). While completing a programming task by putting together blocks, students can generate pseudo code, run their code and immediately view the result in form of a visual execution. For this paper, a usability test with a group of students was conducted. As a first step, students were presented with an introductory video explaining the most important usability aspects of the software. Second, students were faced with pre-defined tasks. Then, visual code blocks had to be arranged in order to solve the chosen programming task while thinking aloud. Individual feedback accompanied possible cases of errors. A guided interview completed this survey. First experiences and user tests based on this approach are quite promising with regard to usability, motivation and learning outcome. This research paper summarizes the current findings on potential use cases and provides further considerations. It is part of a running investigation conducting the planning and implementation of a complementary e-learning module for programming courses using visual code blocks. The overall goal of this research is to support the programming training at universities. C1 [Kiesler, Natalie] Fulda Univ Appl Sci, Fulda, Germany. RP Kiesler, N (reprint author), Fulda Univ Appl Sci, Fulda, Germany. CR Barg M., 2000, COMPUTER SCI ED, V10, P1 Bentrad S., 2011, IJIT ACEEE INT J INF, V1, P56 Bergmann J., 2012, FLIP YOUR CLASSROOM, P13 Biggs J, 1996, HIGH EDUC, V32, P347, DOI 10.1007/BF00138871 Byrne MD, 1999, COMPUT EDUC, V33, P253, DOI 10.1016/S0360-1315(99)00023-8 Faulkner L, 2003, BEHAV RES METH INS C, V35, P379, DOI 10.3758/BF03195514 Halbert D. C., 1984, THESIS Hattie JAC, 2009, VISIBLE LEARNING: A SYNTHESIS OF OVER 800 META-ANALYSES RELATING TO ACHIEVEMENT, P1 Hattie J, 2007, REV EDUC RES, V77, P81, DOI 10.3102/003465430298487 Hundhausen CD, 2002, J VISUAL LANG COMPUT, V13, P259, DOI 10.1006/S1045-926X(02)00028-9 Jone N., 2006, ABAC J, V26, P1 Kolling Michael, 2003, COMPUTER SCI ED, V13, P249, DOI DOI 10.1076/CSED.13.4.249.17496 Krahmer E., 2004, IEEE Transactions on Professional Communication, V47, P105, DOI 10.1109/TPC.2004.828205 LINN MC, 1992, COMMUN ACM, V35, P121, DOI 10.1145/131295.131301 Malan DJ, 2007, SIGCSE 2007: PROCEEDINGS OF THE THIRTY-EIGHTH SIGCSE TECHNICAL SYMPOSIUM ON COMPUTER SCIENCE EDUCATION, P223, DOI 10.1145/1227504.1227388 Medienpadagogischer Forschungsverbund Sudwest (mpfs), 2015, JIM STUD 2015 JUG IN Robins A., 2003, COMPUTER SCI ED, V13, P137, DOI DOI 10.1076/CSED.13.2.137.14200 Soloway E., 1989, STUDYING NOVICE PROG STASKO J, 1993, HUMAN FACTORS IN COMPUTING SYSTEMS, P61 Statistisches Bundesamt, 2016, ANZ STUD INN 1 HOCHS Urquiza-Fuentes J., 2009, ACM T COMPUT EDUC, V9, P1 Wilson C., 2010, RUNNING EMPTY FAILUR Wolber D, 2011, SIGCSE 11: PROCEEDINGS OF THE 42ND ACM TECHNICAL SYMPOSIUM ON COMPUTER SCIENCE EDUCATION, P601 Zhang Y, 2013, J VISUAL LANG COMPUT, V24, P313, DOI 10.1016/j.jvlc.2013.07.001 NR 24 TC 0 Z9 0 U1 1 U2 1 PU IATED-INT ASSOC TECHNOLOGY EDUCATION & DEVELOPMENT PI VALENICA PA LAURI VOLPI 6, VALENICA, BURJASSOT 46100, SPAIN SN 2340-1117 BN 978-84-608-8860-4 J9 EDULEARN PROC PY 2016 BP 3171 EP 3179 PG 9 WC Education & Educational Research; Education, Scientific Disciplines SC Education & Educational Research GA BH7TE UT WOS:000402955903032 DA 2019-08-01 ER PT S AU Plechawska-Wojcik, M Milosz, M Dzienkowski, M AF Plechawska-Wojcik, M. Milosz, M. Dzienkowski, M. BE Chova, LG Martinez, AL Torres, IC TI CLOSING COMPETENCY GAPS USING E-LEARNING IN MULTIDISCIPLINARY MASTER'S STUDIES SO EDULEARN16: 8TH INTERNATIONAL CONFERENCE ON EDUCATION AND NEW LEARNING TECHNOLOGIES SE EDULEARN Proceedings LA English DT Proceedings Paper CT 8th International Conference on Education and New Learning Technologies (EDULEARN) CY JUL 04-06, 2016 CL Barcelona, SPAIN DE e-learning; multidisciplinary; Master's programme; higher education; environment; monitoring; mobile application AB Multidisciplinary Master's studies linking computer science and environmental protection were prepared under the project "Mobile Application Development in Environment Monitoring - a New Program of Master Studies in English" (MADEM). The MADEM project is aimed at extending the education offer of the Faculty of Electrical Engineering and Computer Science at the Lublin University of Technology (LUT) by creating a new, multidisciplinary Master's specialization in English. The prepared specialisation in the field of computer science will educate students to build information systems, especially mobile applications, dedicated to environment monitoring with special consideration of monitoring threats, working with detecting sensors and safety issues. The developed curriculum includes 23 courses, most of which will be conducted in a traditional manner in a form of lectures, laboratories, classes, projects and seminars. It was assumed that 3 courses will be fully conducted in a form of e-learning courses and the others involving traditional learning will provide students with didactic materials on the e-learning platform. The developed multidisciplinary curriculum before approval was evaluated by external stakeholders from the IT industry and institutions dealing with environmental protection. The main issue emphasized by representatives of employers was the situation in the employment market concerning university graduates frequently lacking a uniform, sufficient level of key competencies in the area of computer science and environmental protection. In order to bridge, and eventually also close, the specified competency gaps six additional e-learning courses were developed. The courses were designed to fill gaps in required competences. The article presents the problem of education competency gaps, the developed solution, the list of e-learning courses provided in the study curriculum of the MADEM specialisation and examples of their contents. C1 [Plechawska-Wojcik, M.; Milosz, M.; Dzienkowski, M.] Lublin Univ Technol, Lublin, Poland. RP Plechawska-Wojcik, M (reprint author), Lublin Univ Technol, Lublin, Poland. RI Dzienkowski, Mariusz/A-7666-2013; Milosz, Marek/B-6879-2017; Plechawska-Wojcik, Malgorzata/B-4941-2013 OI Dzienkowski, Mariusz/0000-0002-1932-297X; Milosz, Marek/0000-0002-5898-815X; Plechawska-Wojcik, Malgorzata/0000-0003-1055-5344 FU EEA, Norway Grants; Polish funds under Scholarship and Training Fund programme FX This work is done within the MADEM project which is supported by the EEA, Norway Grants and Polish funds under the Scholarship and Training Fund programme. CR Borys M, 2012, 2012 15TH INTERNATIONAL CONFERENCE ON INTERACTIVE COLLABORATIVE LEARNING (ICL), DOI 10.1109/ICL.2012.6402164 Dzienkowski M, 2016, INTED PROC, P4919 Dzienkowski M, 2016, INTED PROC, P4929 Lukasik E, 2015, INTED PROC, P3135 MacKeogh K., 2008, ECEL P 7 EUR C E LEA Milosz M, 2015, IEEE GLOB ENG EDUC C, P689, DOI 10.1109/EDUCON.2015.7096044 Ministry of Science and Higher Education, 2015, PROGR ROZW SZKOLN WY Park JY, 2010, INT J PEDAGOG LEARN, V6, P82, DOI 10.5172/ijpl.6.1.82 Plechawska-Wojcik M, 2015, EDULEARN PROC, P3576 NR 9 TC 4 Z9 4 U1 0 U2 3 PU IATED-INT ASSOC TECHNOLOGY EDUCATION & DEVELOPMENT PI VALENICA PA LAURI VOLPI 6, VALENICA, BURJASSOT 46100, SPAIN SN 2340-1117 BN 978-84-608-8860-4 J9 EDULEARN PROC PY 2016 BP 3412 EP 3420 PG 9 WC Education & Educational Research; Education, Scientific Disciplines SC Education & Educational Research GA BH7TE UT WOS:000402955903069 DA 2019-08-01 ER PT S AU Galimberti, A Passerini, MBG Palmieri, C AF Galimberti, Andrea Passerini, Maria Benedetta Gambacorti Palmieri, Cristina BE Chova, LG Martinez, AL Torres, IC TI A UNIVERSITY LEARNING EXPERIENCE FOR ADULT EDUCATORS IN HIGHER EDUCATION: FROM A RESEARCH-BASED APPROACH TO A GUIDANCE MODEL FOCUSED ON PROFESSIONAL IDENTITY SO EDULEARN16: 8TH INTERNATIONAL CONFERENCE ON EDUCATION AND NEW LEARNING TECHNOLOGIES SE EDULEARN Proceedings LA English DT Proceedings Paper CT 8th International Conference on Education and New Learning Technologies (EDULEARN) CY JUL 04-06, 2016 CL Barcelona, SPAIN DE Adult educators; Master's Degree Course in Educational Science; university training experience; internship; research-based approach; student disorientation AB In Italy, the university training of education professionals currently consists of a three-year bachelor's degree program for educators and a five-year master's degree program for adult educators. Educational work does not simply consist of direct relationships with the people intended to benefit from it: the provision of educational services demands a significant level of coordination, planning, and organization. In Italy, these functions are performed by adult educators, that is to say, professionals with a Master's Degree who are specialists in educational processes. The specific role of these professionals is to design, manage and evaluate educational services: they may be employed as coordinators, directors, counsellors, or supervisors in the field of education. Italian adult educators must therefore receive training in a range of skills and competences, given that they may be required to fulfil a variety of different roles. This paper presents and analyses the practical training component in the university training of Italian adult educators, consisting of both e-learning and group sessions. The design of this component was underpinned by a number of generic assumptions, the most important of which is that educators must develop research skills if they are to fully attain the required professional competence. Specifically, undertaking and conducting research requires the ability to analyze contexts, identify relevant themes, construct and deconstruct issues, and deal with multiple dimensions of knowledge (both theoretical and practical). Designing and implementing a research project in an educational context can make a key contribution to mastering the main skills required by an educational counsellor, supervisor or coordinator. Asking students to carry out research implies viewing them as capable of identifying their own learning interests and developing a clear vision of their professional futures, in other words, as students with agency who are prepared to abandon a purely passive stance. After this model had been pilot tested for one year, we conducted an evaluation based on feedback received from the participants. The students reported experiencing an unanticipated level of disorientation, which had not been easy for them to cope with. More specifically, they mentioned difficulties in connecting the different perspectives encountered in the course of their studies, recognizing their own competences and negotiating their role with external institutions. Overall, they were disoriented in relation to their own learning interests and future professional identity. These dimensions could not be taken for granted and demanded a space in which to be discussed. The feedback from the evaluation thus led us to look more closely at how the university goes about organizing and managing professional training programs. The role of higher education is changing and the traditional distinctions between formal, non-formal and informal learning called into question. Personal knowledge and transversal skills, as well as the ability to manage a composite and changing professional identity, connect experience acquired across different contexts (formal and non-formal), and identify and construct competences are becoming increasingly relevant. This means that the notion of competence should not be viewed from a purely instrumental perspective but needs to be discussed at multiple levels. Fostering this kind of reflective process means caring for the "third mission" assigned to universities: that of developing and promoting lifelong and lifewide learning. C1 [Galimberti, Andrea; Passerini, Maria Benedetta Gambacorti; Palmieri, Cristina] Univ Milano Bicocca, Milan, Italy. RP Galimberti, A (reprint author), Univ Milano Bicocca, Milan, Italy. CR Baldacci M., 2013, MANUALE METODOLOGIA Bove C, 2009, CONTAMINAZIONI METOD Contini M., 2000, GRUPPO ED LUOGO SCON Dahlberg K., 2008, REFLECTIVE LIFEWORLD Dewey J., 1910, WE THINK Driscoll M., 2002, E LEARNING Fook J., 2007, PRACTISING CRITICAL Graham C.R, 2010, HDB BLENDED LEARNING Haselberg D., 2016, INT J E LEARNING, V15, P47 Islam N., 2015, J ED TRAINING STUDIE, V3, P102, DOI DOI 10.11114/JETS.V3I5.947 King A., 1993, COLL TEACH, V41, P30, DOI DOI 10.1080/87567555.1993.9926781 Lee MG, 2013, J SOC WORK EDUC, V49, P420, DOI 10.1080/10437797.2013.796786 Mantovani S., 1998, RICERCA CAMPO EDUCAZ Massa R, 1992, CLIN FORMAZIONE ESPE Meirieu P, 1984, ITINERAIRES PEDAGOGI Mezirow J, 1991, TRANSFORMATIVE DIMEN Mortari L, 2007, CULTURE RICERCA PEDA Mortari L., 2003, APPRENDERE ESPERIENZ Murphy M, 2008, IRISH EDUC STUD, V27, P71, DOI 10.1080/03323310701837905 Oggionni F., 2013, SUPERVISIONE PEDAGOG Osguthorpe R. T., 2003, Q REV DISTANCE ED, V4, P227 Palmer C., 2009, Proceedings of the 36th Annual Meeting of the Plant Growth Regulation Society of America, Asheville, North Carolina, USA, 2-6 August 2009, P107 Palmieri C., 2009, PENSARE FARE TIROCIN Prada G, 2009, PENSARE FARE TIROCIN, P232 Regoliosi L., 2002, CONSULENTE LAVORO SO Riva M.G., 2011, RASSEGNA PEDAGOGIA, V18, P161 Saltzburg S, 2010, FAM SOC, V91, P293, DOI 10.1606/1044-3894.4008 Scandella O., 2004, RIFLESSIONI FUNZIONE, V20, P110 Schon D. A., 1983, REFLECTIVE PRACTITIO Trout M. G., 2012, DISS ABSTR INT A, V72, P37 Zannini L, 2005, TUTORSHIP NELLA FORM NR 31 TC 0 Z9 0 U1 0 U2 1 PU IATED-INT ASSOC TECHNOLOGY EDUCATION A& DEVELOPMENT PI VALENICA PA LAURI VOLPI 6, VALENICA, BURJASSOT 46100, SPAIN SN 2340-1117 BN 978-84-608-8860-4 J9 EDULEARN PROC PY 2016 BP 3893 EP 3901 PG 9 WC Education & Educational Research; Education, Scientific Disciplines SC Education & Educational Research GA BH7TE UT WOS:000402955903147 DA 2019-08-01 ER PT S AU Artal-Sevil, JS Romero, E Artacho, JM AF Sergio Artal-Sevil, J. Romero, E. Manuel Artacho, J. BE Chova, LG Martinez, AL Torres, IC TI MULTIMEDIA RESOURCES AND TOOLS FOR FLIPPED CLASSROOM. EXPERIENCE IN HIGHER EDUCATION SO EDULEARN16: 8TH INTERNATIONAL CONFERENCE ON EDUCATION AND NEW LEARNING TECHNOLOGIES SE EDULEARN Proceedings LA English DT Proceedings Paper CT 8th International Conference on Education and New Learning Technologies (EDULEARN) CY JUL 04-06, 2016 CL Barcelona, SPAIN DE Mobile and Tablet Technologies; Web Classroom Applications; Advanced Classroom Technology; Multimedia Resources; Flipped Classroom; Simulation-based Learning; Learning by-doing; Blended Learning; Game-based Learning; Active and Collaborative Methodologies; Motivation; Engineering Education; Projects and Experiences AB Nowadays the learning methods in the higher and further education are under a constant review process. Applications focused in blended-learning allow to speed-up the learning process; this facilitates the design and implementation of active resources in the classroom. Flipped Classroom strategy has achieved significant mention in academic circles in recent years. Flipped learning is a very effective idea for students to acquire knowledge, if they are well motivated. Undoubtedly, the implementation of this educational methodology improves the student motivation and increases their participation in the classroom. Traditional lecture style is the most common teaching-learning approach used in higher education. However this approach often places students in a passive role. Flipped Learning has changed the way that students receive information from their teachers. Thus the previous study, academic assignments and communication outside the classroom are more effective. As a brief summary, in this paper different ICT tools and multimedia resources that facilitate the teaching sessions are presented. The objective is to achieve a more interactive learning. The before-class time is dedicated to the study and preparation of the different academic task in order to obtain a previous knowledge. While in-class time it is dedicated to active learning and critical thinking processes. This series of activities include the use of mobile devices, quizzes and games. The instructor prepared a session with questions related to the basic knowledge and each student used his own mobile phone to give the answer to the respective question. The results are immediate. In addition students have instant feedback. The method is based on open-source and easy-to-use tools. Some examples of freeware applications used in the classroom can be: Socrative, Kahoot, GoConqr and Quizizz. Flipped learning incorporates basic e-learning tools and traditional learning practices. Numerous authors suggest that game-based learning provides students a deep-learning. Other learning resources that can facilitate the academic environment are: Educanon, Nearpod, Movenote, SliceShare, etc. In this paper is presented the educational innovation experience based in Flipped Learning and different active-collaborative activities realized during the academic year 2014/15. The course is integrated into the Renewable Energies and Energy Efficiency University Master. Flipped Classroom implements the self-learning ability. In this case, the low cost of the multimedia elements not only allow enhance learning activities, but also help to the student to learn in an entertaining way. Educational innovation strategies shown in this paper are economically efficient, sustainable and transferable to other subjects and knowledge disciplines, because the resources and tools necessary for its implementation are free and widely used within the educational community. The obtained results have shown that the effectiveness and level of global satisfaction of the students, during the development of this educational experience, has been high. C1 [Sergio Artal-Sevil, J.] Univ Zaragoza, EINA, Univ Coll Engn & Architecture, Dept Elect Engn, Zaragoza, Spain. [Romero, E.] Univ Zaragoza, EINA, Dept Chem Engn & Environm Technol, Univ Coll Engn & Architecture, Zaragoza, Spain. [Manuel Artacho, J.] Univ Zaragoza, EINA, Dept Elect & Commun Engn, Univ Coll Engn & Architecture, Zaragoza, Spain. RP Artal-Sevil, JS (reprint author), Univ Zaragoza, EINA, Univ Coll Engn & Architecture, Dept Elect Engn, Zaragoza, Spain. RI Romero, Enrique/D-3127-2011 OI Romero, Enrique/0000-0001-7814-2277 FU University of Zaragoza [PIIDUZ2015/16]; [PIIDUZ_15_019] FX The authors appreciate the financial support provided by the University of Zaragoza for the development of the present work, by means of the Educational Innovation Program (PIIDUZ2015/16). Line 1: implement active methodologies to achieve an improvement of the teaching-learning process, develop educational innovation experiences based on new technologies, with the objective to improve the curriculum of subjects and improve methodologies and associated resources. Reference Project: PIIDUZ_15_019. CR Banday MT, 2014, PROCD SOC BEHV, V123, P406, DOI 10.1016/j.sbspro.2014.01.1439 Chang CC, 2013, COMPUT EDUC, V69, P216, DOI 10.1016/j.compedu.2013.07.017 de Oliveira Fassbinder Aracele Garcia, 2014, 2014 IEEE Frontiers in Education Conference (FIE). Proceedings, P1, DOI 10.1109/FIE.2014.7044074 Elliott Rob, 2014, 2014 IEEE Frontiers in Education Conference (FIE). Proceedings, P1, DOI 10.1109/FIE.2014.7044070 Ferreira JMM, 2014, INT CONF REMOT ENGIN, P204, DOI 10.1109/REV.2014.6784256 Fojtik R, 2014, PROCD SOC BEHV, V143, P342, DOI 10.1016/j.sbspro.2014.07.417 Giannakos Michail N., 2014, 2014 IEEE Frontiers in Education Conference (FIE). Proceedings, P1, DOI 10.1109/FIE.2014.7044449 Gikas J, 2013, INTERNET HIGH EDUC, V19, P18, DOI 10.1016/j.iheduc.2013.06.002 Heywood J, 2005, ENGINEERING EDUCATION: RESEARCH AND DEVELOPMENT IN CURRICULUM AND INSTRUCTION, P1, DOI 10.1002/0471744697 Keengwe J, 2014, EDUC INF TECHNOL, V19, P441, DOI 10.1007/s10639-012-9235-7 Kerr B, 2015, PROCEEDINGS OF 2015 INTERNATIONAL CONFERENCE ON INTERACTIVE COLLABORATIVE LEARNING (ICL), P815, DOI 10.1109/ICL.2015.7318133 Lucke T., 2013, IEEE FRONT ED C OCT, p[491, 495] Mason GS, 2013, IEEE T EDUC, V56, P430, DOI 10.1109/TE.2013.2249066 Porter WW, 2014, COMPUT EDUC, V75, P185, DOI 10.1016/j.compedu.2014.02.011 Rahman AA, 2015, 2015 3RD INTERNATIONAL CONFERENCE ON INFORMATION AND COMMUNICATION TECHNOLOGY (ICOICT), P212, DOI 10.1109/ICoICT.2015.7231424 Ross AM, 2014, PROCEDIA COMPUT SCI, V28, P430, DOI 10.1016/j.procs.2014.03.053 Artal-Sevil JS, 2015, ICERI PROC, P7761 Artal-Sevil JS, 2015, EDULEARN PROC, P8194 Artal-Sevil JS, 2015, EDULEARN PROC, P8212 Yuan JG, 2014, 2014 IEEE WORKSHOP ON ELECTRONICS, COMPUTER AND APPLICATIONS, P362, DOI 10.1109/IWECA.2014.6845632 Zhamanov A, 2015, 2015 TWELVE INTERNATIONAL CONFERENCE ON ELECTRONICS COMPUTER AND COMPUTATION (ICECCO), P1 NR 21 TC 0 Z9 0 U1 2 U2 13 PU IATED-INT ASSOC TECHNOLOGY EDUCATION & DEVELOPMENT PI VALENICA PA LAURI VOLPI 6, VALENICA, BURJASSOT 46100, SPAIN SN 2340-1117 BN 978-84-608-8860-4 J9 EDULEARN PROC PY 2016 BP 3902 EP 3911 PG 10 WC Education & Educational Research; Education, Scientific Disciplines SC Education & Educational Research GA BH7TE UT WOS:000402955903148 DA 2019-08-01 ER PT S AU Artal-Sevil, JS Bernal, JL Dominguez, JA AF Sergio Artal-Sevil, J. Bernal, J. L. Dominguez, J. A. BE Chova, LG Martinez, AL Torres, IC TI FLIPPED CLASSROOM: AN INTERACTIVE METHOD TO IMPROVE THE STUDENT PERFORMANCE SO EDULEARN16: 8TH INTERNATIONAL CONFERENCE ON EDUCATION AND NEW LEARNING TECHNOLOGIES SE EDULEARN Proceedings LA English DT Proceedings Paper CT 8th International Conference on Education and New Learning Technologies (EDULEARN) CY JUL 04-06, 2016 CL Barcelona, SPAIN DE Flipped Classroom; active-collaborative strategies; Blended learning; Learning by-doing; Autonomous learning; e-Learning; Motivation; Student Performance; Learning Experiences in Higher and Further Education; Educational Innovation; Engineering Education; Social Media in Education; Projects and Experiences ID HIGHER-EDUCATION AB Flipped Classroom strategy has achieved a significant mention in academic circles in recent years. Flipped Classroom uses in-class time to work on learning materials that were studied and explored by students previously (e.g. presentations, YouTube videos, small concept-test, documents related, etc.). Undoubtedly, the implementation of this educational strategy improves the student motivation and increases their participation in the classroom. Flipped Learning has changed the way that students receive information from their teachers. Although at present this methodology has acquired much popular attention, it has not developed a relevant research on the different techniques that can be used during the implementation. It is well known that knowledge retention is far more effective when students learn by-doing something, instead of just listening or watching. Thus the classroom is a place to organize discussions and other academic tasks. Now the effort of the students, during the development of the different experiences and activities, is more oriented towards the acquisition of skills and competences than towards the simple memorization of contents and concepts in the classroom. The principle and essence of flipped classroom has been introduced in this paper. Indeed, flipped classroom can be considered as a complement, rather than a substitute, to the traditional classroom in higher education because it allows than class time is oriented toward active and collaborative learning. Flipped Classroom is a blended learning model that depends on a greater number of digital and multimedia resources. Most authors agree on deep-learning aspects provided by the active and collaborative techniques. The benefits that can accrue from active learning are well documented and they have been widely discussed within the literature. Also it should be noted that the effectiveness of collaborative learning can depend on the professor ability to implement these educational strategies. A benefit of flipped classroom is that students are able to study course material at a rate that is adjusted for each their learning style. In this paper the authors discuss the different techniques that were used during the implementation of flipped learning in the semester. The course is integrated into the Renewable Energies and Energy Efficiency University Master. Flipped Classroom implements the self-learning ability. Students use technology to access the instructional materials and other multimedia resources outside the classroom, in order to participate later in active learning during in-class time. So the class is a place where the student-teacher interaction and communication occurs. This series of activities include the use of mobile devices, Quizzes and Games. It has been observed that students respond positively to flipped learning. Educational innovation strategies shown in this paper are economically efficient, sustainable and transferable to other subjects and knowledge disciplines, because the resources and tools necessary for its implementation are free and widely used within the educational community. Flipped Learning is a very effective methodology to acquire knowledge, if the students are well motivated. C1 [Sergio Artal-Sevil, J.; Bernal, J. L.; Dominguez, J. A.] Univ Zaragoza, Univ Coll Engn & Architecture, EINA, Dept Elect Engn, Zaragoza, Spain. RP Artal-Sevil, JS (reprint author), Univ Zaragoza, Univ Coll Engn & Architecture, EINA, Dept Elect Engn, Zaragoza, Spain. FU University of Zaragoza [PIIDUZ 2015/16]; [PIIDUZ_15_019] FX The authors appreciate the financial support provided by the University of Zaragoza for the development of the present work, by means of the Educational Innovation Program (PIIDUZ 2015/16). Line 1: implement active methodologies to achieve an improvement of the teaching-learning process, develop educational innovation experiences based on new technologies, with the objective to improve the curriculum of subjects and improve methodologies and associated resources. Reference Project: PIIDUZ_15_019. CR Banday MT, 2014, PROCD SOC BEHV, V123, P406, DOI 10.1016/j.sbspro.2014.01.1439 Bergmann J., 2013, LEARNING INNOVATION de Oliveira Fassbinder Aracele Garcia, 2014, 2014 IEEE Frontiers in Education Conference (FIE). Proceedings, P1, DOI 10.1109/FIE.2014.7044074 Elliott Rob, 2014, 2014 IEEE Frontiers in Education Conference (FIE). Proceedings, P1, DOI 10.1109/FIE.2014.7044070 Ferreira JMM, 2014, INT CONF REMOT ENGIN, P204, DOI 10.1109/REV.2014.6784256 Fojtik R, 2014, PROCD SOC BEHV, V143, P342, DOI 10.1016/j.sbspro.2014.07.417 Giannakos Michail N., 2014, 2014 IEEE Frontiers in Education Conference (FIE). Proceedings, P1, DOI 10.1109/FIE.2014.7044449 Gikas J, 2013, INTERNET HIGH EDUC, V19, P18, DOI 10.1016/j.iheduc.2013.06.002 Heywood J, 2005, ENGINEERING EDUCATION: RESEARCH AND DEVELOPMENT IN CURRICULUM AND INSTRUCTION, P1, DOI 10.1002/0471744697 Keengwe J, 2014, EDUC INF TECHNOL, V19, P441, DOI 10.1007/s10639-012-9235-7 Kerr B, 2015, PROCEEDINGS OF 2015 INTERNATIONAL CONFERENCE ON INTERACTIVE COLLABORATIVE LEARNING (ICL), P815, DOI 10.1109/ICL.2015.7318133 Lucke T., 2013, IEEE FRONT ED C OCT, p[491, 495] Mason GS, 2013, IEEE T EDUC, V56, P430, DOI 10.1109/TE.2013.2249066 O'Flaherty J, 2015, INTERNET HIGH EDUC, V25, P85, DOI 10.1016/j.iheduc.2015.02.002 Porter WW, 2014, COMPUT EDUC, V75, P185, DOI 10.1016/j.compedu.2014.02.011 Rahman AA, 2015, 2015 3RD INTERNATIONAL CONFERENCE ON INFORMATION AND COMMUNICATION TECHNOLOGY (ICOICT), P212, DOI 10.1109/ICoICT.2015.7231424 Roach T, 2014, INT REV ECON EDUC, V17, P74, DOI 10.1016/j.iree.2014.08.003 Ross AM, 2014, PROCEDIA COMPUT SCI, V28, P430, DOI 10.1016/j.procs.2014.03.053 Artal JS, 2016, INTED PROC, P3621 Artal-Sevil JS, 2015, ICERI PROC, P7761 Artal-Sevil JS, 2015, EDULEARN PROC, P8194 Artal-Sevil JS, 2015, EDULEARN PROC, P8212 Yuan JG, 2014, 2014 IEEE WORKSHOP ON ELECTRONICS, COMPUTER AND APPLICATIONS, P362, DOI 10.1109/IWECA.2014.6845632 Zhamanov A, 2015, 2015 TWELVE INTERNATIONAL CONFERENCE ON ELECTRONICS COMPUTER AND COMPUTATION (ICECCO), P1 NR 24 TC 1 Z9 1 U1 1 U2 3 PU IATED-INT ASSOC TECHNOLOGY EDUCATION & DEVELOPMENT PI VALENICA PA LAURI VOLPI 6, VALENICA, BURJASSOT 46100, SPAIN SN 2340-1117 BN 978-84-608-8860-4 J9 EDULEARN PROC PY 2016 BP 3912 EP 3921 PG 10 WC Education & Educational Research; Education, Scientific Disciplines SC Education & Educational Research GA BH7TE UT WOS:000402955903149 DA 2019-08-01 ER PT S AU Gandhi, BVR Gandhi, S AF Gandhi, Bodapati V. R. Gandhi, Srinivas BE Chova, LG Martinez, AL Torres, IC TI E-LEARNING: A CHALLENGE FOR BUSINESS STATISTICS EDUCATION SO EDULEARN16: 8TH INTERNATIONAL CONFERENCE ON EDUCATION AND NEW LEARNING TECHNOLOGIES SE EDULEARN Proceedings LA English DT Proceedings Paper CT 8th International Conference on Education and New Learning Technologies (EDULEARN) CY JUL 04-06, 2016 CL Barcelona, SPAIN DE E-learning; distance education; big data; undergraduate business education; business statistics AB The expansion of e-learning and distance education are responsible for some of the greatest systemic changes in the recent history of higher education not only in the United States but worldwide. Undergraduate business education has not been immune from these effects. However, undergraduate business statistics education presents unique challenges in distance education, because the nature of the field, as well as its importance, have changed dramatically during the age of Big Data. This paper will elucidate some of the challenges that emerging pedagogical technology presents to the teaching of statistics in business. While technology presents an opportunity, it also presents a number of difficulties, for universities as well as students. Some of these are old, as the mode of transmission does not change the content of a course that is already feared and considered "difficult." However, e-learning also presents new tests for both sets of stakeholders. The American Statistical Association has presented several guidelines for the teaching of undergraduate statistics that must be taken into consideration in curricular planning. In addition, business curricula are themselves being challenged to embed research, critical thinking and technology in the course, alongside an introduction to big data. This paper elucidates some of these points and closes with recommendations to universities and undergraduate business curricular planners engaged in the implementation of distance education. C1 [Gandhi, Bodapati V. R.; Gandhi, Srinivas] Univ Puerto Rico Mayaguez, Mayaguez, PR 00682 USA. RP Gandhi, BVR (reprint author), Univ Puerto Rico Mayaguez, Mayaguez, PR 00682 USA. CR Amirault R., 2015, Q REV DISTANCE ED, V16, pvii [Anonymous], 2015, 2016 CAND SLAM COMM Carver R., 2016, GUIDELINES ASSESSMEN Clark P., 2014, BLOOMBERG BUSINESS College Board, 2016, AP EX VOL CHANG 2015 College Board, 2010, STAT COURS DESCR, P4 College Board, 2014, 10 ANN AP REP NAT, P15 Common Core State Standards Initiative, 2016, STAND YOUR STAT Demiray U, 2000, DISTANCE ED WINDS CH Franklin C., 2005, GUIDELINES ASSESSMEN Gandhi B., 2015, P 9 INT TECHN ED DEV, P1382 Garfield J., 2010, GUIDELINES ASSESSMEN, P9 Guri-Rosenbilt S., 2012, J DISTANCE ED, V25 Henderson R. G., 2010, DELTA PI EPSILON J, VLII, P16 Kosala R, 2015, ENCY INFORM SCI TECH, P355 Mclsaac M., 2001, HDB RES ED COMMUNICA, P404 Moore JL, 2011, INTERNET HIGH EDUC, V14, P129, DOI 10.1016/j.iheduc.2010.10.001 Pondiscio R, 2016, US NEWS WORLD REPORT Raju D., 2011, J STAT ED, V19, P1 Sanford D., 2014, MERLOT J ONLINE LEAR, P536 Swan K., 2015, Q REV DISTANCE ED, V16, P139 Troester M., 2012, CISC VIS NETW IND GL Wertheimer L. K., 2012, BOSTON GLOBE Woods D, 2012, FORBES Woodward R., 2013, TEACHING BUSINESS EC, V17, P17 NR 25 TC 0 Z9 0 U1 0 U2 1 PU IATED-INT ASSOC TECHNOLOGY EDUCATION & DEVELOPMENT PI VALENICA PA LAURI VOLPI 6, VALENICA, BURJASSOT 46100, SPAIN SN 2340-1117 BN 978-84-608-8860-4 J9 EDULEARN PROC PY 2016 BP 4120 EP 4126 PG 7 WC Education & Educational Research; Education, Scientific Disciplines SC Education & Educational Research GA BH7TE UT WOS:000402955904032 DA 2019-08-01 ER PT S AU Calvo-Jurado, C Perez, MC AF Calvo-Jurado, Carmen Candel Perez, Miguel BE Chova, LG Martinez, AL Torres, IC TI SELF-ASSESSMENT ACTIVITIES OF INFINITESIMAL CALCULUS IN THE E-LEARNING AT TECHNICAL DEGREES SO EDULEARN16: 8TH INTERNATIONAL CONFERENCE ON EDUCATION AND NEW LEARNING TECHNOLOGIES SE EDULEARN Proceedings LA English DT Proceedings Paper CT 8th International Conference on Education and New Learning Technologies (EDULEARN) CY JUL 04-06, 2016 CL Barcelona, SPAIN DE Self-assessment activities; mathematics; engineering degrees; higher education AB Our aim in this work is to design and implement a self-assessment tool for the e-learning of fundamental mathematical subjects in engineering degrees. The difficulty of specific issues as differential and integral calculus, and therefore the need to develop attractive ways to teach them, has led us to design a wide question bank supported by Moodle about different aspect of the infinitesimal calculus. The results are statistically analyzed and some conclusions are obtained about how they are related and their influence on the student final knowledge. C1 [Calvo-Jurado, Carmen] Univ Extremadura, Dept Math, Badajoz, Spain. [Candel Perez, Miguel] Univ Extremadura, Dept Construct Engn, Badajoz, Spain. RP Calvo-Jurado, C (reprint author), Univ Extremadura, Dept Math, Badajoz, Spain. FU Ministerio de Ciencia e Innovacion of Spain [MTM 2011-24457]; Junta de Andalucia [FQM-309]; Junta de Extremadura [FQM-025] FX C. Calvo-Jurado has been partially supported by the project MTM 2011-24457 of the Ministerio de Ciencia e Innovacion of Spain and the research groups FQM-309 (Junta de Andalucia) and FQM-025 (Junta de Extremadura). CR Baltas Z., 2004, KAYNAK DERGISI, V20, P11 Desoete A, 2006, LEARN INSTR, V16, P12, DOI 10.1016/j.learninstruc.2005.12.003 FLAVELL JH, 1979, AM PSYCHOL, V34, P906, DOI 10.1037/0003-066X.34.10.906 IBMCorp, IBM SPSS STAT WINDOW Kim Hae-Young, 2013, STAT NOTES CLIN RESE, P52 Ozcan Zeynep Cigdem, INT ONLINE J ED SCI, V6, P49 ZIMMERMAN BJ, 1989, J EDUC PSYCHOL, V81, P329, DOI 10.1037/0022-0663.81.3.329 NR 7 TC 0 Z9 0 U1 0 U2 1 PU IATED-INT ASSOC TECHNOLOGY EDUCATION A& DEVELOPMENT PI VALENICA PA LAURI VOLPI 6, VALENICA, BURJASSOT 46100, SPAIN SN 2340-1117 BN 978-84-608-8860-4 J9 EDULEARN PROC PY 2016 BP 4142 EP 4148 PG 7 WC Education & Educational Research; Education, Scientific Disciplines SC Education & Educational Research GA BH7TE UT WOS:000402955904035 DA 2019-08-01 ER PT S AU Barbutiu, SM Kack, A AF Barbutiu, Sirkku Mannikko Kack, Annika BE Chova, LG Martinez, AL Torres, IC TI INTEGRATING DIGITAL LITERACY IN TEACHER EDUCATION - THE PERPETUAL CHALLENGE OF A LEARNING ORGANIZATION SO EDULEARN16: 8TH INTERNATIONAL CONFERENCE ON EDUCATION AND NEW LEARNING TECHNOLOGIES SE EDULEARN Proceedings LA English DT Proceedings Paper CT 8th International Conference on Education and New Learning Technologies (EDULEARN) CY JUL 04-06, 2016 CL Barcelona, SPAIN DE digital literacy; teacher education; learning organization; competence development AB Swedish teacher education has been subject to criticism for not providing teachers-to-be with sufficient training in the pedagogical use of ICTs. In 2005, a nationwide initiative was launched by the Swedish Knowledge Foundation to improve this situation in teacher education. One of the projects, called LIKA (Learning, Information, Communication, Administration), brought together four institutions of higher education in Stockholm region to integrate ICTs in teacher education. This six-year project engaged approx. 600 teacher educators and 6 000 teacher students in 245 different activities. In this paper, we analyze the experiences from LIKA project that aimed at taking a novel approach to ICT implementation combining the latest technology with participatory and collaborative approaches to teaching and learning. The project applied a holistic model emphasizing at one hand the importance of regarding theoretical, pedagogical, and technical competences as equally relevant parts of digital literacy, and on the other hand, the importance of including all aspects of teaching profession into the system of competence development i. e. Learning, Information, Communication and Administration. In a follow-up survey we examined whether the central ideas from LIKA project still define the competence development and organizational learning activities at departments, which are involved in teacher education, and what kind of new developments have taken place since the end of the project period in 2013. The survey responses indicate that crucial issues for the integration of digital literacy remain the same over the years: how to create and maintain a learning organization in the academic environment of higher education, and how to preserve a functioning, up-to-date notion of digital literacy. Our respondents maintain that digital literacy has increasingly become a part of everyday practices in teacher education. However, the challenges of dispersed teacher education programs involving several departments and the strenuous working conditions of teacher educators make it hard to develop the notion of digital literacy and make ICTs an inspiring part of their pedagogic practice. C1 [Barbutiu, Sirkku Mannikko] Stockholm Univ, Dept Comp & Syst Sci, Stockholm, Sweden. [Kack, Annika] Stockholm Univ, Ctr Adv Univ Teaching, Stockholm, Sweden. RP Barbutiu, SM (reprint author), Stockholm Univ, Dept Comp & Syst Sci, Stockholm, Sweden. CR Computer Sweden, 2014, COMPUTER SWEDEN 0303 Cox MJ, 2007, EDUC INF TECHNOL, V12, P59, DOI 10.1007/sl0639-007-9032-x D'Andrea V., 2005, IMPROVING TEACHING L Engestrom Y, 1987, LEARNING EXPANDING A Engestrom Y., 2001, J ED WORK, V14, P133, DOI DOI 10.1080/13639080020028747 Engestrom Y, 2010, EDUC RES REV-NETH, V5, P1, DOI 10.1016/j.edurev.2009.12.002 Freire P, 1998, TEACHERS CULTURAL WO Hislam J., 2002, CAMB J EDUC, V32, P9, DOI DOI 10.1080/03057640220116409 Kezar A., 2005, NEW DIR HIGH ED, V131, P7, DOI DOI 10.1002/HE.183/ABSTRACT Kress TM, 2011, EXPLOR EDUC PURP, V19, P1, DOI 10.1007/978-94-007-1709-9 Larsson P., 2010, STRATEGIER FORANDRIN Lawson T., 2000, BRIT J SOCIOLOGY ED, V21 NMC, 2015, NMC HORIZON REPORT Pedler M., 1996, THE LEARNING CO Riis U., 2000, VISIONAR ENTUSIASM R Rogers E, 1983, DIFFUSION INNOVATION Sime D, 2005, J COMPUT ASSIST LEAR, V21, P130, DOI 10.1111/j.1365-2729.2005.00120.x Tornero J. M. P., 2004, EAC7603 UAB NR 18 TC 0 Z9 0 U1 0 U2 3 PU IATED-INT ASSOC TECHNOLOGY EDUCATION A& DEVELOPMENT PI VALENICA PA LAURI VOLPI 6, VALENICA, BURJASSOT 46100, SPAIN SN 2340-1117 BN 978-84-608-8860-4 J9 EDULEARN PROC PY 2016 BP 4255 EP 4264 PG 10 WC Education & Educational Research; Education, Scientific Disciplines SC Education & Educational Research GA BH7TE UT WOS:000402955904048 DA 2019-08-01 ER PT S AU Babanskaya, OM Mozhaeva, GV Zakharova, US AF Babanskaya, O. M. Mozhaeva, G. V. Zakharova, U. S. BE Chova, LG Martinez, AL Torres, IC TI INTEGRATING MOOCS INTO THE SYSTEM OF LIFELONG LEARNING: TSU EXPERIENCE SO EDULEARN16: 8TH INTERNATIONAL CONFERENCE ON EDUCATION AND NEW LEARNING TECHNOLOGIES SE EDULEARN Proceedings LA English DT Proceedings Paper CT 8th International Conference on Education and New Learning Technologies (EDULEARN) CY JUL 04-06, 2016 CL Barcelona, SPAIN DE MOOC; blended learning; MOOC monetization; lifelong professional learning; corporate education; VET; credit transfer; MOOC recognition AB Taking into account money and other resources invested into massive open online courses (MOOCs) production universities face a challenge of MOOCs integration into higher and further professional education. Is university able to warrant its investments into MOOCs? What decisions should a university consider: selling certificates to MOOC completers, launching chargeable MOOC specializations or online degree programs? How to adapt MOOCs to the needs of a broad audience so that both on-campus students and international learners could benefit from it including these courses into their individual curricula? Tomsk State University (TSU) works in an effort to solve this problem. This paper is devoted to the model of organizing e-learning in a classical university basing on MOOCs and its integration into the system of lifelong education, as well as to the steps of maintaining this complex process in the framework of current trends in e-learning. C1 [Babanskaya, O. M.; Mozhaeva, G. V.; Zakharova, U. S.] Natl Res Tomsk State Univ, Tomsk, Russia. RP Babanskaya, OM (reprint author), Natl Res Tomsk State Univ, Tomsk, Russia. RI Zakharova, Ulyana/H-8105-2012; Mozhaeva, Galina/E-9226-2014; Babanskaya, Olesya/F-2241-2014 OI Zakharova, Ulyana/0000-0003-4262-3057; CR Andone D., 2015, EMOOCS 2015 P EUR MO, P73 [Anonymous], 2012, COUNC RECC 20 DEC 20 Baggaley J, 2013, DISTANCE EDUC, V34, P368, DOI 10.1080/01587919.2013.835768 Clara M, 2013, DISTANCE EDUC, V34, P129, DOI 10.1080/01587919.2013.770428 Huin L., 2016, EMOOCS 2016 P EUR MO, P351 Inamorato dos Santos A., 2016, EMOOCS 2016 P EUR MO, P495 Kruse A., 2016, EMOOCS 2016 P EUR MO, P342 Masterson K., 2013, GIVING MOOCS SOME CR Moore MG, 2013, AM J DISTANCE EDUC, V27, P75, DOI 10.1080/08923647.2013.786935 NR 9 TC 1 Z9 1 U1 0 U2 0 PU IATED-INT ASSOC TECHNOLOGY EDUCATION A& DEVELOPMENT PI VALENICA PA LAURI VOLPI 6, VALENICA, BURJASSOT 46100, SPAIN SN 2340-1117 BN 978-84-608-8860-4 J9 EDULEARN PROC PY 2016 BP 4353 EP 4360 PG 8 WC Education & Educational Research; Education, Scientific Disciplines SC Education & Educational Research GA BH7TE UT WOS:000402955904065 DA 2019-08-01 ER PT S AU Suraweera, N Liew, CL Cranefield, J AF Suraweera, Namali Liew, Chern Li Cranefield, Jocelyn BE Chova, LG Martinez, AL Torres, IC TI A CONTEXTUAL FRAMEWORK TO GUIDE THE INTRODUCTION AND USE OF E-LEARNING IN INFORMATION MANAGEMENT EDUCATION: SPECIAL REFERENCE TO SRI LANKA SO EDULEARN16: 8TH INTERNATIONAL CONFERENCE ON EDUCATION AND NEW LEARNING TECHNOLOGIES SE EDULEARN Proceedings LA English DT Proceedings Paper CT 8th International Conference on Education and New Learning Technologies (EDULEARN) CY JUL 04-06, 2016 CL Barcelona, SPAIN DE E-Learning; Information Management; Education; Sri Lanka; Contextual framework AB Information is considered a fundamental resource for improving the quality of governance and promoting socio-economic development in developing countries. In Sri Lanka, under the government's vision of higher education, Information Management (IM) education is seen as important for fostering the development of a high quality market-oriented and knowledge-based society. However, a number of barriers currently restrict access to IM education by Sri Lankan information workers: the provision of education is limited to face-to-face teaching at three institutions in the Colombo (capital city) area, and the country's physical infrastructure makes it difficult for fulltime workers to attend classes without missing substantial work time. This results in IM employer reluctance to support education. Hence there is a growing need to provide equity of access to IM education. In response to World Bank reports ([1], [2]) the Quality Assurance and Accreditation Council (QAAC) of Sri Lanka aims to foster transformative change in IM education with the goal of increasing equality of access to IM education through the use of e-learning. A number of early attempts to implement elearning in Sri Lanka have already failed [3]. There is no rigorous research that investigates what factors have an impact on the introduction and use of e-learning in tertiary-level IM education in the Sri Lankan context and what the barriers or enablers to doing so might be. This research fills these gaps in the literature. It was guided by two questions: (i) what are the contextual factors that affect the introduction and use of e-learning in tertiary-level IM education in Sri Lanka? and (ii) how do these factors affect the introduction and use of e-learning? An interpretive case study research was conducted. Thirty semi-structured interviews were conducted with information management education providers, existing e-learning providers and relevant stakeholders, and three focus group discussions were conducted with information workers and academics. Relevant documents were also analysed: (i) official government documents, e.g. policies, reports, and announcements; (ii) official documents from private sources, e.g. administrative documents, proposals, progress reports, and other internal records; and (iii) relevant internet resources. Fullan's [4] educational change theory and Hofstede, Hofstede, and Minkov's [5] cultural dimensions provided a basis for a conceptual model to guide the process of data collection and analysis in this study to gain an understanding of factors affecting the introduction and use of elearning in tertiary-level IM education in Sri Lanka. A key outcome of this study is the development of a contextual framework to guide the introduction and use of e-learning IM education in developing country context like Sri Lanka. Factors that are perceived to have an impact on the introduction and use of e-learning were found at different levels. Macro-level factors included social and cultural factors, governmental factors, and technological factors. Meso-level factors included resistance to pedagogical change, lack of human and other resources, lack of collaboration/partnership among stakeholders and collective perception of elearning acceptance. This paper only focuses on one of the key factors identified by the study at the macro-level which is also a part of a contextual framework: governmental factors. The findings of this study have implications for IM educators and practice in the forms of development of policies, implementation of e-learning, and prioritization and allocation of resources. C1 [Suraweera, Namali] Univ Kelaniya, Dept Lib & Informat Sci, Colombo, Sri Lanka. [Liew, Chern Li; Cranefield, Jocelyn] Victoria Univ Wellington, Sch Informat Management, Wellington, New Zealand. RP Suraweera, N (reprint author), Univ Kelaniya, Dept Lib & Informat Sci, Colombo, Sri Lanka. CR Andersson A., 2008, 7 EUR C E LEARN Fullan M., 2001, NEW MEANING ED CHANG Fullan M., 1991, NEW MEANING ED CHANG Gamage P, 2007, ELECTRON LIBR, V25, P693, DOI 10.1108/02640470710837128 Goswami P.R., 2008, B AM SOC INFORM SCI, V34, P26 Hennink M., 2011, QUALITATIVE RES METH Hofstede G., 2010, CULTURES ORG SOFTWAR ICTA, 2010, OUTC EV REP NEN PROJ KULARATNE EDT, 1997, INFORMATION DEV, V13, P117 Lee BC, 2009, COMPUT EDUC, V53, P1320, DOI 10.1016/j.compedu.2009.06.014 Meso P, 2009, EUR J INFORM SYST, V18, P52, DOI 10.1057/ejis.2008.56 Miles M. B., 1994, QUALITATIVE DATA ANA Ozkan S, 2009, COMPUT EDUC, V53, P1285, DOI 10.1016/j.compedu.2009.06.011 Porcaro D., 2011, MULTICULTURAL ED TEC, V5, P39, DOI DOI 10.1108/17504971111121919 Quality Assurance and Accreditation Council (QAAC), 2008, SUBJ REV REP DEP LIB Singh J., 2006, AS PAC C LIB INF ED, P1 Siritongthaworn S, 2006, EDUC INF TECHNOL, V11, P137, DOI 10.1007/s11134-006-7363-8 Sraku-Lartey M., 2006, Quarterly Bulletin of IAALD, V51, P75 Wijetunge P., 2011, SRI LANKA LIB REV, V25, P1 Wijetunge P., 1998, 64 IFLA GEN C AMST Wilson T.D., 2005, INTRO INFORM MANAGEM, P151 *WORLD BANK, 2009, WORLD BANK ANN REP, DOI DOI 10.1596/978-0-8213-7679-9 World Bank, 2007, WORLD BANK REPORT NR 23 TC 0 Z9 0 U1 0 U2 0 PU IATED-INT ASSOC TECHNOLOGY EDUCATION A& DEVELOPMENT PI VALENICA PA LAURI VOLPI 6, VALENICA, BURJASSOT 46100, SPAIN SN 2340-1117 BN 978-84-608-8860-4 J9 EDULEARN PROC PY 2016 BP 4471 EP 4480 PG 10 WC Education & Educational Research; Education, Scientific Disciplines SC Education & Educational Research GA BH7TE UT WOS:000402955904083 DA 2019-08-01 ER PT S AU Masikisiki, B Thinyane, M AF Masikisiki, B. Thinyane, M. BE Chova, LG Martinez, AL Torres, IC TI COUPLING PERSONA MAPPING AND PERSONALIZED TECHNOLOGY SUPPORTED LEARNING IN A COMMUNITY SKILLS DEVELOPMENT CONTEXT SO EDULEARN16: 8TH INTERNATIONAL CONFERENCE ON EDUCATION AND NEW LEARNING TECHNOLOGIES SE EDULEARN Proceedings LA English DT Proceedings Paper CT 8th International Conference on Education and New Learning Technologies (EDULEARN) CY JUL 04-06, 2016 CL Barcelona, SPAIN DE Persona Mapping; Technology Supported Learning; Personalized Learning AB Education is an essential process within a society through which knowledge and skills are taught and learned. It is a necessity of such importance within society that in some countries (including South Africa) it has been declared a basic human right. Even though everyone is granted this right to education, still not everyone in society is able to participate in formal educational training due to a number of reasons, including: financial/affordability reasons, social reasons, family commitments and responsibilities. Distance education has, in the past, been seen as a good solution to help those individuals who cannot physically attend school. In recent years however, new Information and Communication Technologies have further provided solutions towards enabling communities to have access to both formal and informal education. This is achieved through use of new learning technologies which are widely clustered as e-learning. E-Learning is sometimes defined as computer assisted learning, and also as an approach to learning that is student-centered and collaborative. Some define E-learning as a learning process enabled by interaction with digital learning content, Internet-based services and tutoring support. E-learning technologies potentially offer learners control over what they learn, the sequence and pace at which the learning happens, and the time when learning happens, thus allowing learners an ability to tailor their experiences towards their specific personal learning objectives. E-Learning uses different learning technologies to make it possible for both students and instructors to intact with one another and share learning resources and the learning experience. This research sought to investigate the role played by these learning technologies in the context of a rural South African society in terms of improving education. This was done by engaging with members of the society to undertake a detailed persona mapping, which is a technique that allows for high-level aggregation of different community members (based on factors such as their: demographics, learning motivations, learning goals, professional context) into a particular persona. This research investigates the efficacy of undertaking persona mapping and linking the personas to specific learning technologies in order to achieve the best fit between the individuals who use the technology to support their learning and the various learning technologies that are accessible to these individuals. C1 [Masikisiki, B.; Thinyane, M.] Univ Ft Hare, Alice, South Africa. RP Masikisiki, B (reprint author), Univ Ft Hare, Alice, South Africa. CR Cogill J., 2008, PRIM TEACH INTERACT, P1 Coombs WT, 1999, PUBLIC RELAT REV, V25, P55, DOI 10.1016/S0363-8111(99)80127-1 Gazinoory S., 2011, INT J COMPUT THEORY, V4, P18 Hjeltnes T. A., 2004, COST EFFECTIVENESS C Islam N., 2015, J ED TRAINING STUDIE, V3, P102, DOI DOI 10.11114/JETS.V3I5.947 Kotzer S., 2012, 1 MOODL RES C, P14 Randall B., 2010, N CAR COMM C SYST LE, P1 Summary E., 2012, LEARNING MANAGEMENT, P1 Westbrook Jo, 2013, PEDAGOGY CURRICULUM NR 9 TC 0 Z9 0 U1 0 U2 0 PU IATED-INT ASSOC TECHNOLOGY EDUCATION A& DEVELOPMENT PI VALENICA PA LAURI VOLPI 6, VALENICA, BURJASSOT 46100, SPAIN SN 2340-1117 BN 978-84-608-8860-4 J9 EDULEARN PROC PY 2016 BP 4954 EP 4962 PG 9 WC Education & Educational Research; Education, Scientific Disciplines SC Education & Educational Research GA BH7TE UT WOS:000402955905002 DA 2019-08-01 ER PT S AU Panulinova, E Kozlovska, M Baskova, R AF Panulinova, Eva Kozlovska, Maria Baskova, Renata BE Chova, LG Martinez, AL Torres, IC TI READINESS OF STUDENTS TO TEACHING INNOVATION SO EDULEARN16: 8TH INTERNATIONAL CONFERENCE ON EDUCATION AND NEW LEARNING TECHNOLOGIES SE EDULEARN Proceedings LA English DT Proceedings Paper CT 8th International Conference on Education and New Learning Technologies (EDULEARN) CY JUL 04-06, 2016 CL Barcelona, SPAIN DE Education; progressive teaching methods; e-learning AB The main task of civil engineering faculties is the education and training of civil engineers. For better inclusion of our graduates into professional life and to achieve their higher competitiveness at the labor market, it is necessary to adjust our courses according to the requirements of the practice. That was the main reason for creation of new field of study - Realization of transport constructions. The profile of graduates of study program Realization of transport constructions at the Technical University of Kosice is defined with an emphasis on good theoretical training, and the possible use of information technology. An important part of the comprehensive training is autonomy and creativity development. Progressive teaching methods and technologies certainly can help to achieve those characteristics. The main task of the e-TUKE program is to implement e-learning and support ICT use in the teaching process. The Faculty of Civil Engineering has included e-learning as one of the key parts into its development plan. The paper deals with the analysis of the students' readiness for innovation of both: study materials content and form. The study materials will be adjusted to the form suitable for e-learning and use of electronic media. The conclusions were drawn based on the information gathered from the evaluation questionnaires distributed among Civil Engineering Faculty students. C1 [Panulinova, Eva; Kozlovska, Maria; Baskova, Renata] Tech Univ Kosice, Fac Civil Engn, Kosice, Slovakia. RP Panulinova, E (reprint author), Tech Univ Kosice, Fac Civil Engn, Kosice, Slovakia. FU Use of interdisciplinary knowledge for new programs aimed at improving the investment activities in of transport infrastructure projects [KEGA 031TUKE-4/2015] FX The article presents a partial result of project KEGA 031TUKE-4/2015 "Use of interdisciplinary knowledge for new programs aimed at improving the investment activities in of transport infrastructure projects". CR Altbach PG, 2009, UNESCO 2009 WORLD C, pI BATES A. W, 2005, TECHNOLOGY E LEARNIN Hannock S, 2011, BLENDED LEARNING Klimova BF, 2011, PROCEDIA COMPUT SCI, V3, P1485, DOI 10.1016/j.procs.2011.01.036 Kormanikova E., 2015, ED ALTERNATIVES, V13, P192 Kotrasova K., 2011, J INT SCI PUBLICATIO, V9, P289 Livingstone K.A, 2015, INT J ED DEV USING I, V11, P85 Panulinova E, 2008, VSU 2008, V1, p[117, 120] Panulinova E, 2009, MEDIA4U MAGAZINE, P73 Turek I, 1998, INCREASING EFFECTIVE NR 10 TC 0 Z9 0 U1 0 U2 0 PU IATED-INT ASSOC TECHNOLOGY EDUCATION A& DEVELOPMENT PI VALENICA PA LAURI VOLPI 6, VALENICA, BURJASSOT 46100, SPAIN SN 2340-1117 BN 978-84-608-8860-4 J9 EDULEARN PROC PY 2016 BP 4997 EP 5001 PG 5 WC Education & Educational Research; Education, Scientific Disciplines SC Education & Educational Research GA BH7TE UT WOS:000402955905007 DA 2019-08-01 ER PT S AU Dafoulas, G Loveday, J AF Dafoulas, G. Loveday, J. BE Chova, LG Martinez, AL Torres, IC TI USING DATA MINING FOR ASSESSING STUDENTS INTERACTION WITH SOCIAL MEDIA IN HIGHER EDUCATION: THE CASE OF USING LEARNING ANALYTICS WITHIN THE CURRICULUM SO EDULEARN16: 8TH INTERNATIONAL CONFERENCE ON EDUCATION AND NEW LEARNING TECHNOLOGIES SE EDULEARN Proceedings LA English DT Proceedings Paper CT 8th International Conference on Education and New Learning Technologies (EDULEARN) CY JUL 04-06, 2016 CL Barcelona, SPAIN DE Social media; Web 2.0; learning analytics; data mining for e-learning; learning dashboards AB The role of social media in higher education has shifted from providing a web 2.0 solution for supporting communication in computer supported learning to more advanced functionalities including virtual learning environment tools (e.g. content sharing, threaded discussions). This paper discusses how analysis of social media usage can equip tutors with visual probes to identify areas that may need attention. The paper also describes how data mining can be used to assess communication patterns in computer supported collaborative learning (e.g. issues associated with content, learning activities or student competencies). The data collected from Facebook, Twitter and LinkedIn have been analysed using various statistical techniques to identify group cohesion, communication pattern, student interactions with and use of the different types of social media. Current work presented in the paper includes the statistical analysis of data communication between small student groups or student pairs from a cohort of more than 200 final year students studying information systems, over a two-year period. The scope of the analysis was to assess how different learning tasks affected individual and group contributions as well as the impact of specific learning activities on tasks such as commenting, sharing, linking and liking. The investigation also considered how keywords were used, indicating how social media interaction was affected by the subjects covered during specific learning weeks. Building on previous work by the authors, this paper tests metrics identified previously for use in a learning analytics dashboard. The data includes attributes, which identify students' usage of social media such as total tweets, Facebook posts and LinkedIn projects, submitted by students over a period of 24 learning weeks over 7-8 months, during the two academic years 2014-15 and 2015-16. Data mining techniques are used to investigate whether metric, identified before, are useful in predicting student's results in terms of engagement, involvement, participation, contribution and communication. These are some of the factors that may affect the learning experience when integrating Web 2.0 technologies with traditional virtual learning environments. Current work also discussed the design of learning dashboards, to identify student's results in real time (i.e. identifying those students who are likely to fail or need additional support), as ways to implement learning analytics in the curriculum. C1 [Dafoulas, G.; Loveday, J.] Middlesex Univ, London, England. RP Dafoulas, G (reprint author), Middlesex Univ, London, England. NR 0 TC 0 Z9 0 U1 1 U2 6 PU IATED-INT ASSOC TECHNOLOGY EDUCATION A& DEVELOPMENT PI VALENICA PA LAURI VOLPI 6, VALENICA, BURJASSOT 46100, SPAIN SN 2340-1117 BN 978-84-608-8860-4 J9 EDULEARN PROC PY 2016 BP 5294 EP 5294 PG 1 WC Education & Educational Research; Education, Scientific Disciplines SC Education & Educational Research GA BH7TE UT WOS:000402955905047 DA 2019-08-01 ER PT S AU Gaspar, MC AF Gaspar, M. C. BE Chova, LG Martinez, AL Torres, IC TI WEBLEARNING BOOKS AND ENGINEERING EDUCATION: CHALLENGES AND OPPORTUNITIES ON TEACHING MANUFACTURING PROCESSES SO EDULEARN16: 8TH INTERNATIONAL CONFERENCE ON EDUCATION AND NEW LEARNING TECHNOLOGIES SE EDULEARN Proceedings LA English DT Proceedings Paper CT 8th International Conference on Education and New Learning Technologies (EDULEARN) CY JUL 04-06, 2016 CL Barcelona, SPAIN DE Engineering Education; ICT; E-learning; Higher Education; University ID TECHNOLOGY; STUDENTS AB WebLearning Books (WLB) are fully comprehensive teaching & learning tools, combining traditional physical paper books with digital e-books and associated online contents available in a dedicated e-learning platform. The digital-based content has to be continuously updated to keep track with ongoing trends and evolutions, allowing students' access in a systematic and supervised approach to the latest on the subjects. This paper aims to present WLB main structure and features when envisaging lecturing higher education engineering students, discussing the main challenges and opportunities raised during materials and manufacturing teaching & learning processes. C1 [Gaspar, M. C.] Inst Politecn Castelo Branco, Castelo Branco, Portugal. RP Gaspar, MC (reprint author), Inst Politecn Castelo Branco, Castelo Branco, Portugal. RI Gaspar, Marcelo/V-8230-2017; Gaspar, Marcelo/M-1520-2019 OI Gaspar, Marcelo/0000-0003-3153-6468; Gaspar, Marcelo/0000-0003-3153-6468 CR Alenezi AM, 2015, PROCD SOC BEHV, V176, P891, DOI 10.1016/j.sbspro.2015.01.555 Allen I. E., 2016, ONLINE REPORT CARD T Brahimi T, 2015, COMPUT HUM BEHAV, V51, P604, DOI 10.1016/j.chb.2015.03.013 Brown R., 2005, INT REV RES OPEN DIS, V6, P1 Chang V, 2016, INT J INFORM MANAGE, V36, P476, DOI 10.1016/j.ijinfomgt.2015.12.007 Corlett D, 2005, J COMPUT ASSIST LEAR, V21, P162, DOI 10.1111/j.1365-2729.2005.00124.x Draper SW, 2004, J COMPUT ASSIST LEAR, V20, P81, DOI 10.1111/j.1365-2729.2004.00074.x Duta N, 2015, PROCD SOC BEHV, V180, P1466, DOI 10.1016/j.sbspro.2015.02.294 Klimova BF, 2015, PROCD SOC BEHV, V186, P898, DOI 10.1016/j.sbspro.2015.04.112 Maresca P, 2015, PROCEDIA ENGINEER, V132, P205, DOI 10.1016/j.proeng.2015.12.471 Minocha S, 2011, BRIT J EDUC TECHNOL, V42, P889, DOI 10.1111/j.1467-8535.2010.01131.x Oliver R, 2006, J COMPUT ASSIST LEAR, V22, P1, DOI 10.1111/j.1365-2729.2006.00155.x Potkonjak V, 2016, COMPUT EDUC, V95, P309, DOI 10.1016/j.compedu.2016.02.002 Poulova P, 2015, PROCD SOC BEHV, V186, P1302, DOI 10.1016/j.sbspro.2015.04.052 Santamarta JC, 2015, PROCD SOC BEHV, V191, P2753, DOI 10.1016/j.sbspro.2015.04.657 Selwyn N, 2007, J COMPUT ASSIST LEAR, V23, P83, DOI 10.1111/j.1365-2729.2006.00204.x Shah SA, 2013, PROCD SOC BEHV, V103, P612, DOI 10.1016/j.sbspro.2013.10.379 Sloman M., 2001, E LEARNING REVOLUTIO Weng ZZ, 2015, ENRGY PROCED, V78, P2590, DOI 10.1016/j.egypro.2015.11.296 NR 19 TC 1 Z9 1 U1 0 U2 0 PU IATED-INT ASSOC TECHNOLOGY EDUCATION A& DEVELOPMENT PI VALENICA PA LAURI VOLPI 6, VALENICA, BURJASSOT 46100, SPAIN SN 2340-1117 BN 978-84-608-8860-4 J9 EDULEARN PROC PY 2016 BP 5489 EP 5497 PG 9 WC Education & Educational Research; Education, Scientific Disciplines SC Education & Educational Research GA BH7TE UT WOS:000402955905077 DA 2019-08-01 ER PT S AU Vasilyeva, II AF Vasilyeva, Irina I. BE Chova, LG Martinez, AL Torres, IC TI WIKI-BASED BLENDED INTERNET LINGUODIDACTICS: ASSIGNMENTS FOR ESP AND TRANSLATION STUDIES TEACHING SO EDULEARN16: 8TH INTERNATIONAL CONFERENCE ON EDUCATION AND NEW LEARNING TECHNOLOGIES SE EDULEARN Proceedings LA English DT Proceedings Paper CT 8th International Conference on Education and New Learning Technologies (EDULEARN) CY JUL 04-06, 2016 CL Barcelona, SPAIN DE wiki; e-Learning; Blended course; collaborative learning; Web2.0.; Multimedia; ESP; Translation Studies; higher education; Internet; online linguodidactics AB The article exposes some author's linguodidactical ideas and featured examples of online wiki LMS (http://evabasilvk.pbworks.com) assignments applied for individual, autonomous collaborative "Blended" and "Flipped" ESP and Translation Studies teaching of numerous non - linguistic Russian speaking students at higher education. It could be helpful for those educators, especially with humanitarian background, looking for intensive practical advice on various Online Distance and Blended ways of language and translation studies teaching without any prior technical training or IT education. C1 [Vasilyeva, Irina I.] Rudn Univ, Moscow, Russia. RP Vasilyeva, II (reprint author), Rudn Univ, Moscow, Russia. RI I.Vasilyeva, Irina/L-6031-2017 OI I.Vasilyeva, Irina/0000-0001-9635-1080 CR Bonk C. J., 2006, HDB BLENDED LEARNING Dudney G., 2013, DIGITAL LITERACIES Evans M., 2009, FOREIGN LANGUAGE LEA Jillen G., 2014, DIGITAL LITERACIES Sharma P., 2007, BLENDED LEARNING USI Vasilyeva Irina, 2013, 5 INT C ED NEW LEARN, P1632 Vasilyeva Irina, 2013, 5 INT C ED NEW LEARN, P1642 Vasilyeva Irina, 2013, 19 INT C TECHN SUPP, P143 NR 8 TC 0 Z9 0 U1 0 U2 0 PU IATED-INT ASSOC TECHNOLOGY EDUCATION A& DEVELOPMENT PI VALENICA PA LAURI VOLPI 6, VALENICA, BURJASSOT 46100, SPAIN SN 2340-1117 BN 978-84-608-8860-4 J9 EDULEARN PROC PY 2016 BP 5622 EP 5631 PG 10 WC Education & Educational Research; Education, Scientific Disciplines SC Education & Educational Research GA BH7TE UT WOS:000402955905096 DA 2019-08-01 ER PT S AU Vasilyeva, II AF Vasilyeva, Irina I. BE Chova, LG Martinez, AL Torres, IC TI WIKI - BASED BLENDED INTERNET LINGUODIDACTICS: COLLABORATIVE GROUP PROJECT SO EDULEARN16: 8TH INTERNATIONAL CONFERENCE ON EDUCATION AND NEW LEARNING TECHNOLOGIES SE EDULEARN Proceedings LA English DT Proceedings Paper CT 8th International Conference on Education and New Learning Technologies (EDULEARN) CY JUL 04-06, 2016 CL Barcelona, SPAIN DE wiki; e-Learning; blended course; collaborative learning; Web2.0.; Multimedia; ESP; Translation Studies; higher education; Internet; online Linguodidactics AB The article exposes author's blended online linguodidactical ideas and experience of online wiki sites application for the group project collaborative ESP and Translation Studies teaching for non - linguistic students at higher education. It could be useful for ESP teachers and translators looking for practical advice on collaborative and blended ways of language and translation mastering. C1 [Vasilyeva, Irina I.] RUDN Univ, Moscow, Russia. RP Vasilyeva, II (reprint author), RUDN Univ, Moscow, Russia. RI I.Vasilyeva, Irina/L-6031-2017 OI I.Vasilyeva, Irina/0000-0001-9635-1080 CR Vasilyeva I, 2013, 5 INT C ED NEW LEARN NR 1 TC 0 Z9 0 U1 0 U2 0 PU IATED-INT ASSOC TECHNOLOGY EDUCATION A& DEVELOPMENT PI VALENICA PA LAURI VOLPI 6, VALENICA, BURJASSOT 46100, SPAIN SN 2340-1117 BN 978-84-608-8860-4 J9 EDULEARN PROC PY 2016 BP 5632 EP 5639 PG 8 WC Education & Educational Research; Education, Scientific Disciplines SC Education & Educational Research GA BH7TE UT WOS:000402955905097 DA 2019-08-01 ER PT S AU Berhe, SB Yoshida, C AF Berhe, Shume Berhanu Yoshida, Chika BE Chova, LG Martinez, AL Torres, IC TI E-LEARNING INNOVATION IN ETHIOPIAN HIGHER EDUCATIONAL INSTITUTIONS: CASE STUDY OF MADAWALBU UNIVERSITY SO EDULEARN16: 8TH INTERNATIONAL CONFERENCE ON EDUCATION AND NEW LEARNING TECHNOLOGIES SE EDULEARN Proceedings LA English DT Proceedings Paper CT 8th International Conference on Education and New Learning Technologies (EDULEARN) CY JUL 04-06, 2016 CL Barcelona, SPAIN DE Asynchronous and Synchronous; Distance area; process innovation; Traditional education; Virtual learning AB Education is the power tool of development and poverty alleviation. Information communication technology (ICT) has an indispensable role in this era of technology to share knowledge and information, and to being the agent for development. Before two centuries, the world was running the business and communications using in manual ways information dissemination. In this period of knowledge based economy, educational advancement plays the critical role in nations' development to cope up with ever growing scenarios. However, the educational advancement in developing countries lags behind by the lack of technology integration in education. The main purpose of this study is to innovate the current education system (CES) of Ethiopian higher educational institutions (HEIs) through ICT to assist learning, to increase knowledge sharing and accessibility and to reduce time, cost and waste. To conduct this study, questionnaire and author's observation used as primary data for current situation analysis and need to be assessed later in the field. The related works are reviewed as a secondary data. The questionnaires before development are collected from 60 students and 10 teachers to justify the hypothesis. The prototype of web based e-learning system has been designed to develop by integrating asynchronous and synchronous methods of teaching. Both of the methods are important to use for regular students. More specifically the synchronous method is developed for distance and summer education students. The data analysis result has shown that students and teachers are more interested in using e-learning system than the current traditional learning system. It is also evaluated that the economic value of e-learning system is much higher than the traditional education system as the result. C1 [Berhe, Shume Berhanu; Yoshida, Chika] Kobe Inst Comp, Informat Syst, Grad Sch Informat, Technol,Dept informat Syst, Kobe, Hyogo, Japan. RP Berhe, SB (reprint author), Kobe Inst Comp, Informat Syst, Grad Sch Informat, Technol,Dept informat Syst, Kobe, Hyogo, Japan. CR Allen M., 2002, American Journal of Distance Education, V16, P83, DOI 10.1207/S15389286AJDE1602_3 Ariwa E., 2011, DIG ENT INF SYST INT Assefa Aman, 2011, INFORM COMMUNICATION Clark R. E. M., 2013, E LEARNING SCI INSTR, V53 Itmazi J. a., 2005, SURVEY COMP EV UNPUB, P1 ITU Society I, 2015, INT SOC GLOB INT REP Jahng N., 2005, STUDENT ACHIEVEMENT Jirasak S.-K., 2014, TURKISH ONLINE J ED, V13, P35 Lina, 2009, ED ETHIOPIA IS IT GO Mohammadi H, 2008, Journal of Computer Sciences, V4, P360 Momani A. M., 2010, COMP 2 LEARNING MANA Sally-Anne Leigh, 2000, RESOURCE DISCOVERY N Serbessa D.D., 2006, J INT COOPERATION ED, V9, P123 Teferra D., 2014, CHARTING AFRICAN HIG Woldab Z. E., 2014, J ED SOCIAL RES, V4, P159 NR 15 TC 0 Z9 0 U1 2 U2 2 PU IATED-INT ASSOC TECHNOLOGY EDUCATION & DEVELOPMENT PI VALENICA PA LAURI VOLPI 6, VALENICA, BURJASSOT 46100, SPAIN SN 2340-1117 BN 978-84-608-8860-4 J9 EDULEARN PROC PY 2016 BP 5720 EP 5729 PG 10 WC Education & Educational Research; Education, Scientific Disciplines SC Education & Educational Research GA BH7TE UT WOS:000402955905111 DA 2019-08-01 ER PT S AU Vlachopoulos, D AF Vlachopoulos, Dimitrios BE Chova, LG Martinez, AL Torres, IC TI ASSURING QUALITY IN E-LEARNING: IDENTIFICATION AND ANALYSIS OF QUALITY COURSE DESIGN STANDARDS IN ONLINE PROGRAMS SO EDULEARN16: 8TH INTERNATIONAL CONFERENCE ON EDUCATION AND NEW LEARNING TECHNOLOGIES SE EDULEARN Proceedings LA English DT Proceedings Paper CT 8th International Conference on Education and New Learning Technologies (EDULEARN) CY JUL 04-06, 2016 CL Barcelona, SPAIN DE Quality Assurance; e-learning; Design Standards; Higher Education AB The issue pertaining to the quality and the introduction of conceptual meanings related to the educational environment denotes the process of reassessment regarding the attempts for reform in the last decades, and the tendency to redefine the educational systems, particularly in Higher Education. The main objective of these reforms is not only to improve the effectiveness, but also to ameliorate their adaptation and harmonization with the increasing demands of modern societies, while taking into account competitiveness and accountability trends. The rapid and radical evolutions that add meaning to the context of education, dictate, in comparison to the recent past, revisions, rearrangements and, concurrently, more complex approaches in the management of aspects concerning education. Concepts that only a few years ago exclusively dominated the job market and were the subject of in depth studies of the economic sciences, gradually emerged in the terminology used in public education regarding Higher Education. In the last decades, they have engaged the full interest of those responsible for the creation of policies relevant to Higher Education. Such terminology is, for example, the "guarantee of quality of products and services", the "quality and evaluation", the "accountability", the "efficiency", the "competitiveness", "the educational customers" etc. The need for constant reform in elements related to education through a systematic monitoring process which examines the improvement of the quality and effectiveness of education is imperative, as the current social, economic, cultural and technological developments greatly affect the educational area, in both its objectives and activities which are implemented in the context of education and in its results. Based on this knowledge, exploring the concept of quality in general and, specifically, the pursuit of the conceptual delimitation of the terms, Quality in Higher Education-and more precisely-Quality in Distance Education and Quality in designing courses which are offered with the methodology of distance education, are considered to be of vital importance. The main objective of this study is to identify, analyze and evaluate the main quality assurance design standards for e-learning courses and thus share a common quality assurance framework. An exhaustive literature review was conducted to achieve this objective and the finding can be shared by different institutions that provide online programs, independently of the pedagogical model applied. C1 [Vlachopoulos, Dimitrios] European Univ Cyprus, Nicosia, Cyprus. RP Vlachopoulos, D (reprint author), European Univ Cyprus, Nicosia, Cyprus. CR Benson A. D., 2003, American Journal of Distance Education, V17, P145, DOI 10.1207/S15389286AJDE1703_2 CASEY D, 2008, TECHTRENDS LINKING R, V52, P45, DOI DOI 10.1007/S11528-008-0135-Z Chua C, 2004, P AUSTR U QUAL FOR, P181 Commission Europeenne, 2009, AM QUAL ENS SUP ET P Dagles I., 2008, ED QUALITY GREEK SCH Depover C., 2012, FORMATION PROFESSION, V20, P1 Devedzic V., 2011, E LEARNING BENCHMARK Dobrzanski L., 2007, J ACHIEVEMENTS MAT M, V24, P223 Dolan K, 2008, PS-POLIT SCI POLIT, V41, P387, DOI 10.1017/S1049096508080608 eCampusAlberta, 2013, ELEARNING RUBR QUAL EDEN, 2003, DIST ELEARNING WORKS Garcia E., 2008, QUALITY ASSURANCE HI, P61 Giertz B., 2000, TQM HIGHER ED I, V9, P295 Gill M., 2014, INT J ED SCI RES, V4, P9 Graham C., 2005, ENCY INFORM SCI TECH, P253, DOI [10.4018/978-159140-553-5.ch047, DOI 10.4018/978-1-59140-553-5.CH047] Grifoll J., 2010, QUALITY ASSURANCE E ISO, 2005, 1979612005 ISOIEC Jung I, 2012, OPEN FLEX LEARN SER, P1 Kemenade E.V., 2008, QUALITY HIGHER ED, V14, P175 Kovanovic V., 2015, PREPARING DIGITAL U, P93 Lee J., 2002, ED TECHNOLOGY REV, V10, P69 Ossiannilsson E., 2012, THESIS Pawlowski J. M., 2007, NEW QUALITY STANDARD PAWLOWSKI Jan M., 2003, P 3 IEEE INT C ADV L Quality Matters Organisation, 2014, STAND QM HIGH ED RUB Shelton K., 2011, FOCUS ADULT LEARNING Swedish National Agency for Higher Education, 2008, 200811R SWED NAT AG Swedish National Agency for Higher Education, 2008, 200811R SWED NAT AG The Pennsylvania State University, 2008, PENN STAT QUAL ASS E Trivellas P., 2012, QUALITY ASSURANCE MA Vanderspelden J., 2002, QUALITE CHAMP FORMAT West A., 2000, QUALITY HIGHER ED IN Williams K., 2012, QUALITY ASSESSMENT E Zghibi R., 2012, NORMES E LEARNING CO NR 34 TC 0 Z9 0 U1 0 U2 0 PU IATED-INT ASSOC TECHNOLOGY EDUCATION A& DEVELOPMENT PI VALENICA PA LAURI VOLPI 6, VALENICA, BURJASSOT 46100, SPAIN SN 2340-1117 BN 978-84-608-8860-4 J9 EDULEARN PROC PY 2016 BP 6234 EP 6241 PG 8 WC Education & Educational Research; Education, Scientific Disciplines SC Education & Educational Research GA BH7TE UT WOS:000402955906039 DA 2019-08-01 ER PT S AU Kalpokaite, N Radivojevic, I AF Kalpokaite, Neringa Radivojevic, Ivana BE Chova, LG Martinez, AL Torres, IC TI NEW DEVELOPMENTS IN TEACHING QUALITATIVE DATA ANALYSIS SOFTWARE: A COMPARISON OF FACE-TO-FACE AND E-LEARNING COURSES OF ATLAS.ti SO EDULEARN16: 8TH INTERNATIONAL CONFERENCE ON EDUCATION AND NEW LEARNING TECHNOLOGIES SE EDULEARN Proceedings LA English DT Proceedings Paper CT 8th International Conference on Education and New Learning Technologies (EDULEARN) CY JUL 04-06, 2016 CL Barcelona, SPAIN DE ATLAS.ti; teaching qualitative data analysis software; e-learning courses; face-to-face courses AB In today's world of pervasive technology use, education through e-learning courses is rapidly growing. These online courses offer a multitude of benefits for both learners and teachers, as there are substantially more accessible and affordable. However, can e-learning courses replace traditional, face-to-face courses? By examining participants' experiences in these two different types of courses, this study presents an overview of the particular strengths and challenges of each course in preparing individuals to use ATLAS.ti in their own projects. The overall aim is to examine which format is best for learning to use ATLAS.ti. Teaching qualitative data analysis software can be challenging: the high demands of computer use for this type of technology necessitate local, expert support for successful adoption of the software. Given this intricate facet of training new users, the present study compares and contrasts two different approaches to teaching the qualitative data analysis software ATLAS.ti: e-learning (with unlimited support through email and virtual meetings with the instructor) and the face-to-face format. Participants are asked to complete an online open-ended questionnaire, which provides a more detailed understanding of the expectations and learning outcomes of each course. Their responses are analyzed and an evaluation of the best learning outcomes of ATLAS.ti is presented. C1 [Kalpokaite, Neringa] ATLAS Ti, Int Projects, Alcoy, Spain. [Kalpokaite, Neringa] IE Univ, Segovia, Spain. RP Kalpokaite, N (reprint author), ATLAS Ti, Int Projects, Alcoy, Spain.; Kalpokaite, N (reprint author), IE Univ, Segovia, Spain. CR Aragon S. R., 2002, American Journal of Distance Education, V16, P227, DOI 10.1207/S15389286AJDE1604_3 Armstrong D. A., 2011, TOJET TURKISH ONLINE, V10 DeLoache J. S, 2010, PSYCHOL SCI Gibbs G., 2002, FORUM QUALITATIVE SO, V3 Gibbs G. R., 2006, QUALITATIVE PH UNPUB Johnson S. D., 2000, Journal of Interactive Learning Research, V11, P29 Keengwe J., 2010, MERLOT J ONLINE LEAR, V6, P533 Lim DH, 2014, ONLINE VS BLENDED LE Michinov N, 2011, COMPUT EDUC, V56, P243, DOI 10.1016/j.compedu.2010.07.025 Neuhauser C., 2010, AM J DISTANCE ED Schutt RK, 2011, INVESTIGATING SOCIAL Stansfield M., 2004, J INF TECHNOL, V3, P173 NR 12 TC 0 Z9 0 U1 1 U2 1 PU IATED-INT ASSOC TECHNOLOGY EDUCATION A& DEVELOPMENT PI VALENICA PA LAURI VOLPI 6, VALENICA, BURJASSOT 46100, SPAIN SN 2340-1117 BN 978-84-608-8860-4 J9 EDULEARN PROC PY 2016 BP 6479 EP 6488 PG 10 WC Education & Educational Research; Education, Scientific Disciplines SC Education & Educational Research GA BH7TE UT WOS:000402955906081 DA 2019-08-01 ER PT S AU Riembauer, G Fuchsgruber, V Wolf, N Siegmund, A AF Riembauer, Guido Fuchsgruber, Vera Wolf, Nils Siegmund, Alexander BE Chova, LG Martinez, AL Torres, IC TI STUDENTS EXPLORE THE EARTH FROM ABOVE: AN ADAPTIVE E-LEARNING ENVIRONMENT PROMOTING THE POTENTIAL OF SATELLITE IMAGES SO EDULEARN16: 8TH INTERNATIONAL CONFERENCE ON EDUCATION AND NEW LEARNING TECHNOLOGIES SE EDULEARN Proceedings LA English DT Proceedings Paper CT 8th International Conference on Education and New Learning Technologies (EDULEARN) CY JUL 04-06, 2016 CL Barcelona, SPAIN DE e-Learning Projects and Experiences; e-Learning for Environmental Sustainability; Environmental and Geography Education; Satellite Image Analysis; Adaptive and Individual Learning ID QUESTIONS AB Over the past decades, the availability and quality of satellite images concerning temporal and spatial resolution has improved rapidly. Likewise, their presence in students' everyday life has increased through media, online maps and navigation services. Because of their high topicality and ubiquity, satellite images are implemented in a growing number of federal curricula in Germany. However, the practical application in class is often limited to the interpretation of fixed analogue images in school books and does not exploit the full potential which can only be accessed by digital analysis. The authors present a new approach towards the integration of satellite imagery in geography class without need of any prior knowledge or training. In the course of the project " Space4Geography", a student-centred online learning platform is developed, enabling students to directly work with satellite images in ten learning modules. This paper gives an overview of the educational concept and development of the platform and presents an accompanying research project analysing the correlation between freedom of choice and motivation within the adaptive learning environment. C1 [Riembauer, Guido; Fuchsgruber, Vera; Wolf, Nils; Siegmund, Alexander] Heidelberg Univ Educ, Dept Geog, Res Grp Earth Observat Geo, Heidelberg, Germany. [Siegmund, Alexander] Heidelberg Univ, HCE, Heidelberg, Germany. [Siegmund, Alexander] Heidelberg Univ, Inst Geog, Heidelberg, Germany. RP Riembauer, G (reprint author), Heidelberg Univ Educ, Dept Geog, Res Grp Earth Observat Geo, Heidelberg, Germany. FU Department of Space Administration of the German Aerospace Center (DLR) FX The project "Space4Geography" is funded by the Department of Space Administration of the German Aerospace Center (DLR). The authors also thank the Department of Science Communication and Visualization as well as the DLR_School_Lab Oberpfaffenhofen for the constructive exchange and support in visualisation and evaluation issues. CR Arnold P, 2013, HANDBUCH E-LEARNING: LEHREN UND LERNEN MIT DIGITALEN MEDIEN, 3. AUFLAGE, P1 Bahr M., 2013, PRAXIS GEOGRAPHIE, P4 Bhaskaran S., 2014, RES J APPL SCI ENG T, P3298 Bodea C., 2013, COMMUN COMPUT PHYS, P179 Diercke, 2010, DIE WELT IM WANDEL Ditter R., 2012, RAUMLICHE ORIENTIERU, P269 Ditter R., 2013, THESIS Gebhardt H., 2012, GEOGRAPHIE PHYS GEOG Goetzke R., 2014, LEARNING TEACHING GE, P29 Graf S., 2008, Z E LEARNING Gretsch S, 2010, EVALUATION ELERNPROZ, P143 Hassenpflug W., 2012, RAUMLICHE ORIENTIERU, P252 Hauger D., 2007, LERNEN WISSEN ADAPTI Hemmer I., 2010, SCHULERINTERESSE THE, P65 Hsiao IH, 2010, J COMPUT ASSIST LEAR, V26, P270, DOI 10.1111/j.1365-2729.2010.00365.x Kestler F., 2015, EINFUHRUNG DIDAKTIK Kollar I., 2012, THESIS Komlenov Zivana, 2010, Informatics in Education, V9, P63 Krautter Y., 2015, GEOGRAPHIE UNTERRICH Kultusministerkonferenz (KMK), 2015, BILD LEHRPL INT Lillesand K., 2008, REMOTE SENSING IMAGE Mayer R. E., 2014, CAMBRIDGE HDB MULTIM, P316, DOI DOI 10.1017/CBO9781139547369.016 Mayer R.E., 2009, MULTIMEDIA LEARNING Myller N, 2007, ELECTRON NOTES THEOR, V178, P43, DOI 10.1016/j.entcs.2007.01.034 Neumann-Meyer U.P., 2005, THESIS Reinmann G., 2006, PADAGOGISCHE PSYCHOL Reuschenbach M., 2007, THESIS Rienow A., 2015, J GEOGRAPHIC INFORM, P349, DOI [10.1553/giscience2015s349, DOI 10.1553/GISCIENCE2015S349] Rinschede G, 2007, GEOGRAPHIEDIDAKTIK Siegmund A., 2011, THESIS Smagorinsky P, 2014, CAMBRIDGE HANDBOOK OF THE LEARNING SCIENCES, 2ND EDITION, P605 Uhlenwinkel A., 2008, PRAXIS GEOGRAPHIE, P4 Ulrich C., 2009, 4 EUR C TECHN ENH LE, P67 United States Geological Survey (USGS), 2012, GOLD AG REM SENS NR 34 TC 0 Z9 0 U1 0 U2 0 PU IATED-INT ASSOC TECHNOLOGY EDUCATION & DEVELOPMENT PI VALENICA PA LAURI VOLPI 6, VALENICA, BURJASSOT 46100, SPAIN SN 2340-1117 BN 978-84-608-8860-4 J9 EDULEARN PROC PY 2016 BP 6900 EP 6905 PG 6 WC Education & Educational Research; Education, Scientific Disciplines SC Education & Educational Research GA BH7TE UT WOS:000402955906139 DA 2019-08-01 ER PT S AU Urias, MDV Chust, AC Carrasco, OL AF Vivas Urias, M. D. Cruz Chust, A. Liebana Carrasco, O. BE Chova, LG Martinez, AL Torres, IC TI HOW TO GAMIFY AN ONLINE TECHNICAL SUBJECT IN HIGHER EDUCATION SO EDULEARN16: 8TH INTERNATIONAL CONFERENCE ON EDUCATION AND NEW LEARNING TECHNOLOGIES SE EDULEARN Proceedings LA English DT Proceedings Paper CT 8th International Conference on Education and New Learning Technologies (EDULEARN) CY JUL 04-06, 2016 CL Barcelona, SPAIN DE Gamification; Game Based-learning; Higher Education; e-learning AB Games support the development of a wide range of skills which are essential to the autonomous learner, providing players with a complex system of rules that make them explore through experimentation and discovery. Games evoke a wide range of emotions, from curiosity to frustration or amusement, helping them to turn negative experiences into positive experiences. The player has a positive relationship with the failure because the best way to learn how to play a game is to make mistakes (trial and error). As many studies show, the use of gamification strategies within the teaching-learning process increases motivation and leads to a stronger commitment to the proposed tasks. With this paper we are describing the process of gamification of a technical subject, Foundations, which is taught online within the Building Engineering Degree of the Universidad Europea de Madrid (UEM). This is a complex subject in which the acquisition of knowledge and the development of specific skills are linear and cumulative. The average student of this subject corresponds mainly to adult worker, who must combine their studies with their professional and family obligations, which is not always easy. In this context, the objective of gamification strategies is to increase the motivation and commitment of these students towards the meeting of the delivery dates of the proposed activities, appealing to self-improvement, the desire to give the best of oneself (intrinsic motivation). This is not only about passing the subject, but about to make the most of it, attaining a high level of mastery, which is expected to improve the performance of the students and their satisfaction with their learning. To achieve this we have designed a route of attainable and clearly defined challenges adapted to each player's skill level, and applying both game mechanics and motivational design, with a combination of learning activities with and without a special benefit (bonus). The rules are applied in the evaluation system which is known and accepted by all students. The feedback is immediate, and the measure of progress results in the granting of badges that translate in the form of extra points, when rewarded activities are completed in an excellent way. In order to test the effects of this game-based design, we compared the students' academic performance and their satisfaction with the teaching process with the same variables obtained in the previous non-gamified course. Results show that students in the gamified course perform better in the learning activities with a special benefit than the students in the non-gamified course. It should be noticed however, there is not a statistical difference between the two. By contrast, there is a statistically significant difference between the performance of the students in the gamified course, and the students of the non-gamified course in the learning activities without a special benefit, which were received at higher level. The results about satisfaction are the same in both courses. C1 [Vivas Urias, M. D.; Cruz Chust, A.; Liebana Carrasco, O.] Univ Europea Madrid, Madrid, Spain. RP Urias, MDV (reprint author), Univ Europea Madrid, Madrid, Spain. 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K, 2013, CASE STUDY RES DESIG Zhao Y, 2005, TEACH COLL REC, V107, P1836, DOI 10.1111/j.1467-9620.2005.00544.x NR 37 TC 1 Z9 1 U1 2 U2 5 PU IATED-INT ASSOC TECHNOLOGY EDUCATION A& DEVELOPMENT PI VALENICA PA LAURI VOLPI 6, VALENICA, BURJASSOT 46100, SPAIN SN 2340-1117 BN 978-84-608-8860-4 J9 EDULEARN PROC PY 2016 BP 7071 EP 7081 PG 11 WC Education & Educational Research; Education, Scientific Disciplines SC Education & Educational Research GA BH7TE UT WOS:000402955907018 DA 2019-08-01 ER PT S AU Torrisi, G AF Torrisi, G. BE Chova, LG Martinez, AL Torres, IC TI AUGMENTED LEARNING FOR SOCIAL INNOVATION: THE URBINO EXPERIENCE SO EDULEARN16: 8TH INTERNATIONAL CONFERENCE ON EDUCATION AND NEW LEARNING TECHNOLOGIES SE EDULEARN Proceedings LA English DT Proceedings Paper CT 8th International Conference on Education and New Learning Technologies (EDULEARN) CY JUL 04-06, 2016 CL Barcelona, SPAIN DE Augmented Learning; e-learning; Social Innovation AB New media are inducing massive processes for social, didactic and technological innovation within the university system. In a liquid society, these processes are the base on which Universities can build their version of an Augmented Learning for Social Innovation. Augmented Learning allows to extend University reach out how never before. We live in a society in which information is ubiquitous, services are global and populations move constantly. In this new context, the role of the university changes, extending its activities to reach populations that previously had no access to higher education. Formerly confined to youth, and to physical university classroom, learning age now includes the entire span of a life, and the classroom becomes virtual, to accommodate learners from any place and time. Thus, new concepts emerge, such as: 1) life-long learning the possibility and necessity of learning throughout one's life; 2) e-learning the opportunity to engage in distance learning through "augmented" didactics; 3) ubiquitous or mobile learning learning engagement outside university buildings that goes beyond pre-established learning schedules and locations; and finally 4) blended learning which adds new tools and learning modes to traditional didactics. With Augmented learning, I intend all the four learning concepts specified above. In order to exploit at best the possibilities offered by Augmented Learning, four dimensions should be taken under consideration: 1) pedagogical, 2) technical, 3) institutional, 4) content. Over the past 10 years the University of Urbino has implemented practices that demonstrate how indispensable it is to create flexible but balanced relationships among these elements so as to optimize the results of the educational process in terms of teaching quality and effectiveness. Maintaining a dynamic equilibrium among these four aspects of the learning process can be difficult, and coordination must be strategic. Concentrating excessively on didactics, for example, may produce excellent learning materials, but without considering technical and access requirements any students in areas suffering the digital divide would not enjoy access. Underestimating the institutional element, on the other hand, may hinder the recognition of university credits after completion of courses and thus render pedagogical results irrelevant. Overemphasising technical questions may produce undervalued appreciation and development of course content. In short, the risks of excessive attention to pedagogy generates a pedagogical bias, as excessive technical emphasis produces a technological bias, excessive institutional emphasis generates too much bureaucracy, and excessive emphasis on content creates disjointed pedantry. It is necessary, therefore, to promote a new Learning Experience. The Urbino Experience promotes Augmented Learning in all dimensions, binding and blending each of them in order to create a synergetic effect that avoids the risks described above. This gives form to the passage from a knowledge transmission approach (currently applied in most forms of academic discipline and didactic objective) to a vision that places the student at the centre of the learning process, guaranteeing in this way Social Innovation and the democratizing of the learning processes. C1 [Torrisi, G.] Univ Urbino, Urbino, Italy. RP Torrisi, G (reprint author), Univ Urbino, Urbino, Italy. RI zandavalli, Carla/K-4794-2018 NR 0 TC 0 Z9 0 U1 0 U2 0 PU IATED-INT ASSOC TECHNOLOGY EDUCATION A& DEVELOPMENT PI VALENICA PA LAURI VOLPI 6, VALENICA, BURJASSOT 46100, SPAIN SN 2340-1117 BN 978-84-608-8860-4 J9 EDULEARN PROC PY 2016 BP 7637 EP 7637 PG 1 WC Education & Educational Research; Education, Scientific Disciplines SC Education & Educational Research GA BH7TE UT WOS:000402955907099 DA 2019-08-01 ER PT S AU Gomez, SM AF Maria Gomez, Sandra BE Chova, LG Martinez, AL Torres, IC TI USE OF LEARNING RESOURCES ON VIRTUAL ENVIRONMENTS AND FORMATIVE EXPERIENCES IN LATIN AMERICAN UNIVERSITIES SO EDULEARN16: 8TH INTERNATIONAL CONFERENCE ON EDUCATION AND NEW LEARNING TECHNOLOGIES SE EDULEARN Proceedings LA English DT Proceedings Paper CT 8th International Conference on Education and New Learning Technologies (EDULEARN) CY JUL 04-06, 2016 CL Barcelona, SPAIN DE University; E-learning; students AB In today's society a set of economic and social transformations have taken place, among which the introduction of new technologies of information and communication (ICT) has been relevant in all aspects of life, included the university studies. The Universities have widened their virtual fields -with e-learning or b-learning systems-; accepting the challenge of managing the formative environments that respond to the interests and demands of each place and historical moment. In this paper are presented part of the results of a research carried out in the frame of RED ILUMNO (Network of Latin American Universities) that had as theme the use of the technological platform EPIC in the university studies. The main question referred to which are the learning experiences that students have when they use the different resources such as readings, videos, self-assessments, forums, practical works, among others, disposed in the virtual platform. The online system supposes a learning process that is mediated by computers, characteristic that requires a descriptive study of the journey that students do, identifying different experiences and usages of the learning objects. The research design was a mixed one. The techniques used for data collection were: survey questionnaires, on-site or virtual interviews, monitoring of gradebooks. In this opportunity, we deal with part of the quantitative results built on the base of the questionnaires (with coverage of 20% of the total population) administered to freshmen students of Management studies, in three Universities: Universidad Siglo 21, in Argentina; Universidad del Itsmo, in Panama; and Centro Universitario Jorge Amado, in Brazil. The analysis offers descriptive aspects of the population and the assessments given (Lickert scale) to the experiences they had in the learning process based on the type of use students do of the virtual resources. As main results we can mention: the most positive valuation (average of 95%) of the virtual studies is justified by its availability and flexible hours associated to the self-management of time and pace of study. The majority of students -93% of the population-express high conformity with the online system. In line with the above, nine out of ten students mention to be enthusiastic and enjoy when they study in the virtual platform. However, there are a significant number of students that mention to feel lonely and isolated. Regarding the use of the resources, it was found that the readings, the practical works and self-assessments were considered the most valuable objects due to its direct relation with the process of accreditation of the subjects. The access to non-graded objects is scarce, giving low value to them according to the learning processes. The forums are considered valuable, but for the majority of students, it doesn't cover the objective of debate and collaborative activities. One can ask about the incidence that these aspects have in the education of students and the possible new ways of pedagogical-didactic intervention that could be designed from the Universities to improve formative processes in virtual environments. C1 [Maria Gomez, Sandra] Univ Siglo 21, Cordoba, Argentina. RP Gomez, SM (reprint author), Univ Siglo 21, Cordoba, Argentina. CR Aiello M., 2004, BLENDED LEARNING COM Bautista G., 2006, DIDACTICA U ENTORNOS Burbules N, 2008, ED RIESGOS PROMESAS, P19 Burbules N, 2008, ED RIESGOS PROMESAS, P249 Cabero J., 2006, REVISTA DE UNIVERSID, V3, P1, DOI DOI 10.7238/RUSC.V3I1.265 Gomez S, 2013, REV TENDENCIAS U BLA Halaban P, 2010, COMUNICACION CICCUS LAMARRA N. F., 2004, REV IBEROAMERICANA E, P39 Turpo Gebera O. W., 2010, REV MEXICANA INVESTI, V15 NR 9 TC 0 Z9 0 U1 2 U2 2 PU IATED-INT ASSOC TECHNOLOGY EDUCATION A& DEVELOPMENT PI VALENICA PA LAURI VOLPI 6, VALENICA, BURJASSOT 46100, SPAIN SN 2340-1117 BN 978-84-608-8860-4 J9 EDULEARN PROC PY 2016 BP 7756 EP 7762 PG 7 WC Education & Educational Research; Education, Scientific Disciplines SC Education & Educational Research GA BH7TE UT WOS:000402955907112 DA 2019-08-01 ER PT S AU Mustafa, BAJ AF Mustafa, Balsam A. J. BE Chova, LG Martinez, AL Torres, IC TI SUPPORTING TEACHING AND LEARNING THROUGH THE APPLICATION OF EDUCATIONAL DATA MINING TECHNIQUES SO EDULEARN16: 8TH INTERNATIONAL CONFERENCE ON EDUCATION AND NEW LEARNING TECHNOLOGIES SE EDULEARN Proceedings LA English DT Proceedings Paper CT 8th International Conference on Education and New Learning Technologies (EDULEARN) CY JUL 04-06, 2016 CL Barcelona, SPAIN DE Data mining; E -learning; Methods; Educational data; Teaching/learning strategy; Student performance AB As defined by the Educational data mining (EDM) society, EDM is an emerging discipline concerns with developing methods for exploring the unique and large-scale data that come from educational settings. EDM exploits techniques of data mining to analyze data collected from the educational environment. The main goal of EDM is to support students learning by predicting students' future learning behaviours, Studying the effects of different kinds of pedagogical support that can be provided by learning software, and advancing scientific knowledge about learning through building computational models that integrate models of the student, the domain of content to be learned, and the software's pedagogy. The new trend in educational institutions today is to provide online systems for students to learn. The new technology that supports learning activities, can at the same time collects data about students during the course of learning. Educational data mining is used to investigate online learning systems used in schools and higher education institutions. It can be used to model the users of these systems, including the student's knowledge, students' behaviour, motivation, and the extent of satisfaction of the student with the online learning process. EDM uses different methods to study and analyse data gathered from online learning systems, by classifying the data or discovering relationships between them, and build models of predictions that can support future student's learning. This paper focuses on the wider applications of educational data mining, particularly areas related to online learning. The paper discusses the importance of EDM for the industrial companies offering online learning systems and the impact of EDM on maximizing the effectiveness and efficiency of learning. C1 [Mustafa, Balsam A. J.] Univ Malaysia Pahang, Pekan, Pahang, Malaysia. RP Mustafa, BAJ (reprint author), Univ Malaysia Pahang, Pekan, Pahang, Malaysia. CR Back J., 2000, NAT C ART INT, P552 Baker R, 2009, J ED DATA MINING, V1 Baker R. S. J. D., 2011, INT ENCY ED Baker RSJD, 2010, INT ENCY ED Bresfelean VP, 2008, ITI, P317, DOI 10.1109/ITI.2008.4588429 Castro F., 2007, EVOLUTION TEACHING L, V62, P183, DOI DOI 10.1007/978-3-540-71974-8_8 Chandra DG, 2014, INT CONF COMM SYST, P362, DOI 10.1109/CSNT.2014.91 Chang L., 2009, NEW DIRECTIONS I RES, P53 Chrysostomou K, 2009, INTERACT LEARN ENVIR, V17, P151, DOI 10.1080/10494820801988315 Dunham M, 2003, DATA MINING INTRO AD Eccles RG, 2012, MIT SLOAN MANAGE REV, V53, P43 Garcia E, 2011, INTERNET HIGH EDUC, V14, P77, DOI 10.1016/j.iheduc.2010.07.006 Goga M, 2015, PROCD SOC BEHV, V180, P1481, DOI 10.1016/j.sbspro.2015.02.296 Jayanthi Ranjan, 2007, VINE, V37, P502, DOI 10.1108/03055720710838551 Klosgen W, 2002, HDB DATA MINING KNOW Koedinger KR, 2008, P 1 INT C ED DAT MIN, P157 Lara C., 2008, ANATOMY LIKELY DONOR Lin S. 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A., 2015, INT J SCI TECHNOLOGY, V4, P91 Yu C., 2010, J DATA SCI, V8, P307 NR 31 TC 0 Z9 0 U1 1 U2 5 PU IATED-INT ASSOC TECHNOLOGY EDUCATION & DEVELOPMENT PI VALENICA PA LAURI VOLPI 6, VALENICA, BURJASSOT 46100, SPAIN SN 2340-1117 BN 978-84-608-8860-4 J9 EDULEARN PROC PY 2016 BP 7772 EP 7778 PG 7 WC Education & Educational Research; Education, Scientific Disciplines SC Education & Educational Research GA BH7TE UT WOS:000402955907114 DA 2019-08-01 ER PT S AU Wang, TL Tseng, YF AF Wang, T. L. Tseng, Y. F. BE Chova, LG Martinez, AL Torres, IC TI EFFECTIVE E-LEARNING FOR A 3D COMPUTER GRAPHICS OF CELESTIAL SPHERE IN THE JUNIOR EARTH SCIENCE CURRICULUM SO EDULEARN16: 8TH INTERNATIONAL CONFERENCE ON EDUCATION AND NEW LEARNING TECHNOLOGIES SE EDULEARN Proceedings LA English DT Proceedings Paper CT 8th International Conference on Education and New Learning Technologies (EDULEARN) CY JUL 04-06, 2016 CL Barcelona, SPAIN DE Celestial sphere; celestial equator; ascension; declination; ecliptic; solar term ID DESIGN AB Earth science education involves the various stages of knowledge and principles of time, space and movements. Students will be impacted in learning on observation of limited space or time. This can cause problems on learning. It is necessary to use immersive 3D computer graphics (3DCG) as an aid to astronomical learning. Therefore, this project aims to implement three course modules with 3DCG that learning difficulties to students, including 1) The concept of the celestial sphere, 2) The coordinate systems on the celestial sphere, 3) celestial equator, the north celestial pole and the North Star, ascension and declination, the ecliptic and the solar term. For ease of use, these three course modules were integrated into e-learning platform, to allow students to use them through smartphone anytime, anywhere. The trial project selected 700 high school students as subjects. An assessment of learning outcome in this trial project was conducted with a 3DCG approach and a typical textbook dominated approach. C1 [Wang, T. L.] Shu Te Univ, Kaohsiung, Taiwan. [Tseng, Y. F.] Chung Hwa Univ Med Technol, Tainan, Taiwan. RP Wang, TL (reprint author), Shu Te Univ, Kaohsiung, Taiwan. FU Science and Technology Program of the Ministry of Science [MOST-104-2511-S-366-003] FX This study is the Science and Technology Program (MOST-104-2511-S-366-003) part of the research results, courtesy of the Ministry of Science of subsidies, so that the study be carried out smoothly, grateful. CR Black A. A., 2005, J GEOSCIENCE ED, V53, P402, DOI DOI 10.5408/1089-9995-53.4.402 BRUNER JS, 1979, KNOWING ESSAYS LEFT Chen H., 1997, 2 ACM INT C DIG LIB Gardner H., 1989, ED RES, V18, P4, DOI DOI 10.2307/1176460 Huang Z, 2006, DECIS SUPPORT SYST, V42, P1539, DOI 10.1016/j.dss.2006.01.006 Kong SC, 2008, COMPUT EDUC, V51, P886, DOI 10.1016/j.compedu.2007.09.007 Kozma R. B., 1996, NATO S INT PERSP PSY MAYER RE, 1991, J EDUC PSYCHOL, V83, P484, DOI 10.1037/0022-0663.83.4.484 Mayer RE, 2002, LEARN INSTR, V12, P107, DOI 10.1016/S0959-4752(01)00018-4 Price R. 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BE Chova, LG Martinez, AL Torres, IC TI MANAGEMENT OF ONLINE-BASED PATIENT EDUCATION IN ULTRASOUND IMAGING SO EDULEARN16: 8TH INTERNATIONAL CONFERENCE ON EDUCATION AND NEW LEARNING TECHNOLOGIES SE EDULEARN Proceedings LA English DT Proceedings Paper CT 8th International Conference on Education and New Learning Technologies (EDULEARN) CY JUL 04-06, 2016 CL Barcelona, SPAIN DE patient online education; problem based learning; ultrasound education AB For many years, public health campaigns have attempted to motivate people to improve their health culture, leading to a healthy lifestyle and last but not least to convince them that individuals are responsible for managing their own health. High health culture of the individuals can markedly change the risk of disease and is a key factor in terms of efficiency and successfulness of the treatment processes. Since the Web inclusion into the practice of medicine the role of main actors has changed significantly. The medical doctor is no longer the only gatekeeper of medical knowledge and patients are able to acces on line recent medical information. The problem raised is that on the internet one cand find lots of materials from false " authorities" that confuse the patient and even interfere with their treatment. Our solution to the patient-education problem was to provide information and education to patients by the use of a Learning Management Systems delivered through the Internet, within the framework e-EDUMED project. e-EDUMED which stands for e-Learning Educational Centre in Medicine was a two year European project started in January 2011 funded by the Lifelong Learning Programme (Leonardo da Vinci, Transfer of Innovation sub-programme) aiming to cope with the learning needs of medical professionals improving and updating their skills, knowledge and abilities towards a competitive European Medical Brand in ultrasound. The project developed a virtual health educational center (http://www.e-edumed.ro/), providing on-line education and training materials by 2 interactive training modules in ultrasound adressed to medical doctors and nurse education and one online module for patient education. The Ultrasound Patient Module includes general informations about ultrasound and different pathologies evaluated by this procedure, in close relation with the content provided by other learning modules developed within the project. This module keep the main structure of the ultrasound modules addressed to the doctors and nurses, but is designed from the patient's point of view. This means that the structure of the topics and the content itself is developped in a simplified and accesible manner, in order to make the content clear and easy understandable for the broad audience of the patients regardless their age, social and cultural differences. The Module includes downloadable materials in the form of interactive learning courses for 16 topics (Ultrasound-general information. topics 1-5; Abdominal ultrasound-major diseases. topics 1-8; Special ultrasound. topics 1-3). In this way we assure provision of a trustworthy informative digital content, broadly accessible and easy understandable for broad audience of all patients, in close relation with the content provided by the medical modules developed in the project. C1 [Avramescu, E. T.; Mitrache, M.] Univ Craiova, Craiova, Romania. [Camen, A.] Univ Med & Pharm Craiova, Craiova, Romania. [Georgescu, L.] Univ Pitesti, Pitesti, Romania. RP Avramescu, ET (reprint author), Univ Craiova, Craiova, Romania. FU European Commission; [2010-1- RO1-LEO05-07378]; [LLP/LdV/TOI/RO/2010/006] FX e-EDUMED (e-Learning Educational Center in Medicine) is a two year European funded project 2010-1- RO1-LEO05-07378 /contract LLP/LdV/TOI/RO/2010/006). The project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. Further details and contact information for the e-EDUMED project can be found on the project web page at http://www.e-edumed.ro. CR Adams RJ, 2010, RISK MANAG HEALTHC P, V3, P61, DOI 10.2147/RMHP.S7500 Antheunis ML, 2013, PATIENT EDUC COUNS, V92, P426, DOI 10.1016/j.pec.2013.06.020 Bergeron Bryan, 2004, MedGenMed, V6, P54 KIVITS J, 2006, HEALTH PSYCHOL, V11, P269, DOI DOI 10.1177/1359105306061186 McMullan M, 2006, PATIENT EDUC COUNS, V63, P24, DOI 10.1016/j.pec.2005.10.006 Papanastassiou I., 2011, INT J OF SPINE SURG, V5, P120 S. J. Taub SJ, 2006, COMPR OPHTHALMOL UPD, V7, P25 Street RL, 2009, PATIENT EDUC COUNS, V74, P295, DOI 10.1016/j.pec.2008.11.015 NR 8 TC 0 Z9 0 U1 1 U2 1 PU IATED-INT ASSOC TECHNOLOGY EDUCATION A& DEVELOPMENT PI VALENICA PA LAURI VOLPI 6, VALENICA, BURJASSOT 46100, SPAIN SN 2340-1117 BN 978-84-608-8860-4 J9 EDULEARN PROC PY 2016 BP 9022 EP 9027 PG 6 WC Education & Educational Research; Education, Scientific Disciplines SC Education & Educational Research GA BH7TE UT WOS:000402955909008 DA 2019-08-01 ER PT S AU Jimenez, AF Barrio, SS Bacik, J AF Jimenez, Alejandro Flores Barrio, Susana Sanchez Bacik, Jirka BE Chova, LG Martinez, AL Torres, IC TI EFFICIENT CONTENT MANAGEMENT APPROACH FOR A BROAD E-PORTFOLIO IN PATENT RELATED TOPICS SO EDULEARN16: 8TH INTERNATIONAL CONFERENCE ON EDUCATION AND NEW LEARNING TECHNOLOGIES SE EDULEARN Proceedings LA English DT Proceedings Paper CT 8th International Conference on Education and New Learning Technologies (EDULEARN) CY JUL 04-06, 2016 CL Barcelona, SPAIN DE repository; e-Portfolio; Format; instructional design AB The European Patent Academy is the external education and training arm of the European Patent Office. The e-portfolio covers a wide range of widespread and highly interrelated topics (patent law, business use of patents, procedures etc.), learning objectives (from awareness creation to knowledge transfer for experts) and supported technologies (PCs, mobile) and formats (WBTs, downloadable readings, tests, assignments). The demand is about 25 projects a year, many of them running in parallel and is increasing. Contents overlap and final products have different priorities and need adapted solutions to cover the different needs. To ensure efficiency and quality, the Academy is optimising operational processes in terms of a) standardisation, b) diversification of the value chain and c) a web based repository of resources to support the procedures. Standardisation The Academy has defined standard formats in which training materials are developed. They can be seen from a technical point of view as i) WBTs realised with a standard authoring tool (we use Trivantis Lectora), ii) learning elements directly integrated in the Learning Management System (Moodle in our case), iii) audio-visual elements (video or animations) or iv) downloadable reading materials. These formats are further split according to instructional design criteria like sequential knowledge building, reflection on certain questions, or structured information for rapid reference. Currently, ten different formats have been defined, each of which with editable templates, graphical layouts and use guidelines. For higher flexibility, contents, presentation layer and functionality are kept separated. Value Chain Any project starts with an assessment of the incoming request in terms of instructional needs, required time, content and materials. The analysis yields a combination of (i) existing materials/formats, which fit the detected needs and can directly included in the course without any modification, (ii) suitable materials that need to be adapted or modified in terms of approach, technology, format, level of detail, legal basis -and (iii) completely new materials/ formats. Here is where the value chain diverts, depending on the level of maturity of the e-learning format: a) Consolidated formats are diverted to a production line, where segments of the chain (e.g. production) are outsourced. The internal core team intervenes in clearly defined quality checkpoints at the end of each phase. b) More innovative products are led to an internal production line which implies a higher degree of freedom adapting given formats or developing and testing new ones. This "maturity-based approach" allows adaptability to new formats while ensuring a streamlined and agile production of more consolidated products. Repository Finally, underlying this conception, a repository of resources has been developed to minimise the duplication of content and enhance the re-utilisation of materials. To this end, all assets (scripts/storyboards, sources files and published materials) belonging to any given material are kept and maintained conjointly. Specific workflows and locations in the repository ensure quick and safe maintenance, versioning and/or adaptation of materials. C1 [Jimenez, Alejandro Flores; Barrio, Susana Sanchez] European Patent Acad, EPO, Munich, Germany. [Bacik, Jirka] Transfersalia Consulting Sl, Cadiz, Spain. RP Jimenez, AF (reprint author), European Patent Acad, EPO, Munich, Germany. NR 0 TC 0 Z9 0 U1 0 U2 1 PU IATED-INT ASSOC TECHNOLOGY EDUCATION A& DEVELOPMENT PI VALENICA PA LAURI VOLPI 6, VALENICA, BURJASSOT 46100, SPAIN SN 2340-1117 BN 978-84-608-8860-4 J9 EDULEARN PROC PY 2016 BP 9124 EP 9128 PG 5 WC Education & Educational Research; Education, Scientific Disciplines SC Education & Educational Research GA BH7TE UT WOS:000402955909022 DA 2019-08-01 ER PT S AU Castle, S Marron, J Hopkins, T AF Castle, S. Marron, J. Hopkins, T. BE Chova, LG Martinez, AL Torres, IC TI ASSESSING STUDENT LEARNING IN COURSES TAUGHT BY COURSE AUTHORS VS. OTHER QUALIFIED INSTRUCTORS SO INTED2016: 10TH INTERNATIONAL TECHNOLOGY, EDUCATION AND DEVELOPMENT CONFERENCE SE INTED Proceedings LA English DT Proceedings Paper CT 10th International Technology, Education and Development Conference (INTED) CY MAR 07-09, 2016 CL Valencia, SPAIN DE Higher Education; Student Assessment of Learning AB National University's Master of Science in Higher Education Administration (MSHEDA) program was created in 2012 utilizing the rather unique approach of utilizing nationally recognized experts external to the university, rather than existing faculty members, to drive the design of the program and the course content materials. The MSHEDA program is offered solely in an online/e-learning format. Bestcolleges.com recently ranked the top Master Degree Educational Administration programs, both K-12 and higher education programs, and listed the MSHEDA program as the 13th best program nationally describing the program as providing "a well-rounded foundation of skills in theory, leadership and management of higher education". A study was recently undertaken to assess the MSHEDA program in terms of student self-assessment of learning. The first part of the study examined whether students reported statistically significantly higher levels of learning in courses taught by the author of the course vs. in courses taught by a qualified instructor other than the author of the course. The second part of the study examined levels of student learning in courses clustered in groups identified as being: a) Regulatory based; b) Theory based; and, c) Survey of Best Practices based. Finally, both the first and second parts of the study utilized Factor Analysis to determine which aspects of the courses-course content material, instructor activities, and academic technology components-most highly correlated to student assessments of learning. C1 [Castle, S.; Marron, J.] Natl Univ, San Diego, CA 92123 USA. [Hopkins, T.] Carolinas Coll Hlth Sci, Charlotte, NC USA. RP Castle, S (reprint author), Natl Univ, San Diego, CA 92123 USA. CR Allen I. E., 2004, SLOAN CONSORTIUM Baldwin J. F., 2009, PERSPECTIVES POLICY, V13, P93 Borgemenke A. J., 2013, Q REV DISTANCE ED, V14, P17 Bourai H. H. A., 2005, CHALLENGES ADM HIGHE Brigance S. K., 2011, PERFORMANCE IMPROVEM, V50, P43 Castle S., ICERI2015 C Chametzky B., 2014, CREATIVE ED, V5, P813, DOI DOI 10.4236/CE.2014.510095 Kang M, 2013, J COMPUT ASSIST LEAR, V29, P292, DOI 10.1111/jcal.12005 Knowles M., 1950, INFORMAL ADULT ED 1 Mandernach B., 2009, INT REV RES OPEN DIS, V10, P1 NR 10 TC 0 Z9 0 U1 0 U2 3 PU IATED-INT ASSOC TECHNOLOGY EDUCATION A& DEVELOPMENT PI VALENICA PA LAURI VOLPI 6, VALENICA, BURJASSOT 46100, SPAIN SN 2340-1079 BN 978-84-608-5617-7 J9 INTED PROC PY 2016 BP 163 EP 171 PG 9 WC Education & Educational Research; Education, Scientific Disciplines SC Education & Educational Research GA BH7PP UT WOS:000402738400023 DA 2019-08-01 ER PT S AU Cesarano, VP Capobianco, R AF Cesarano, Valentina Paola Capobianco, Rosaria BE Chova, LG Martinez, AL Torres, IC TI THE INCLUSIVE SCHOOL AND TEACHER TRAINING: AN EXPERIENCE OF HIGHER EDUCATION IN ITALY SO INTED2016: 10TH INTERNATIONAL TECHNOLOGY, EDUCATION AND DEVELOPMENT CONFERENCE SE INTED Proceedings LA English DT Proceedings Paper CT 10th International Technology, Education and Development Conference (INTED) CY MAR 07-09, 2016 CL Valencia, SPAIN DE Special Need; inclusion; training teacher AB To make the Italian school an inclusive school the MIUR, the Ministry of Education, University and Research, has launched a series of training courses for teachers of Italian schools of all levels to better spread the culture of inclusion and to share best practices on pupils with Special Educational Needs (BES). The Territorial Center of Support (CTS) Cariteo-Italico of Naples, on the recommendation of the MIUR -General Directorate of the Student and of the Regional School Office (USR) for the region Campania, having been commissioned to manage a regional training activities aimed at school teachers of all levels in the region with the aim of forming a contact BES in every school, it has organized training activities with the SInAPSi Centre of the University of Naples Federico II and the University of Salerno. The formation, through the flipped learning model, involved the construction of a theoretical path in e-learning, 12 learning objects structured into video lessons, slides, handouts and assessment sections for a total of 18 hours of use, provided the students the theoretical contents and the fundamental legal references, ways in which it was outlined the path of self-study that the students have deepened to better prepare for the laboratorial lessons; a series of 4 meetings structured as workshop. C1 [Cesarano, Valentina Paola; Capobianco, Rosaria] Univ Naples Federico II, Naples, Italy. RP Cesarano, VP (reprint author), Univ Naples Federico II, Naples, Italy. CR Ainscow M, 2006, IMPROV LEARN TLRP, P1 Armstrong F., 2000, INCLUSIVE ED POLICY Booth T., 2000, INDEX INCLUSION DEVE Canevaro A., 2013, SCUOLA INCLUSIVA MON Cigman R., 2007, INCLUDED EXCLUDED CH Clark C., 1995, INCLUSIVE SCH, P164 Commission of the European Communities, 2008, PROGR LISB OBJ ED TR Dyson A., 1999, INCLUSIVE ED ENGEL GL, 1977, SCIENCE, V196, P129, DOI 10.1126/science.847460 European Agency for Development in Special Needs Education, 2012, PROF TEACH INCL OD D European Agency for Development in Special Needs Education, 2012, PROF TEACH INCL OD D, P13 Fornasa W., 2003, ABILITA DIFFERENTI P Ianes Dario, 2005, BISOGNI ED SPECIALI International Classification of Functioning Disability and Health (ICF), 2002, INT CLASS FUNCT DIS Meijer C. J. W., 2003, INCLUSIVE ED EFFECTI Mezirow J., 2003, APPRENDIMENTO TRASFO The Territorial Centers of Support (CTS), SET REG ED OFF AGR M UNESCO, 1997, OV EXCL INCL APPR ED UNESCO, 2008, INT C ED United Nations, 2006, CONV RIGHTS PERS DIS NR 20 TC 0 Z9 0 U1 0 U2 2 PU IATED-INT ASSOC TECHNOLOGY EDUCATION A& DEVELOPMENT PI VALENICA PA LAURI VOLPI 6, VALENICA, BURJASSOT 46100, SPAIN SN 2340-1079 BN 978-84-608-5617-7 J9 INTED PROC PY 2016 BP 366 EP 372 PG 7 WC Education & Educational Research; Education, Scientific Disciplines SC Education & Educational Research GA BH7PP UT WOS:000402738400053 DA 2019-08-01 ER PT S AU Smolyaninova, O Bezyzvestnykh, E AF Smolyaninova, Olga Bezyzvestnykh, Ekaterina BE Chova, LG Martinez, AL Torres, IC TI EPORTFOLIO TECHNOLOGY IN EVALUATION OF STUDENTS' FORMAL, NON-FORMAL AND INFORMAL LEARNING, ACCREDITATION OF EDUCATIONAL PROGRAMS AND DEVELOPMENT OF E-LEARNING IN A FEDERAL UNIVERSITY SO INTED2016: 10TH INTERNATIONAL TECHNOLOGY, EDUCATION AND DEVELOPMENT CONFERENCE SE INTED Proceedings LA English DT Proceedings Paper CT 10th International Technology, Education and Development Conference (INTED) CY MAR 07-09, 2016 CL Valencia, SPAIN DE assessment of educational results; formal; non-formal and informal Learning; ePortfolio; authentic assessment; formative assessment; accreditation; e-learning; Federal University; bachelor degree programs; master degree programs; postgraduate degree programs; lifelong learning AB The integration of Russia's federal universities into international educational space suggests compliance of their educational programs for all levels of higher education with the established international standards and quality criteria. The e-portfolio offers the possibility to authentically assess students' learning outcomes at the study levels of the Bachelor's degree programme, Master's degree programme, postgraduate training programme. This article presents the experience of the Siberian Federal University Technologies of authentic assessment of formal, informal and non-formal learning are becoming important in the system of education in Russia. The assessment technologies provide continuity during the student's transition at the levels of higher education (Bachelor's degree programme, Master's degree programme, Postgraduate training programme) and allow students to store and showcase their learning outcomes to various target audiences. Equally important for federal universities is the use of adequate tools for public professional accreditation and external expert evaluation of educational programs, e-learning technologies with a focus on the international European standards and guidelines (ESG). It contributes to the improvement of the quality of educational trainings for bachelors, masters and postgraduate students that are in demand in the current open labour market. Modern educational technologies and tools of evaluation of students' learning outcomes and programmes of their graduation studies integrated in the system of e-learning of a higher education institution are the basic strategic directions. Such technologies and tools are considered, on the one hand, as a requirement of modern society, in which the generation, storage, processing and market focused realization of knowledge are of uppermost importance, and on the other hand, are employed as a tool for updating the content and increasing the efficiency of educational programs of a university [1]. The electronic portfolio (ePortfolio) is one of such interactive technologies to assess students' educational achievements in the settings of formal, non-formal and informal learning; to be used for accreditation of the programmes of students' graduation studies; and form a seamlessly integrated part of the e-learning development of the information-educational environment of a university. The key advantage of application of information interactive technologies, including the e-portfolio, for the e-learning environment at a university, in the context of implementation of professional education programmes, is transition to the modern principles of the organization of educational activities and provision of continuity of the lifelong learning strategies. C1 [Smolyaninova, Olga; Bezyzvestnykh, Ekaterina] Siberian Fed Univ, Krasnoyarsk, Russia. RP Smolyaninova, O (reprint author), Siberian Fed Univ, Krasnoyarsk, Russia. RI Smolyaninova, Olga G/B-1633-2015; Smolyaninova, Olga/O-1055-2019; Bezyzvestnykh, Ekaterina/B-5917-2016 OI Smolyaninova, Olga G/0000-0002-5597-6348; Bezyzvestnykh, Ekaterina/0000-0001-6696-9461 CR Bolotov V. A., 2015, ELECT J ED ACCREDITA Smolyaninova O., 2014, P 1 INT C KRASN SEP, P9 Smolyaninova O, 2014, EPORTFOLIO MAEN SUPP, P12 NR 3 TC 1 Z9 1 U1 0 U2 0 PU IATED-INT ASSOC TECHNOLOGY EDUCATION A& DEVELOPMENT PI VALENICA PA LAURI VOLPI 6, VALENICA, BURJASSOT 46100, SPAIN SN 2340-1079 BN 978-84-608-5617-7 J9 INTED PROC PY 2016 BP 614 EP 619 PG 6 WC Education & Educational Research; Education, Scientific Disciplines SC Education & Educational Research GA BH7PP UT WOS:000402738400091 DA 2019-08-01 ER PT S AU Macintyre, M Martin, C Evans, C AF Macintyre, M. Martin, C. Evans, C. BE Chova, LG Martinez, AL Torres, IC TI EVALUATING THE LIMITS OF TECHNOLOGY ENHANCED LEARNING SO INTED2016: 10TH INTERNATIONAL TECHNOLOGY, EDUCATION AND DEVELOPMENT CONFERENCE SE INTED Proceedings LA English DT Proceedings Paper CT 10th International Technology, Education and Development Conference (INTED) CY MAR 07-09, 2016 CL Valencia, SPAIN DE Technology-enhanced learning; e-learning AB Learning platforms, such as Moodle or Blackboard, are often used very well in further and higher education to enable the learning in the classroom and/or to ensure the learner can store and organise different learning media. Although widespread uptake of these systems, exploiting the full functionality rarely happens and the full potential of the system remains untapped. In May 2015 the University of Warwick embarked upon the development of a technology enabled learning experience to mimic the experience of a service environment. Trigger events would be drip fed via the Moodle system, either manually or with automated timing. The response of the student(s) determines the outcome which in turn triggers subsequent events. What makes this special is that it really is looking to knit several technologies together in an innovative way to create a full, delightful, surprising and inspiring experience for the learners taking part. The delivery of this game is intended to develop the student's capability to transfer key learning points from an academic simulation to industry. This supports the current drive by the Warwick Manufacturing Group (WMG) to develop technology-led learning. The premise of the experience is the concept of a company that is in a stable state of operation. A disruptive event then requires the teams to make decisions in real time. The key learning is from how they manage the disruption and how they can mitigate against future disruption. With the up rise of the digital native versus that of the digital immigrant this sways the expectations within teaching methodologies. This blended learning approach (the concept of a classroom scenario combined with eLearning techniques to enhance the experience) allows the students to work through tools and techniques within a safe environment. February 2016 saw the prototype testing for presentation in March 2016 to the first cohort of Interntaional Students based for one year on the Warwick Campus, UK. C1 [Macintyre, M.; Martin, C.; Evans, C.] Univ Warwick, Coventry, W Midlands, England. RP Macintyre, M (reprint author), Univ Warwick, Coventry, W Midlands, England. NR 0 TC 0 Z9 0 U1 1 U2 6 PU IATED-INT ASSOC TECHNOLOGY EDUCATION A& DEVELOPMENT PI VALENICA PA LAURI VOLPI 6, VALENICA, BURJASSOT 46100, SPAIN SN 2340-1079 BN 978-84-608-5617-7 J9 INTED PROC PY 2016 BP 735 EP 735 PG 1 WC Education & Educational Research; Education, Scientific Disciplines SC Education & Educational Research GA BH7PP UT WOS:000402738400107 DA 2019-08-01 ER PT S AU Safieddine, F Nakhoul, I Kayapinar, U Spathopoulou, F Kadry, S AF Safieddine, Fadi Nakhoul, Imad Kayapinar, Ulas Spathopoulou, Filomachi Kadry, Seifedine BE Chova, LG Martinez, AL Torres, IC TI SYSTEM REQUIREMENT ANALYSIS FOR E-LEARNING EDUCATIONAL TABLET AT HIGHER EDUCATION SO INTED2016: 10TH INTERNATIONAL TECHNOLOGY, EDUCATION AND DEVELOPMENT CONFERENCE SE INTED Proceedings LA English DT Proceedings Paper CT 10th International Technology, Education and Development Conference (INTED) CY MAR 07-09, 2016 CL Valencia, SPAIN DE E-learning; M-learning; Technology; Education; Tablets; Educational Tablet; Requirement; Virtual Learning Environment (VLE) AB E-learning has evolved over the last two decades from being a supplementary tool to becoming an essential companion to class teaching. This has become known as blended learning [1]. Much of the initial focus of research has been on the software side of E-learning [2-4]. However, recently the hardware and the technology of delivering have been getting more attention in the form of M-learning or mobile learning [5]. Researchers seem to agree that the use of tablets has potential that is underutilized in academia [6-8]. The team reviewed publications of experiments on the use of tablets in higher education identifying some key findings. From these findings, the team has developed system requirements for the design of a purpose-built educational tablet for higher education. These findings include selecting tablets that would mirror the institution's own computer lab designs, including the operating system, educational applications, as well as restricting use of camera and restricting download of none-educational applications and apps. In addition, the team recommends the tablet to be preloaded with carefully selected educational apps that would complement and utilize the institution's own email system in a form of instant message link to the tablet to enhance the benefit of the device as a dynamic and active-learning tool. C1 [Safieddine, Fadi; Nakhoul, Imad; Kayapinar, Ulas; Spathopoulou, Filomachi; Kadry, Seifedine] Amer Univ Middle East, Al Sharq, Kuwait. RP Safieddine, F (reprint author), Amer Univ Middle East, Al Sharq, Kuwait. RI Kadry, Seifedine/C-7437-2011 OI Kadry, Seifedine/0000-0002-1939-4842 CR Adams W. J., 1998, SOC INFORM TECHNOLOG, V1998, P484 Blume H., 2014, LOS ANGELES TIMES Cassidy ED, 2014, J ACAD LIBR, V40, P124, DOI 10.1016/j.acalib.2014.02.003 Daccord T, 2015, EDUC LEADERSHIP, V72, P18 Dundar H., 2012, INT ELECT J ELEMENTA, V4, P441 Farmer W., 2012, INT J INSTRUCTIONAL, V39, P131 Garrison DR, 2011, E-LEARNING IN THE 21ST CENTURY: A FRAMEWORK FOR RESEARCH AND PRACTICE, SECOND EDITION, P1 Georgiev T., 2004, P INT C COMP SYST TE, P1 Giordano S., 2007, 1 INT WORKSH PEN BAS, P1 Jones C., 2013, FORBES TECH 0114 Liaw SS, 2008, COMPUT EDUC, V51, P864, DOI 10.1016/j.compedu.2007.09.005 Maina E.M., 2015, IST AFR C 2015 P, P1 Martinez Bonastre O, 2006, 2006 IEEE International Professional Communication Conference, P214, DOI 10.1109/IPCC.2006.320350 Moran M, 2010, J EDUC COMPUT RES, V42, P79, DOI 10.2190/EC.42.1.d Nakhoul I., 2015, QUANT COST BEN ANAL, P3476 Park Y, 2011, INT REV RES OPEN DIS, V12, P78, DOI 10.19173/irrodl.v12i2.791 Perez Decano T. J., 2013, 2013 IEEE 63 ANN C I, P1 Safieddine F., 2013, INT TECHN ED DEV C P Santamarta JC, 2015, PROCD SOC BEHV, V191, P2753, DOI 10.1016/j.sbspro.2015.04.657 Sharples M., 2007, HDB E LEARNING RES, P87 Sharples M, 2007, SAGE HDB E LEARNING, P221, DOI DOI 10.4135/9781848607859.N10 Statista, 2015, MOST POP APPL APP ST Stickel M., 2009, FRONT ED C 2009 FIE Young J. R., 2002, CHRON HIGHER EDUC, V22, pA33 NR 24 TC 0 Z9 0 U1 1 U2 1 PU IATED-INT ASSOC TECHNOLOGY EDUCATION & DEVELOPMENT PI VALENICA PA LAURI VOLPI 6, VALENICA, BURJASSOT 46100, SPAIN SN 2340-1079 BN 978-84-608-5617-7 J9 INTED PROC PY 2016 BP 983 EP 989 PG 7 WC Education & Educational Research; Education, Scientific Disciplines SC Education & Educational Research GA BH7PP UT WOS:000402738401010 DA 2019-08-01 ER PT S AU Pujol-Jover, M Llobet-Dalmases, J AF Pujol-Jover, Maria Llobet-Dalmases, Joan BE Chova, LG Martinez, AL Torres, IC TI THE MOODLE LESSONS IN ACCOUNTING SUBJECTS SO INTED2016: 10TH INTERNATIONAL TECHNOLOGY, EDUCATION AND DEVELOPMENT CONFERENCE SE INTED Proceedings LA English DT Proceedings Paper CT 10th International Technology, Education and Development Conference (INTED) CY MAR 07-09, 2016 CL Valencia, SPAIN DE e-learning; higher education; online tools; competences; performance ID HIGHER-EDUCATION AB Since the first years of the 21st century, online and traditional universities are promoting the existing dyad between centers of higher education and firms ([1], [2], [3], [4], [5], [6]). Universities have the liability of adapting curricula to labour market demands and enterprises need well trained graduates to cover their vacancies ([7], [8], [9]). As a result, the importance of interpersonal skills, professional capabilities and instrumental competences is now crucial due to the competitive employability of graduates ([10], [11], [12], [13], [14]). On the one hand, the current model of competence-based learning requires modern tools that allow students not only a passive integration of content, but also an active skills acquisition ([15]). On the other hand, employers seek professionals who demonstrate interpersonal and analytical skills, as well as some ability to excel in the future ([16], [17], [18], [19], [20], [21], [22], [23]). Motivation of students in an online environment is essential to achieve a double goal; increasing success rate and reducing dropout ratio. Universities are not only focused on ensuring that their students get a degree but also training them in the most pleasant way as possible. In this context, we propose the use of online tools such as Moodle questionnaires and lessons as a choice to reach these objectives. We suppose that designing didactic lessons will improve success rates and students performance as well as induce heeding the subject. Our model collates marks of two subjects before and after implementing a Moodle lesson making an intra-subject (Cost Accounting and Budgetary Control Management) and inter-subject students' performance comparison. Data was collected from students of the Business Administration Degree at a large online Spanish university. Our aim is to evaluate the impact of inserting modern learning tools on qualifications and performance of students as well as ensuring better trained graduates in order to entry on market labour. As preliminary results we obtained that a different design in the structure of the Moodle lessons introduced at online classrooms leads to opposite results in the student performance. However, this learning innovation helps students understanding the subject and registering better qualifications. C1 [Pujol-Jover, Maria; Llobet-Dalmases, Joan] Univ Oberta Catalunya, Tarragona, Spain. RP Pujol-Jover, M (reprint author), Univ Oberta Catalunya, Tarragona, Spain. CR Allen J., 2006, SURVEY EMPLOYERS ALU Biesma RG, 2007, ECON EDUC REV, V26, P375, DOI 10.1016/j.econedurev.2006.01.004 Biloslavo R, 2013, IND MANAGE DATA SYST, V113, P423, DOI 10.1108/02635571311312695 Brennan J, 2008, HIGH EDUC, V56, P381, DOI 10.1007/s10734-008-9126-4 Cabrera A. F., 2005, NEW DIRECTIONS I RES, V2005, P5, DOI [10.1002/ir.144, DOI 10.1002/IR.144] Cabrera A. 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Suwannatthachote, P. Boonlue, S. Bangthamai, E. BE Chova, LG Martinez, AL Torres, IC TI THE RESEARCH AND DEVELOPMENT OF INSTRUCTIONAL E-LEARNING SYSTEM FOR DEVELOPING CREATIVE THINKING OF HIGHER EDUCATION STUDENTS SO INTED2016: 10TH INTERNATIONAL TECHNOLOGY, EDUCATION AND DEVELOPMENT CONFERENCE SE INTED Proceedings LA English DT Proceedings Paper CT 10th International Technology, Education and Development Conference (INTED) CY MAR 07-09, 2016 CL Valencia, SPAIN DE e-learning; creative thinking; blended learning; virtual classroom; knowledge management system; creativity; higher education students; educational technology AB The objectives of this research were to 1) study the state of e-learning, the factors of designing for virtual classroom, elements and steps of an instructional design model for virtual classroom environment in blended learning for enhancing creative thinking of higher education students, Thailand, 2) develop an e-learning virtual classroom model using collaborative learning and synectics instruction for enhancing creative thinking of higher education students, 3) develop a knowledge management system supporting creative instruction to enhance creative thinking of higher education students, 4) purpose the instructional design model for e-learning, virtual classroom environment in blended learning to enhance creative thinking of higher education students Thailand. The subjects of this study were 1) 70 higher education instructors in Thailand from purposive sampling according to the set criteria, 2) 925 higher education students from faculty of education (10 universities in Thailand) by simple sampling, 3) 25 experts in educational technology and communication field, teaching creativity field, instructors in educational technology and communication field from purposive sampling. Qualitative data were analyzed by content analysis and quantitative data were analyzed by descriptive statistics. The results were as follows: 1) The factors of designing for e-learning virtual classroom environment for enhancing creative thinking in blended learning in higher education were creative thinking scaffolding, virtual classroom, learning resources, online tools, and learning interactions. The instructional design model was divided into 5 main steps and 11 substeps. The main steps were 1: Identify the underpinning of learners' capacity, 2: Design blended learning, 3: Develop media, activities, and learning environment, 4: Perform teaching and learning, and 5: Evaluate learners. The ID model validation result by experts was 4.59 (at good level). 2) The virtual classroom model using collaborative learning and synectics instruction for enhancing creative thinking of higher education students consisted of 6 components: 1: Virtual classroom, 2: Collaboration and communication tools, 3: Learning contents, media and resources, 4: Roles of learners and instructors, 5: Learning activities and 6: Assessment. Students (experimental group) who participated with the virtual classroom model had higher posttest creative thinking score than pretest creative thinking score significantly at .05 level. The model was approved by experts at the highest level. 3) The knowledge management system supporting creative instruction to enhance creative thinking of higher education students consisted of 2 parts: 1. Activity plans for creative instruction in 12 weeks 2. A Knowledge Management system consisted of 6 components: 1. Member Login, 2. Content management, 3. Social media sharing, 4. Online chat channels, 5. Website management, and 6. membership management. The experts' opinions towards the knowledge management system was 4.62 (at very high level). The students' opinions towards the system was 4.21 (at high level). 4) The validation result by experts of the instructional design model for e-learning virtual classroom environment in blended learning, the virtual classroom model using collaborative learning and synectics instruction showed that all systems were appropriate and practical to perform in teaching and learning for enhancing creative thinking. C1 [Satiman, A.; Bangthamai, E.] Silpakorn Univ, Bangkok, Thailand. [Suwannatthachote, P.] Chulalongkorn Univ, Bangkok, Thailand. [Boonlue, S.] King Mongkuts Univ Technol Thonburi, Bangkok, Thailand. RP Satiman, A (reprint author), Silpakorn Univ, Bangkok, Thailand. FU National Research Council of Thailand (NRCT) FX This research was supported by National Research Council of Thailand (NRCT) CR Dachakupt P., 2015, LEARNING ACTIVITIES Hu RD, 2016, EURASIA J MATH SCI T, V12, P477 Monsakul J., 2011, NAT E LEARN C NEC 20 NR 3 TC 0 Z9 0 U1 0 U2 7 PU IATED-INT ASSOC TECHNOLOGY EDUCATION A& DEVELOPMENT PI VALENICA PA LAURI VOLPI 6, VALENICA, BURJASSOT 46100, SPAIN SN 2340-1079 BN 978-84-608-5617-7 J9 INTED PROC PY 2016 BP 1653 EP 1658 PG 6 WC Education & Educational Research; Education, Scientific Disciplines SC Education & Educational Research GA BH7PP UT WOS:000402738401101 DA 2019-08-01 ER PT S AU Thaufeega, F Watts, M Crowe, N AF Thaufeega, Fathimath Watts, Mike Crowe, Nic BE Chova, LG Martinez, AL Torres, IC TI ARE INSTITUTES AND LEARNERS READY FOR E-LEARNING IN THE MALDIVES? SO INTED2016: 10TH INTERNATIONAL TECHNOLOGY, EDUCATION AND DEVELOPMENT CONFERENCE SE INTED Proceedings LA English DT Proceedings Paper CT 10th International Technology, Education and Development Conference (INTED) CY MAR 07-09, 2016 CL Valencia, SPAIN DE Maldives; higher education; e-learning; readiness; efficacy ID INTERNET SELF-EFFICACY; UNIVERSITY-STUDENTS; TAIWAN; ENVIRONMENTS; PREFERENCES AB For Maldives, an island nation, consisting of over 1190 islands, e-learning is the ideal form of delivery of higher education for students on the 202 remote inhabited islands. This study explores Maldivian college students' e-learning readiness. Mixed-method research has been conducted using questionnaires (quantitative) and semi-structured interviews (qualitative). 111 students from two private higher education institutes completed the questionnaires, 10 were selected for interviews out of which 9 completed the interview. Students' technological skills, access to technology and learning abilities, as well as their level of e-learning efficacy, are measured and further explored through interviews. Their lifestyle and family and workplace environments' conduciveness for e-learning is explored. Similarly, 45 lecturers/facilitators completed the questionnaire to obtain teacher/institute readiness for online teaching. Responses allow exploration of Maldivian higher education students and institutes readiness for e-learning. Lecturers/facilitators' readiness is measured by their skill and ability to support e-learning. Readiness of Institutes are explored using semi-structured interviews with 2 senior personnel from the institutes. The role and importance of the three elements of the Community of Inquiry Framework: Cognitive Presence, Teaching Presence and Social Presence, in e-learning, is also explored through questionnaires and interviews. This paper presents the findings from the interview data. 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K., 1994, CASE STUDY RES DESIG NR 47 TC 0 Z9 0 U1 0 U2 2 PU IATED-INT ASSOC TECHNOLOGY EDUCATION A& DEVELOPMENT PI VALENICA PA LAURI VOLPI 6, VALENICA, BURJASSOT 46100, SPAIN SN 2340-1079 BN 978-84-608-5617-7 J9 INTED PROC PY 2016 BP 1990 EP 1999 PG 10 WC Education & Educational Research; Education, Scientific Disciplines SC Education & Educational Research GA BH7PP UT WOS:000402738402009 DA 2019-08-01 ER PT S AU Abouelmagd, DAS AF Abouelmagd, Doaa A. S. BE Chova, LG Martinez, AL Torres, IC TI TEACHING HISTORY IN ARCHITECTURE: ACTIVE, CROSS-DISCIPLINARY AND EXPERIENTIAL LEARNING APPROACH VERSUS THE TRADITIONAL FORMS OF INSTRUCTION SO INTED2016: 10TH INTERNATIONAL TECHNOLOGY, EDUCATION AND DEVELOPMENT CONFERENCE SE INTED Proceedings LA English DT Proceedings Paper CT 10th International Technology, Education and Development Conference (INTED) CY MAR 07-09, 2016 CL Valencia, SPAIN DE Architectural education; experimental learning; cross-disciplinary learning; history of architecture AB This paper discusses a research to develop teaching history in the architecture, in the higher public education system in Egypt, at the Faculty of Fine Arts, Helwan University. The study is applied in the history course level two. The course discussed in this paper took place during the academic years (2013-14 and 2014-15) and was taught by the author. The paper discusses and analyses different methods used to change the traditional form of instruction to creative, active and experiential learning. These methods includes: fieldwork in the Christian and classical Egyptian sites and buildings, analytical and critical thinking exercises, in-class and after class discussion and feedback, watching documentaries. Moreover a cross-disciplinary approach was adopted by applying exercises that connect the content of the history course with other architecture courses, such as architecture design, model making and building construction. And finally an exhibition with the students work took place in the end of each academic semester to improve the students' presentation skills and their ability to discuss and present their work to specialists, professionals and peers. The discussion exceeds to include the obstacles that are faced by the teaching process and what was done to overcome them. These include: the online communication limitation due to the absence of the e-learning system, the limited numbers of the subject related sites and buildings in Egypt, the security problems facing the students during the fieldwork due the political conditions, the large number of the students in the course, and other legislation and cultural problems. This paper illustrates a series of in-class and out-campus exercises that were applied in order to develop the history course. The subject is essential to develop the history courses in Architecture. It concludes with recommendation for the academic year 2015-16(1). C1 [Abouelmagd, Doaa A. S.] Helwan Univ, Fac Fine Arts, Cairo, Egypt. RP Abouelmagd, DAS (reprint author), Helwan Univ, Fac Fine Arts, Cairo, Egypt. RI Abouelmagd, Doaa/R-5227-2019 CR Cavanagh M, 2011, ACT LEARN HIGH EDUC, V12, P23, DOI DOI 10.1177/1469787410387724 Cramer J. 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M., 2006, CEBE T, V3, P64 Sale D., 2015, DEV CREATIVE TEACHIN, P105 Schank R., 2011, TEACHING MINDS COGNI NR 10 TC 0 Z9 0 U1 0 U2 1 PU IATED-INT ASSOC TECHNOLOGY EDUCATION A& DEVELOPMENT PI VALENICA PA LAURI VOLPI 6, VALENICA, BURJASSOT 46100, SPAIN SN 2340-1079 BN 978-84-608-5617-7 J9 INTED PROC PY 2016 BP 2179 EP 2190 PG 12 WC Education & Educational Research; Education, Scientific Disciplines SC Education & Educational Research GA BH7PP UT WOS:000402738402032 DA 2019-08-01 ER PT S AU Benedek, A Molnar, G AF Benedek, Andras Molnar, Gyorgy BE Chova, LG Martinez, AL Torres, IC TI FORMULATING ACTIVE STUDENT'S CONTRIBUTION TO THE OERS SO INTED2016: 10TH INTERNATIONAL TECHNOLOGY, EDUCATION AND DEVELOPMENT CONFERENCE SE INTED Proceedings LA English DT Proceedings Paper CT 10th International Technology, Education and Development Conference (INTED) CY MAR 07-09, 2016 CL Valencia, SPAIN DE Open Education; E-learning; Higher Education; Teaching; Learning network; Open E-content; microcontent AB When analysing the new trends in the Higher Education Area one of the new challenges for the universities is to link the traditional learning and teaching methodologies to the newest didactical innovations. Nowdays, in the age of technology, the rethinking of education takes place where the new ICT and mobile communication determined (based) learning environment gives a chance to reshape methodologies of the higher education. Interdisciplinary approaches are increasingly acknowledged; however, we should note that fast changing methodology results in the continuous restructuring of educational content. As learning recently expanded into a worldwide classroom these developments may be foreseen as a new potentials way to activate students in terms of moving from the traditional curricula focusing on quantity to a new a contribution based approach. C1 [Benedek, Andras; Molnar, Gyorgy] Budapest Univ Technol & Econ, Dept Tech Educ, Budapest, Hungary. RP Benedek, A (reprint author), Budapest Univ Technol & Econ, Dept Tech Educ, Budapest, Hungary. RI Molnar, Gyorgy/A-1941-2012 CR Benedek A., 2014, 9 INT MULT COMP GLOB, P54 Benedek A., 2015, NEW TECHNOLOGIES INN, P349 Benedek A, 2011, INT MULTI-C COMPUT G, P56 Breslow L. B., 2013, RES PRACTICE ASSESSM, V8, P13 Colons A, 2009, RETHINKING ED AGE TE Greenfield PM, 2009, SCIENCE, V323, P69, DOI 10.1126/science.1167190 Katona J, 2015, INT J ONLINE ENG, V11, P43, DOI 10.3991/ijoe.v11i6.5119 Meszaros A., 2014, 3 C ODRZ MAINT ZEN U, P269 Szuts Z, 2014, WORLD LIT STUDIES, V2014, P13 NR 9 TC 1 Z9 1 U1 0 U2 0 PU IATED-INT ASSOC TECHNOLOGY EDUCATION A& DEVELOPMENT PI VALENICA PA LAURI VOLPI 6, VALENICA, BURJASSOT 46100, SPAIN SN 2340-1079 BN 978-84-608-5617-7 J9 INTED PROC PY 2016 BP 2642 EP 2650 PG 9 WC Education & Educational Research; Education, Scientific Disciplines SC Education & Educational Research GA BH7PP UT WOS:000402738402096 DA 2019-08-01 ER PT S AU Shokri, A Dafoulas, GA AF Shokri, Azam Dafoulas, Georgios A. BE Chova, LG Martinez, AL Torres, IC TI AN EVALUATION OF SOCIAL LEARNING NETWORKS: A QUALITATIVE PERSPECTIVE SO INTED2016: 10TH INTERNATIONAL TECHNOLOGY, EDUCATION AND DEVELOPMENT CONFERENCE SE INTED Proceedings LA English DT Proceedings Paper CT 10th International Technology, Education and Development Conference (INTED) CY MAR 07-09, 2016 CL Valencia, SPAIN DE Social learning networks; Education 2.0; Learning evaluation; Facebook; Social media ID FACEBOOK AB Affordances offered through ubiquitous nature of Web 2.0 technologies and social media have progressively become universal constituents of our lives. Presently our students have seen the escalation in use of multimedia in their studies. With technological advances in telecommunication technologies, students have become accustomed to instant, global communications modes. Educational institutions have progressively adapted more innovative pedagogical approaches in their provision. Web 2.0 has fundamentally altered communication methods between people around the world. Access to information, dissemination, sharing and creation of new digitised content are powerful tools that ease social media adaptation in everyone's life. Over the last decade multimedia authoring tools have become more useful for content generation. The price and expertise to use these authoring tools has decreased, therefore offering opportunity for educators to broaden their experimental horizons with these technologies. With the advent of Web 2.0, access to information, dissemination, sharing and creation of new digitised content are powerful tools that ease social media adaptation in student's life. Universities have reported reforms in the use of Education 2.0, while Web 2.0 is finding its momentums in further education and schools. Since the advent of Web 2.0 many educational institutions have reported remarkable positive influences in students learning behaviours. Research studies have illustrated association between students improved communication and collaboration linked to improved motivation hence more on going academic performance. Social learning networks represent a more diverse mechanism than a content delivery platform. The potential to release both students and instructors creative talents, ease of content creation and collaboratively sharing teaching and learning resources has enabled educational institutions to explore the strategic benefits of social learning networks. Recent studies indicate that these digital elements when aligned with the best practices of multimedia design become powerful learning agents. This study is aimed at highlighting the importance of social learning networks in education from a qualitative perspective. A series of recent studies at higher and further education has provided guidelines for the improved use of social media in e-learning. This paper's findings will introduce qualitative verdicts for a framework adaptation of social learning networks in e-learning. C1 [Shokri, Azam; Dafoulas, Georgios A.] Middlesex Univ, Sch Sci & Technol, Comp Sci Dept, London, England. RP Shokri, A (reprint author), Middlesex Univ, Sch Sci & Technol, Comp Sci Dept, London, England. CR Blismas NG, 2003, BUILD RES INF, V31, P455, DOI 10.1080/0961321031000108816 Dafoulas G., 2014, 6 INT C ED NEW LEARN DeNardo A. M., 2002, USING NVIVO ANAL QUA Downes S., 2005, ELEARN MAGAZINE, V2005 Downes S., 2007, INNOVATE J ONLINE ED, V4, P1 Dreher C, 2009, J INFORM SYSTEMS ED, V20, P211 Ganis F., 2009, SOCIAL LEARNING BUZZ Heiberger G, 2008, NEW DIRECTIONS STUDE, P19, DOI [DOI 10.1002/SS.293, 10.1002/ss.293] Junco R., 2008, NEW DIRECTIONS STUDE, P3, DOI DOI 10.1002/SS.292 Karl KA, 2011, J EDUC BUS, V86, P214, DOI 10.1080/08832323.2010.507638 Maguth B, 2010, SOC EDUC, V74, P105 Richards T., 2002, INT J SOC RES METHOD, V5, P199, DOI DOI 10.1080/13645570210146267 Roblyer MD, 2010, INTERNET HIGH EDUC, V13, P134, DOI 10.1016/j.iheduc.2010.03.002 Shokri A., 2015, 8 INT C ED RES INN I Teclehaimanot B, 2011, TECHTRENDS, V55, P19, DOI 10.1007/s11528-011-0494-8 NR 15 TC 0 Z9 0 U1 0 U2 0 PU IATED-INT ASSOC TECHNOLOGY EDUCATION A& DEVELOPMENT PI VALENICA PA LAURI VOLPI 6, VALENICA, BURJASSOT 46100, SPAIN SN 2340-1079 BN 978-84-608-5617-7 J9 INTED PROC PY 2016 BP 2677 EP 2685 PG 9 WC Education & Educational Research; Education, Scientific Disciplines SC Education & Educational Research GA BH7PP UT WOS:000402738402102 DA 2019-08-01 ER PT S AU Sugiyama, I Watanabe, Y Kato, H Nishihara, A AF Sugiyama, Iori Watanabe, Yuki Kato, Hiroshi Nishihara, Akinori BE Chova, LG Martinez, AL Torres, IC TI TIME-OF-DAY ANALYSIS OF LEARNING ACTIONS IN WORKPLACE E-LEARNING SO INTED2016: 10TH INTERNATIONAL TECHNOLOGY, EDUCATION AND DEVELOPMENT CONFERENCE SE INTED Proceedings LA English DT Proceedings Paper CT 10th International Technology, Education and Development Conference (INTED) CY MAR 07-09, 2016 CL Valencia, SPAIN DE E-Learning; Workplace education; Learning Analytics AB We present a comparative analysis of working adults' and pre-employment students' learning actions to clarify their learning characteristics and differences of the characteristics in workplace e-learning. The pre-employment student means the student who has an appointment to take a job in the next spring. We deal with 8 courses which were open from Oct. 1st, 2012 to Mar. 31st, 2014 in workplace e-learning provided by a vendor, 4 for working adults and another 4 for pre-employment students. Learners were able to attend them during any straight 8 weeks. The courses for working adults have the identical learning contents to the courses for pre-employment students. We analyze the number of learning actions which is measured by the number of screen transitions of learning contents on LMS (Learning Management System). Each course has a final exam, which learners can take at any time. Final learning status, such as successful or unsuccessful, is defined by whether the learner passed the exam or not. We divide learners into two groups by this final learning status. The total number of learning content pages is different by courses. We normalize the number of learning actions by the number of learning content pages, which is referred to as normalized learning actions, and we total up the normalized learning actions per 3 hours. We compare the learning actions of 4 types of learners (successful / unsuccessful and working adults / pre-employment students) with t-test. When there are some differences, we compare the learning actions on an hourly basis with t-test. At first, we examine the equality of variances of all pairs with Levene's test. Then, if the pair has the equal variance, we examine the differences with Student's t-test. If not, we examine the differences with Welch's t-test. As a result, we found there are some differences in learning time between the successful learners and the unsuccessful ones, and between the working adults and the pre-employment students. The successful working adults have significantly more learning actions than the unsuccessful ones during 6 and 9, 12 and 15, and 18 and 24 o'clock. In other words, the successful working adults have more learning actions than the unsuccessful ones in out-of-office hours. In addition, the pre-employment students have significantly more learning actions than the working adults all day except early morning when people would be sleeping. We conclude that the working adults and the pre-employment students have different learning characteristics, and the successful learners and the unsuccessful ones also have different characteristics. The differences in learning time is clarified by this comparative analysis; e.g., the successful working adults would learn more than the unsuccessful ones in out-of-office hours. These characteristics would help us estimate the working adults who have high possibilities to be unsuccessful learners, and support them accordingly. C1 [Sugiyama, Iori; Watanabe, Yuki; Nishihara, Akinori] Tokyo Inst Technol, Tokyo, Japan. [Kato, Hiroshi] Open Univ Japan, Chiba, Chiba, Japan. RP Sugiyama, I (reprint author), Tokyo Inst Technol, Tokyo, Japan. CR Chesapeake VA, ASS ADV COMPUTING ED Educause, 2011, 7 THINGS YOU SHOULD Ioanna L., 2009, J COMPUTERS ED, V53, P950 Kawamura K., 2009, GUIDE E LEARNING Matsuda T., 2007, MENTORING E LEARNING Matsuda T., 2009, J JAPAN SOC ED TEC S, V33, P113 Pintrich P. R., 1999, INT J EDUC RES, V31, P459, DOI DOI 10.1016/S0883-0355(99)00015-4 Sugiyama I., 2015, P E LEARN WORLD C E, P946 Tamaki T., 2010, UNDERSTANDING BASICS Tanaka R., 2014, ANAL LEARNING CONTIN, V14, P41 Tauguchi M., 2005, J JAPAN SOC ED TECHN, V29, P415 Toda H., 2014, J JELA SOC JAPAN E L, V14, P42 Ueno M., 2002, IEEE INT C ADV LEARN Ueno M., 2007, JAN J ED TECHNOL, V31, P271 Ueno M, 2007, 7TH IEEE INTERNATIONAL CONFERENCE ON ADVANCED LEARNING TECHNOLOGIES, PROCEEDINGS, P282, DOI 10.1109/ICALT.2007.82 Yamada M., 2010, J JAPAN SOC ED TEC S, V34, P73 NR 16 TC 0 Z9 0 U1 0 U2 0 PU IATED-INT ASSOC TECHNOLOGY EDUCATION A& DEVELOPMENT PI VALENICA PA LAURI VOLPI 6, VALENICA, BURJASSOT 46100, SPAIN SN 2340-1079 BN 978-84-608-5617-7 J9 INTED PROC PY 2016 BP 2781 EP 2788 PG 8 WC Education & Educational Research; Education, Scientific Disciplines SC Education & Educational Research GA BH7PP UT WOS:000402738402116 DA 2019-08-01 ER PT S AU Tayko-Narag, A AF Tayko-Narag, Arlita BE Chova, LG Martinez, AL Torres, IC TI REACHING LAST-MILE LEARNERS IN THE PHILIPPINES THROUGH THE SAMSUNG SMART CLASSROOM SO INTED2016: 10TH INTERNATIONAL TECHNOLOGY, EDUCATION AND DEVELOPMENT CONFERENCE SE INTED Proceedings LA English DT Proceedings Paper CT 10th International Technology, Education and Development Conference (INTED) CY MAR 07-09, 2016 CL Valencia, SPAIN DE SMART Classroom; ICT-enhanced learning; last-mile learners; learning for indigenous peoples AB The Philippines has more than forty-six thousand (46,000) public schools across the archipelago, of which around a ninth is located in very remote areas with no access to electricity, transportation infrastructure or internet connectivity. These are the so-called off-grid schools, with an estimated 900,000 students. These schools are situated in communities that are composed mostly of indigenous peoples or tribes. The schoolchildren in these schools lack learning resources, and the schools themselves have very low enrolment rates and high dropout rates. Samsung Electronics Philippines, Corporation (Samsung) partnered with the Philippine Department of Education (DepEd) to reach these last-mile learners through the Samsung SMART Classroom Program. In early 2015, Samsung and DepEd started establishing the Samsung SMART Classroom in six selected schools in these remote, inaccessible areas. The solar-powered Classroom included equipment such as learning tablets and laptops, a charging station, mini-server and wireless access points. More importantly, the Samsung SMART Classroom also included e-learning modules which the teachers and students can access offline. These learning modules provided instructional and assessment tools for teachers. They also supplemented traditional teaching materials and covered Grades one (1) through 12. Teacher training was also regularly provided to the teachers and school administrators to improve their pedagogical approaches. Students were encouraged to study at home in the evenings through the use of individual solar-powered lamps. These lamps replaced hazardous kerosene lamps they used at home. By end-2015, six (6) schools were covered by the program with around 1000 schoolchildren and 80 teachers and school administrators. Initial evaluation by Samsung and DepEd indicates that the Samsung SMART Classroom is bringing positive results in terms of increased engagement, higher test scores, increased enrolment rates and decreased dropout rates. Students have also improved their communication and collaboration skills. With the use of e-learning modules, teachers have developed teaching materials that are more suited to the particular tribe or indigenous group that their students belong to. Recognizing the positive changes that the Program has brought, Samsung and the Department of Education is replicating the program in other off-grid schools in the Philippines. C1 [Tayko-Narag, Arlita] Samsung Elect Philippines Corp, Taguig, Philippines. RP Tayko-Narag, A (reprint author), Samsung Elect Philippines Corp, Taguig, Philippines. CR Abayao Leah E., 2014, PHILIPPINES INDIGENO, P2 Abejuela Ricarte III, 2004, INDIGENOUS ED PHILIP Bingcang J., 2012, ICT COMPETENCY SELEC Buasen C., 2011, ED CONTEXT PHILIPPIN Department of Education website, DATASETS Department of Education website, DEPED ISS IPED CURR Indexmundi website, PHIL DEM PROF 2014 Meneses Wilfredo, 2003, DEV CULTURALLY RESPO NR 8 TC 0 Z9 0 U1 0 U2 2 PU IATED-INT ASSOC TECHNOLOGY EDUCATION A& DEVELOPMENT PI VALENICA PA LAURI VOLPI 6, VALENICA, BURJASSOT 46100, SPAIN SN 2340-1079 BN 978-84-608-5617-7 J9 INTED PROC PY 2016 BP 3059 EP 3065 PG 7 WC Education & Educational Research; Education, Scientific Disciplines SC Education & Educational Research GA BH7PP UT WOS:000402738403012 DA 2019-08-01 ER PT S AU Melgarejo, JLS AF Melgarejo, Jose Luis Sanchez BE Chova, LG Martinez, AL Torres, IC TI SUCCESS IN ONLINE LANGUAGE TEACHING SO INTED2016: 10TH INTERNATIONAL TECHNOLOGY, EDUCATION AND DEVELOPMENT CONFERENCE SE INTED Proceedings LA English DT Proceedings Paper CT 10th International Technology, Education and Development Conference (INTED) CY MAR 07-09, 2016 CL Valencia, SPAIN DE e-learning; innovation; technology; online learning; virtual learning AB When it comes to teaching languages online it is crucial to know and be able to master the different possibilities offered by internet: online distance courses, video conferencing, video courses or platforms and online applications for language learning. If we want to achieve high shares of success in our online language courses, we must know our student's profile to be able to offer the course that best suits their needs. In addition, we must take into account aspects such as nationality, age and motivation in order to properly choose contents, objectives, methodology and materials. Although, without any doubt; the key to success in online courses will be the adequate training of teachers. In this article we will analyse the different options we can find in online language education. Moreover we will offer guidelines to get the most out of each of the different methods that currently exist as well as discussing the steps we must take to optimize online courses and what actions should be avoided in order to be able to succeed in online teaching. C1 [Melgarejo, Jose Luis Sanchez] City Univ Seattle, Vysoka Skola Manazmentu Trencine, Bratislava, Slovakia. RP Melgarejo, JLS (reprint author), City Univ Seattle, Vysoka Skola Manazmentu Trencine, Bratislava, Slovakia. CR [Anonymous], 2015, IFERENCIAS ENTRE CUR [Anonymous], 2015, TIP PLAT ENS ON LIN Borges Federico, 2005, DIGITHUM Camacho Perez S., 1995, FORMACION PROFESORAD, P413 DEPABLOS J, 1998, NUEVAS TECNOLOGIAS C Hadley A. O., 2001, TEACHING LANGUAGE CO Ruiperez G., 2003, ED VIRTUAL ELEARNING Ruiz J. A., 2014, HIST COMUNICACION SO, V18, P341 Sanchez Presa Monica, 2012, ACT 47 C INT AEPE AS, P183 NR 9 TC 0 Z9 0 U1 0 U2 0 PU IATED-INT ASSOC TECHNOLOGY EDUCATION A& DEVELOPMENT PI VALENICA PA LAURI VOLPI 6, VALENICA, BURJASSOT 46100, SPAIN SN 2340-1079 BN 978-84-608-5617-7 J9 INTED PROC PY 2016 BP 3188 EP 3192 PG 5 WC Education & Educational Research; Education, Scientific Disciplines SC Education & Educational Research GA BH7PP UT WOS:000402738403030 DA 2019-08-01 ER PT S AU Garcia, R Mababu, R AF Garcia, Raquel Mababu, Richard BE Chova, LG Martinez, AL Torres, IC TI TEACHER TRAINING IN HIGHER EDUCATION AS A KEY TO THE SUCCESS IN E-LEARNING EDUCATION. THE EXPERIENCE OF THE MADRID OPEN UNIVERSITY (UDIMA) SO INTED2016: 10TH INTERNATIONAL TECHNOLOGY, EDUCATION AND DEVELOPMENT CONFERENCE SE INTED Proceedings LA English DT Proceedings Paper CT 10th International Technology, Education and Development Conference (INTED) CY MAR 07-09, 2016 CL Valencia, SPAIN DE UDIMA; New Information and Communication Technologies (ICT); quality; higher education AB Teacher training in higher education stands as one of the keys and most representative factors to achieve quality education. Thus, training courses intended for university professors are one of the basic pillars on which the continuous improvement of university education is settled. In this regard, it is relevant that, today, higher education takes place in completely new contexts and environments. Furthermore, these scenarios are changing, so education must be effectively adapted to them in the same way. From this initial standpoint, this work's main priority is to provide an overview of the teacher training courses currently designed by different universities. A special emphasis will be laid on the challenging goal that UDIMA has taken by supporting its teaching and learning methodologies new Information and Communication Technologies, while keeping a student-focused approach. The Madrid Open University (UDIMA) is one of the highest quality teaching options within the broad higher education community in Spain. With this paper, the authors, Mercedes Raquel Garcia Revilla, professor of Business and Tourist Activities and Work Sciences, and Richard Mababu Mukiur, professor of Human Resources and Labor Relations, intend to accomplish a quantitative and descriptive methodology, whose main sources of information have been provided by the University. The aim is to analyze this information and thereupon reflect it on its courses (in various existing categories) targeted at teachers, in order to explain why UDIMA may be considered a model for quality education. The main findings of this ongoing investigation let us conclude that there is a significant diversity of topics in UDIMA's training proposal for its employees (languages, computers, etc.), which ultimately benefits the offer of quality education for the university's students. C1 [Garcia, Raquel; Mababu, Richard] Madrid Open Univ, Madrid, Spain. RP Garcia, R (reprint author), Madrid Open Univ, Madrid, Spain. CR Alvarado A., 2003, DOCENCIA U, V4, P9 Area M., 2008, INVESTIGACION ESCUEL, V64, P5 Ballesteros-Regana C., 2010, PIXEL BIT REV MEDIOS, P7 BATES A. W, 2005, TECHNOLOGY E LEARNIN Cabero J., 2003, PIXEL BIT REV MEDIOS, V20, P81 GARCIA J., 2003, E LEARNING ESPANA MO Gonzalez Sanmamed M., 2008, REV INVESTIGACION ED, V26, P285 Guardia Ortiz L., 2005, REV EDUCACION DISTAN Holmes B., 2006, E LEARNING CONCEPTS Ibanez J. S., 2004, RUSC U KNOWLEDGE SOC, V1, P3 Kieslinger B., 2013, INT C NEW PERSP SCI Marcelo C, 1994, FORMACION PROFESORAD Marques P., 1996, COMUN ED NUEVAS TECN, P119 Martinez Abad F., 2014, EVALUACION IMPACTO F Mergel B., 1998, DISENO INSTRUCCIONAL Penalvo F. J. G., 2005, TEORIA EDUCACION EDU, V6, P1 Santamans J. M., 2014, MERCADO GLOBAL E LEA Fernandez JT, 2007, PIXEL-BIT, P95, DOI 10.1145/1291201.1291216 Tejedor F., 2007, REV EDUC, P419 UDIMA, GLOB E LEARN William and Flora Hewlett Foundation, 2010, ED PROGR STRAT PLAN NR 21 TC 0 Z9 0 U1 0 U2 0 PU IATED-INT ASSOC TECHNOLOGY EDUCATION A& DEVELOPMENT PI VALENICA PA LAURI VOLPI 6, VALENICA, BURJASSOT 46100, SPAIN SN 2340-1079 BN 978-84-608-5617-7 J9 INTED PROC PY 2016 BP 3328 EP 3337 PG 10 WC Education & Educational Research; Education, Scientific Disciplines SC Education & Educational Research GA BH7PP UT WOS:000402738403052 DA 2019-08-01 ER PT S AU Olanike, SNO Chiazor, I Azeta, A George, T AF Olanike, Sharon Nicholas-Omoregbe Chiazor, Idowu Azeta, Ambrose George, Tayo BE Chova, LG Martinez, AL Torres, IC TI EXTENDING THE UNIFIED THEORY OF ACCEPTANCE AND USE OF TECHNOLOGY (UTAUT) MODEL: THE ROLE OF TECHNOLOGY CULTURATION SO INTED2016: 10TH INTERNATIONAL TECHNOLOGY, EDUCATION AND DEVELOPMENT CONFERENCE SE INTED Proceedings LA English DT Proceedings Paper CT 10th International Technology, Education and Development Conference (INTED) CY MAR 07-09, 2016 CL Valencia, SPAIN DE Technology Culturation; Nigeria; e-learning; adoption; UTAUT ID INFORMATION-TECHNOLOGY AB The Unified Theory of Acceptance and Use of Technology (UTAUT) model has been widely used in explaining and assessing technology adoption in diverse contexts. However, it does not have Technology Culturation as one of the constructs. This variable constitutes a prevailing challenge in the developing world that could affect the adoption of technology in higher institutions of learning. The concept of Technology Culturation which is a critical factor for the adoption of e-learning tools and facilities in higher institutions of learning will be analytically examined in this study. The concept of Technology Culturation says that individuals who had prior exposure to relative technologies like cable satellites, television, video games, etc. are already tuned in their minds or acculturated to the use of technology; this concept assumes that this can affect an individual's acceptance of other ICTs or other advanced technologies subsequently. This paper would therefore attempt to explore the extension of UTAUT by integrating Technology Culturation construct into the model that can be used in explaining or/and assessing the adoption of e-learning tools in higher institutions of learning in Nigeria. To this end, secondary sources of data such as Text Books, Journals, Magazines and the Internet will be used for this study. The conceptual framework should be of interest to both researchers and education administrators/stakeholders in developing nations in terms of planning and policy making. C1 [Olanike, Sharon Nicholas-Omoregbe; Chiazor, Idowu; Azeta, Ambrose; George, Tayo] Covenant Univ, Ota, Ogun State, Nigeria. RP Olanike, SNO (reprint author), Covenant Univ, Ota, Ogun State, Nigeria. CR Checchi Ricardo M., 2002, P INT C INF TEACHN C Chiemeke S. C., 2011, ED RES, V2, P1719 HAKKEN D, 1991, HUM ORGAN, V50, P406, DOI 10.17730/humo.50.4.8675507705r83321 Ingold T., 1996, ENCY CULTURAL ANTHR, P1297 Loch K., 2000, NSF PROJECT SU UNPUB Loch KD, 2003, IEEE T ENG MANAGE, V50, P45, DOI 10.1109/TEM.2002.808257 Meso P., 2008, WORKSH ORG PRE UNPUB Musa P. F., 2006, Information Technology for Development, V12, P213, DOI 10.1002/itdj.20043 Nicholas-Omoregbe O. S., 2015, SOCIOLOGICAL A UNPUB Okoli J. C, 2003, THESIS Rose GM, 2003, IEEE T ENG MANAGE, V50, P31, DOI 10.1109/TEM.2002.808262 Samuel N. A., 2014, INT J ED DEV USING I, V10, P75 STRAUB D, 2002, J GLOB INF MANAG, V10, P13, DOI DOI 10.4018/JGIM.2002010102 STRAUB DW, 2001, J GLOB INF MANAG, V9, P6, DOI DOI 10.4018/JGIM.2001100101 Venkatesh V, 2003, MIS QUART, V27, P425 Venkatesh V, 2012, MIS QUART, V36, P157 Young J. J., 2014, COMPUTER SCI INFORM, P169 NR 17 TC 0 Z9 0 U1 0 U2 3 PU IATED-INT ASSOC TECHNOLOGY EDUCATION A& DEVELOPMENT PI VALENICA PA LAURI VOLPI 6, VALENICA, BURJASSOT 46100, SPAIN SN 2340-1079 BN 978-84-608-5617-7 J9 INTED PROC PY 2016 BP 3437 EP 3441 PG 5 WC Education & Educational Research; Education, Scientific Disciplines SC Education & Educational Research GA BH7PP UT WOS:000402738403068 DA 2019-08-01 ER PT S AU Abdullah, S Haroon, HA Abdullah, S Mahadi, R Elshaikh, M AF Abdullah, Syaharom Haroon, Harshita Aini Abdullah, Sharmini Mahadi, Rozilawati Elshaikh, Muhamed BE Chova, LG Martinez, AL Torres, IC TI ANYWHERE, EVERYWHERE, TIMELESS E-TUTOR SO INTED2016: 10TH INTERNATIONAL TECHNOLOGY, EDUCATION AND DEVELOPMENT CONFERENCE SE INTED Proceedings LA English DT Proceedings Paper CT 10th International Technology, Education and Development Conference (INTED) CY MAR 07-09, 2016 CL Valencia, SPAIN DE mobile app; peer tutoring; web-based resources AB At a time when university resources are stretched and demands upon staff are increasing, nearly every institute of higher education in the world is looking at ways to make the teaching and learning more efficient. Mobile technologies are rapidly attracting new users, providing increasing capacity, and allowing more sophisticated use. Mobile learning (mLearning) can be considered as the next generation of e-learning. This paper will present the design of a prototype mobile learning app combining web-based resources and human interface to offer timeless tutoring to large number of students. In addition to providing graded web-based resources to help the students, this app allows the students to interact with a peer tutor for further assistance. The innovative design allows the instructor to monitor the peer tutoring and to provide instant inputs or feedbacks to the peer tutors when necessary. C1 [Abdullah, Syaharom; Haroon, Harshita Aini; Abdullah, Sharmini; Mahadi, Rozilawati; Elshaikh, Muhamed] Univ Malaysia Perlis, Arau, Malaysia. RP Abdullah, S (reprint author), Univ Malaysia Perlis, Arau, Malaysia. CR Davidson P., 2005, US TODAY Davies I., 2004, E XPERIENCE E LEARNI Deloitte, 2015, MAK GRAD 2015 KEY IS Ebersole J., 2014, TOP 10 ISSUES FACING Fisher M., 2006, Journal of Educational Technology Systems, V35, P3, DOI 10.2190/4T10-RX04-113N-8858 Haris Poll, 2014, PEASRS STUD MOB SURV Huijser H, 2008, J PEER LEARN, V1, P51 Jacobs Irwin, 2013, I4J SUMM MARCH, P2 Ladyshewsky RK, 2008, AUSTRALAS J EDUC TEC, V24, P241 Lenhart A., 2012, TEENS SMARTPHONES TE Lewis D., 2005, EC WORKING PAPER SER Mayes T., 2005, STAGE 2 REV E LEARNI, P34 McInnes C., 1994, IN PAC RIM 1 YEAR EX MCINNIS C, 2001, HIGHER ED RES DEV, V20, P105, DOI DOI 10.1080/07294360125188 Nielsen, 2014, SMARTPHONES SO MANY Prensky M, 2005, EDUC LEADERSHIP, V63, P8 Song H. S. Y., 2013, 30 ASC C 2013 P, P830 Stokes P., 2003, 10 EUR MENT COACH C Tan J., 2008, CREAT VAL COMM COMM Watson J., 2000, P 4 PAC RIM 1 YEAR H Yang J., 2013, ENGLISH LANGUAGE TEA, V6, P19, DOI DOI 10.5539/ELT.V6N7P19 NR 21 TC 0 Z9 0 U1 0 U2 0 PU IATED-INT ASSOC TECHNOLOGY EDUCATION & DEVELOPMENT PI VALENICA PA LAURI VOLPI 6, VALENICA, BURJASSOT 46100, SPAIN SN 2340-1079 BN 978-84-608-5617-7 J9 INTED PROC PY 2016 BP 3448 EP 3455 PG 8 WC Education & Educational Research; Education, Scientific Disciplines SC Education & Educational Research GA BH7PP UT WOS:000402738403072 DA 2019-08-01 ER PT S AU Groblinger, O Kopp, M Hoffmann, B AF Groeblinger, Ortrun Kopp, Michael Hoffmann, Barbara BE Chova, LG Martinez, AL Torres, IC TI AUDIENCE RESPONSE SYSTEMS AS AN INSTRUMENT OF QUALITY ASSURANCE IN ACADEMIC TEACHING SO INTED2016: 10TH INTERNATIONAL TECHNOLOGY, EDUCATION AND DEVELOPMENT CONFERENCE SE INTED Proceedings LA English DT Proceedings Paper CT 10th International Technology, Education and Development Conference (INTED) CY MAR 07-09, 2016 CL Valencia, SPAIN DE audience response systems; quality assurance; e-learning; educational technology AB Audience response systems (ARS) permit students to answer electronically displayed multiple-choice questions using a remote control device. In higher education, more and more lecturers use ARS to engage their students more intensively, especially when it comes to mass lectures. This paper deals with the questions how ARS as an innovative technology can foster the feedback of students during ex-cathedra teaching and how this feedback can contribute to quality assurance in academic teaching. The examination of advantages and challenges of using ARS as well as of their didactical and technical potentials combines theoretical considerations with an online survey among the more than two hundred students enrolled in a mass lecture held in winter term 2015 at the University of Innsbruck. Additionally, the responsible lecturers were asked to share their experience using an ARS for the first time. In closing, the paper provides some answers if and how ARS are valuable instruments to enhance quality assurance in higher education. C1 [Groeblinger, Ortrun; Hoffmann, Barbara] Univ Innsbruck, Innsbruck, Austria. [Kopp, Michael] Karl Franzens Univ Graz, Graz, Austria. RP Groblinger, O (reprint author), Univ Innsbruck, Innsbruck, Austria. CR Anderson RJ, 2003, COM S COLL LEARN, V2, P119 Boud D., 2002, Educational Media International, V39, P237, DOI 10.1080/09523980210166026 Brady M, 2013, COMPUT EDUC, V65, P56, DOI 10.1016/j.compedu.2013.02.001 Deal A., 2007, CLASSROOM RESPONSE S Dickinson J., 2005, ENABLING E LEARNING Ebner M, 2014, LERNRAUME GESTALTEN, P567 Ebner M, 2013, SOCIAL MEDIA AND THE NEW ACADEMIC ENVIRONMENT: PEDAGOGICAL CHALLENGES, P293, DOI 10.4018/978-1-4666-2851-9.ch015 Ehlers U. D, 2013, OPEN LEARNING CULTUR Haintz C, 2014, J UNIVERS COMPUT SCI, V20, P39 Kay RH, 2009, COMPUT EDUC, V53, P819, DOI 10.1016/j.compedu.2009.05.001 Marsh H. W., 1992, HIGHER ED HDB THEORY, V8 Mrozek Z., 1997, P 4 INT C COMP AID E, P156 Peez G., 2015, MEDIENIMPULSE ONLINE, P1 Richardson J. T. E, 2005, ASSESS EVAL HIGH EDU, V30, P387, DOI DOI 10.1080/02602930500099193 Roberts G., 1993, AUSTRALAS J EDUC TEC, V9, P182 Roy J., 2015, GLOBAL J HUMAN SOCIA, V15, P38 Schmucker S., 2015, ONLINE J QUALITY HIG, V2, P17 Stoyanova S., 2015, TEACH LEARN SOC SCI Stuart I, 2004, GLOBAL PERSPECTIVES, V1, P1 NR 19 TC 0 Z9 0 U1 0 U2 0 PU IATED-INT ASSOC TECHNOLOGY EDUCATION & DEVELOPMENT PI VALENICA PA LAURI VOLPI 6, VALENICA, BURJASSOT 46100, SPAIN SN 2340-1079 BN 978-84-608-5617-7 J9 INTED PROC PY 2016 BP 3473 EP 3482 PG 10 WC Education & Educational Research; Education, Scientific Disciplines SC Education & Educational Research GA BH7PP UT WOS:000402738403076 DA 2019-08-01 ER PT S AU Shonia, N Shengelia, N AF Shonia, Nana Shengelia, Nana BE Chova, LG Martinez, AL Torres, IC TI E-LEARNING AND ITS ECONOMIC EFFICIENCY AT AKAKI TSERETELI STATE UNIVERSITY SO INTED2016: 10TH INTERNATIONAL TECHNOLOGY, EDUCATION AND DEVELOPMENT CONFERENCE SE INTED Proceedings LA English DT Proceedings Paper CT 10th International Technology, Education and Development Conference (INTED) CY MAR 07-09, 2016 CL Valencia, SPAIN DE Georgia; e-learning; students; budget AB Georgia is a developing country located in Caucasus on the eastern coast of the Black Sea. Georgia gained its independence two decades ago. During this period several important political events took place and a number of reforms were carried out. All these factors certainly influenced the socioeconomic situation of the population. In Georgia since October 2, 1995 the only legal form of the national currency is Georgian "Lari" (GEL), which unfortunately still has the status of the non-convertible currency. Devaluation of the Georgian Lari occurs quite often, which has a negative influence on the budget of 4 490.5 million population and despite a wealth of natural resources unemployment remains to be the number one problem. 1,000 respondents were interviewed. 51.9% of them are unemployed. However, getting higher education is the priority for Georgians because of their mentality. Every family tries to give their children the chance to get a higher education, both within and outside the country in order to seek the employment in the future. However, only the rich can afford to obtain education abroad. Based on the above, the aim of the research is to study the impact of e-learning on the budget of the students and professors at Akaki Tsereteli State University, what is the effectiveness of the implementation of e-learning at the university. To achieve this goal, we have carried out research in the following areas - what is the price of higher education at Akaki Tsereteli State University the average Georgian family has to pay and whether the introduction of e-learning system can save on a student's budget. In order to achieve this goal both students and lecturers have been interviewed as well as the program managers and administration of those universities where e-learning methods have been implemented. The study showed that when there is a high level of unemployment and the national currency has devalued e-learning is the greatest opportunity for Georgian students. E-learning is innovation in Georgia and the interest towards the transition to e-learning is growing. For example, Akaki Tsereteli State University uses the method of e-learning requiring attendance, which was introduced in 2013. 180 training courses have been registered. A dozen lecturers use them quite actively. Akaki Tsereteli State University students come from different regions. E-learning gives them the chance to save both time and money. In addition, many professors have the opportunity to make their own scientific works available to the students when the publication of a book requires some additional financial resources. The study found that the introduction of e-learning methods enabled students of the Akaki Tsereteli state University functioning in the capital as well as in the regions to reduce costs related to the purchase of the course books up to 100 percent and made the learning process more interesting and diverse. Students already have their own "e-library" which is free and stores their works and the ones by other authors. It is highly recommended that implementing e-learning methods at the Akaki Tsereteli state University to actively involve lecturers and teachers in this process. Subsequently, this will help students to get a good education by spending less time and money. C1 [Shonia, Nana] Akaki Tsereteli State Univ, Dept Business Adm, Fac Business Law & Social Sci, Qual Assurance, Kutaisi, Georgia. [Shengelia, Nana] Akaki Tsereteli State Univ, Fac Law & Social Sci Curriculum Qual Assurance &, Kutaisi, Georgia. RP Shonia, N (reprint author), Akaki Tsereteli State Univ, Dept Business Adm, Fac Business Law & Social Sci, Qual Assurance, Kutaisi, Georgia. CR Chachanidze G., 2000, GTU INT S P NAT SCI, P100 Chachanidze G, 2004, INTERNET TECHNOLOGIE, P132 Florentino B, 2006, TRAINING PROPOSAL E, P124 Higher Education Funding Council for England, 2004, EFF PRACT E LEARN Pundak David, 2010, ACTIVE LEARNING, P78 NR 5 TC 0 Z9 0 U1 0 U2 0 PU IATED-INT ASSOC TECHNOLOGY EDUCATION & DEVELOPMENT PI VALENICA PA LAURI VOLPI 6, VALENICA, BURJASSOT 46100, SPAIN SN 2340-1079 BN 978-84-608-5617-7 J9 INTED PROC PY 2016 BP 3569 EP 3571 PG 3 WC Education & Educational Research; Education, Scientific Disciplines SC Education & Educational Research GA BH7PP UT WOS:000402738403090 DA 2019-08-01 ER PT S AU Artal, JS Artacho, JM Pascual, ER AF Sergio Artal, J. Manuel Artacho, J. Romero Pascual, E. BE Chova, LG Martinez, AL Torres, IC TI IMPACT OF DIFFERENT ACTIVE METHODOLOGIES ON THE LEARNING OF STUDENTS IN ENGINEERING SO INTED2016: 10TH INTERNATIONAL TECHNOLOGY, EDUCATION AND DEVELOPMENT CONFERENCE SE INTED Proceedings LA English DT Proceedings Paper CT 10th International Technology, Education and Development Conference (INTED) CY MAR 07-09, 2016 CL Valencia, SPAIN DE Problem based Learning; Project based Learning; Challenge Problem; Experience based Learning; Case Method; Learning by-doing; e-portfolio; active-collaborative strategies; Hands-on Laboratory; Blended learning; Autonomous learning; Educational effectiveness; e-Learning; Motivation; Higher Education; Educational Innovation; Social Media in Education ID HIGHER-EDUCATION; PERFORMANCE AB Active-collaborative experience shown herein was performed in the Industrial Electronics subject; being a subject matter that has no class attendance to be within the curriculum extinction of ancient engineering. Although the considerations and conclusions are perfectly extrapolated to other matters, subjects and knowledge disciplines. The implemented model has as background, tests and experiments performed in previous academic years. The purpose of these methodologies is that the student plays an active role, promoting the compressive learning and the knowledge application. Now the effort of the students, during the development of the different experiences, is more oriented towards the acquisition of skills and abilities than towards the simple memorization of contents and concepts. This reality that the teachers perceive every day has transformed the way in which students interact with their environment; thus a change has occurred in the nature of higher education. The model focuses on student learning encouraging their activity and involvement. Thus the teacher's role changes from the simple knowledge transmission to students on the blackboard, to suggest multiple activities to be the mediator in the knowledge construction. Numerous authors indicate that the incorporation of active and collaborative methodologies in the classroom such as: Problem-based Learning, e-Portfolio, Challenge Problem, Learning by-doing, Case Method, m-Learning, Blended-Learning, Simulation-based Learning., (the list can be endless), allow the student to achieve a more significant learning; while at the same time it assumes responsibility for their own learning. Applications focused in learning by-doing allow to speed-up the learning process; this facilitates the design and implementation of active strategies in the classroom. Learning by-doing is a very effective idea for students to acquire knowledge, if they are well motivated. This paper shows the results of the impact that has on the teaching, the implementation of different learning strategies used in the subject along the academic course. The incorporation of this set of active tools, has allowed to establish a culture and behaviour towards the continuous improvement of students, increasing their abilities, competencies and skills. Undoubtedly its use improves the motivation and increase interest and involvement of students in the matter. As educational objectives were considered: use new applications and mechanisms for the continuous supervision of the students; revitalize the follow-up of the subject; structure the different tasks (attendance/on-line/virtual) of the students; motivate and encourage the student to work continuously in the subject throughout the academic year. Educational innovation strategies shown in this paper are economically efficient, sustainable and transferable to other subjects and knowledge disciplines, because the resources and tools necessary for its implementation are free and widely used within the educational community. The purpose is simply to reflect and draw conclusions about which of these techniques have higher acceptance by the students; at the same time it is possible to compare the benefits of the methods used and the effectiveness of each of the educational strategies. In addition the results of the various questionnaires performed on students are presented in order to know their views and impressions concerning the development and implementation of several educational activities. C1 [Sergio Artal, J.] Univ Zaragoza, Dept Elect Engn, Zaragoza, Spain. [Manuel Artacho, J.] Univ Zaragoza, Dept Elect & Commun, Zaragoza, Spain. [Romero Pascual, E.] Univ Zaragoza, Univ Sch Engn & Architecture, Dept Chem Engn & Environm Technol, EINA, Zaragoza, Spain. RP Artal, JS (reprint author), Univ Zaragoza, Dept Elect Engn, Zaragoza, Spain. FU University of Zaragoza [PIIDUZ_15_019] FX The authors are grateful for the financial help provided by the University of Zaragoza for the development of the present work, by means of the Educational Innovation Program (2015 appointment); line 2: Project line of implantation of innovative activities of learning in the educational area of a matter or specific subject. Reference Project: PIIDUZ_15_019. CR Artal J.S., 2015, 9 INT TECHN ED DEV C, P7881 Artal J. 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Romero Pascual, E. Manuel Artacho, J. BE Chova, LG Martinez, AL Torres, IC TI SIMULATION-BASED LEARNING: AN INTERACTIVE TOOL TO INCREASE THE STUDENT MOTIVATION IN HIGHER EDUCATION SO INTED2016: 10TH INTERNATIONAL TECHNOLOGY, EDUCATION AND DEVELOPMENT CONFERENCE SE INTED Proceedings LA English DT Proceedings Paper CT 10th International Technology, Education and Development Conference (INTED) CY MAR 07-09, 2016 CL Valencia, SPAIN DE Simulation-based Learning; Learning by-doing; Experimental Learning; Hands-on Learning; Knowledge Integration; Game-based Learning; Blended-Learning; On-line/Virtual Laboratories ID ROBOTICS; IMPROVE AB Most science and engineering educators believe that the laboratory experience is a necessary complement rather than passive activities like reading textbooks and listening to lectures; this series of activities constitute a large part of the available time. Nowadays the learning methods at universities are under a constant review process. Applications focused in simulation-based learning allow to speed-up the learning process; this facilitates the design and implementation of active resources in the classroom. The incorporation of active-collaborative methodologies such as: Project-based Learning, Hands-on Laboratory, Simulation-based Learning, Learning by-doing, Experience-based Learning. allows that the student should reach a much more significant learning assuming, in turn, the responsibility of his own learning. Motivation is essential in the teaching of various knowledge disciplines, especially the associated with the Electrical, Electronics and Telecommunication Engineering. Simulation-based Learning (SbL) is a very effective idea for students to acquire knowledge, if they are well motivated. Although this learning model it is not new; it integrates the advantages of e-learning method (multimedia resources, interactive simulations) with some aspects of traditional method (face-to-face interaction). In this case, the low cost of the multimedia elements not only allow enhance learning activities, but also help to the student to learn in an entertaining way. Laboratories have a crucial role in the education of future engineers, yet there is disagreement among educators about which types of labs technology must be used, e.g. real, on-line or virtual technology. Thus simulation-based learning allows the students to develop the ability to solve problems and apply knowledge, which is difficult to obtain otherwise. Moreover, it has been shown that these types of activities are important in the educational context on physics and engineering topics. In addition in this past decade, several studies have shown that educational computer games can enhance learning performance. The incorporation of simulation software allows students checking the operation of devices easily. So it is possible to contrast the behaviour of systems without having to make their assembly. These simulation tools have become in important educational resources, resulting in the emergence of the simulation-based learning concept. Calculation, estimation and model development are activities that students can do outside the classroom, so that is optimized class time. In this paper is presented the educational innovation experience based in active-collaborative activities realized during the academic year 2014/15. This educational context has provided us the opportunity to introduce this type of methodologies and teaching tools to engineering students; being possible to verify qualitatively and quantitatively if they contribute a substantial change in the teaching-learning process. It is also necessary to indicate the importance of the ICT's (Information and Communication Technologies) in the university classroom and their possibilities to develop new manners of learning, e.g. "to learn to learn". The current trend to complemented face-to-face classes with web-based resources allows to improve the traditional form of learning. Information obtained through questionnaires, has revealed the involvement grade and attitude rank of students towards the learning process. Student satisfaction with simulation-based learning was checked through questions related to aspects of the scheduled activities. Students prefer procedures teaching-learning more dynamic, flexible, participatory and with continuous evaluation, although his general impression is that need more dedication. The results show that the effectiveness and level of global satisfaction of the students during the development of this educational experience has been high. C1 [Sergio Artal, J.] Univ Zaragoza, Dept Elect Engn, Zaragoza, Spain. [Romero Pascual, E.] Univ Zaragoza, Dept Chem Engn & Environm Technol, Zaragoza, Spain. [Manuel Artacho, J.] Univ Zaragoza, Univ Sch Engn & Architecture, EINA, Dept Elect & Commun, Zaragoza, Spain. RP Artal, JS (reprint author), Univ Zaragoza, Dept Elect Engn, Zaragoza, Spain. FU University of Zaragoza [PIIDUZ_15_019, PIIDUZ_15_444, PIIDUZ_15_447] FX The authors are grateful for the financial help provided by the University of Zaragoza for the development of the present work, by means of the Educational Innovation Program (2015/16 appointment); line 1: Project line for the innovation activities implementation and active methodologies to improve the teaching-learning process with the support of new technologies. Reference projects: PIIDUZ_15_019, PIIDUZ_15_444 and PIIDUZ_15_447. 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Milosz, M. Plechawska-Wojcik, M. Stryczewska, H. BE Chova, LG Martinez, AL Torres, IC TI TOWARDS INTERNATIONALISATION AND INTERDISCIPLINARITY OF HIGHER EDUCATION - THE MADEM PROJECT CASE STUDY SO INTED2016: 10TH INTERNATIONAL TECHNOLOGY, EDUCATION AND DEVELOPMENT CONFERENCE SE INTED Proceedings LA English DT Proceedings Paper CT 10th International Technology, Education and Development Conference (INTED) CY MAR 07-09, 2016 CL Valencia, SPAIN DE internationalisation; interdisciplinarity; higher education; degree programme AB Higher education in the EU is subject to constant changes. This paper concentrates on two lines of those changes i.e. internationalisation and interdisciplinarity. Internationalisation of Polish higher education is one of strategic goals established in the Strategy for the Development of Higher Education: 2010 - 2020. One of the ways of internationalisation in higher education is creating conditions for student mobility by developing degree programmes conducted in English and keeping high EU standards. Such programmes make Poland more attractive as a country of study and improve the image of Polish higher education across the world. Interdisciplinarity in higher education allows students to obtain knowledge and skills from two or more academic disciplines during one education process. Interdisciplinarity is of particular importance for computer science. Computer specialists have a service role to other fields of human activity and therefore it is very important for a computer specialist to have knowledge from other disciplines. MADEM is a project whose primary goal is to create a new Master's degree programme called "Mobile Application Development for Environmental Monitoring". This project is supported by funds of EEA Grants and Norway Grants. The new Master's degree has an interdisciplinary character - it combines two disciplines: computer science and environmental engineering. All materials have been prepared in English. This paper presents motivation, main aims, tasks and results of the project. The study programme of the new Master's degree and some more interesting results, such as e-learning courses and new students' books are described in detail. C1 [Dzienkowski, M.; Milosz, M.; Plechawska-Wojcik, M.; Stryczewska, H.] Lublin Univ Technol, Lublin, Poland. RP Dzienkowski, M (reprint author), Lublin Univ Technol, Lublin, Poland. RI Plechawska-Wojcik, Malgorzata/B-4941-2013; Milosz, Marek/B-6879-2017; Dzienkowski, Mariusz/A-7666-2013 OI Plechawska-Wojcik, Malgorzata/0000-0003-1055-5344; Milosz, Marek/0000-0002-5898-815X; Dzienkowski, Mariusz/0000-0002-1932-297X FU EEA; Norway Grants under the Scholarship and Training Fund programme FX This work is done within the MADEM project which is supported by the EEA and Norway Grants under the Scholarship and Training Fund programme. CR [Anonymous], 2009, STRAT DEV HIGH ED 20 Dzienkowski M., 2016, P 10 ANN INT C TECHN Graul C, 2015, EDULEARN PROC, P5744 Milosz M, 2012, INTED PROC, P1494 Padlowska A, 2014, POL J MANAG STUD, V9, P205 Plechawska-Wojcik M., 2015, P 7 INT C ED NEW LEA, P3576 Plechawska-Wojcik M., 2012, P 15 INT C INT COLL, P1 Sasak J., 2014, HYPERION INT J ECONO, V7, P359 MEMORANDUM UNDERSTAN NR 9 TC 6 Z9 6 U1 0 U2 0 PU IATED-INT ASSOC TECHNOLOGY EDUCATION A& DEVELOPMENT PI VALENICA PA LAURI VOLPI 6, VALENICA, BURJASSOT 46100, SPAIN SN 2340-1079 BN 978-84-608-5617-7 J9 INTED PROC PY 2016 BP 4919 EP 4928 PG 10 WC Education & Educational Research; Education, Scientific Disciplines SC Education & Educational Research GA BH7PP UT WOS:000402738404139 DA 2019-08-01 ER PT S AU Peres, P Oliveira, L Jesus, A Silva, A AF Peres, P. Oliveira, L. Jesus, A. Silva, A. BE Chova, LG Martinez, AL Torres, IC TI FACE TO FACE, VIRTUAL CLASSROOM, B-LEARNING AND E-LEARNING: HOW TO CHOOSE SO INTED2016: 10TH INTERNATIONAL TECHNOLOGY, EDUCATION AND DEVELOPMENT CONFERENCE SE INTED Proceedings LA English DT Proceedings Paper CT 10th International Technology, Education and Development Conference (INTED) CY MAR 07-09, 2016 CL Valencia, SPAIN DE online learning strategies; cognitive objectives; web tools; pedagogical planner AB This article presents a guide that helps teachers in the process of planning and implementing a blended-learning or an e-learning course (e/b-learning). Planning an online course demands reflection and effort in the teaching/learning process. The work described in this paper proposes a guide that speeds the process of creating an online course by crossing cognitive objectives, pedagogical models and techniques, web tools, target public, among other variables. The ideas presented in this paper come up from the literature review and our institutional experience, in higher education and lifelong learning, which has been improved year after year, since 2003. This work can help the organizations to make a strategic decision on how to adopt a blended-learning or an e-learning environment and tutoring. In this paper we present our vision and practice on e/b-learning models and techniques. Giving a course could be from face to face, learning enriched by technology, blended learning, mainly online to e-learning (including moocs), when e-learning becomes a real alternative to traditional classroom. Our investigation and practice shows that it depends on the complexity of the learning objectives and learning outcomes to be achieved, the kind of tutoring we are able to offer and the learners' technology background and experience, among other elements. As online teachers' skills are very different from those required from a "traditional" teacher, this article also reports the results of the implementation of an educational experience and mentoring of an online course, with more than 100 trainees. The size of the "class" demanded suitable solutions, namely the creation of a dynamic mentoring structure, supported by a team of four tutors. The performance of this team takes place in various dimensions including educational, management, technical and social. This article comes to an end by presenting a set of recommendations obtained by the application of the pedagogic planning suggested in the implementation of an online course. C1 [Peres, P.; Oliveira, L.; Jesus, A.] Polytech Inst Porto, ISCAP, Oporto, Portugal. [Silva, A.] Polytech Inst Porto, ESE, Oporto, Portugal. RP Peres, P (reprint author), Polytech Inst Porto, ISCAP, Oporto, Portugal. RI Jesus, Angelo C/A-4404-2012; Jesus, Angelo/V-9841-2017; Oliveira, Lino/B-6440-2011 OI Jesus, Angelo C/0000-0003-3972-8253; Jesus, Angelo/0000-0003-3972-8253; Oliveira, Lino/0000-0001-7116-5660 CR Berge, 2004, OBSTACLES FACED VARI Bloom B. S., 2001, BLOOMS TAXONOMY REVI Isik A., 2013, ADVANTAGES BLENDED O Lane A., 2013, POTENTIAL MOOCS WIDE Peres P., 2009, THINKING B LEARNING Zhang DS, 2004, COMMUN ACM, V47, P75, DOI 10.1145/986213.986216 NR 6 TC 0 Z9 0 U1 0 U2 0 PU IATED-INT ASSOC TECHNOLOGY EDUCATION A& DEVELOPMENT PI VALENICA PA LAURI VOLPI 6, VALENICA, BURJASSOT 46100, SPAIN SN 2340-1079 BN 978-84-608-5617-7 J9 INTED PROC PY 2016 BP 5306 EP 5311 PG 6 WC Education & Educational Research; Education, Scientific Disciplines SC Education & Educational Research GA BH7PP UT WOS:000402738405062 DA 2019-08-01 ER PT S AU Jigena, B de Gil, A Walliser, J Vidal, J Munoz, JJ Pozo, L Lebrato, J AF Jigena, Bismarck de Gil, Amos Walliser, Jorge Vidal, Juan Jose Munoz, Juan Pozo, Laura Lebrato, Julian BE Chova, LG Martinez, AL Torres, IC TI IMPROVING THE LEARNING PROCESS IN THE SUBJECT OF BASIC MARITIME TRAINING USING GPS AND GOOGLE EARTH AS USEFUL TOOLS SO INTED2016: 10TH INTERNATIONAL TECHNOLOGY, EDUCATION AND DEVELOPMENT CONFERENCE SE INTED Proceedings LA English DT Proceedings Paper CT 10th International Technology, Education and Development Conference (INTED) CY MAR 07-09, 2016 CL Valencia, SPAIN DE maritime training; new technologies; navigation practice; GPS; Google Earth; learning; e-learning AB The University College of Marine, Nautical and Radioelectronics Engineering (EINAMAR) of the University of Cadiz is in the process of transition to the new educational system according to the European Higher Education Area (EHEA). New technologies can be introduced in some professional subjects that are fundamental in the training of the future Merchant Marine Officer. The application of these technologies to real cases offers the possibility of improving student learning. Basic Maritime Training is a fundamental subject in the three nautical sciences degrees, and once approved it allows the professional title of Seaman to be used, issued by the Merchant Marine Directorate. Firstly, we will introduce an experimental practice having four academic hours which will provide an understanding of the fundamental concepts of navigation and pilotage. To do this, we used low cost GPS navigation receivers and the free tool of Google Earth. This practice is mandatory and will be assessed together with navigation practicals aboard the sail training vessel "Tartessos", and other practical work of the subject, with a percentage of 20% of the final exam. The practice improves knowledge in the topics of navigation in the subject. Upon completing this course and fulfilling the objectives of the practice, the student will be more proficient, with the following providing an improvement in the learning process: a) Introduction to the new technologies and their applications in real and professional cases, which is fully compatible with the theoretical content of the subject. b) Learning and / or updating basic concepts of navigation and pilotage that have been taught during the lectures and applied objectively with the help and use of new technologies. c) Introduction to e-learning educational technology in this subject. d) The learning progress of the students will be checked during the practice. e) New training material and the use of new media will be facilitated in order to improve the learning and understanding of this subject. At the end of the course, we will assess the success of this initiative by means of survey analyses among the students, as well as the comparison of grading scales obtained in other years with those of the reference year. C1 [Jigena, Bismarck; de Gil, Amos; Walliser, Jorge; Vidal, Juan; Jose Munoz, Juan] Univ Cadiz, Cadiz, Spain. [Pozo, Laura; Lebrato, Julian] Univ Seville, Seville, Spain. RP Jigena, B (reprint author), Univ Cadiz, Cadiz, Spain. CR Berrocoso M., 2004, SISTEMA POSICIONAMIE Biggs J., 1999, HIGHER ED RES DEV, V18, P57, DOI DOI 10.1080/0729436990180105 Coll C., 2007, ELECT J RES ED PSYCH, V5, P783 Espinosa J. K., 2006, C TECN APL ENS EL TA Jigena B, 2015, ANTARCT SCI, V27, P101, DOI 10.1017/S0954102014000595 Jigena-Antelo Bismarck, 2015, Dyna rev.fac.nac.minas, V82, P209, DOI 10.15446/dyna.v82n191.45207 Kumm W., 1998, RADIONAVEGACION MANU Letham L, 2001, GPS FACIL EDITORIAL Michavila F, 2009, ED INNOVATION OPPORT Munoz Perez J. J., 2015, P INTED2015 C 2 4 MA Munoz-Perez JJ, 2012, ONDAS REGULARES APLI Navarro-Pons M, 2014, EDULEARN PROC, P4443 Rubia M., 2006, REV LATINOAMERICANA, V5, P301 Vilanova R., 2011, J TECHNOLOGY SCI ED, V1, P41 Wiliam D., 1998, ASSESSMENT IN EDUCAT, V5, P7, DOI DOI 10.1080/0969595980050102 NR 15 TC 2 Z9 2 U1 1 U2 2 PU IATED-INT ASSOC TECHNOLOGY EDUCATION A& DEVELOPMENT PI VALENICA PA LAURI VOLPI 6, VALENICA, BURJASSOT 46100, SPAIN SN 2340-1079 BN 978-84-608-5617-7 J9 INTED PROC PY 2016 BP 6161 EP 6171 PG 11 WC Education & Educational Research; Education, Scientific Disciplines SC Education & Educational Research GA BH7PP UT WOS:000402738406026 DA 2019-08-01 ER PT S AU Corbin, L Bugden, L AF Corbin, L. Bugden, L. BE Chova, LG Martinez, AL Torres, IC TI ONLINE TEACHING: THE IMPORTANCE OF PEDAGOGY, PLACE AND PRESENCE SO INTED2016: 10TH INTERNATIONAL TECHNOLOGY, EDUCATION AND DEVELOPMENT CONFERENCE SE INTED Proceedings LA English DT Proceedings Paper CT 10th International Technology, Education and Development Conference (INTED) CY MAR 07-09, 2016 CL Valencia, SPAIN DE e-learning; pedagogy; online; place; presence AB E-learning is not new in higher education. It has been used for quite some years. However, it could be argued that on the whole it is only being used as a supplement to on-campus teaching. Most higher education teachers actually use this technology, but it is our view that most are just using the online learning management systems (e-platform) as a repository for resources and beyond that they are not carefully choosing the technological tools from a pedagogical perspective. This paper argues that it is not effective to simply adopt the pedagogies that have been used traditionally for on-campus students; and that much more thought needs to be given to designing the environment of the e-platform to support our pedagogical goals e.g., to facilitate interaction and ultimate achieve student learning. This paper will discuss what we believe are appropriate pedagogical bases in terms of educational theories for online learning; and discuss the concepts of 'place' and 'presence' as examples of the kind of thinking that should be employed when designing the learning environment. C1 [Corbin, L.; Bugden, L.] Univ New England, Armidale, NSW, Australia. RP Corbin, L (reprint author), Univ New England, Armidale, NSW, Australia. NR 0 TC 0 Z9 0 U1 0 U2 2 PU IATED-INT ASSOC TECHNOLOGY EDUCATION A& DEVELOPMENT PI VALENICA PA LAURI VOLPI 6, VALENICA, BURJASSOT 46100, SPAIN SN 2340-1079 BN 978-84-608-5617-7 J9 INTED PROC PY 2016 BP 6386 EP 6386 PG 1 WC Education & Educational Research; Education, Scientific Disciplines SC Education & Educational Research GA BH7PP UT WOS:000402738406053 DA 2019-08-01 ER PT S AU Debran, J Merayo, N del Val, L Ruiz, I Aguado, JC Duran, RJ de Miguel, I Fernandez, P Lorenzo, RM Abril, EJ AF Debran, Jorge Merayo, Noemi del Val, Lara Ruiz, Ines Aguado, Juan C. Duran, Ramon J. de Miguel, Ignacio Fernandez, Patricia Lorenzo, Ruben M. Abril, Evaristo J. BE Chova, LG Martinez, AL Torres, IC TI THE IMPACT OF THE AIM-MOBILE LEARNING PLATFORM IN DIFFERENT HIGHER EDUCATION DISCIPLINES SO INTED2016: 10TH INTERNATIONAL TECHNOLOGY, EDUCATION AND DEVELOPMENT CONFERENCE SE INTED Proceedings LA English DT Proceedings Paper CT 10th International Technology, Education and Development Conference (INTED) CY MAR 07-09, 2016 CL Valencia, SPAIN DE Mobile learning; e-learning; Bring Your Own Device; multidisciplinary environments; Learning Management systems AB Mobile learning and e-learning technologies have a strong presence and impact on different education scenarios, and quite recently in Higher Education Degrees. In connection with it, BYOD Bring-YourOwn- Device) is becoming quite popular in many educational prototypes since students feel more confident with their personal smartphones or tablets to carry out some learning activities. On the other hand, these strategies permit teachers to automate certain tasks of the learning-teaching process, such as the students' assessment, the design of electronic contents and the virtual management of students and subjects. As a consequence, we have developed the virtual environment AIM-Mobile Learning Platform, which consists of two software applications, one for teachers and another for students. On the one hand, the virtual environment seeks for improving the autonomy of students to acquire the required skills, promoting their motivation, attention and participation inside class. On the other hand, it allows teachers to speed up and to automate the continuous evaluation process of students and the design of interactive contents. Besides, the learning platform was developed to promote a real time feedback and interactivity inside class to enhance the learning and teaching quality. The first experimental prototype was applied in Telecom Degrees, although its implementation in multidisciplinary scenarios and different educational contexts can be direct. In fact, the learning environment has been designed so that teachers do not require a deep knowledge in informatics. Therefore, in this paper we describe the experiment carried out in a set of subjects of different Higher Education disciplines that belong to the Faculty of Education and the Faculty of Industrial Technology, as well as the results and the comparison among them. The study case was focused on evaluating students and following the progress of the class during the semester. Therefore, teachers launched real time questions during classes and students had to answer them in a few minutes using the student application. Once students answered them, the teacher application collected and processed every data so that everybody could visualize the statistics and the graph with every response. Therefore, students were instantaneously conscious of their mistakes and teachers were able to follow the mean progress of the class and to detect the weakest points of the teaching-learning process. As a consequence, it was generated a real time and useful feedback in class among teachers and students. The results of the study have shown that the learning environment made classes more dynamic and motivating, increasing the responsibility, attention and participation of students. Furthermore, students of every degree pointed out that it encouraged a real time interaction with teachers inside class leading to achieve a constant feedback that permits students to immediately know their level of success and mistakes. On the other hand, there were more differences between disciplines regarding the acquired TIC skills, since students of Education felt a higher development of their TIC skills in comparison with Engineering students, probably because engineering students are more used to technology. Finally, students did not perceive great disadvantages with the experience because they recognized high interest and motivation and they thought that the use of personal smartphones inside classroom did not distract them. C1 [Debran, Jorge; Merayo, Noemi; Aguado, Juan C.; Duran, Ramon J.; de Miguel, Ignacio; Fernandez, Patricia; Lorenzo, Ruben M.; Abril, Evaristo J.] Univ Valladolid, ETSI Telecomunicac, Dept Signal Theory Commun & Telemat Engn, Opt Commun Grp, Valladolid, Spain. [del Val, Lara] Univ Valladolid, Ind Engn Fac, Mech Engn Area, Valladolid, Spain. [Ruiz, Ines] Univ Valladolid, Educ Fac, Pedag Dept, Valladolid, Spain. RP Debran, J (reprint author), Univ Valladolid, ETSI Telecomunicac, Dept Signal Theory Commun & Telemat Engn, Opt Commun Grp, Valladolid, Spain. RI Barroso, Ramon J Duran/L-1969-2014 OI Barroso, Ramon J Duran/0000-0003-1423-1646 FU University of Valladolid, Teaching Innovation Groups FX This work was supported in part by the University of Valladolid, Teaching Innovation Groups 2015/2016. CR Alli M., 2009, MOBILE LEARNING TRAN Debran J., 2014, P 8 ANN INT TECHN ED, V1, P7205 Faculty of Education, OFF WEB SIT PRIM ED Faculty of Education, OFF WEB SIT ED SYST Faculty of Industrial Engineering, OFF WEB SIT ENV IND Sampson D. G., 2012, MOBILE LEARNING MANA, P162 Sangani Kris, 2013, Engineering & Technology, V8, P42, DOI 10.1049/et.2013.0304 NR 7 TC 1 Z9 1 U1 2 U2 4 PU IATED-INT ASSOC TECHNOLOGY EDUCATION A& DEVELOPMENT PI VALENICA PA LAURI VOLPI 6, VALENICA, BURJASSOT 46100, SPAIN SN 2340-1079 BN 978-84-608-5617-7 J9 INTED PROC PY 2016 BP 7173 EP 7181 PG 9 WC Education & Educational Research; Education, Scientific Disciplines SC Education & Educational Research GA BH7PP UT WOS:000402738407028 DA 2019-08-01 ER PT S AU Chillon-Martinez, R Perez-Cabezas, V Ruiz-Molinero, C Chamorro-Moriana, G Lorenzo-Munoz, A AF Chillon-Martinez, R. Perez-Cabezas, V. Ruiz-Molinero, C. Chamorro-Moriana, G. Lorenzo-Munoz, A. BE Chova, LG Martinez, AL Torres, IC TI USE OF PHYSIOTHERAPY CLINICAL GUIDELINES AS ELECTRONIC RESOURCES IN PHYSIOTHERAPY DEGREE: SATISFACTION ON LEARNING IMPROVEMENTS SO INTED2016: 10TH INTERNATIONAL TECHNOLOGY, EDUCATION AND DEVELOPMENT CONFERENCE SE INTED Proceedings LA English DT Proceedings Paper CT 10th International Technology, Education and Development Conference (INTED) CY MAR 07-09, 2016 CL Valencia, SPAIN DE clinical guidelines; European high education; innovation; physiotherapist; e-learning AB Electronic resources of the Library of Health Sciences at the Spanish University are becoming one of the main demands of not yet graduate and postgraduate students of all degrees of Health. Within electronic resources, perhaps one of the least known are guides Health Sciences, as clinical practice guidelines are essential documents to know the scientific evidence in different areas. Specifically, in Physiotherapy, Clinical Practice Guidelines are indispensable tools that professionals, but also students, need to know as trendsetters of action in different physiotherapy treatments of different pathologies, about preventing diseases and promoting health. However, other electronic resources, especially those related to the search and location of scientific articles have greater relevance. The main objective of this study is to present the "Physiotherapy Clinical Guides" section in the Library of Health Sciences at University of Seville among students of Physiotherapy, to integrate academic use of this section in the teaching programs in subjects as Fundamentals of Physiotherapy, General Physiotherapy, Physiotherapy in Pediatrics, Research Methodology and neuro-musculoskeletal dysfunction and eventually, to make an assessment of the degree of satisfaction that involves the use of these guidelines for student learning. Descriptive, observational and transversal study from February 2015 to July 2015. Sample of 213 students (consisted of 177 women, 36 men; Middle aged 19.5) of the degree in physiotherapy (convenience sampling) enrolled in different subjects between first and fourth year of the Degree in Physiotherapy. First, a discussion group was conducted to disseminate this section of the Library (http://guiasbus.us.es/salud/fisioterapia). Second, the teaching strategy was proposed to integrate the previous program with students consent and finally, a satisfaction survey happened. The measuring instrument was a Lickert questionnaire of 30 items valued from 0 to 5, where 0 is "totally disagree" and 5 is "totally agree". The main results provided that more than 60% of the sample is "agree" or "completely agree" in considering the use of clinical guidelines in physiotherapy, because they perceived that guidelines provide valid and reliable information (77%), the guidelines provide a better understanding of the most relevant physiotherapy approaches (56%), which are a benchmark for integration in different professional fields of physiotherapy and that they are considered able to participate in strategies improvement (51%). Students from third and fourth courses can see an instrument in these guidelines to more closely meet the professional reality from the Evidence-Based Physiotherapy; however, students from first and second courses consider these guidelines as positive tool in comparing with other electronic resources such as blogs and e-learning platforms. As a conclusion, we can say that physiotherapy students are very receptive to the use of clinical guidelines in their teaching-learning process, being able to identify positive and negative aspects in their use. They emphasize that clinical guidelines are a way to make their first contact with the professional practices, knowing the real health problems of the population, the most relevant clinical approaches and social problems which will provide employment for them in the future. C1 [Chillon-Martinez, R.; Chamorro-Moriana, G.] Univ Seville, Dept Physiotherapy, Seville, Spain. [Perez-Cabezas, V.; Ruiz-Molinero, C.; Lorenzo-Munoz, A.] Univ Cadiz, Dept Nursering & Physiotherapy, Cadiz, Spain. RP Chillon-Martinez, R (reprint author), Univ Seville, Dept Physiotherapy, Seville, Spain. RI Chillon-Martinez, Raquel/D-6974-2018; Chamorro-Moriana, Gema/F-7398-2018 OI Chillon-Martinez, Raquel/0000-0003-0282-3556; Chamorro-Moriana, Gema/0000-0003-4592-0882 CR Drescher U, 2004, MED EDUC, V38, P1288, DOI 10.1111/j.1365-2929.2004.02021.x HAYNES B, 2000, EVIDENCE BASED MED, V5, P4, DOI DOI 10.1136/EBM.5.1.4 Macznik AK, 2015, BMC MED EDUC, V15, DOI 10.1186/s12909-015-0429-8 Manns PJ, 2015, PHYS THER, V95, P568, DOI 10.2522/ptj.20130450 Tilson JK, 2011, BMC MED EDUC, V11, DOI 10.1186/1472-6920-11-78 Young T, 2014, PLOS ONE, V9, DOI 10.1371/journal.pone.0086706 NR 6 TC 0 Z9 0 U1 1 U2 2 PU IATED-INT ASSOC TECHNOLOGY EDUCATION A& DEVELOPMENT PI VALENICA PA LAURI VOLPI 6, VALENICA, BURJASSOT 46100, SPAIN SN 2340-1079 BN 978-84-608-5617-7 J9 INTED PROC PY 2016 BP 7847 EP 7850 PG 4 WC Education & Educational Research; Education, Scientific Disciplines SC Education & Educational Research GA BH7PP UT WOS:000402738407124 DA 2019-08-01 ER PT S AU Melian, A Galstyan, R Fernandez-Zamudio, MA AF Melian, A. Galstyan, R. Fernandez-Zamudio, M. A. BE Chova, LG Martinez, AL Torres, IC TI GUIDELINE TO BEST PRACTICES IN THE MANAGEMENT OF ONLINE POSTGRADUATE SUBJECTS SO INTED2016: 10TH INTERNATIONAL TECHNOLOGY, EDUCATION AND DEVELOPMENT CONFERENCE SE INTED Proceedings LA English DT Proceedings Paper CT 10th International Technology, Education and Development Conference (INTED) CY MAR 07-09, 2016 CL Valencia, SPAIN DE e-learning pedagogy; teaching innovation; ICT; e-evaluation; university education AB As well as the great developments occurring in Information and Communication Technologies (ICT) and their inclusion in the routine activities of all societies, we are currently experiencing enormous growth in e-learning type of education. The most direct evidence of this is the vast range of courses and additional training that exist for both official university qualifications and postgraduate programmes. Students find that there are numerous advantages when they participate in this type of learning. It is usually considered a convenient and more affordable way of adding to curricular training. There is also the fact that it is possible to access very specific qualifications and courses provided by prestigious universities which may be from the student's place of residence. These are merely some of the main incentives, but there is no question that there are many others that should be added. Teachers are adopting distance learning as a normal process, derived from universities' adaptation to the new demands. They are also seen as an addition to their jobs as teaching staff in in-person classes where they follow the traditional pattern, because it is common that both teaching modalities are used in teaching planning programmes. Nevertheless, when it comes to planning an online subject, numerous aspects need to be adapted and reformulated as there are many differences with respect to when in-person training is implemented. A typical common error is that teachers simply attempt to simply transfer the teaching habits that they use in traditional lessons to online training itineraries. This work compiles some key aspects that should be taken into consideration for the daily management of teaching an online subject, and possible improvements which are susceptible to be realized to reach high quality teaching. Besides, this paper performs the balance of what good practices would be like for a specific case of online teaching, specifically applied to the Master in Valuation, Cadastre and Territorial Information Systems of the Universidad Miguel Hernandez in Elche (Spain). The experience of the authors, who are teachers in different on-line and partly in-person master programmes, is taken as a reference. Emphasis has been given to all aspects which, experience has shown, gives the best results for studying the subject. Among these fundamental points, aspects highlighted include those which affect the preparation of materials, proposals for complementary activities, sequential timing of both the delivery of materials to students and the deadlines within which they must respond to the different tasks, ways of communicating and sharing information with students, etc. Evaluation is of particular interest, this generally being based on a continuous process, making it difficult to mark, without any clear certainty as to the real authorship of the work submitted. C1 [Melian, A.] Univ Miguel Hernandez, Dept Econ Agroambiental, Elche, Spain. [Galstyan, R.] EPSA, Dept Linguist, Alicante, Spain. [Fernandez-Zamudio, M. A.] Univ Politecn Valencia, Dept Econ & Ciencias Sociales, Valencia, Spain. RP Melian, A (reprint author), Univ Miguel Hernandez, Dept Econ Agroambiental, Elche, Spain. RI Fernandez-Zamudio, Maria Angeles/G-7939-2016 OI Fernandez-Zamudio, Maria Angeles/0000-0003-0424-1349 CR Cabero J., 2013, REV U SOC CONOCIMIEN, V10, P45, DOI DOI 10.7238/RUSC.V10I1.1159 Fernandez M., 2014, PIXELBIT REV MEDIOS, V45, P137 Moreno S., 2014, REV DOCENCIA U, V12, P293 NR 3 TC 0 Z9 0 U1 0 U2 0 PU IATED-INT ASSOC TECHNOLOGY EDUCATION A& DEVELOPMENT PI VALENICA PA LAURI VOLPI 6, VALENICA, BURJASSOT 46100, SPAIN SN 2340-1079 BN 978-84-608-5617-7 J9 INTED PROC PY 2016 BP 7877 EP 7885 PG 9 WC Education & Educational Research; Education, Scientific Disciplines SC Education & Educational Research GA BH7PP UT WOS:000402738407129 DA 2019-08-01 ER PT J AU De Amescua, A Alvarez-Rodriguez, JM Sanchez-Segura, MI Medina-Dominguez, F AF De Amescua, Antonio Maria Alvarez-Rodriguez, Jose Sanchez-Segura, Maria-Isabel Medina-Dominguez, Fuensanta TI An Agile Framework Definition for Creating an Engineering Massive Open Online Course from Scratch: A Case Study SO INTERNATIONAL JOURNAL OF ENGINEERING EDUCATION LA English DT Article DE software engineering; agile; MOOC; on-line education; e-learning AB Massive Open Online Courses (MOOCs) have emerged as disruptors to higher education bringing the possibility to access learning contents to thousands of students from all over the world. MOOCs are a new way to design and deliver online learning. Learners become part of an on-line community where they can participate as reviewers, collaborate with each other and are engaged in watching videos and other multimedia resources. However, MOOCs are also generating a huge debate around three different aspects: the learning process including evaluation and certification criteria, the lack of skills among instructors to design and plan MOOCs and the technical and security issues of MOOC platforms. More specifically, institutions are currently making a great effort to become part of main facilitators' platforms. They are creating a good number of methodologies, guidelines and best practices to equip instructors with the necessary skills to produce high-quality learning resources that can encourage learners' participation and decrease the dropout rate. On the other hand, engineering education is one of the main areas of interest in MOOC courses. In the software and computer engineering area it is possible to find a huge number of MOOCs in particular topics ranging from an introductory to a master level. However, just a few courses address a holistic view of a domain such as software engineering due to the intrinsic difficulty of summarizing in a few weeks the main concepts of an engineering discipline. That is why, in this paper, authors introduce an Agile MOOC Development Lifecycle (AMDL) to address the challenge of designing a MOOC from scratch. Afterwards, the framework is applied to create a MOOC course about software engineering for a non-technical audience and developed by a large and multidisciplinary team of 18 instructors. This experience is also reported as a case study to validate the proposed development lifecycle. Finally, some discussion, lessons learned and future research lines are also outlined. C1 [De Amescua, Antonio; Maria Alvarez-Rodriguez, Jose; Sanchez-Segura, Maria-Isabel; Medina-Dominguez, Fuensanta] Univ Carlos III Madrid, Dept Comp Sci & Engn, Avd Univ,30, Madrid 28911, Spain. RP De Amescua, A (reprint author), Univ Carlos III Madrid, Dept Comp Sci & Engn, Avd Univ,30, Madrid 28911, Spain. EM amescua@inf.uc3m.es; joalvare@inf.uc3m.es; misanche@inf.uc3m.es; fmedina@inf.uc3m.es FU UC3Mx Digital; edX platform FX This work is supported by the official program "UC3Mx Digital'' and the edX platform. We would like to specially acknowledge the commitment and support of all our team members belonging to the Software Engineering Lab (SEL), Knowledge Reuse (KR) and DEI Interactive Systems research groups that have actively participated in the development of this MOOC. Finally, a special acknowledge to the staff of the UTEID (Educational Technology and Innovative Teaching Unit) at UC3M. CR Alario-Hoyos C., 2014, RECOMMENDATIONS DESI, P403 Alario-Hoyos C, 2014, J UNIVERS COMPUT SCI, V20, P6 Ambler S. W., 2012, DISCIPLINED AGILE DE Amescua A., SOFTWARE ARCHITECT C Ardis M. 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M., 2014, MOOCS EXPECTATIONS R Kerr J, 2015, BUILDING EXECUTING M Koutropoulos A., 2015, CURRENT ISSUES EMERG, V2, P4 Leony D, 2015, J UNIVERS COMPUT SCI, V21, P638 Liu A, 2015, INT J ENG EDUC, V31, P553 Mackness J, 2013, INT REV RES OPEN DIS, V14, P140 McAndrew P., 2013, ELEARNING PAP NESSI, 2014, SOFTW ENG KEY EN INN Northwestern U., 2015, MOOC CREATION GUIDEL Osterwalder A., 2010, BUSINESS MODEL GENER Scott I, 2014, GROW YOUR OWN MOOC C Shah D., MOOC TRENDS 2015 BIG Shah D., EYEING REVENUE SUSTA Siemens G, 2005, CONNECTIVISM LEARNIN Skrypnyk O., 2015, BR J ED TECHNOL MOOC Spyropoulou N, 2014, EDULEARN PROC, P6981 Teplechuk E, 2013, EMERGENT MODELS MASS Toronto U., 2013, MASSIVELY OPEN ONLIN Wang Y, 2015, MERLOT J ONLINE LEAR, V11, P17 Wen M., 2014, P INT C WEBL SOC MED Yang D., 2013, P 2013 NIPS DAT DRIV, V10, P13 Zheng SJ, 2015, PROCEEDINGS OF THE 2015 ACM INTERNATIONAL CONFERENCE ON COMPUTER-SUPPORTED COOPERATIVE WORK AND SOCIAL COMPUTING (CSCW'15), P1882, DOI 10.1145/2675133.2675217 NR 48 TC 3 Z9 3 U1 1 U2 10 PU TEMPUS PUBLICATIONS PI DURRUS, BANTRY PA IJEE , ROSSMORE,, DURRUS, BANTRY, COUNTY CORK 00000, IRELAND SN 0949-149X J9 INT J ENG EDUC JI Int. J. Eng. Educ PY 2016 VL 32 IS 5 SI SI BP 2260 EP 2273 PN B PG 14 WC Education, Scientific Disciplines; Engineering, Multidisciplinary SC Education & Educational Research; Engineering GA EW9WL UT WOS:000402870000011 DA 2019-08-01 ER PT B AU Shih, JY Huang, I Chan, SW AF Shih, Jian-Yang Huang, Iwen Chan, Si-Wa GP IEEE TI A web-based annotation system to conducting learning activities for mammography SO FIFTH INTERNATIONAL CONFERENCE ON EDUCATIONAL INNOVATION THROUGH TECHNOLOGY (EITT 2016) LA English DT Proceedings Paper CT 5th International Conference on Educational Innovation through Technology (EITT) CY SEP 22-24, 2016 CL Tainan, TAIWAN SP Soc Int Chinese Educ Technol, IEEE CIS Tainan Chapter, Natl Univ Tainan, Takming Univ Sci & Technol DE E-learning; Medical education; Mammography; Breast cancer; Image annotation AB Breast cancer is one of Taiwan's female predilection cancers, screening for breast cancer through the mammography has been considered one of the most effective method, since breast cancer screening must have high professional, it is necessity and urgency to strengthen training. Diagnosis of breast cancer skills needed long-term clinical study and accumulated experience; most students often spend a lot of time and effort but still not get the hang of breast diagnostics. This research proposes the design of a learning system for training students in the interpretation of mammograms and diagnosis of breast cancer for beginners. This mammography e-learning system makes available image annotation editor that allow the students to draw the lesion of the breast, to discover breast cancer tissue. Moreover, the e-learning system is integrated with a test system that includes a feedback mechanism to allow students to be reviewed after completion of the test; all the resources are accessible via the web-browser. We expect that through this e-learning system allows medical students without time limit and place limit for learning, and looked forward to further combine others medical curriculum. C1 [Shih, Jian-Yang; Huang, Iwen] Natl Univ Tainan, Dept Informat & Learning Technol, Tainan, Taiwan. [Chan, Si-Wa] Taichung Tzu Chi Hosp, Dept Radiat Oncol, Taichung, Taiwan. RP Huang, I (reprint author), Natl Univ Tainan, Dept Informat & Learning Technol, Tainan, Taiwan. EM huangi@mail.nutn.edu.tw CR Ball E, 2009, NURS EDUC TODAY, V29, P284, DOI 10.1016/j.nedt.2008.10.005 Elson SL, 2013, BREAST CANCER RES TR, V140, P417, DOI 10.1007/s10549-013-2612-0 Guliato D., 2006, P INT SPEC TOP C INF Guliato D, 2009, J DIGIT IMAGING, V22, P405, DOI 10.1007/s10278-008-9111-6 Hsu G. C., 2008, J CHINESE ONCOL SOC, V24, P98 Njuguna N, 2011, RADIOGRAPHICS, V31, P1173, DOI 10.1148/rg.314105191 NR 6 TC 0 Z9 0 U1 0 U2 0 PU IEEE PI NEW YORK PA 345 E 47TH ST, NEW YORK, NY 10017 USA BN 978-1-5090-6138-9 PY 2016 BP 218 EP 221 DI 10.1109/EITT.2016.50 PG 4 WC Education, Scientific Disciplines; Engineering, Electrical & Electronic SC Education & Educational Research; Engineering GA BH6MH UT WOS:000401916300043 DA 2019-08-01 ER PT J AU Nesterowicz, K Neacsu, A Fereshtehnejad, SM Nemeslaki, A AF Nesterowicz, Krzysztof Neacsu, Andreea Fereshtehnejad, Seyed-Mohammad Nemeslaki, Andras TI Exploring the acceptance of e-learning in continuing pharmacy education SO PHARMACY EDUCATION LA English DT Article DE Continuing Pharmacy Education; e-Learning; Online Learning ID ONLINE AB Background: The results of studies on e-learning have been varied but there exists a general consensus on the benefits of this alternative medium of learning: high accessibility, flexibility, time and cost/investment benefits. Aims: The aim of this study was to explore the popularity of e-learning among pharmacists and identify possible reasons why this may not be an accepted mode of education. We wanted to verify the hypothesis if younger pharmacists use more often e-learning and check the correlation between e-learning users and the population size of their regions of residence. Method: A survey was designed and distributed among pharmacists who took part in continuing education. Results: Over half of participants (54%) live in cities with >100,000 inhabitants; whereas, 14.2%, 21.2% and 10.6% pharmacists were recruited from sites with 30,000-100,000, 10,000-30,000 and <10,000 residents, respectively. The result showed that the participation rate for e-learning courses was significantly higher amongst pharmacists <= 35 years. (73.2%) compared to those >35 years of age (48.4%). The most common barrier for non-participation in e-learning was 'preference to have a direct contact with the tutors'. Conclusion: Younger pharmacists are more frequent users of e-learning. The main reason for non-participation in e-learning is the lack of face-to-face contact with tutors. The results showed no statistical significant difference regarding the participation rate and place of residence. C1 [Nesterowicz, Krzysztof] Natl Univ Publ Serv, Doctoral Sch Publ Adm Sci, Budapest, Hungary. [Nesterowicz, Krzysztof] Jagiellonian Univ, Coll Med, Fac Pharm, Dept Radiol, Krakow, Poland. [Neacsu, Andreea] Univ Paris Ouest Nanterre La Defense, Dept Sci Educ, Div Skills Dev Adult Training, Paris, France. [Fereshtehnejad, Seyed-Mohammad] Karolinska Inst, Dept Neurobiol Care Sci & Soc NVS, Div Clin Geriatr, Stockholm, Sweden. [Nemeslaki, Andras] Natl Univ Publ Serv, Fac Publ Adm, Inst E Govt, Budapest, Hungary. RP Nesterowicz, K (reprint author), Natl Univ Publ Serv, Doctoral Sch Publ Adm Sci, Budapest, Hungary. EM krzysztof.nesterowicz@gmail.com RI Nemeslaki, Andras/O-8008-2019 OI Nemeslaki, Andras/0000-0002-4917-6782 CR Aggarwal D., 2009, 3 NAT C COMP NAT DEV Aggarwal R, 2011, BMC MED EDUC, V11, DOI 10.1186/1472-6920-11-37 BRANDYS J, 2006, PHARM EDUC, V6, P65 Chumley-Jones HS, 2002, ACAD MED, V77, pS86, DOI 10.1097/00001888-200210001-00028 Fordis M, 2005, JAMA-J AM MED ASSOC, V294, P1043, DOI 10.1001/jama.294.9.1043 Freeman MK, 2006, AM J PHARM EDUC, V70, DOI 10.5688/aj7006126 Karaksha A, 2013, AM J PHARM EDUC, V77, DOI 10.5688/ajpe776125 Khakurel A., 2007, 9 ASIA PACIFIC NETWO Knowles M. S., 1990, ADULT LEARNER NEGLEC Legreid D., 2010, AM J PHARM EDUC, V74 Lewin T., 2013, NY TIMES Lieb S., 1991, PRINCIPLES ADULT LEA Maisonneuve H, 2008, PRESSE MED, V37, P1391, DOI 10.1016/j.lpm.2008.06.011 Nesterowicz K., 2011, MED COLL, V7, P11 Rohwer A, 2013, BMC MED EDUC, V13, DOI 10.1186/1472-6920-13-77 Taylor D. C., 2013, MED TEACH, V35, P341 NR 16 TC 1 Z9 1 U1 0 U2 5 PU INTERNATIONAL PHARMACEUTICAL FEDERATION PI THE HAGUE PA PO BOX 84200, THE HAGUE, 2508 AE, NETHERLANDS SN 1560-2214 EI 1477-2701 J9 PHARM EDUC JI Pharm. Educ. PY 2016 VL 16 IS 1 BP 33 EP 37 PG 5 WC Education, Scientific Disciplines SC Education & Educational Research GA EJ7EJ UT WOS:000393384100006 DA 2019-08-01 ER PT J AU Feldmann, N Kurz, R Bohmer, C Beck-Meuth, EM AF Feldmann, N. Kurz, R. Boehmer, C. Beck-Meuth, E. M. TI Implementation of E-learning in an Electrical Engineering Study Program Infrastructure, Experiences, and Lessons Learned SO INTERNATIONAL JOURNAL OF ENGINEERING PEDAGOGY LA English DT Article DE e-learning development process; e-learning strategies; electrical engineering; instructors' perspective; lessons learned; study program AB This paper reports on the development of e-learning material for a blended-learning part-time study program in electrical engineering and information technology. It is focused on the entire process of creation, from the perspective of instructors and higher education professionals supporting the production. In the design of the program, the development of effective study material including e-learning content for the target group was one of the main objectives. Associated with the development of this material, various challenges had to be overcome. In the following, we describe the development and implementation process of the material using results from a survey among lecturers who were contributing e-learning to the program. Different manifestations of e-learning are discussed, and the whole process of production is reviewed. In the current efforts for digitizing higher education in Europe, the findings may be relevant for universities' e-learning strategies. C1 [Feldmann, N.; Boehmer, C.; Beck-Meuth, E. M.] Aschaffenburg Univ Appl Sci, Aschaffenburg, Germany. [Kurz, R.] Darmstadt Univ Appl Sci, Darmstadt, Germany. RP Feldmann, N (reprint author), Aschaffenburg Univ Appl Sci, Aschaffenburg, Germany. EM nina.feldmann@h-ab.de; raphael.kurz@h-da.de; cornelia.boehmer@h-ab.de; eva-maria.beck-meuth@h-ab.de CR Braun I., BEITRAG INVERTED CLA EUA Annual Conference, 2016, EUA ANN C BRICKS CLI European Commission, 2014, REP EUR COMM NEW MOD, P54 Graham CR, 2013, HANDBOOK OF DISTANCE EDUCATION, 3RD EDITION, P333 Hochschulforum Digitalisierung, 2015, 4 HOCHSCH DIG Kerres M., 2012, MEDIENDIDAKTIK Kugler G., 2016, 8 ANN INT C ED NEW L Moodle, 2015, MOODL LEARN MAN SYST Petendra B., 2014, 7 INT C ED RES INN S Rahman AA, 2015, 2015 3RD INTERNATIONAL CONFERENCE ON INFORMATION AND COMMUNICATION TECHNOLOGY (ICOICT), P212, DOI 10.1109/ICoICT.2015.7231424 Roznawski N, 2013, INTED PROC, P147 Tayebinik M., 2012, INT MAGAZINE ADV COM, V3, P103, DOI DOI 10.1016/J.IHEDUC.2012.12.001 Wissenschaftliche Begleitung, 2015, AUFST DURCH BILD OFF NR 13 TC 2 Z9 2 U1 1 U2 2 PU KASSEL UNIV PRESS GMBH PI KASSEL PA DIAGONALE 10, D-34127 KASSEL, GERMANY SN 2192-4880 J9 INT J ENG PEDAGOG JI Int. J. Eng. Pedagog. PY 2016 VL 6 IS 4 BP 17 EP 22 DI 10.3991/ijep.v6i4.5977 PG 6 WC Education, Scientific Disciplines SC Education & Educational Research GA EJ4NL UT WOS:000393194000003 OA DOAJ Gold DA 2019-08-01 ER PT S AU Bigotte, ME Gomes, A Branco, JR Pessoa, T AF Bigotte, Maria Emilia Gomes, Anabela Branco, Joao Ricardo Pessoa, Teresa GP IEEE TI The Influence of Educational Learning Paths in Academic Success of Mathematics in Engineering Undergraduate SO 2016 IEEE FRONTIERS IN EDUCATION CONFERENCE (FIE) SE Frontiers in Education Conference LA English DT Proceedings Paper CT IEEE Frontiers in Education Conference (FIE) CY OCT 12-15, 2016 CL Gannon Univ, Erie, PA SP Amer Soc Engn Educ Educ Res Methods Div, Inst Elect & Elect Engineers Comp Soc, Inst Elect & Elect Engineers Educ Soc, IEEE Comp Soc, Erie, Inst Elect & Elect Engineers HO Gannon Univ DE Learning paths; engineering; mathematics; blended learning AB Issues related to the failure of mathematics in the teaching of engineering and the negative impact that these difficulties have in various courses in engineering degrees is a problem to which we have devoted our attention and investigation. Most students when entering higher education have insufficient preparation in mathematics. It is further aggravated because of the different areas of knowledge from their background when entering degrees in Engineering. The Mathematics in Engineering Support Center (CeAMatE) is a space intended to monitor students who attend the course of "Differential and Integral Calculus". It allows the construction of an academic course that promotes the development of students' independent study skills, with the joint responsibility of building their own educational paths. It also facilitates the construction of learning and acquisition of new knowledge through the availability of various activities and resources aimed at overcoming students' difficulties. It also incorporates an e-learning component, adapting to the learning styles and cognitive levels of students. The understanding of the educational pathways made by students who attended CeAMatE and the corresponding academic achievement in "Differential and Integral Calculus" course is a goal of this study. This analysis will permit a better development of a set of suitable mathematical strategies/activities. C1 [Bigotte, Maria Emilia; Branco, Joao Ricardo] Polytech Inst Coimbra, Engn Inst, Coimbra, Portugal. [Gomes, Anabela] Univ Coimbra, Ctr Informat & Syst, Polytech Inst Coimbra, Engn Inst, Coimbra, Portugal. [Pessoa, Teresa] Univ Coimbra, Fac Psycholgy & Educ Sci, Coimbra, Portugal. RP Bigotte, ME (reprint author), Polytech Inst Coimbra, Engn Inst, Coimbra, Portugal. EM ebigotte@isec.pt; anabela@isec.pt; jrbranco@isec.pt; tpessoa@fpce.uc.pt CR Barbosa M. A., 2004, THESIS Bigotte M. E., 2014, P 1 INT C PORT SOC E Bigotte M. E., 2014, P 17 SEFI MWG SEM MA Bigotte M. E., 2015, REV ESTUDOS PSICOLOG, P119 Bigotte M. E., 2012, P 22 ANN C EUR TEACH Bigotte M. E., 2015, P 17 S INT INF ED, P169 Cardella ME, 2008, TEACH MATH APPL, V27, P150, DOI 10.1093/teamat/hrn008 Carr M., 2014, EUROPEAN J ENG ED Cury H., 2007, ANALISE ERROS DISCIP Cury H. N., 2011, ANALISE ERROS DISCIP Felder R. M., LEARNING STYLES STRA Gill O., 2007, P 2 NAT C RES MATH E, P228 Resende W. M., 2003, THESIS Rosa O. S., 2011, ASPECTOS MOTIVACIONA SEFI, 2013, FRAM MATH CURR ENG E SEFI, 1999, NEWSL SEFI WORK GROU NR 16 TC 1 Z9 1 U1 0 U2 0 PU IEEE PI NEW YORK PA 345 E 47TH ST, NEW YORK, NY 10017 USA SN 0190-5848 BN 978-1-5090-1790-4 J9 PROC FRONT EDUC CONF PY 2016 PG 6 WC Education, Scientific Disciplines; Engineering, Electrical & Electronic SC Education & Educational Research; Engineering GA BG8IT UT WOS:000392331500111 DA 2019-08-01 ER PT S AU Fechtner, H Schmuelling, B Saes, KH AF Fechtner, Heiko Schmuelling, Benedikt Saes, Karl-Heinz GP IEEE TI An adaptive e-learning platform for the qualification for working on electric vehicles SO 2016 IEEE FRONTIERS IN EDUCATION CONFERENCE (FIE) SE Frontiers in Education Conference LA English DT Proceedings Paper CT IEEE Frontiers in Education Conference (FIE) CY OCT 12-15, 2016 CL Gannon Univ, Erie, PA SP Amer Soc Engn Educ Educ Res Methods Div, Inst Elect & Elect Engineers Comp Soc, Inst Elect & Elect Engineers Educ Soc, IEEE Comp Soc, Erie, Inst Elect & Elect Engineers HO Gannon Univ DE electric vehicle; adaptive; e-learning; lifelong learning; blended learning AB The popularity and the sales volume of electric vehicles increased in the last years. This change in the automotive industry leads to new challenges for the training sector. Therefore, the education programs for employees in the area of motor vehicle service, rescue teams, and other relevant occupational groups need a modification for the topic e-mobility. The paper presents a prototype of an adaptive e-learning platform for the qualification of working on electric vehicles that is developed within the project EmoTal, which is funded by the German Federal Ministry for Education and Research. The target groups of the training program are professionals (e.g. motor mechanics, first responders, fire fighters). The developed blended learning concept includes beside the adaptive e-learning platform some face-to-face instructions, practical training, m-learning, different kinds of tests (e.g. entrance test, final examination) etc. Furthermore, the e-learning platform provides the opportunity of the implementation of simulations, like interactive measurements at an electric vehicle. This is very important in relation to the potential health risk by working on an electric vehicle's high-voltage system. C1 [Fechtner, Heiko; Schmuelling, Benedikt] Univ Wuppertal, E Mobil Res Grp, Wuppertal, Germany. [Saes, Karl-Heinz] TUV NORD Bildung GmbH & Co KG, Training Ctr Kamp Lintfort, Essen, Germany. RP Fechtner, H (reprint author), Univ Wuppertal, E Mobil Res Grp, Wuppertal, Germany. EM fechtner@uni-wuppertal.de; ksaes@tuev-nord.de FU German Federal Ministry of Education and Research ("Bundesministerium fur Bildung und Forschung") FX The authors acknowledge the funding of the research project "EmoTal" by the German Federal Ministry of Education and Research ("Bundesministerium fur Bildung und Forschung"). CR Chen S., IEEE INT S KNOWL ACQ Chu C.-P., 2007, 21 INT C ADV INF NET Deutsche Gesetzliche Unfallversicherung, 2012, DGUV INF 200 006 TRA Deutsche Komission Elektrotechnik Elektronik Informationstechnik in DIN und VDE, 2015, 0105100 DIN VDE Deutsche Komission Elektrotechnik Elektronik Informationstechnik in DIN und VDE, 2015, 0100600 DIN VDE Ebron A., 2012, WORLD ELECT VEHICLE, P970 Fechtner H., 2016, INT J ADV CORPORATE, V9, P35 Gover J., 2010, IEEE VEH POW PROP C Lee J., 4 INT C E LEARN ICEL Lian C.-S., 2005, IEEE INT C ADV LEARN Mckinsey & Company, 2014, EL VEH EUR GEAR NEW National Alternative Fuels Training Consortium, ADV EL DRIV VEH ED P Nedungadi P., 2010, IEEE 3 INT C ADV COM Organisation Internationale des Constructeurs d'Automobiles, 2014, VEH IN US Reddy G. N., 2009, IEEE INT C ENG ED IC Schafer U., 2012, IEEE 20 INT C EL MAC statista, 2016, POL DES NUMB EL CARS Weaver W., 2011, IEEE VEH POW PROP C Yarandi M., 2012, 15 INT C INT COLL LE Zentralverband Deutsches Kraftfahrzeuggewerbe, 2015, ZAHL FAKT 2014 NR 20 TC 0 Z9 0 U1 0 U2 0 PU IEEE PI NEW YORK PA 345 E 47TH ST, NEW YORK, NY 10017 USA SN 0190-5848 BN 978-1-5090-1790-4 J9 PROC FRONT EDUC CONF PY 2016 PG 5 WC Education, Scientific Disciplines; Engineering, Electrical & Electronic SC Education & Educational Research; Engineering GA BG8IT UT WOS:000392331500010 DA 2019-08-01 ER PT S AU Oyelere, SS Suhonen, J Shonola, SA Joy, MS AF Oyelere, Solomon S. Suhonen, Jarkko Shonola, Shaibu A. Joy, Mike S. GP IEEE TI Discovering Students Mobile Learning Experiences in Higher Education in Nigeria SO 2016 IEEE FRONTIERS IN EDUCATION CONFERENCE (FIE) SE Frontiers in Education Conference LA English DT Proceedings Paper CT IEEE Frontiers in Education Conference (FIE) CY OCT 12-15, 2016 CL Gannon Univ, Erie, PA SP Amer Soc Engn Educ Educ Res Methods Div, Inst Elect & Elect Engineers Comp Soc, Inst Elect & Elect Engineers Educ Soc, IEEE Comp Soc, Erie, Inst Elect & Elect Engineers HO Gannon Univ DE M-learning; Mobile devices; Teaching; Learning; Learning experience; Mobile learning; Mobility; Mobile technology; Mobile learner; Higher education; Nigeria; Developing country; Mobile experience; University; Educational technology; E-learning; Information and communication technology; Computer science education ID TRENDS; TECHNOLOGIES AB M-learning plays a progressively significant role in the advancement of teaching and learning in higher education. However, the effective implementation of m-learning in higher education will be based on users' experiences and motivation to use this technology. Though m-learning has become global, developing countries such as Nigeria are yet to enjoy the full potential offered by m-learning. This study is focused on ascertaining students' experiences with m-learning, determining the influence of m-learning on students' motivations and interests, and identifying factors that are limiting m-learning adoption in Nigeria. We investigated these experiences by analysing questionnaires collected from undergraduate and postgraduate students of six universities in Nigeria. The results from our study show that the students own and use diverse mobile devices to engage in educational activities and other social networking purposes. Some of these learning activities are sending SMS messages, playing educational games, social learning, reading e-books/pdfs, and completing assignments and quizzes. Students expressed their satisfaction with m-learning especially for supporting them to learn anywhere, anytime. They further confirmed that m-learning motivates, interests, and inspires every aspect of learning. Furthermore, the students acknowledges that the interactivity, flexibility, convenience and engagement of m-learning were authentic learning experiences. C1 [Oyelere, Solomon S.; Suhonen, Jarkko] Univ Eastern Finland, Sch Comp, FIN-80101 Joensuu, Finland. [Shonola, Shaibu A.; Joy, Mike S.] Univ Warwick, Dept Comp Sci, Coventry CV4 7AL, W Midlands, England. RP Oyelere, SS (reprint author), Univ Eastern Finland, Sch Comp, FIN-80101 Joensuu, Finland. EM solomon.oyelere@uef.fi; arkko.suhonen@uef.fi; s.a.shonola@warwick.ac.uk; m.s.joy@warwick.ac.uk RI Oyelere, Solomon Sunday/M-4672-2019; Joy, Mike/D-2164-2011 OI Oyelere, Solomon Sunday/0000-0001-9895-6796; Joy, Mike/0000-0001-9826-5928 CR Abu-Al-Aish A, 2013, INT REV RES OPEN DIS, V14, P82 Alper A, 2009, TURK ONLINE J EDUC T, V8, P124 Anohah E., 2016, INT J MOBIL IN PRESS Creswell J. W., 2012, ED RES PLANNING COND Goundar S., 2011, P SIG GLOBDEY 4 ANN Govindasamy T., 2001, Internet and Higher Education, V4, P287, DOI 10.1016/S1096-7516(01)00071-9 GRANT WC, 1993, COMMUN ACM, V36, P57, DOI 10.1145/155049.155062 Hashemi M, 2011, PROCD SOC BEHV, V30, DOI 10.1016/j.sbspro.2011.10.483 Hsu YC, 2012, EDUC TECHNOL SOC, V15, P354 Ifinedo E., 2013, THESIS Jairak K., 2009, 6 INT C ELEARNING KN, V17, P17 Jeng YL, 2010, EDUC TECHNOL SOC, V13, P3 Kennedy D. M., 2004, COMFORT ZONE, P493 MEHDIPOUR Y, 2013, INT J COMPUTATIONAL, V3, P93 Nassuora Ayman Bassam, 2013, AM ACAD SCHOLARLY RE, V1, P1, DOI DOI 10.12785/IJLMS/010101 Olasina G., 2012, P INT ASS SCI TECHN Osang F., INT C ICT AFR 2013 F Oyelere Solomon Sunday, 2016, International Journal of Social Media and Interactive Learning Environments, V4, P43 Oyelere S. S., 2016, International Journal of Interactive Mobile Technologies, V10, P35, DOI 10.3991/ijim.v10i1.4872 Oyelere SS, 2015, 2015 INTERNATIONAL CONFERENCE ON CYBERSPACE (CYBER-ABUJA), P259, DOI 10.1109/CYBER-Abuja.2015.7360510 Oyelere S. S., 2016, INT C LEARN IN PRESS Ozuorcun NC, 2012, PROCD SOC BEHV, V46, P299, DOI 10.1016/j.sbspro.2012.05.110 Seppala P, 2003, J COMPUT ASSIST LEAR, V19, P330, DOI 10.1046/j.0266-4909.2003.00034.x Sharples M, 2000, COMPUT EDUC, V34, P177, DOI 10.1016/S0360-1315(99)00044-5 Shonola S. A., 2016, INT J MODER IN PRESS Sun PC, 2008, COMPUT EDUC, V50, P1183, DOI 10.1016/j.compedu.2006.11.007 UNESCO, 2012, YOUTH SKILLS PUTT ED Welsh ET, 2003, INT J TRAINING DEV, V7, P245, DOI DOI 10.1046/J.1360-3736.2003.00184.X Wu WH, 2012, COMPUT EDUC, V59, P817, DOI 10.1016/j.compedu.2012.03.016 Yuan MH, 2007, PACIFIC ASIA CONFERENCE ON INFORMATION SYSTEMS 2007, SECTIONS 1-6 NR 30 TC 0 Z9 0 U1 1 U2 4 PU IEEE PI NEW YORK PA 345 E 47TH ST, NEW YORK, NY 10017 USA SN 0190-5848 BN 978-1-5090-1790-4 J9 PROC FRONT EDUC CONF PY 2016 PG 7 WC Education, Scientific Disciplines; Engineering, Electrical & Electronic SC Education & Educational Research; Engineering GA BG8IT UT WOS:000392331500195 DA 2019-08-01 ER PT S AU Wang, J Zhao, YC AF Wang, Jing Zhao, Yuancheng BE Zhang, H TI Blended Learning Mode of Research and Practice Based on Moodle Platform SO 2016 ICMIBI INTERNATIONAL CONFERENCE ON APPLIED SOCIAL SCIENCE AND BUSINESS (ICMIBI-ASSB 2016) SE Lecture Notes in Management Science LA English DT Proceedings Paper CT ICMIBI International Conference on Applied Social Science and Business (ICMIBI-ASSB 2016) CY SEP 29-30, 2016 CL Windsor, ENGLAND SP Singapore Management & Sports Sci Inst, Acad Conf Inst DE Blended learning; Moodle; Teaching practice; Computer network AB Blended learning is a research focus in the field of educational technology, which combines the advantages of the traditional classroom learning and E-Learning. Moodle is a free and open source learning management system, which is well-developed virtual learning environments to practice blended learning. Based on Moodle platform, this paper uses the course "Computer Network" to carry out blended learning practice and achieves desired learning effect. Practice results show that the students generally can understand and adapt to blended learning mode based on Moodle platform. This mode can effectively promote students' inquiry learning and cooperative learning ability, which is in line with the development of higher education and deserves further exploration and promotion. C1 [Wang, Jing; Zhao, Yuancheng] Neusoft Inst, Foshan, Guangdong, Peoples R China. RP Wang, J (reprint author), Neusoft Inst, Foshan, Guangdong, Peoples R China. EM wj@neusoft.com; zhao.yuancheng@neusoft.com FU Characteristic and Innovative Projects (Educational Scientific Research) of Education Department of Guangdong Province [2015GXJK164] FX This research was financially supported by the 2015 Characteristic and Innovative Projects (Educational Scientific Research) of Education Department of Guangdong Province (2015GXJK164) CR Bishop JL, 2013, 120 AM SOC ENG ED AN Duan J. J., 2013, J DISTANCE ED, P43 He Kekang, 2005, J NATL ACAD ED ADM, P37 Hou W. P., 2013, FOREST ENG, V29, P176 Liaw SS, 2007, COMPUT EDUC, V49, P1066, DOI 10.1016/j.compedu.2006.01.001 MCLAUGHLIN JE, 2015, AM J PHARM EDUC, V79, P1 Sachan K., 2015, INT J RECENT RES MAT, V2, P293 Yu Shengquan, 2009, J DISTANCE ED, P3 NR 8 TC 0 Z9 0 U1 0 U2 0 PU SINGAPORE MANAGEMENT & SPORTS SCIENCE INST PTE LTD PI SINGAPORE PA 8 TEMASEK BOULEVARD # 34-03 SUNTEC TOWER THREE, SINGAPORE, 038988, SINGAPORE SN 2251-3051 BN 978-981-09-9763-2 J9 LECT N MANAG SCI PY 2016 VL 65 BP 69 EP 75 PG 7 WC Business; Education & Educational Research; Management; Social Sciences, Interdisciplinary SC Business & Economics; Education & Educational Research; Social Sciences - Other Topics GA BG7TT UT WOS:000391773700012 DA 2019-08-01 ER PT S AU Vorobjev, LV Isaeva, EV Serebrenninkova, AN AF Vorobjev, Ludmila V. Isaeva, Eugenia V. Serebrenninkova, Anna N. GP SGEM TI APPROACHES TO ELECTRONIC COURSE DESIGN IN THE MODERN TECHNICAL UNIVERSITY SO ECOLOGY, ECONOMICS, EDUCATION AND LEGISLATION CONFERENCE PROCEEDINGS, SGEM 2016, VOL III SE International Multidisciplinary Scientific GeoConference-SGEM LA English DT Proceedings Paper CT 16th International Multidisciplinary Scientific Geoconference (SGEM 2016) CY JUN 30-JUL 06, 2016 CL Albena, BULGARIA SP Bulgarian Acad Sci, Acad Sci Czech Republ, Latvian Acad Sci, Polish Acad Sci, Russian Acad Sci, Serbian Acad Sci & Arts, Slovak Acad Sci, Natl Acad Sci Ukraine, Inst Water Problem & Hydropower NAS KR, Natl Acad Sci Armenia, Sci Council Japan, World Acad Sci, European Acad Sci Arts & Lett, Acad Sci Moldova, Montenegrin Acad Sci & Arts, Croatian Acad Sci & Arts, Georgian Natl Acad Sci, Acad Fine Arts & Design Bratislava, Turkish Acad Sci, Bulgarian Ind Assoc, Bulgarian Minist Environm & Water DE smart-technologies; E-learning,electronic courses AB This paper is devoted to the description of experience of electronic courses development in aspect of requirements imposed to them in the Tomsk Polytechnic University (TPU). The electronic course (EC) is understood as set of the connected electronic education resources (training, controlling, reference, etc.), placed in the electronic environment for the organization and maintenance of education process on separate discipline. In the Russian higher education institutions two approaches to development of EC are traditionally provided, first of which covers all types of a statement of material: text, hypertext, help nature and game. The second campaign to development of EC considers nature of interaction of the trainee and content: information, the question-answer information controlling with the return information communication, with threshold levels of control. In TPU the emphasis on development of hypertext EC, EC with the return information communication (the interactive EC providing a fixed assessment of knowledge of the trainee and issue of recommendations about further forming of a trajectory of training) and with threshold levels of control is placed (when transition to the next section is possible after overcoming of monitoring tests at the previous stage). Such EC in TPU in 2014/2015 academic year developed more than 250 units as they are the most demanded from the point of view of the effective organization of educational process in the Electronic information and education environment (EIEE). The modern electronic course is part of system approach to creation of educational process on discipline; allows building single system from the purposes of training, a training material and tools. Efficiency of EIEE is provided with single requirements to content of an electronic course, its style and structure (to sequence of a statement and methods of representation of material). In the Russian higher education institutions, as a rule, the basic structure of an electronic rate is universal; requirements imposed to it are minimum. In TPU experience of foreign universities which in case of development of EC precede from the principles of communicativeness, interactivity, didactic feasibility, etc. is assumed as a basis. Such approach allowed to create structure of EC which meets all requirements of modern educational process and is actual for all implementable forms (internal, intramural and extramural, correspondence) and training models (the training with web support mixed and remote). C1 [Vorobjev, Ludmila V.; Isaeva, Eugenia V.; Serebrenninkova, Anna N.] Natl Res Tomsk Polytech Univ, Tomsk, Russia. RP Vorobjev, LV (reprint author), Natl Res Tomsk Polytech Univ, Tomsk, Russia. RI Vorobjeva, Ludmila/F-6432-2016 OI Vorobjeva, Ludmila/0000-0002-1417-6838 CR Bednarova L, 2014, INT MULTI SCI GEOCO, P647 Ilyin I. A., 1993, SERIYA MYSLITELI 20 Kubac L, 2013, INT MULTI SCI GEOCO, P453, DOI 10.5593/SGEM2013/BE5.V2/S22.014 Telnarova Z., 2002, EDEN 2002 GRAN, P571 NR 4 TC 1 Z9 1 U1 0 U2 0 PU STEF92 TECHNOLOGY LTD PI SOFIA PA 1 ANDREY LYAPCHEV BLVD, SOFIA, 1797, BULGARIA SN 1314-2704 BN 978-619-7105-67-4 J9 INT MULTI SCI GEOCO PY 2016 BP 755 EP 763 PG 9 WC Economics; Education & Educational Research; Education, Scientific Disciplines; Environmental Studies SC Business & Economics; Education & Educational Research; Environmental Sciences & Ecology GA BG7NY UT WOS:000391520200096 DA 2019-08-01 ER PT S AU Pascu, R Craifaleanu, IG Anicai, O Stefan, L AF Pascu, Radu Craifaleanu, Iolanda-Gabriela Anicai, Ovidiu Stefan, Livia GP SGEM TI KEEPING UP-TO-DATE WITH THE EUROPEAN HARMONIZATION OF NATIONAL STANDARDS: A BUILDING DESIGN PARADIGM SO ECOLOGY, ECONOMICS, EDUCATION AND LEGISLATION CONFERENCE PROCEEDINGS, SGEM 2016, VOL III SE International Multidisciplinary Scientific GeoConference-SGEM LA English DT Proceedings Paper CT 16th International Multidisciplinary Scientific Geoconference (SGEM 2016) CY JUN 30-JUL 06, 2016 CL Albena, BULGARIA SP Bulgarian Acad Sci, Acad Sci Czech Republ, Latvian Acad Sci, Polish Acad Sci, Russian Acad Sci, Serbian Acad Sci & Arts, Slovak Acad Sci, Natl Acad Sci Ukraine, Inst Water Problem & Hydropower NAS KR, Natl Acad Sci Armenia, Sci Council Japan, World Acad Sci, European Acad Sci Arts & Lett, Acad Sci Moldova, Montenegrin Acad Sci & Arts, Croatian Acad Sci & Arts, Georgian Natl Acad Sci, Acad Fine Arts & Design Bratislava, Turkish Acad Sci, Bulgarian Ind Assoc, Bulgarian Minist Environm & Water DE e-learning; lifelong learning; European standards; Romanian seismic code; building design AB The paper presents the current state of SEISMOCODE platform, developed within a collaborative project involving a university, a research institute and an IT company in Romania. The platform is aimed as an educational environment for civil engineers that have to adapt to radical changes implemented by the new national regulations for the seismic design of buildings, enforced after the country's accession to the European Union. Focused on reinforced concrete buildings and based on the use of the Moodle system, the platform will consist of a body of knowledge, a moderated Wild system, a collection of interactive e-learning modules, with questionnaires and tests, a multimedia repository and a professional discussion forum. Its application will come in support to the lifelong learning programs, providing also an essential resource for graduate and post-graduate higher education curricula. At present, the general structure of the platform is designed and implemented, and the content of the main component, the Body of Knowledge, is practically completed. During the development of the platform, various conceptual, methodological and learning efficiency issues had to be solved, leading to a progressive modification and improvement of its content, as compared to the initial one. The new structure is presented in the paper, as well as the implemented advancements and the needs identified for the subsequent phases of the project. C1 [Pascu, Radu; Craifaleanu, Iolanda-Gabriela] Tech Univ Civil Engn Bucharest, Bucharest, Romania. [Craifaleanu, Iolanda-Gabriela] Natl Inst Res & Dev Construct Urban Planning & Su, Bucharest, Romania. [Anicai, Ovidiu; Stefan, Livia] ITC SA, Inst Comp, Bucharest, Romania. RP Pascu, R (reprint author), Tech Univ Civil Engn Bucharest, Bucharest, Romania. RI Craifaleanu, Iolanda-Gabriela/F-3533-2010 OI Craifaleanu, Iolanda-Gabriela/0000-0003-4821-3526 CR CEN. Eurocode 8, 2004, CENTC250SC8N317 Craifaleanu I. G., 2015, NAT C BUILD ENG OCT, P146 MDRAP, 2014, NORM DES SHALL FDN 1 MDRAP, 2013, COD DES SHEAR WALL 1 MDRAP, 2013, COD SEISM DES BUIL 1 MTCT, 2006, MTCT CONSTR B, P12 Pascu R., 2016, 12 INT SCI C ELEARNI Pascu R, 2015, INT MULTI SCI GEOCO, P861 NR 8 TC 1 Z9 1 U1 0 U2 0 PU STEF92 TECHNOLOGY LTD PI SOFIA PA 1 ANDREY LYAPCHEV BLVD, SOFIA, 1797, BULGARIA SN 1314-2704 BN 978-619-7105-67-4 J9 INT MULTI SCI GEOCO PY 2016 BP 871 EP 878 PG 8 WC Economics; Education & Educational Research; Education, Scientific Disciplines; Environmental Studies SC Business & Economics; Education & Educational Research; Environmental Sciences & Ecology GA BG7NY UT WOS:000391520200111 DA 2019-08-01 ER PT S AU Ameerbakhsh, O Maharaj, S Hussain, A Paine, T Taiksi, S AF Ameerbakhsh, Omair Maharaj, Savi Hussain, Amir Paine, Tim Taiksi, Solene GP IEEE TI An exploratory case study of interactive simulation for teaching Ecology SO 2016 15TH INTERNATIONAL CONFERENCE ON INFORMATION TECHNOLOGY BASED HIGHER EDUCATION AND TRAINING (ITHET) SE International Conference on Information Technology Based Higher Education and Training LA English DT Proceedings Paper CT 15th International Conference on Information Technology Based Higher Education and Training (ITHET) CY SEP 08-10, 2016 CL Istanbul, TURKEY DE E-learning; interactive computer simulation; ecology; case study AB This paper explores the effectiveness of interactive simulation for teaching a selected complex subject, Ecology, in higher education. Specifically, we carry out a lab intervention using interactive agent based simulation, to teach the complex concept of spatially-explicit predator prey interaction to undergraduate students of an advanced module: BIOU9CE (Community Ecology & Conservation Applications) at the University of Stirling. We propose use of Netlogo, an interactive agent-based simulation tool, and evaluate its effectiveness for learning and teaching of interactive simulation developed specifically for the classroom, compared with an existing, less interactive, simulation tool (R). C1 [Ameerbakhsh, Omair; Maharaj, Savi; Hussain, Amir] Univ Stirling, Comp Sci & Math, Stirling, Scotland. [Paine, Tim] Univ Stirling, Biol & Environm Sci, Stirling, Scotland. [Taiksi, Solene] Univ Bourgogne, Ctr Condorcet, F-21004 Dijon, France. RP Ameerbakhsh, O (reprint author), Univ Stirling, Comp Sci & Math, Stirling, Scotland. EM oal@cs.stir.ac.uk; c.e.t.paine@stir.ac.uk; solene_guillaume@etu.u-bourgogne.fr RI Paine, C. E. Timothy/R-8108-2019 OI Paine, C. E. Timothy/0000-0001-8705-3719; Hussain, Amir/0000-0002-8080-082X CR Adams W. K., 2010, II NUOVO CIMENTO C, V33, P21 Aramo-immonen H., 2013, MIXED METHODS RES DE, P32 Bandura A., 2006, SELF EFFICACY BELIEF, V5, P307, DOI DOI 10.1017/CBO9781107415324.004 Bell BS, 2008, INT J HUM RESOUR MAN, V19, P1416, DOI 10.1080/09585190802200173 Ceberio M., 2016, J SCI ED TECHNOL de Winter JC, 2010, PRACT ASSESS RES EVA, V15, P1 Hargrave J., 2000, J COMPUT MATH SCI TE, V19, P47 Jones K., 1998, HISP J BEHAV SCI, V29, P328 Korfiatis K, 1999, INT J SCI EDUC, V21, P1269, DOI 10.1080/095006999290066 Moody D. L., 2003, ECIS 2003 P, P17 Moody G., 2003, HAW INT C ED, P7 Nachar N., 2008, TUTORIALS QUANTITATI, V4, P13 NRC (National Research Council), 1996, NAT SCI ED STAND Smetana LK, 2012, INT J SCI EDUC, V34, P1337, DOI 10.1080/09500693.2011.605182 Tissue S., 2004, INT C COMPL SYST, P1, DOI [DOI 10.1109/ICVD.2004.1261037, 10.1109/ICVD.2004.1261037] Turner M. K., 2010, TEACH LEARN MED INT, V18, P208 Venables W. N., 2016, INTRO R NOTES R PROG Wilensky U., 1999, NETLOGO NETLOGO USER Wilensky U, 2003, J SCI EDUC TECHNOL, V12, P285, DOI DOI 10.1023/A:1025085023936 NR 19 TC 1 Z9 1 U1 0 U2 4 PU IEEE PI NEW YORK PA 345 E 47TH ST, NEW YORK, NY 10017 USA SN 2380-1603 BN 978-1-5090-0778-3 J9 INT CONF INFO TECH PY 2016 PG 7 WC Computer Science, Interdisciplinary Applications; Education, Scientific Disciplines; Engineering, Multidisciplinary SC Computer Science; Education & Educational Research; Engineering GA BG7LS UT WOS:000391427100030 DA 2019-08-01 ER PT S AU Santur, Y Karakose, M Akin, E AF Santur, Yunus Karakose, Mehmet Akin, Erhan GP IEEE TI Improving of Personal Educational Content Using Big Data Approach for Mooc in Higher Education SO 2016 15TH INTERNATIONAL CONFERENCE ON INFORMATION TECHNOLOGY BASED HIGHER EDUCATION AND TRAINING (ITHET) SE International Conference on Information Technology Based Higher Education and Training LA English DT Proceedings Paper CT 15th International Conference on Information Technology Based Higher Education and Training (ITHET) CY SEP 08-10, 2016 CL Istanbul, TURKEY DE big data; massive open online course; mooc; higher education; machine learning; deep learning AB Today, web-based education technologies such as e-learning, distance learning, online course, virtual classrooms and interactive learning are commonly used outside the traditional education systems. Massive Open Online Courses, which were adopted with the evolution of these systems in 2008, have become the most popular education systems of today and access to a very large audiences with many modules such as video courses, documents, interactive learning activities and quizzes in themselves. In this study, a machine learning and big data based approach has been presented for the mentioned online education systems. With the proposed approach, it is aimed to develop course contents in online education, offer student-specific learning activities, perform an analysis according to criteria such as age, gender, occupation, education level and location, and to obtain decisions with strategic importance such as determining the course prerequisites to be developed by big data-based analysis. C1 [Santur, Yunus; Karakose, Mehmet; Akin, Erhan] Firat Univ, Dept Comp Engn, TR-23119 Elazig, Turkey. RP Santur, Y (reprint author), Firat Univ, Dept Comp Engn, TR-23119 Elazig, Turkey. EM ysantur@firat.edu.tr; mkarakose@firat.edu.tr; eakin@firat.edu.tr RI KARAKOSE, Mehmet/G-9963-2013; Karakose, Mehmet/I-8370-2019 OI KARAKOSE, Mehmet/0000-0002-3276-3788; CR Akin E., 2003, EL EL BILG MUH EG 1, P166 Cooper S, 2013, COMMUN ACM, V56, P28, DOI 10.1145/2408776.2408787 Daradoumis T, 2013, 2013 EIGHTH INTERNATIONAL CONFERENCE ON P2P, PARALLEL, GRID, CLOUD AND INTERNET COMPUTING (3PGCIC 2013), P208, DOI 10.1109/3PGCIC.2013.37 Demchenko Y, 2014, INT CONF CLOUD COMP, P935, DOI 10.1109/CloudCom.2014.162 Deng X., INFORM SCI, V340, P250 Huang G, 2015, NEURAL NETWORKS, V61, P32, DOI 10.1016/j.neunet.2014.10.001 Kidzinski L, 2016, LECT N EDUC TECHNOL, P453, DOI 10.1007/978-981-287-868-7_54 Pang YX, 2015, INT CONF COMP SCI ED, P558, DOI 10.1109/ICCSE.2015.7250309 Pang YX, 2014, 2014 SECOND INTERNATIONAL CONFERENCE ON ENTERPRISE SYSTEMS (ES), P87, DOI 10.1109/ES.2014.45 Park K, 2015, INT CONF ADV COMMUN, P564, DOI 10.1109/ICACT.2015.7224859 Romero C, 2013, WIRES DATA MIN KNOWL, V3, P12, DOI 10.1002/widm.1075 Santur Y, 2016, 2016 INT C SYST SIGN, P1 White Tom, HADOOP DEFINITIVE GU NR 13 TC 0 Z9 0 U1 0 U2 0 PU IEEE PI NEW YORK PA 345 E 47TH ST, NEW YORK, NY 10017 USA SN 2380-1603 BN 978-1-5090-0778-3 J9 INT CONF INFO TECH PY 2016 PG 4 WC Computer Science, Interdisciplinary Applications; Education, Scientific Disciplines; Engineering, Multidisciplinary SC Computer Science; Education & Educational Research; Engineering GA BG7LS UT WOS:000391427100033 DA 2019-08-01 ER PT B AU Maniatis, A Vasilopoulou, P AF Maniatis, Antonios Vasilopoulou, Panagiota BE Vrontis, D Weber, Y Tsoukatos, E TI DISTANCE LEARNING WITH EMPHASIS ON TOURISM SO INNOVATION, ENTREPRENEURSHIP AND DIGITAL ECOSYSTEMS LA English DT Proceedings Paper CT 9th Annual Conference of the EuroMed-Academy-of-Business CY SEP 14-16, 2016 CL Warsaw, POLAND SP EuroMed Acad Business, EuroMed Res Ctr, EuroMed Journal Business, EuroMed Res Business Inst DE Apprenticeship; Open and distance learning; Educational methodology; e-learning; Internet; Lecture; Mobile phones; Right to leisure; Tourism; Tourism Law (/"Justurismo"); Weekend AB Distance learning, the alternative modern method for higher education, is likely to need completion by incorporating the traditional educational practices, mainly apprenticeship and lecture. It fits in with the right to leisure, well exemplified by the enjoyment of the entire weekend. As to the digital education technology, Internet is the medium of online learning whereas it is also available for distance education, which can serve even the apprenticeship through web casting. Mobile phones have a rather marginal function among the tutor and his students while educational community is apprehensive of hi-tech gadgets because of their frequent technical disorders. Distance education should incorporate not only the intrinsic treasure of wisdom of any traditional pedagogical technique but also these techniques themselves, without altering its own identity. As far as tourism education is concerned, it has been recently combined with e-learning as well as open and distance learning. The new, separate branch of law, Tourism Law, is promoted through its incorporation in the programs of higher education, exemplified by a master degree program of the Hellenic Open University. C1 [Maniatis, Antonios; Vasilopoulou, Panagiota] Technol Educ Inst Ionian Isl, Argostolion, Greece. [Vasilopoulou, Panagiota] Technol Educ Inst Western Greece, Patras, Greece. RP Maniatis, A (reprint author), Technol Educ Inst Ionian Isl, Argostolion, Greece. CR Blustain Harvey, 1999, DANCING DEVIL Cho W., 2000, INT J CONT HOSPITALI, V12, P31, DOI DOI 10.1108/09596110010305000 DRUCKER P, 1997, FORBES MAGAZINE, P126 Gatsoulas N., 2015, OPEN ED J OPEN DISTA, P72 Gkelameris D., 2015, OPEN ED J OPEN DISTA, P51 Kasavana M. L., 1999, LODGING FEB, P59 Lomine L. L., 2002, Journal of Hospitality, Leisure, Sport and Tourism Education, V1, P43 Maniatis A., 2004, RESPONSIBILITY RESPO Mckenzie B., 2006, ONLINE J DISTANCE LE, VIX Mckenzie B., 2000, ONLINE J DISTANCE LE, VII O'Malley J., 1999, ONLINE J DISTANCE AD, VII Poehlein GW, 1996, TECHNOL ANAL STRATEG, V8, P283, DOI 10.1080/09537329608524251 Sigala M., 2002, INFORM COMMUNICATION Sigala M, 2001, 1 NAT GREEK C OP DIS Sigala M., 2001, TOUR SOC C TOUR ED Stemler L. K., 1997, Journal of Educational Multimedia and Hypermedia, V6, P339 Tsitlakidou E., 2013, OPEN ED J OPEN DISTA, P47 NR 17 TC 0 Z9 0 U1 0 U2 0 PU EUROMED PRESS PI MARSEILLE CEDEX 9 PA RUE ANTOINE BOURDELLE, DOMAINE DE LUMINY BP 921, MARSEILLE CEDEX 9, 13 288, FRANCE BN 978-9963-711-43-7 PY 2016 BP 1243 EP 1254 PG 12 WC Business; Management SC Business & Economics GA BG6TH UT WOS:000390841500095 DA 2019-08-01 ER PT S AU Venugopal-Wairagade, G AF Venugopal-Wairagade, Gayatri GP IEEE TI Study of a pedagogy adopted to generate interest in students taking a programming course SO PROCEEDINGS OF 2016 INTERNATIONAL CONFERENCE ON LEARNING AND TEACHING IN COMPUTING AND ENGINEERING (LATICE 2016) SE International Conference on Teaching and Learning in Computing and Engineering LA English DT Proceedings Paper CT 4th International Conference on Learning and Teaching in Computing and Engineering (LaTICE) CY MAR 31-APR 01, 2016 CL Mumbai, INDIA SP Uppsala Univ, Natl Miss Educ ICT, UpCERG, IEEE Comp Soc, Indian Inst Technol, Indian Inst Technol, Educ Technol DE blended learning; e-learning; m-learning AB With mobile application development becoming one of the most sought-after choices by computer science students, developers and companies, an instructor teaching a course on the same to a batch of beginners should ensure that the best possible teaching-learning methodologies are adopted to generate interest among students in the classroom. The author used a blended approach consisting of traditional, e-learning and m-learning strategies. These in turn, consisted of various teaching and evaluation methods. Through this paper, the author discusses the impact of the methods adopted as part of the experiment, on the interest of the students and their respective performance. The sample consisted of 22 postgraduate computer science students. Their responses to the instruments administered, their scores and their LMS access logs were analyzed. The author was able to achieve statistically significant results with respect to the students' interest and their performance, for mainly two strategies - integration of LMS, and teaching the topics by developing an application in multiple phases throughout the duration of the course. It was found that with regards to project work, continuous interaction with the instructor was a desired and accepted approach by the students. The study also revealed the misconceptions that an instructor may have when teaching a programming language or when using mobile devices for teaching. The results of this study may be used by instructors teaching any programming language in higher education. C1 [Venugopal-Wairagade, Gayatri] Symbiosis Int Univ, SICSR, Pune, Maharashtra, India. RP Venugopal-Wairagade, G (reprint author), Symbiosis Int Univ, SICSR, Pune, Maharashtra, India. EM gayatrivenugopal3@gmail.com CR Baggs R., 2012, INTEGRATING RES ED P Cavus N, 2011, PROCEDIA COMPUT SCI, V3, DOI 10.1016/j.procs.2011.01.033 FENWICK JB, 2011, P 42 ACM TECHN S COM, P589 Gankotiya S., 2011, ELECTRONICS COMPUTER, V5, P414, DOI DOI 10.1109/ICECTECH.2011.5942032 Garrison DR, 2011, E-LEARNING IN THE 21ST CENTURY: A FRAMEWORK FOR RESEARCH AND PRACTICE, SECOND EDITION, P1 Holzer A, 2009, L N INST COMP SCI SO, V12, P55 Jackson S., 2013, P 44 ACM TECHN S COM, P107, DOI DOI 10.1145/2445196.2445230 Kalelioglu F, 2015, COMPUT HUM BEHAV, V52, P200, DOI 10.1016/j.chb.2015.05.047 Kothiyal Aditi, 2013, P 9 ANN INT ACM C IN, P137, DOI DOI 10.1145/2493394.2493408 Lim S. L, 2013, AUSTRALASIAN J ED TE, V29 Mahmoud Q. H., 2011, P 16 ANN JOINT C INN, P333 Mangenot F, 2006, CALICO J, V23, P601 Matos V., 2010, J COMPUTING SCI COLL, V26, P23 Shiratuddin N, 2009, INT J MOB COMMUN, V7, P494, DOI 10.1504/IJMC.2009.023696 Sung K., 2014, P 2014 C INN TECHN C, P141 Tillmann N., 2012, P 17 ACM ANN C INN T, P156, DOI DOI 10.1145/2325296.2325336 NR 16 TC 0 Z9 0 U1 0 U2 3 PU IEEE PI NEW YORK PA 345 E 47TH ST, NEW YORK, NY 10017 USA SN 2377-0309 BN 978-1-5090-2504-6 J9 INT CONF TEACH LEARN PY 2016 BP 141 EP 146 DI 10.1109/LaTiCE.2016.27 PG 6 WC Computer Science, Software Engineering; Computer Science, Theory & Methods; Education, Scientific Disciplines SC Computer Science; Education & Educational Research GA BG6ED UT WOS:000390124800028 DA 2019-08-01 ER PT B AU Kollar, V Polakovic, P Gasperova, J AF Kollar, Vojtech Polakovic, Peter Gasperova, Jana BE Lukes, M Misar, J Mares, J Dvoulety, O Spacek, M Svobodova, I TI USING DIGITAL TECHNOLOGIES IN SOCIAL ENTREPRENEURSHIP SO INNOVATION MANAGEMENT, ENTREPRENEURSHIP AND CORPORATE SUSTAINABILITY (IMECS 2016) LA English DT Proceedings Paper CT 4th International Conference on Innovation Management, Entrepreneurship and Corporate Sustainability (IMECS) CY MAY 26-27, 2016 CL Prague, CZECH REPUBLIC SP Univ Econ, Ceska Sporitelna, Vysoka Skola Ekonomicka, Zurcher Hochschule Angewandte Wissenschaften, Univ Comeniana Bratislavensis, Amway, Ctr Enterpreneurship Berlin, Associace Malych Strednich Prodniku Zivnostniku CR, European Leadershio & Acad Inst, Tyden Inovaci, MADEINCZ DE Information society; e-inclusion; digital technologies; educational system; information strategies AB The aim of this paper is to highlight the importance of e-learning forms focusing on education in the field of social entrepreneurship. Gradually it deals with fundamental elements of digital learning - describes the methodology of e-learning, preparation of multimedia training materials and the possibility of publishing electronic content through management systems of education. Education of employees is now becoming an important instrument of employment Special emphasis on education of employees should be paid in the field of social business where employees have to eliminate their social disadvantage with knowledge and skills in order to compete in the competitive environment. Modern digital technologies bring significant changes to the education system of employees worldwide. Digital technologies help employees acquire knowledge by various senses which results in higher efficiency of education in comparison with traditional forms of learning. E-learning, blended learning, or Learning Management Systems are currently considered the effective ways of the staff training. C1 [Kollar, Vojtech] Sch Econ & Management Publ Adm Bratislava, Furdekova 16, Bratislava 85104 5, Slovakia. [Polakovic, Peter] Univ Appl Sci, Hsch Fresenius, D-80797 Munich, Germany. [Gasperova, Jana] Comenius Univ, Odbojarov 10, Bratislava 83104, Slovakia. RP Kollar, V (reprint author), Sch Econ & Management Publ Adm Bratislava, Furdekova 16, Bratislava 85104 5, Slovakia. EM vojtech.kollar@vsemvs.sk; peter.polakovic@hs-fresenius.de; jana.gasperova@uk.sk CR [Anonymous], 2007, ISTE 2007 Besio S., 2004, TECHNOLOGY DISABILIT, V2004, P119 GREEN H., 2007, ED DIGITAL GENERATIO Gubalova J, 2006, PRIPRAVA VYSOKOSKOLS, P15 Kokles M., 2008, INFORM SYSTEMY REGIO Kovac M., 2014, CONT RES ORG MANAGEM Kovac M., 2013, CONT RES ORG MANAGEM Sak P, 2007, CLOVEK VZDELAVANI IN UNESCO, 2015, ICT IN ED UNESCO, 2006, ICTS ED PEOPL SPEC N UNESCO, 2011, EFA GLOB MON REP 201 Urban I, 2006, IKT EDUKACII STATOV VELSIC M., 2011, DIGITALNA GRAMOTNOST Zounek J, 2012, E LEARNING UCENI SE Zounek J, 2009, E LEARNING JEDNA POD NR 15 TC 1 Z9 1 U1 0 U2 0 PU VYSOKA SKOLA EKONOMICKA & PRAZE PI PRAHA 3 PA NAM W CHURCHILLA 4, PRAHA 3, 130 67, CZECH REPUBLIC BN 978-80-245-2153-4 PY 2016 BP 317 EP 327 PG 11 WC Business; Management SC Business & Economics GA BG1PO UT WOS:000386957700028 DA 2019-08-01 ER PT S AU Kalberer, N Kurz, R Bohmer, C Beck-Meuth, EM AF Kalberer, Nina Kurz, Raphael Bohmer, Cornelia Beck-Meuth, Eva-Maria GP IEEE TI Implementation of E-learning in an Electrical Engineering Study Program Infrastructure, Experiences, and Lessons Learned SO PROCEEDINGS OF 2016 IEEE GLOBAL ENGINEERING EDUCATION CONFERENCE (EDUCON2016) SE IEEE Global Engineering Education Conference LA English DT Proceedings Paper CT IEEE Global Engineering Education Conference (EDUCON) CY APR 10-13, 2016 CL Abu Dhabi, U ARAB EMIRATES SP IEEE, Khalifa Univ, ETISALAT BT Innovat Ctr, EARTH, GAL DE electrical engineering; study program; e-learning development process; instructors' perspective; lessons learned AB This paper reports on the development of e-learning material for a blended-learning part-time study program in electrical engineering and information technology. It is focused on the entire process of creation, from the perspective of instructors and higher education professionals supporting the production. In the design of the program, the development of effective study material including e-learning content for the target group was one of the main objectives. Associated with the development of this material, various challenges had to be overcome. In the following, we describe the development and implementation process of the material using results from a survey among lecturers who were contributing e-learning to the program. Different manifestations of e-learning are discussed, and the whole process of production is reviewed. C1 [Kalberer, Nina; Bohmer, Cornelia; Beck-Meuth, Eva-Maria] Hsch Aschaffenburg, Fak Ingn Wissensch, Aschaffenburg, Germany. [Kurz, Raphael] Hsch Darmstadt, Fachbereich Elektrotech & Informat Tech, Darmstadt, Germany. RP Kalberer, N (reprint author), Hsch Aschaffenburg, Fak Ingn Wissensch, Aschaffenburg, Germany. EM nina.kaelberer@h-ab.de; raphael.kurz@h-da.de; cornelia.boehmer@h-ab.de; eva-maria.beck-meuth@h-ab.de CR [Anonymous], 2015, C3L Braun I., 2012, INV CLASSR MOD BEGL European Commission, 2014, REP EUR COMM NEW MOD, P54 Graham CR, 2013, HANDBOOK OF DISTANCE EDUCATION, 3RD EDITION, P333 Hochschulforum Digitalsierung, 2015, 4 HOCHSCH DIG Kerres M., 2012, MEDIENDIDAKTIK Petendra B., 2014, 7 INT C ED RES INN S Rahman AA, 2015, 2015 3RD INTERNATIONAL CONFERENCE ON INFORMATION AND COMMUNICATION TECHNOLOGY (ICOICT), P212, DOI 10.1109/ICoICT.2015.7231424 Roznawski N, 2013, INTED PROC, P147 Tayebinik M., 2012, INT MAGAZINE ADV COM, V3, P103, DOI DOI 10.1016/J.IHEDUC.2012.12.001 Wissenschaftliche Begleitung, 2015, WISSENSCHAFTLICHE BE NR 11 TC 0 Z9 0 U1 0 U2 0 PU IEEE PI NEW YORK PA 345 E 47TH ST, NEW YORK, NY 10017 USA SN 2165-9567 BN 978-1-4673-8633-3 J9 IEEE GLOB ENG EDUC C PY 2016 BP 355 EP 360 PG 6 WC Education, Scientific Disciplines; Engineering, Electrical & Electronic SC Education & Educational Research; Engineering GA BG0UA UT WOS:000386529800058 DA 2019-08-01 ER PT J AU Jaffar, AA Eladl, MA AF Jaffar, Akram Abood Eladl, Mohamed Ahmed TI Engagement Patterns of High and Low Academic Performers on Facebook Anatomy Pages SO JOURNAL OF MEDICAL EDUCATION AND CURRICULAR DEVELOPMENT LA English DT Article DE medical education; e-learning; social media in education; Facebook; student performance; engagement pattern ID SOCIAL NETWORKING; COLLEGE-STUDENTS; HIGHER-EDUCATION; MEDIA; MULTITASKING; USAGE AB Only a few studies have investigated how students use and respond to social networks in the educational context as opposed to social use. In this study, the engagement of medical students on anatomy Facebook pages was evaluated in view of their academic performance. High performers contributed to most of the engagements. They also had a particular preference for higher levels of engagement. Although the students were deeply involved in the educational element of the pages, they continued to appreciate the inherent social element. The profound engagement of the high performers indicated a consistency between Facebook use in the educational context and better student performance. At the same time, the deeper engagement of high performers refutes the opinion that Facebook use is a distractor. Instead, it supports the notion that Facebook could be a suitable platform to engage students in an educational context. C1 [Jaffar, Akram Abood] Dalhousie Med New Brunswick, Dept Med Neurosci, St John, NB, Canada. [Eladl, Mohamed Ahmed] Univ Sharjah, Dept Basic Med Sci, Coll Med, Sharjah, U Arab Emirates. RP Jaffar, AA (reprint author), Dalhousie Med New Brunswick, Dept Med Neurosci, St John, NB, Canada. EM akram.jaffar@dal.ca RI Eladl, Mohamed/B-8219-2019 OI Eladl, Mohamed/0000-0002-5675-0842 CR Ainin S, 2015, COMPUT EDUC, V83, P64, DOI 10.1016/j.compedu.2014.12.018 Allen M., 2012, DIGITAL CULTURE ED, V4, P213 Aydin S, 2012, ETR&D-EDUC TECH RES, V60, P1093, DOI 10.1007/s11423-012-9260-7 Barczyk C., 2013, INT BUSINESS MANAGEM, V6, P1, DOI DOI 10.3968/J.IBM.1923842820130601.1165 Bendror Y, 2013, INTERPRETING FACEBOO Chowdary RL, 2015, ONLINE J COMM MEDIA, V1, P7 Corliss R., 2012, HUBSPOT BLOGS 1115 Crestodina A., 2014, IDEAL LENGTH BLOG PO Duggan M, 2015, SOCIAL MEDIA UPDATE, P18 Ekarattanawong Sophapun, 2015, Journal of the Medical Association of Thailand, V98, pS77 El Bialy S, 2014, AUSTIN J ANAT, V1, P7 El Bialy Safaa, 2015, JMIR Med Educ, V1, pe7 Guglielmelli C., 2014, SOCIALBAKERS BL 0328 HAE, 2013, HUM AN EMBR FAC PAG HAE, 2011, HUM AN ED FAC PAG Hussain A, 2012, ANAL FACEBOOK INSIGH Jaffar AA, 2015, FASEB J, V29 Jaffar AA, 2014, ANAT SCI EDUC, V7, P199, DOI 10.1002/ase.1404 Junco R, 2015, J APPL DEV PSYCHOL, V36, P18, DOI 10.1016/j.appdev.2014.11.001 Junco R, 2012, COMPUT EDUC, V59, P505, DOI 10.1016/j.compedu.2011.12.023 Junco R, 2012, COMPUT HUM BEHAV, V28, P187, DOI 10.1016/j.chb.2011.08.026 Karpinski AC, 2013, COMPUT HUM BEHAV, V29, P1182, DOI 10.1016/j.chb.2012.10.011 Ken D., 2014, WHY ENGAGEMENT RATE Kirschner PA, 2010, COMPUT HUM BEHAV, V26, P1237, DOI 10.1016/j.chb.2010.03.024 Kitsantas A, 2016, LECT NOTES SOC NETW, P225, DOI 10.1007/978-3-319-17716-8_14 Krathwohl DR, 2002, THEOR PRACT, V41, P212, DOI 10.1207/s15430421tip4104_2 Leander M, 2011, WHAT IS GOOD FACEBOO Lee K., 2014, SOCIAL MEDIA FREQUEN McGinley D, 2014, MEASURE FACEBOOK ENG Michikyan M, 2015, COMPUT HUM BEHAV, V45, P265, DOI 10.1016/j.chb.2014.12.033 NSSE. National Survey of Student Engagement, 2015, INTR UPD NSE Pasek J, 2009, J INF TECHNOL POLITI, V6, P197, DOI 10.1080/19331680902996403 Paul JA, 2012, COMPUT HUM BEHAV, V28, P2117, DOI 10.1016/j.chb.2012.06.016 Rosen LD, 2013, COMPUT HUM BEHAV, V29, P948, DOI 10.1016/j.chb.2012.12.001 Rouis S, 2012, CYBERPSYCH BEH SOC N, V15, P296, DOI 10.1089/cyber.2011.0390 Sedghi A., 2014, GUARDIAN Sharma SK, 2016, COMPUT HUM BEHAV, V55, P340, DOI 10.1016/j.chb.2015.09.020 Sood S, 2015, Med J Malaysia, V70, P59 Tess PA, 2013, COMPUT HUM BEHAV, V29, pA60, DOI 10.1016/j.chb.2012.12.032 Wentworth DK, 2014, COMPUT EDUC, V78, P306, DOI 10.1016/j.compedu.2014.06.012 Wise L. Z., 2011, CHANGING DEMANDS CHA, P1332 Wright F, 2014, LEARN MEDIA TECHNOL, V39, P126, DOI 10.1080/17439884.2013.777077 Wu WH, 2015, INT J ENG EDUC, V31, P567 Zhao CM, 2004, RES HIGH EDUC, V45, P115, DOI 10.1023/B:RIHE.0000015692.88534.de NR 44 TC 2 Z9 2 U1 0 U2 7 PU SAGE PUBLICATIONS LTD PI LONDON PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND SN 2382-1205 J9 J MED EDUC CURRIC DE JI J. Med. Educ. Curric. Dev. PY 2016 VL 3 BP 1 EP 8 DI 10.4137/JMECDECDECD.S36646 PG 8 WC Education, Scientific Disciplines SC Education & Educational Research GA DW9VU UT WOS:000384011600001 OA DOAJ Gold DA 2019-08-01 ER PT J AU Maertens, H Aggarwal, R Desender, L Vermassen, F Van Herzeele, I AF Maertens, Heidi Aggarwal, Rajesh Desender, Liesbeth Vermassen, Frank Van Herzeele, Isabelle TI Development of a PROficiency-Based StePwise Endovascular Curricular Training (PROSPECT) Program SO JOURNAL OF SURGICAL EDUCATION LA English DT Article DE medical knowledge; practice-based learning; interpersonal and communication skills; surgical training; proficiency based; endovascular intervention; assessment ID VIRTUAL-REALITY SIMULATION; KNOT-TYING SKILLS; AMERICAN-COLLEGE; SURGICAL EDUCATION; PROCEDURAL SKILLS; MEDICAL-STUDENTS; SURGERY; PERFORMANCE; VALIDATION; RETENTION AB OBJECTIVES: Focus on patient safety, work-hour limitations, and cost-effective education is putting pressure to improve curricula to acquire minimally invasive techniques during surgical training. This study aimed to design a structured training program for endovascular skills and validate its assessment methods. DESIGN: A PROficiency-based StePwise Endovascular Curricular Training (PROSPECT) program was developed, consisting of e-learning and hands-on simulation modules, focusing on iliac and superficial femoral artery atherosclerotic disease. Construct validity was investigated. Performances were assessed using multiple-choice questionnaires, valid simulation parameters, global rating scorings, and examiner checklists. Feasibility was assessed by passage of 2 final-year medical students through this PROSPECT program. SETTING: Ghent University Hospital, a tertiary clinical care and academic center in Belgium with general surgery residency program. PARTICIPANTS: Senior-year medical students were recruited at Ghent University Hospital. Vascular surgeons were invited to participate during conferences and meetings if they had performed at least 100 endovascular procedures as the primary operator during the last 2 years. RESULTS: Overall, 29 medical students and 20 vascular surgeons participated. Vascular surgeons obtained higher multiple-choice questionnaire scores (median: 24.5-22.0 vs. 15.0-12.0; p < 0.001). Students took significantly longer to treat any iliac or femoral artery stenosis (3.3-14.8 vs. 5.8-30.1 min; p = 0.001-0.04), whereas in more complex cases, fluoroscopy time was significantly higher in students (8.3 vs. 21.3 min; p = 0.002; 7.3 vs. 13.1 mm; p = 0.03). In all cases, vascular surgeons scored higher on global rating scorings (51.0-42.0 vs. 29.5-18.0; p < 0.001) and examiner checklist (81.5-75.0 vs. 54.5-43.0; p < 0.001). Hence, proficiency levels based on median expert scores could be determined. There were 2 students who completed the program and passed for each step within a 3-month period during their internships. CONCLUSIONS: A feasible and construct validated surgical program to train cognitive, technical, and nontechnical endovascular skills was developed. A structured, stepwise, proficiency-based valid endovascular program to train cognitive, technical, and human factor skills has been developed and proven to be feasible. A randomized controlled trial has been initiated to investigate its effect on performances in real life, patient outcomes, and cost-effectiveness. ((C) 2015 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.) C1 [Maertens, Heidi; Desender, Liesbeth; Vermassen, Frank; Van Herzeele, Isabelle] Ghent Univ Hosp, Dept Thorac & Vasc Surg, B-9000 Ghent, Belgium. [Aggarwal, Rajesh] McGill Univ, Dept Surg, Montreal, PQ H3A 2T5, Canada. [Aggarwal, Rajesh] McGill Univ, Arnold & Blema Steinberg Med Simulat Ctr, Montreal, PQ, Canada. RP Maertens, H (reprint author), Ghent Univ Hosp, Dept Thorac & Vasc Surg, 2K12D,De Pintelaan 185, B-9000 Ghent, Belgium. EM heidi.maertens@ugent.be OI Van Herzeele, Isabelle/0000-0002-1754-7390 CR Aggarwal R, 2009, BRIT J SURG, V96, P1086, DOI 10.1002/bjs.6679 Aggarwal R, 2007, ANN SURG, V246, P771, DOI 10.1097/SLA.0b013e3180f61b09 Aggarwal R, 2007, J AM COLL SURGEONS, V204, P697, DOI 10.1016/j.jamcollsurg.2007.01.016 AlZhrani G, 2015, J SURG EDUC, V72, P685, DOI 10.1016/j.jsurg.2014.12.014 Bagai A, 2012, CIRC-CARDIOVASC INTE, V5, P672, DOI 10.1161/CIRCINTERVENTIONS.112.970772 Barsuk JH, 2014, BMJ QUAL SAF, V23, P749, DOI 10.1136/bmjqs-2013-002665 Barsuk JH, 2009, CRIT CARE MED, V37, P2697, DOI 10.1097/CCM.0b013e3181a57bc1 Bonrath EM, 2012, SURGERY, V152, P12, DOI 10.1016/j.surg.2011.12.036 Britt LD, 2009, SURGERY, V146, P398, DOI 10.1016/j.surg.2009.07.002 Chaer RA, 2006, ANN SURG, V244, P343, DOI 10.1097/01.sla.0000234932.88487.75 Cook DA, 2011, JAMA-J AM MED ASSOC, V306, P978, DOI 10.1001/jama.2011.1234 Desender LM, 2011, J CARDIOVASC SURG, V52, P17 Ericsson KA, 2008, ACAD EMERG MED, V15, P988, DOI 10.1111/j.1553-2712.2008.00227.x Forse RA, 2011, SURGERY, V150, P771, DOI 10.1016/j.surg.2011.07.076 Freischlag JA, 2014, JAMA-J AM MED ASSOC, V312, P1737, DOI 10.1001/jama.2014.14448 Gershuni V, 2013, SURGERY, V154, P823, DOI 10.1016/j.surg.2013.07.016 Gomez PP, 2014, J SURG EDUC, V71, P839, DOI 10.1016/j.jsurg.2014.04.013 Goova MT, 2008, J SURG EDUC, V65, P309, DOI 10.1016/j.jsurg.2008.04.004 Grantcharov TP, 2004, BRIT J SURG, V91, P146, DOI 10.1002/bjs.4407 Hatala R, 2014, ADV HEALTH SCI EDUC, V19, P251, DOI 10.1007/s10459-013-9462-8 Hopmans CJ, 2014, SURGERY, V156, P1078, DOI 10.1016/j.surg.2014.04.052 Hull L, 2011, J AM COLL SURGEONS, V212, P234, DOI 10.1016/j.jamcollsurg.2010.11.001 Kolozsvari NO, 2011, J SURG EDUC, V68, P421, DOI 10.1016/j.jsurg.2011.03.010 Korndorffer JR, 2010, AM J SURG, V199, P99, DOI 10.1016/j.amjsurg.2009.08.018 Lewis FR, 2012, ANN SURG, V256, P553, DOI 10.1097/SLA.0b013e31826bf98c Mellinger J, 2013, SURGERY, V154, P829 Morrison J, 2003, BMJ-BRIT MED J, V326, P385, DOI 10.1136/bmj.326.7385.385 Moulton CAE, 2006, ANN SURG, V244, P400, DOI 10.1097/01.sla.0000234808.85789.6a Naughton PA, 2011, J VASC SURG, V53, P858, DOI 10.1016/j.jvs.2010.08.016 Palter VN, 2012, ANN SURG, V256, P25, DOI 10.1097/SLA.0b013e318258f5aa Pentiak PA, 2013, SURGERY, V154, P23, DOI 10.1016/j.surg.2013.04.058 Sachdeva AK, 2008, WORLD J SURG, V32, P196, DOI 10.1007/s00268-007-9306-x Scott DJ, 2008, J GASTROINTEST SURG, V12, P213, DOI 10.1007/s11605-007-0357-y Sedlack RE, 2004, AM J GASTROENTEROL, V99, P33, DOI 10.1046/j.1572-0241.2003.04007.x Seymour NE, 2002, ANN SURG, V236, P458, DOI 10.1097/01.SLA.0000028969.51489.B4 Sonnadara RR, 2012, SURGERY, V151, P803, DOI 10.1016/j.surg.2012.03.017 Spruit EN, 2015, SURG ENDOSC, V29, P2235, DOI 10.1007/s00464-014-3931-x Sroka G, 2010, AM J SURG, V199, P115, DOI 10.1016/j.amjsurg.2009.07.035 Stefanidis D, 2015, ANN SURG, V261, P846, DOI 10.1097/SLA.0000000000000826 Walsh CM, 2009, ACAD MED, V84, pS54, DOI 10.1097/ACM.0b013e3181b38daf Wilcox V, 2014, J SURG EDUC, V71, P282, DOI 10.1016/j.jsurg.2013.10.004 Xeroulis GJ, 2007, SURGERY, V141, P442, DOI 10.1016/j.surg.2006.09.012 Yang CW, 2012, RESUSCITATION, V83, P1055, DOI 10.1016/j.resuscitation.2012.02.027 Zendejas B, 2012, J SURG EDUC, V69, P208, DOI 10.1016/j.jsurg.2011.08.008 Zevin B, 2012, J AM COLL SURGEONS, V215, P580, DOI 10.1016/j.jamcollsurg.2012.05.035 NR 45 TC 5 Z9 5 U1 1 U2 15 PU ELSEVIER SCIENCE INC PI NEW YORK PA STE 800, 230 PARK AVE, NEW YORK, NY 10169 USA SN 1931-7204 EI 1878-7452 J9 J SURG EDUC JI J. Surg. Educ. PD JAN-FEB PY 2016 VL 73 IS 1 BP 51 EP 60 DI 10.1016/j.jsurg.2015.07.009 PG 10 WC Education, Scientific Disciplines; Surgery SC Education & Educational Research; Surgery GA DB2BR UT WOS:000368313800008 PM 26276301 DA 2019-08-01 ER PT J AU Sneck, S Saarnio, R Isola, A Boigu, R AF Sneck, Sami Saarnio, Reetta Isola, Arja Boigu, Risto TI Medication competency of nurses according to theoretical and drug calculation online exams: A descriptive correlational study SO NURSE EDUCATION TODAY LA English DT Article DE Nurses; Medication competence; Nursing knowledge; Drug dosage calculation; Mathematics; E-learning; Medication safety ID NURSING-STUDENTS; CLINICAL COMPETENCE; NATIONAL-SURVEY; ERRORS; EDUCATION; SKILLS; MATHS AB Background: Medication administration is an important task of registered nurses. According to previous studies, nurses lack theoretical knowledge and drug calculation skills and knowledge-based mistakes do occur in clinical practice. Finnish health care organizations started to develop a systematic verification processes for medication competence at the end of the last decade. No studies have yet been made of nurses' theoretical knowledge and drug calculation skills according to these online exams. Objectives: The aim of this study was to describe the medication competence of Finnish nurses according to theoretical and drug calculation exams. Design: A descriptive correlation design was adopted. Participants and settings All nurses who participated in the online exam in three Finnish hospitals between 1.1.2009 and 31.05.2014 were selected to the study (n = 2479). Methods: Quantitative methods like Pearson's chi-squared tests, analysis of variance (ANOVA) with post hoc Tukey tests and Pearson's correlation coefficient were used to test the existence of relationships between dependent and independent variables. Results: The majority of nurses mastered the theoretical knowledge needed in medication administration, but 5% of the nurses struggled with passing the drug calculation exam. Theoretical knowledge and drug calculation skills were better in acute care units than in the other units and younger nurses achieved better results in both exams than their older colleagues. Conclusion: The differences found in this study were statistically significant, but not high. Nevertheless, even the tiniest deficiency in theoretical knowledge and drug calculation skills should be focused on. It is important to identify the nurses who struggle in the exams and to plan targeted educational interventions for supporting them. The next step is to study if verification of medication competence has an effect on patient safety. (C) 2015 Elsevier Ltd. All rights reserved. C1 [Sneck, Sami; Isola, Arja] Univ Oulu, Unit Nursing Sci & Hlth Management, Oulu, Finland. [Sneck, Sami] Oulu Univ Hosp, Adm Ctr, Oulu, Finland. [Saarnio, Reetta] Metropolia Univ Appl Sci, Helsinki, Finland. [Boigu, Risto] Univ Oulu, Med Informat & Stat Res Grp, Oulu, Finland. RP Sneck, S (reprint author), Rautionkatu 26 A 33, Oulu 90400, Finland. 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Today PD JAN PY 2016 VL 36 BP 195 EP 201 DI 10.1016/j.nedt.2015.10.006 PG 7 WC Education, Scientific Disciplines; Nursing SC Education & Educational Research; Nursing GA CZ5BL UT WOS:000367117000033 PM 26521035 DA 2019-08-01 ER PT S AU Wardono Waluya, SB Mariani, S Candra, DS AF Wardono Waluya, S. B. Mariani, Scolastika Candra, S. D. BE Suryawan, HP TI Mathematics Literacy on Problem Based Learning with Indonesian Realistic Mathematics Education Approach Assisted E-Learning Edmodo SO 2015 INTERNATIONAL CONFERENCE ON MATHEMATICS, ITS APPLICATIONS, AND MATHEMATICS EDUCATION (ICMAME 2015) SE Journal of Physics Conference Series LA English DT Proceedings Paper CT International Conference on Mathematics, its Applications, and Mathematics Education (ICMAME) CY SEP 14-15, 2015 CL Sanata Dharma Univ, Yogyakarta, INDONESIA HO Sanata Dharma Univ AB This study aims to find out that there are differences in mathematical literacy ability in content Change and Relationship class VII Junior High School 19, Semarang by Problem Based Learning (PBL) model with an Indonesian Realistic Mathematics Education (called Pendidikan Matematika Realistik Indonesia or PMRI in Indonesia) approach assisted E-learning Edmodo, PBL with a PMRI approach, and expository; to know whether the group of students with learning PBL models with PMRI approach and assisted E-learning Edmodo can improve mathematics literacy; to know that the quality of learning PBL models with a PMRI approach assisted E-learning Edmodo has a good category; to describe the difficulties of students in working the problems of mathematical literacy ability oriented PISA. This research is a mixed methods study. The population was seventh grade students of Junior High School 19, Semarang Indonesia. Sample selection is done by random sampling so that the selected experimental class 1, class 2 and the control experiment. Data collected by the methods of documentation, tests and interviews. From the results of this study showed average mathematics literacy ability of students in the group PBL models with a PMRI approach assisted E-learning Edmodo better than average mathematics literacy ability of students in the group PBL models with a PMRI approach and better than average mathematics literacy ability of students in the expository models; Mathematics literacy ability in the class using the PBL model with a PMRI approach assisted E-learning Edmodo have increased and the improvement of mathematics literacy ability is higher than the improvement of mathematics literacy ability of class that uses the model of PBL learning with PMRI approach and is higher than the improvement of mathematics literacy ability of class that uses the expository models; The quality of learning using PBL models with a PMRI approach assisted E-learning Edmodo have very good category. C1 [Wardono; Waluya, S. B.; Mariani, Scolastika; Candra, S. D.] Semarang State Univ, Semarang, Indonesia. RP Wardono (reprint author), Semarang State Univ, Semarang, Indonesia. EM wardono.unnes@gmail.com OI Waluya, Stevanus Budi/0000-0002-8834-1138 CR Adeneye, 2012, INT J SSRG Ahmad W. K., 2014, SRIW U LEARN ED INT Arends R I, 2008, LEARNING TEACH BELAJ Barnes H, 2008, PYTHAGORAS J Brown B, 2015, PYTHAGORAS, V36, DOI 10.4102/pythagoras.v36i1.273 Chandra S. B., 2014, UNNES J MATH ED Cooney T.J., 1975, DINAMICS TEACHING SE de Lange J., 1996, INT HDB MATH ED, P49 DE LANGE J., 1995, REFORM SCH MATH AUTH, P87 Depdiknas, 2011, INSTR PEN HAS BEL MA Edo S. I., 2013, JIMS J Geist M R, 2011, J MATH ED TEACHERS C, V2 George J., 2008, FLORIDA ASS TEACHER, V1 Johar R., 2012, JURNAL PELUANG Kemendikbud, 2011, SURV INT PISA Makonye Judah P., 2014, KREPUBLISHERS J Mariani Scolastika, 2014, INT J ED RES, V2 Marpaung Y., 2011, PMRI DAN PISA SUATU Nalole M, 2008, INOVASI, V5 OECD, 2010, DRAFT PISA 2012 ASS Pange J., 2014, P ICICTE 2014 Patahuddin S. M, 2012, INT S MATH ED INN, P1 Risma D. A., 2013, INT ED STUDIES IES J, V6, DOI [10.5539/ies.v6n9pl, DOI 10.5539/IES.V6N9PL] Stacey Kaye, 2010, J MATH ED INDOMS JME, V2 Sugiyono, 2013, METODE PENELITIAN KU Waluya S. B., 2014, INT J EDUC RES, V2, P331 Wardono, 2015, INT J ED RES, V3 Zulkarnain F., 2013, ASIAN SOCIAL SCI, V9 NR 28 TC 9 Z9 9 U1 0 U2 0 PU IOP PUBLISHING LTD PI BRISTOL PA DIRAC HOUSE, TEMPLE BACK, BRISTOL BS1 6BE, ENGLAND SN 1742-6588 EI 1742-6596 J9 J PHYS CONF SER PY 2016 VL 693 AR UNSP 012014 DI 10.1088/1742-6596/693/1/012014 PG 10 WC Education, Scientific Disciplines; Mathematics, Applied SC Education & Educational Research; Mathematics GA BL8GK UT WOS:000456327300014 OA Other Gold DA 2019-08-01 ER PT B AU Maia, A Lopes, JB Martins, P Pessoa, T AF Maia, Ana Lopes, J. B. Martins, Paulo Pessoa, Teresa GP IEEE TI Reconceptualizing planning: conceiving new ways of planning educational processes with authoring tools SO 2016 2ND INTERNATIONAL CONFERENCE OF THE PORTUGUESE SOCIETY FOR ENGINEERING EDUCATION (CISPEE) LA English DT Proceedings Paper CT 2nd International Conference of the Portuguese-Society-for-Engineering-Education (CISPEE) CY OCT 20-21, 2013 CL UTAD, Vila Real, PORTUGAL SP Portuguese Soc Engn Educ, IEEE HO UTAD DE IMS-LD; educational planning; authoring tools; e-learning; engineering education ID VISUAL LANGUAGE AB Planning in education is a process that can determine the success of learning. This has major impact in engineering education, where students have to develop complex competences in order to make decisions that can influence the world and humankind. Teachers are reluctant regarding the effective practice of planning educational processes, identifying the lack of time and appropriate pedagogical training as main causes for the problem. Our aim is contribute to solve this problem. This paper presents the exploration of the capabilities of conceptualization of planning by the IMS-LD educational modelling language, through CADMOS authoring tool. To do so we used a learning object of a discipline of a Computer Engineering higher education course. Several specifications were made in CADMOS, based on different learning strategies common used in engineering education. The results show that IMS-LD and CADMOS can help and simplify the planning process for teachers, allowing them to implement changes, reuse and share planning products. Limitations were identified, but they do not preclude the use of the tool for planning. C1 [Maia, Ana; Lopes, J. B.] Univ Tras Os Montes & Alto Douro, CIDTFF Res Ctr Didat & Technol Teacher Educ, Vila Real, Portugal. [Martins, Paulo] Univ Tras Os Montes & Alto Douro, INESC TEC, Vila Real, Portugal. [Pessoa, Teresa] Univ Coimbra, Fac Psicol Ciencias Educ, Coimbra, Portugal. RP Maia, A (reprint author), Univ Tras Os Montes & Alto Douro, CIDTFF Res Ctr Didat & Technol Teacher Educ, Vila Real, Portugal. EM margaridam@utad.pt; blopes@utad.pt; pmartins@utad.pt; tpessoa@fpce.uc.pt RI Martins, Paulo/L-5119-2014 OI Martins, Paulo/0000-0002-3040-9080 CR Beetham H., 2013, RETHINKING PEDAGOGY, P1 Botturi L., 2006, P 6 IEEE INT C ADV L, P1216 Botturi L, 2006, ETR&D-EDUC TECH RES, V54, P265, DOI 10.1007/s11423-006-8807-x Brunhaver S. 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Neri, 2010, REV IBEROAMERICANA I, V12, P15 Derntl M., 2012, 2012 IEEE 12th International Conference on Advanced Learning Technologies (ICALT), P383, DOI 10.1109/ICALT.2012.40 DODERO JM, 2005, S PLUR DIS EV DESCR Dominguez C, 2014, INT J ENG PEDAGOG, V4, P34, DOI 10.3991/ijep.v4i5.3537 Harden RM, 2000, MED TEACH, V22, P334 Hermans H., 2004, INTEGRATED E LEARNIN, P80 Hernandez-Leo D, 2006, EDUC TECHNOL SOC, V9, P58 Heyer S., 2007, LECT NOTES COMPUTER *IMS GLOB LEARN CO, 2003, IMS LEARN DES BEST P Katsamani M., 2011, P IADIS MULT COMP SC, P305 Katsamani M, 2013, RES LEARN TECHNOL, V21, DOI 10.3402/rlt.v21i0.18051 Laurillard D., 2012, TEACHING DESIGN SCI Lerro F., 2012, P 9 INT C REM ENG VI, P1 Maia A, 2015, INTED PROC, P5149 Martinez-Ortiz I, 2008, LECT NOTES COMPUT SC, V5145, P486, DOI 10.1007/978-3-540-85033-5_48 Martinez-Ortiz I, 2009, 2009 FOURTH INTERNATIONAL CONFERENCE ON INTERNET AND WEB APPLICATIONS AND SERVICES, P561, DOI 10.1109/ICIW.2009.91 Miaomiao Zeng, 2011, 2011 International Conference on Multimedia Technology, P5900 Milligan C. D., 2005, J INTERACTIVE MEDIA, V7 Nahl D., 2012, P SLACTIONS 2012 INT, V2012, P41 Paquette G., 2010, TECHNOLOGY INSTRUCTI, V7, P263 Pinheiro A, 2014, ENTERTAIN COMPUT, V5, P347, DOI 10.1016/j.entcom.2014.06.002 Prytula M. P., 2010, CURRENT ISSUES ED, V14 Retbi A., 2012, INT J COMPUTER SCI I, V9, P382 Shumway JM, 2001, MED TEACH, V23, P229, DOI 10.1080/01421590120042973 Teixeira Isabel C., 2013, P 2013 1 INT C PORT Torres J., 2010, ADV LEARNING PROCESS, P17, DOI [10.5772/8236, DOI 10.5772/8236] Torres J., 2006, 2006 ADV LEARN TECHN, P415 NR 39 TC 0 Z9 0 U1 0 U2 0 PU IEEE PI NEW YORK PA 345 E 47TH ST, NEW YORK, NY 10017 USA BN 978-1-5090-3912-8 PY 2016 PG 8 WC Education, Scientific Disciplines; Engineering, Multidisciplinary SC Education & Educational Research; Engineering GA BG6NS UT WOS:000390669500005 DA 2019-08-01 ER PT S AU Huertas, MA AF Huertas, M. Antonia BE Chova, LG Martinez, AL Torres, IC TI AN E-ASSESSMENT ANALYTICS FRAMEWORK FOR STEM IN HIGHER EDUCATION SO EDULEARN16: 8TH INTERNATIONAL CONFERENCE ON EDUCATION AND NEW LEARNING TECHNOLOGIES SE EDULEARN Proceedings LA English DT Proceedings Paper CT 8th International Conference on Education and New Learning Technologies (EDULEARN) CY JUL 04-06, 2016 CL Barcelona, SPAIN DE E-assessment; learning analytics; higher education; STEM AB E-assessment is the ICT driven evaluation process in e-learning. The main reasons for the use of eassessment for higher education online are: the increase in student retention, improving the quality of feedback, flexibility for distance learning objectivity in qualifying and the most efficient use of virtual learning environments. While the disadvantages are: problems of plagiarism, accessibility, reliability and validity of the assessment and identification of students. There are also barriers associated with software use, interoperability, integration with existing systems, scalability, security and accessibility. Learning analytics can be defined as the measurement, collection, analysis, and reporting of data about learners and their contexts, for purposes of understanding and optimizing learning and the environments in which it occurs. The availability of data on the interactions of online students is an opportunity to improve learning processes in formal education. Data produced by the student provides valuable information about the reality of the learning process and suggests opportunities for improvement to educators. Among others, we can identify students at risk, assist students in achieving goals, and provide students with knowledge about their own learning habits and with recommendations for improvement. Key elements of an e-assessment system are formative assessment model, continuous interaction and personalized feedback. Since the interaction is a key element, the capture and analysis of the interaction also becomes a fundamental element. The information obtained from the data analysis will allow knowing the student patrons during the course and checking if they correlate to the achievement of skills, the solving activities, the feedback received, and the obtained grades. For this, focusing on assessment, feedback will be analysed based on interactivity, engagement and personalization of feedback and activities. Under this, a simulator can be developed which can be able to provide automatic feedback to students based on their level of interactivity, which is personalized for each student. Also, the activities to be provided to students will be personalized based on their level of ability. As a result of this, a framework for assessment analytics can be developed. This research focuses on the e-assessment analytics for STEM, i.e. the application of learning analytics techniques to improve e-assessment in the field of STEM subjects. The study will be based on the tool ALURA, an e-assessment system for Logic courses at the Computer Science Department of the Open University of Catalonia, but it will look for generalizable results in the field of STEM subjects. Thus, this real case research focuses on the analysis of student activity in relation to the process of e-assessment in the Logic course. The overall objective is to propose a general framework for e-assessment analytics in the context of STEM courses in Higher Education. C1 [Huertas, M. Antonia] Univ Oberta Catalunya, Barcelona, Spain. RP Huertas, MA (reprint author), Univ Oberta Catalunya, Barcelona, Spain. FU eLearn Center of the UOC; Spanish Ministry of Economy and Competitiveness [FFI2013-47126-P] FX This work has been possible by the support of the eLearn Center of the UOC and the funding for the project of the Spanish Ministry of Economy and Competitiveness with reference FFI2013-47126-P. CR Crisp G., 2007, E ASSESSMENT HDB de Bruyn E, 2011, 2011 14TH INTERNATIONAL CONFERENCE ON INTERACTIVE COLLABORATIVE LEARNING (ICL), P444, DOI 10.1109/ICL.2011.6059623 Ferguson R, 2012, INT J TECHNOL ENHANC, V4, P304, DOI 10.1504/IJTEL.2012.051816 Hettiarachchi E., 2015, INT J ENG EDUC, V31, P1 Huertas M. A., 2011, LECT NOTES ARTIF INT, V6680, P123 JISC, 2007, EFF PRACT E ASS OV T Koedinger K. R., 2010, HDB ED DATA MINING, V43 Kruse A., 2012, STUDENT CENTERED LEA Majchrzak T. A., 2011, P INF SYST DEV C ISD Romero C, 2007, EXPERT SYST APPL, V33, P135, DOI 10.1016/j.eswa.2006.04.005 Sitthiworachart J., 2008, P WORLD C E LEARN CO, P2293 Tempelaar DT, 2015, COMPUT HUM BEHAV, V47, P157, DOI 10.1016/j.chb.2014.05.038 NR 12 TC 0 Z9 0 U1 1 U2 7 PU IATED-INT ASSOC TECHNOLOGY EDUCATION A& DEVELOPMENT PI VALENICA PA LAURI VOLPI 6, VALENICA, BURJASSOT 46100, SPAIN SN 2340-1117 BN 978-84-608-8860-4 J9 EDULEARN PROC PY 2016 BP 1592 EP 1600 PG 9 WC Education & Educational Research; Education, Scientific Disciplines SC Education & Educational Research GA BH7TE UT WOS:000402955901095 DA 2019-08-01 ER PT J AU Koroleva, D AF Koroleva, D. TI Always Online: Mobile Technology and Social Media Usage by Modern Teenagers at Home and at School SO VOPROSY OBRAZOVANIYA-EDUCATIONAL STUDIES MOSCOW LA English DT Article DE school; innovation in education; social media; teenagers; e-learning; informatization of education; ICT; digital technologies ID EDUCATION AB Students of Moscow schools and other educational institutions between the ages of 16 and 18 years old were surveyed to assess how Russian schools use modern methods of e-learning, mobile technologies, and social media in the learning process. The sample covered 3,194 respondents. The study describes three waves of Russian school informatization and the challenges the system has been facing over the last five years: the extensive use of mobile phones and PDAs with high-speed access to the Internet by students and the active use of social media services for communication, search, and the storage of information. The article demonstrates the obvious progress of the schooling system: present-day teachers communicate with their students via email and social networks and occasionally give homework assignments to be done online or using Internet services. Yet, the school remains an extremely conservative institution. The education system is insensitive to the rapid development of technologies, and the process of modernization is essentially inhibited by sticking to conventional teaching practices and ignoring innovative ones. C1 [Koroleva, D.] Natl Res Univ, Higher Sch Econ, Inst Educ, Ctr Leadership Educ, Moscow, Russia. RP Koroleva, D (reprint author), 20 Myasnitskaya Str, Moscow 101000, Russia. EM dkoroleva@hse.ru RI Koroleva, Diana/B-5071-2016 CR Asmolov A., 2010, ROSSIYSKAYA SHKOLA N Boldov O., 2002, PROBLEMY PROGNOZIROV, P122 boyd d., 2014, ITS COMPLICATED SOCI Bullet TM, 2012, EDUC RES POLICY PRAC, V11, P225, DOI 10.1007/s10671-011-9123-8 Estes M., 2014, INT HETL REV, V4 EU Kids Online, 2009, EU KIDS ONLINE European Commission, 2013, SURV SCH ICT ED BENC Feshchenko A., 2011, OPEN DISTANCE ED, P44 Froumin I., 2005, MAT MEZHB AR NAUCH K Hwang D. J., 2010, E LEARNING REPUBLIC Hwang GJ, 2011, COMPUT EDUC, V56, P1023, DOI 10.1016/j.compedu.2010.12.002 Klimenko O., 2012, MAT MEZHD NAUCH K, P405 Koroleva DO, 2015, Psikhol Nauk Obrazov, V20, P28, DOI 10.17759/pse.2015200104 Moscow Department of Education, 2016, VNEDRENIE EKSPLUATAT Newhouse P., 2015, J DIGITAL LEARNING T, V31, P64 OECD, 2009, PISA 2009 RESULITS S, VVI OECD, 2014, MEAS INN ED OECD, 2012, ED TOD 2013 Pew Internet Research Center, 2015, TEENS SOCIAL MEDIA T Rau PLP, 2008, COMPUT EDUC, V50, P1, DOI 10.1016/j.compedu.2006.03.008 Stockwell BR, 2015, CELL, V162, P933, DOI 10.1016/j.cell.2015.08.009 Tsvetkova M., 2010, SOVREMENNYE NAUKOEMK, P82 Tsymbalenko S., 2013, VLIYANIE INTERNETA R UNESCO, 2015, E LEARNING UNESCO, 2013, POLICY GUID MOB LEAR US Department of Education, 2010, TRANSF AM ED LEARN P NR 26 TC 1 Z9 1 U1 1 U2 21 PU NATL RES UNIV HIGHER SCH ECONOMICS PI MOSCOW PA MYASNITSKAYA 20, MOSCOW, 101000, RUSSIA SN 1814-9545 J9 VOPR OBRAZOVANIYA-ED JI Vopr. Obrazovaniya-Educ. Stud. Mosc. PY 2016 IS 1 BP 205 EP 219 DI 10.17323/1814-9545-2016-1-205-224 PG 15 WC Education, Scientific Disciplines SC Education & Educational Research GA DP1NS UT WOS:000378257300012 OA Bronze DA 2019-08-01 ER PT J AU Kitching, F Winbolt, M MacPhail, A Ibrahim, JE AF Kitching, Fiona Winbolt, Margaret MacPhail, Aleece Ibrahim, Joseph E. TI Web-based social media for professional medical education: Perspectives of senior stakeholders in the nursing home sector SO NURSE EDUCATION TODAY LA English DT Article DE Nursing home; Medical staff/education; Nursing staff/education; Social media ID HEALTH-CARE; QUALITATIVE RESEARCH; SUBSCRIBER SURVEY; CORONER; IMPACT; ABC AB Objective: Participatory web-based platforms, including social media, have been recognised as valuable learning tools in healthcare education for over a decade. Use of these platforms is now widespread in tertiary education. It is less widely accepted as a tool for continuing professional education and development at the industry level. This study explores perspectives of senior stakeholders in the nursing home sector to explore perceived benefits, barriers and risks for use in professional education. Methods: Qualitative data were collected through semi-structured interviews of 'high level' clinical and executive staff from a cross section of nursing home stakeholder organisations. Established printed educational material (PEM) was used as a case study for adaptation to web-based social applications. Questions were designed to gather information about the interviewee's views on the potential to apply PEM to programs such as blogs, Twitter and YouTube to deliver education and aid communication in the sector. Results: Twelve participants from eleven stakeholder organisations took part in the study. Most participants were cautious about the use of social media programs in continuing professional education. Participants described the benefits (contemporary information, delivered rapidly, varying formats) and barriers (credibility of information, potential misinterpretation, sector demographics, time constraints) to uptake of these programs. The majority of participants preferred formal e-learning programs to web-based social media applications. Conclusions: Reservations expressed about the use of social media, such as accuracy, legal and privacy risks to the organisation reflected those previously expressed by the broader medical community. (C) 2015 Elsevier Ltd. All rights reserved. C1 [Kitching, Fiona; Ibrahim, Joseph E.] Monash Univ, Dept Forens Med, Melbourne, Vic 3006, Australia. [Winbolt, Margaret] La Trobe Univ, Australian Ctr Evidence Based Aged Care, Melbourne, Vic, Australia. [MacPhail, Aleece] Ballarat Hlth Serv, Sub Acute Med Serv, Ballarat, Vic, Australia. RP Kitching, F (reprint author), Monash Univ, Dept Forens Med, 65 Kavanagh St, Melbourne, Vic 3006, Australia. OI Ibrahim, Joseph/0000-0003-2828-9160 FU State of Victoria through the Ageing & Aged Care Branch, Department of Health and Human Services (Victoria) FX This research project was funded by the State of Victoria through the Ageing & Aged Care Branch, Department of Health and Human Services (Victoria), The views and conclusions are those of the authors and do not necessarily represent the views of the Department of Health or Monash University. 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Today PD DEC PY 2015 VL 35 IS 12 BP 1192 EP 1198 DI 10.1016/j.nedt.2015.05.013 PG 7 WC Education, Scientific Disciplines; Nursing SC Education & Educational Research; Nursing GA CX0FQ UT WOS:000365372700011 PM 26072372 DA 2019-08-01 ER PT J AU Williams, J O'Connor, M Windle, R Wharrad, HJ AF Williams, Julia O'Connor, Morna Windle, Richard Wharrad, Heather J. TI Using reusable learning objects (rlos) in injection skills teaching: Evaluations from multiple user types SO NURSE EDUCATION TODAY LA English DT Article DE E-learning; Injection; Reusable learning objects; RLOs; Nursing skills; Clinical skills; Nurse education; Computer assisted learning ID EDUCATION AB Background: Clinical skills are a critical component of pre-registration nurse education in the United Kingdom, yet there is widespread concern about the clinical skills displayed by newly-qualified nurses. Novel means of supporting clinical skills education are required to address this. Methods: A package of Reusable Learning Objects (RLOs) was developed to supplement pre-registration teaching on the clinical skill of administering injection medication. RLOs are electronic resources addressing a single learning objective whose interactivity facilitates learning. This article evaluates a package of five injection RLOs across three studies: (1) questionnaires administered to pre-registration nursing students at University of Nottingham (UoN) (n = 46) evaluating the RLO package as a whole; (2) individual RLOs evaluated in online questionnaires by educators and students from UoN; from other national and international institutions; and healthcare professionals (n = 265); (3) qualitative evaluation of the RLO package by UoN injection skills tutors (n = 6). Results: Data from all studies were assessed for (1) access to, (2) usefulness, (3) impact and (4) integration of the RLOs. Study one found that pre-registration nursing students rate the RLO package highly across all categories, particularly underscoring the value of their self-test elements. Study two found high ratings in online assessments of individual RLOs by multiple users. The global reach is particularly encouraging here. Tutors reported insufficient levels of student-RLO access, which might be explained by the timing of their student exposure. Tutors integrate RLOs into teaching and agree on their use as teaching supplements, not substitutes for face-to-face education. Conclusion: This evaluation encompasses the first years postpackage release. Encouraging data on evaluative categories in this early review suggest that future evaluations are warranted to track progress as the package is adopted and evaluated more widely. (C) 2015 Elsevier Ltd. All rights reserved. C1 [Williams, Julia; O'Connor, Morna; Windle, Richard; Wharrad, Heather J.] Univ Nottingham, Queens Med Ctr, Sch Hlth Sci, Hlth E Learning Media, Nottingham NG7 2HA, England. RP Wharrad, HJ (reprint author), Univ Nottingham, Queens Med Ctr, Sch Hlth Sci, Hlth E Learning Media, B53, Nottingham NG7 2HA, England. EM jwilliams.nottingham@gmail.com; morna.o_connor@nottingham.ac.uk; richard.windle@nottingham.ac.uk; heather.wharrad@nottingham.ac.uk RI Wharrad, Heather/F-1788-2011 OI Wharrad, Heather/0000-0001-6030-5648 FU Higher Education Funding Council as part of the CETL initiative FX This work was funded by the Higher Education Funding Council as part of the CETL initiative. 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B., 2011, CURRICULUM DEV EVALU Kelly M, 2009, NURS EDUC TODAY, V29, P292, DOI 10.1016/j.nedt.2008.09.004 Lambert V, 2005, J CLIN NURS, V14, P664, DOI 10.1111/j.1365-2702.2005.01136.x Lu DF, 2009, J NURS EDUC, V48, P70, DOI 10.3928/01484834-20090201-10 Lymn JS, 2008, BMC NURS, V7, DOI 10.1186/1472-6955-7-2 Mangold K, 2007, NURS EDUC, V32, P21, DOI 10.1097/00006223-200701000-00007 Nickless Lesley J, 2011, Nurse Educ Pract, V11, P199, DOI 10.1016/j.nepr.2010.09.001 Ruiz JG, 2006, MED TEACH, V28, P599, DOI 10.1080/01421590601039893 Thiele JE, 2003, J NURS EDUC, V42, P364 Tsai SL, 2008, ADV HEALTH SCI EDUC, V13, P71, DOI 10.1007/s10459-006-9025-3 Tsai SL, 2004, INT J NURS STUD, V41, P191, DOI 10.1016/S0020-7489(03)00130-5 United Kingdom Central Council for Nursing Midwifery and Health Visiting, 1999, FITN FOR PRACT Wharrad H J, 2001, Nurse Educ Today, V21, P579, DOI 10.1054/nedt.2001.0602 Wharrad H.J., 2008, WORLD C ED MULT HYP, V2008, P4921 Windle R., 2010, INTERPROFESSIONAL EL NR 30 TC 1 Z9 2 U1 0 U2 7 PU CHURCHILL LIVINGSTONE PI EDINBURGH PA JOURNAL PRODUCTION DEPT, ROBERT STEVENSON HOUSE, 1-3 BAXTERS PLACE, LEITH WALK, EDINBURGH EH1 3AF, MIDLOTHIAN, SCOTLAND SN 0260-6917 EI 1532-2793 J9 NURS EDUC TODAY JI Nurse Educ. Today PD DEC PY 2015 VL 35 IS 12 BP 1275 EP 1282 DI 10.1016/j.nedt.2015.06.001 PG 8 WC Education, Scientific Disciplines; Nursing SC Education & Educational Research; Nursing GA CX0FQ UT WOS:000365372700023 PM 26163140 DA 2019-08-01 ER PT J AU Naser-ud-Din, S AF Naser-ud-Din, S. TI Introducing Scenario Based Learning interactive to postgraduates in UQ Orthodontic Program SO EUROPEAN JOURNAL OF DENTAL EDUCATION LA English DT Article DE Scenario Based Learning interactive; blended learning; e-modules; Orthodontics; embedded videos ID DENTAL EDUCATION; ONLINE; DENTISTRY AB IntroductionE-learning has gained momentum in health sciences and seems to have great potential in specialist dental education. Higher acceptability by learners is particularly associated with the surge of smart devices. Currently, there are limited number of e-learning modules available for dental education, particularly in Orthodontics. Material and methodsScenario Based Learning interactive (SBLi (R)) software was used for the first time in Orthodontics Postgraduate training at the University of Queensland. Nine interactive modules were created embedded with clinical procedure videos, web-links, evidence-based literature, along with opportunity for self-assessment and evaluation. Qualitative data were collected before and after the administration of the SBLi (R) for Orthodontics. The purpose of this data was to investigate learning styles and the acceptance of e-modules as part of postgraduate training. ResultsAdvantages of the package included high acceptance rate, greater confidence in the application of clinical skills covered in the modules and reduced contact time particularly with limited academic staff. E-modules demonstrated high compatibility with the learning styles of the participants and were considered engaging. ConclusionsIt seems apparent that e-learning is most effective in a blended learning environment, supplemented with the traditional classroom approach, rather than as a sole mechanism for postgraduate training. C1 [Naser-ud-Din, S.] Univ Queensland, Sch Dent, Discipline Lead Orthodont, Brisbane, Qld 4000, Australia. RP Naser-ud-Din, S (reprint author), Univ Queensland, Sch Dent, 200 Turbot St, Brisbane, Qld 4000, Australia. EM shazia.naseruddin@gmail.com RI Naser-ud-Din, Shazia/E-7012-2016 FU UQNSRSF, University of Queensland [2010000763] FX None to report. The project was funded by the UQNSRSF - 2010000763 (NASER-UD-DIN Shazia) as part of the University of Queensland New Staff research start fund. The cost of the project exceeded and was supplemented by the authors consultation fee fund. CR Al-Jewair TS, 2009, J DENT EDUC, V73, P730 Al-Riyami S, 2010, BRIT DENT J, V209, P571, DOI 10.1038/sj.bdj.2010.1085 [Anonymous], 2011, EUR J DENT EDUC, V15, P110, DOI 10.1111/j.1600-0579.2010.00651.x Broudo Marc, 2002, Acad Med, V77, P926, DOI 10.1097/00001888-200209000-00028 Browne L, 2004, BRIT DENT J, V197, P95, DOI 10.1038/sj.bdj.4811484 Carbonaro M, 2008, MED TEACH, V30, P25, DOI 10.1080/01421590701753450 Chadwick SM, 2009, J ORTHOD, V36, P143, DOI 10.1179/14653120723157 Chen ML, 2011, J MED SYST, V35, P1595, DOI 10.1007/s10916-010-9435-x Clark GT, 2011, J PROSTHODONT RES, V55, P61, DOI 10.1016/j.jpor.2011.01.004 Davenport ES, 2003, BRIT DENT J, V195, P101, DOI 10.1038/sj.bdj.4810338 Demirjian A, 1995, N Y State Dent J, V61, P58 Demirjian A, 1995, Medinfo, V8 Pt 2, P1705 Gardner K, 2012, EUR J DENT EDUC, V16, P208, DOI 10.1111/j.1600-0579.2012.00743.x Guild R E, 1977, J Dent Educ, V41, P239 Haden N Karl, 2006, J Dent Educ, V70, P1265 Hendricson William, 2006, J Dent Educ, V70, P480 Hendricson William D, 2006, J Dent Educ, V70, P925 Henzi David, 2005, J Dent Educ, V69, P1137 Henzi David, 2006, J Dent Educ, V70, P361 Ireland AJ, 2005, J ORTHOD, V32, P214, DOI 10.1179/146531205225021141 Kavadella A, 2012, EUR J DENT EDUC, V16, pE88, DOI 10.1111/j.1600-0579.2011.00680.x Kolb A, 2005, KOLB LEARNING STYLE Linjawi AI, 2012, EUR J DENT EDUC, V16, pE3, DOI 10.1111/j.1600-0579.2010.00662.x Montero-Marin J, 2014, PLOS ONE, V9, DOI 10.1371/journal.pone.0099765 Nikzad S, 2012, J DENT EDUC, V76, P354 Oakley M, 2012, J DENT EDUC, V76, P279 Pimenidis MZ, 2009, NEUROBIOLOGY OF ORTHODONTICS: TREATMENT OF MALOCCLUSION THROUGH NEUROPLASTICITY, P1, DOI 10.1007/978-3-642-00396-7 Roach VA, 2012, ANAT SCI EDUC, V5, P138, DOI 10.1002/ase.1262 Salajan FD, 2009, COMPUT EDUC, V53, P632, DOI 10.1016/j.compedu.2009.04.006 Schultze-Mosgau S, 2004, Int J Comput Dent, V7, P253 Schultze-Mosgau S, 2004, MED EDUC, V38, P1184, DOI 10.1111/j.1365-2929.2004.01988.x Schultze-Mosgau S, 2004, MED TEACH, V26, P336, DOI 10.1080/01421590410001679028 Shah R, 2009, EUR J DENT EDUC, V13, P223, DOI 10.1111/j.1600-0579.2009.00579.x Stephens CD., 1986, COMPUT EDUC, V10, P3 NR 34 TC 1 Z9 1 U1 0 U2 0 PU WILEY PI HOBOKEN PA 111 RIVER ST, HOBOKEN 07030-5774, NJ USA SN 1396-5883 EI 1600-0579 J9 EUR J DENT EDUC JI Eur. J. Dent. Educ. PD AUG PY 2015 VL 19 IS 3 BP 169 EP 176 DI 10.1111/eje.12118 PG 8 WC Dentistry, Oral Surgery & Medicine; Education, Scientific Disciplines SC Dentistry, Oral Surgery & Medicine; Education & Educational Research GA CN2HW UT WOS:000358242600006 PM 25212808 DA 2019-08-01 ER PT J AU Kwant, KJ Custers, EJFM Jongen-Hermus, FJ Kluijtmans, M AF Kwant, Kelly J. Custers, Eugene J. F. M. Jongen-Hermus, Femke J. Kluijtmans, Manon TI Preparation by mandatory E-modules improves learning of practical skills: a quasi-experimental comparison of skill examination results SO BMC MEDICAL EDUCATION LA English DT Article DE E-learning; Blended learning; Skills education; Undergraduate education ID IMPACT; METAANALYSIS AB Background: Until recently, students at UMC Utrecht Faculty of Medicine prepared for practical skills training sessions by studying recommended literature and making written assignments, which was considered unsatisfactory. Therefore, mandatory e-modules were gradually introduced as substitute for the text based preparation. This study aimed to investigate whether this innovation improved students' performance on the practical skills (OSCE) examination. Method: In both the 2012 and 2013 OSCEs, e-modules were available for some skill stations whereas others still had text based preparation. We compared students' performance, both within and between cohorts, for skill stations which had e-module preparation versus skill stations with text based preparation. Results: We found that performance on skill stations for which students had prepared by e-modules was significantly higher than on stations with text based preparation, both within and between cohorts. This improvement cannot be explained by overall differences between the two cohorts. Conclusion: Our results show that results of skills training can be improved, by the introduction of e-modules without increasing teacher time. Further research is needed to answer the question whether the improved performance is due to the content of the e-modules of to their obligatory character. C1 [Kwant, Kelly J.; Jongen-Hermus, Femke J.; Kluijtmans, Manon] Univ Med Ctr Utrecht, Dept Clin Skills Training, NL-3508 GA Utrecht, Netherlands. [Custers, Eugene J. F. M.] Univ Med Ctr Utrecht, Ctr Res & Dev Educ, NL-3508 GA Utrecht, Netherlands. RP Kwant, KJ (reprint author), Univ Med Ctr Utrecht, Dept Clin Skills Training, HB Bldg 3-06,POB 85500, NL-3508 GA Utrecht, Netherlands. EM k.j.kwant-2@umcutrecht.nl OI Kluijtmans, Manon/0000-0001-6601-7639 CR [Anonymous], 2011, EUR J DENT EDUC, V15, P110, DOI 10.1111/j.1600-0579.2010.00651.x Arroyo-Morales M, 2012, MANUAL THER, V17, P474, DOI 10.1016/j.math.2012.04.002 Bloomfield JG, 2013, NURS EDUC TODAY, V33, P1605, DOI 10.1016/j.nedt.2013.01.024 Chumley-Jones HS, 2002, ACAD MED, V77, pS86, DOI 10.1097/00001888-200210001-00028 Cook DA, 2008, JAMA-J AM MED ASSOC, V300, P1181, DOI 10.1001/jama.300.10.1181 Duvivier RJ, 2012, ADV HEALTH SCI EDUC, V17, P339, DOI 10.1007/s10459-011-9312-5 Lahti M, 2014, INT J NURS STUD, V51, P136, DOI 10.1016/j.ijnurstu.2012.12.017 Norman G, 2010, ADV HEALTH SCI EDUC, V15, P625, DOI 10.1007/s10459-010-9222-y Orientale E, 2008, FAM MED, V40, P471 Rudland J, 2008, MED TEACH, V30, P206, DOI 10.1080/01421590701851312 Ruiz JG, 2006, ACAD MED, V81, P207, DOI 10.1097/00001888-200603000-00002 van de Ven A, ANN M DUTCH SOC MED NR 12 TC 2 Z9 2 U1 0 U2 16 PU BMC PI LONDON PA CAMPUS, 4 CRINAN ST, LONDON N1 9XW, ENGLAND SN 1472-6920 J9 BMC MED EDUC JI BMC Med. Educ. PD JUN 10 PY 2015 VL 15 AR 102 DI 10.1186/s12909-015-0376-4 PG 8 WC Education & Educational Research; Education, Scientific Disciplines SC Education & Educational Research GA CK7MA UT WOS:000356415300001 PM 26058347 OA DOAJ Gold, Green Published DA 2019-08-01 ER PT J AU Skinner, J Hardie, L Beasant, B Baker, A Ker, J O'Neill, A Morse, J AF Skinner, J. Hardie, L. Beasant, B. Baker, A. Ker, J. O'Neill, A. Morse, J. TI 'Trochars no more': Teaching chest drain insertion to remote and rural practitioners using a mobile skills unit SO MEDICAL TEACHER LA English DT Article AB Background: There are a number of approaches to teaching high-risk clinical skills, such as a large bore chest drain insertion, although effectiveness is limited and realism is only achieved at great expense. Summary of work: In response to a training needs' analysis of practitioners in remote and rural areas in Scotland, training in chest drains was identified as an urgent priority need. Subsequently, the Clinical Skills Managed Educational Network (CSMEN) developed an evidence-based multi-professional clinical skills pack. This e-learning resource encompasses all aspects of chest drain management, both pre and in-hospital. The pack and an interactive workshop is used to deliver 'blended' chest drain training on a mobile clinical skills unit. Evaluation confirms that the chest drain training is a valuable resource and has been widely used to deliver skills training in remote and rural areas. Feedback from all professional groups is positive. Conclusions: Developing shared national resources, with standardised workshops taught in local contexts via a mobile skills unit is one approach to the challenges associated with delivering high-risk clinical skills education. C1 [Skinner, J.] Univ Edinburgh, Clin Skills, Edinburgh ED16 4SB, Midlothian, Scotland. [Hardie, L.; Beasant, B.; Baker, A.; Ker, J.; O'Neill, A.; Morse, J.] NHS Educ Scotland, Edinburgh, Midlothian, Scotland. RP Skinner, J (reprint author), Univ Edinburgh, Ctr Med Educ, Clin Skills, Chancellors Bldg,49 Little France Crescent, Edinburgh ED16 4SB, Midlothian, Scotland. EM Janet.skinner@ed.ac.uk CR *AM COLL SURG, 1997, ADV TRAUM LIF SUPP D CSMEN, 2008, SCOTT CLIN SKILLS ST CSMEN, 2010, EV PIL MOB CLIN SKIL CSMEN, 2010, CHEST DRAINS ONL SKI Griffiths JR, 2005, POSTGRAD MED J, V81, P456, DOI 10.1136/pgmj.2004.024752 Laws D, 2003, THORAX S2, V58, pii53, DOI DOI 10.1136/THX.58.SUPPL_2.II53 National Patient Safety Agency, 2008, RISKS CHEST DRAINS Norcini JJ, 2003, BMJ-BRIT MED J, V326, P753, DOI 10.1136/bmj.326.7392.753 NR 8 TC 0 Z9 0 U1 0 U2 1 PU INFORMA HEALTHCARE PI LONDON PA TELEPHONE HOUSE, 69-77 PAUL STREET, LONDON EC2A 4LQ, ENGLAND SN 0142-159X EI 1466-187X J9 MED TEACH JI Med. Teach. PD JUN PY 2015 VL 37 IS 6 BP 585 EP 588 DI 10.3109/0142159X.2014.947930 PG 4 WC Education, Scientific Disciplines; Health Care Sciences & Services SC Education & Educational Research; Health Care Sciences & Services GA CN0DY UT WOS:000358085000012 PM 25155281 DA 2019-08-01 ER PT J AU Wilson, M Ice, S Nakashima, CY Cox, LA Morse, EC Philip, G Vuong, E AF Wilson, Marian Ice, Suzanna Nakashima, Cathy Y. Cox, Lynn Annette Morse, Elizabeth C. Philip, Ginu Vuong, Ellen TI Striving for evidence-based practice innovations through a journal club: A pilot study SO NURSE EDUCATION TODAY LA English DT Article DE Journal clubs; e-Learning; Clinical nurse educator; EBP skills ID NURSES; EDUCATION; KNOWLEDGE; SATISFACTION; READINESS; IMPACT AB Objective: The purpose of this study was to pilot a "hybrid" style journal club and determine whether measurable effects could be detected over 8-weeks' time on evidence-based practice ability, desire, behaviors, use, and barriers. Background: Journal clubs have been suggested as a method to increase nurses' confidence with using research evidence to guide practice. However, it is yet unknown how nurse educators can best implement effective programs for clinicians with varying schedules, education levels, and research skills. Setting and participants: Thirty-six participants from one large urban United States hospital (72% registered nurses) were invited to access bi-weekly interdisciplinary journal club activities. Nurse educators created curriculum focused on clinical problem solving that was offered via in-person sessions or a social media site. Methods: A pretest-posttest no control group design was used to measure impacts of those engaged in journal club activities. Data were collected using a combination of validated evidence-based practice instruments and program participation records. Findings: A two-tailed paired t test showed significant increases over 8 weeks' time in evidence-based practice use (p = .002) and behaviors (p = .007). Slight preference for in-person sessions was reported, although greater participation was reflected in online activities. Mean satisfaction ratings were high; however, attrition rates suggest that more is needed to maximize clinician engagement. Conclusion: A hybrid method using online and in-person sessions was feasible and adaptive for varying learning styles and work schedules. Positive changes in measurements were detected among journal club participants. Instruments were identified that may be useful for trialing similar programs intended to increase evidence-based practice self-efficacy, use, behaviors, and ability. (C) 2015 Elsevier Ltd. All rights reserved. C1 [Wilson, Marian; Ice, Suzanna; Nakashima, Cathy Y.; Cox, Lynn Annette; Morse, Elizabeth C.; Philip, Ginu; Vuong, Ellen] Texas Hlth Presbyterian Dallas, Dallas, TX 75231 USA. [Wilson, Marian] Washington State Univ, Coll Nursing, Spokane, WA 99202 USA. RP Wilson, M (reprint author), Washington State Univ, Coll Nursing, POB 1495, Spokane, WA 99202 USA. EM marian.wilson@wsu.edu OI Nakashima, Cathy/0000-0003-2865-0171 FU researchers place of employment Texas Health Presbyterian Hospital Dallas FX The authors have no conflicts of interest to declare. This study was supported by the researchers place of employment Texas Health Presbyterian Hospital Dallas. Research standards of ethical conduct were maintained in the study implementation and writing of this manuscript. 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Today PD MAY PY 2015 VL 35 IS 5 BP 657 EP 662 DI 10.1016/j.nedt.2015.01.026 PG 6 WC Education, Scientific Disciplines; Nursing SC Education & Educational Research; Nursing GA CI8QF UT WOS:000355036100007 PM 25765227 DA 2019-08-01 ER PT J AU Ikram, UZ Essink-Bot, ML Suurmond, J AF Ikram, Umar Z. Essink-Bot, Marie-Louise Suurmond, Jeanine TI How we developed an effective e-learning module for medical students on using professional interpreters SO MEDICAL TEACHER LA English DT Editorial Material ID LIMITED ENGLISH PROFICIENCY; TEACHING CULTURAL-DIVERSITY; SELF-EFFICACY; CARE; EDUCATION; SERVICES; QUALITY; IMPACT; SKILLS AB Background: Language barriers may lead to poorer healthcare services for patients who do not speak the same language as their care provider. Despite the benefits of professional interpreters, care providers tend to underuse professional interpretation. Evidence suggests that students who received training on language barriers and interpreter use are more likely to utilize interpretation services. Aims: We developed an e-learning module for medical students on using professional interpreters during the medical interview, and evaluated its effects on students' knowledge and self-efficacy. Methods: In the e-learning module, three patient-physician-interpreter video vignettes were presented, with three different types of interpreters: a family member, an untrained bilingual staff member, and a professional interpreter. The students answered two questions about each vignette, followed by feedback which compared their responses with expert information. In total, 281 fourth-year medical students took the e-learning module during the academic year 2012-2013. We assessed their knowledge and self-efficacy in interpreter use pre- and post-test on 1 (lowest) - 10 (highest) scale, and analysed the differences in mean scores using paired t-tests. Results: Upon completing the e-learning module, students reported higher self-efficacy in using professional interpretation. The mean knowledge score on the pre-test was 5.5 (95% confidence interval 5.3-5.8), but on the post-test this increased to 8.4 (95% CI 8.2-8.6). The difference was highly significant (p<0.001). For self-efficacy, the mean score on the pre-test was 4.9 (95% CI 4.7-5.1), and on the post-test 7.0 (95% CI 6.8-7.1); p<0.001. Conclusion: This e-learning module improved students' knowledge and self-efficacy in using professional interpreters during the medical interview. Using such tools in medical curricula might encourage future doctors to use professional interpretation services to overcome language barriers, thereby potentially contributing to equitable healthcare services for a linguistically diverse patient population. C1 [Ikram, Umar Z.; Essink-Bot, Marie-Louise; Suurmond, Jeanine] Univ Amsterdam, NL-1100 DD Amsterdam, Netherlands. RP Suurmond, J (reprint author), Univ Amsterdam, Acad Med Ctr, Dept Publ Hlth, POB 22660, NL-1100 DD Amsterdam, Netherlands. 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Teach. PD MAY PY 2015 VL 37 IS 5 BP 422 EP 427 DI 10.3109/0142159X.2014.939579 PG 6 WC Education, Scientific Disciplines; Health Care Sciences & Services SC Education & Educational Research; Health Care Sciences & Services GA CH8XH UT WOS:000354319200003 PM 25109296 DA 2019-08-01 ER PT J AU Johnson, S Purkiss, J Holaday, L Selvig, D Hortsch, M AF Johnson, S. Purkiss, J. Holaday, L. Selvig, D. Hortsch, M. TI Learning histology - dental and medical students' study strategies SO EUROPEAN JOURNAL OF DENTAL EDUCATION LA English DT Article DE histology; dental education; medical education; educational technology; e-learning ID SCHOOL PERFORMANCE; EDUCATION; TECHNOLOGY; ATTENDANCE; SCIENCE; INSTRUCTION; MICROSCOPY; UNIVERSITY; ATTITUDES AB PurposeHistology, the science of cells and tissues at the microscopic level, is an integral component of most dental and medical curricula and is often taught using both traditional and novel computer-based didactic approaches. The purpose of this study was to analyse the strategies used by dental and medical students when studying this very visual and challenging subject. MethodsData were collected from 75 dental and 143 medical students, who had almost identical histology learning resources at their disposal. ResultsWhen compared with their medical counterparts, dental students view histology as a more difficult subject and as less relevant for their future career. Whereas dental students, who are required to attend class unlike medical students, made more use of in-classroom learning opportunities, they did not take as much advantage of out-of-classroom resources. In addition, dental students reported a significantly higher tendency than medical students to work together, rather than to study alone. DiscussionSmall differences in the dental versus the medical learning environment associate with several observed differences in learning strategies that are adopted by dental and medical students. ConclusionsThese differences should be considered when teaching the subject of histology to dental or to medical students. C1 [Johnson, S.] Univ Michigan, Sch Dent, Ann Arbor, MI 48109 USA. [Purkiss, J.; Holaday, L.; Selvig, D.; Hortsch, M.] Univ Michigan, Sch Med, Ann Arbor, MI 48109 USA. RP Hortsch, M (reprint author), Univ Michigan, Dept Cell & Dev Biol, 1137 E Catherine St,3761B Med Sci 2 Bldg, Ann Arbor, MI 48109 USA. EM hortsch@umich.edu OI Hortsch, Michael/0000-0002-3750-737X CR Bloodgood Robert A., 2006, Anatomical Record Part B:The New Anatomist, V289, P169, DOI 10.1002/ar.b.20111 Burk DT, 2013, J DENT EDUC, V77, P744 Cotter JR, 2001, ANAT REC, V265, P212, DOI 10.1002/ar.10010 Cuseo J., 2007, J FACULTY DEV, V21, P5 Dickerson J., 2007, CONT ISSUES TECHNOL, V7, P279 Ditmyer MM, 2012, J DENT EDUC, V76, P728 Farah CS, 2009, J DENT EDUC, V73, P942 Forester JP, 2002, CLIN ANAT, V15, P160, DOI 10.1002/ca.1114 Gadbury-Amyot CC, 2013, J DENT EDUC, V77, P732 Gallagher Judith E, 2005, J Dent Hyg, V79, P7 Herreid CF, 1998, BIOSCIENCE, V48, P553, DOI 10.2307/1313317 Holaday L, 2013, J INT ASS MED SCI ED, V23, P607 Hortsch M, 2013, FASEB J, V27, P411, DOI 10.1096/fj.13-0201ufm Kanter SL, 2012, ACAD MED, V87, P679, DOI 10.1097/ACM.0b013e31825a5a2a Lei Lih-Wei, 2005, Anatomical Record Part B:The New Anatomist, V284, P28, DOI 10.1002/ar.b.20062 Lou YP, 2001, REV EDUC RES, V71, P449, DOI 10.3102/00346543071003449 MacPherson Brian R, 2003, J Dent Educ, V67, P359 Mattheos N, 2008, EUR J DENT EDUC, V12, P85, DOI 10.1111/j.1600-0579.2007.00483.x Ogilvie RW, 1999, MED EDUC, V33, P828, DOI 10.1046/j.1365-2923.1999.00517.x Rosas C, 2012, J DENT EDUC, V76, P1491 Rosenberg Harold, 2006, J Dent Educ, V70, P1339 Ruiz JG, 2006, ACAD MED, V81, P207, DOI 10.1097/00001888-200603000-00002 SADE RM, 1982, J MED EDUC, V57, P191 Salajan FD, 2008, J DENT EDUC, V72, P532 Schittek M, 2001, Eur J Dent Educ, V5, P93, DOI 10.1034/j.1600-0579.2001.050301.x Schmidt P, 2013, GMS Z MED AUSBILD, V30, P8 Selvig D, 2014, ANAT SCI ED IN PRESS Snelling J, 2003, CLIN ANAT, V16, P165, DOI 10.1002/ca.10113 St Clair Karen L, 1999, INNOVATIVE HIGHER ED, V23, P171, DOI [10.1023/A:1022942400812, DOI 10.1023/A:1022942400812] Thatcher A, 2007, S AFR J PSYCHOL, V37, P656, DOI 10.1177/008124630703700316 Triola MM, 2011, BMC MED EDUC, V11, DOI 10.1186/1472-6920-11-4 Walmsley A D, 2003, Eur J Dent Educ, V7, P27, DOI 10.1034/j.1600-0579.2003.00268.x NR 32 TC 4 Z9 4 U1 0 U2 13 PU WILEY-BLACKWELL PI HOBOKEN PA 111 RIVER ST, HOBOKEN 07030-5774, NJ USA SN 1396-5883 EI 1600-0579 J9 EUR J DENT EDUC JI Eur. J. Dent. Educ. PD MAY PY 2015 VL 19 IS 2 BP 65 EP 73 DI 10.1111/eje.12104 PG 9 WC Dentistry, Oral Surgery & Medicine; Education, Scientific Disciplines SC Dentistry, Oral Surgery & Medicine; Education & Educational Research GA CF8EP UT WOS:000352789000001 PM 24809952 DA 2019-08-01 ER PT J AU Lameris, AL Hoenderop, JGJ Bindels, RJM Eijsvogels, TMH AF Lameris, Anke L. Hoenderop, Joost G. J. Bindels, Rene J. M. Eijsvogels, Thijs M. H. TI The impact of formative testing on study behaviour and study performance of (bio)medical students: a smartphone application intervention study SO BMC MEDICAL EDUCATION LA English DT Article DE Formative testing; E-learning; Medical education; Blended learning; App ID LONG-TERM RETENTION; MEDICAL-EDUCATION; RETRIEVAL; FEEDBACK AB Background: Formative testing can increase knowledge retention but students often underuse available opportunities. Applying modern technology to make the formative tests more attractive for students could enhance the implementation of formative testing as a learning tool. This study aimed to determine whether formative testing using an internet-based application ("app") can positively affect study behaviour as well as study performance of (bio) medical students. Methods: A formative testing app "Physiomics, to the next level" was introduced during a 4-week course to a large cohort (n = 461) of Dutch first year (bio) medical students of the Radboud University. The app invited students to complete 7 formative tests throughout the course. Each module was available for 3-4 days to stimulate the students to distribute their study activities throughout the 4-week course. Results: 72% of the students used the app during the course. Study time significantly increased in intensive users (p < 0.001), while no changes were observed in moderate (p = 0.07) and non-users (p = 0.25). App-users obtained significantly higher grades during the final exam of the course (p < 0.05). Non-users more frequently failed their final exam (34%, OR 3.6, 95% CI: 2.0-6.4) compared to moderate users (19%) and intensive users (12%). Students with an average grade < 6.5 during previous courses benefitted most from the app, as intensive (5.8 +/- 0.9/36%) and moderate users (5.8 +/- 0.9/33%) obtained higher grades and failed their exam less frequently compared to non-users (5.2 +/- 1.1/61%). The app was also well appreciated by students; students scored the app with a grade of 7.3 +/- 1.0 out of 10 and 59% of the students indicated that they would like the app to be implemented in future courses. Conclusions: A smartphone-based application of formative testing is an effective and attractive intervention to stimulate study behaviour and improve study performance in (bio) medical students. C1 [Lameris, Anke L.; Hoenderop, Joost G. J.; Bindels, Rene J. M.] Radboud Univ Nijmegen, Med Ctr, Radboud Inst Mol Life Sci, NL-6500 HB Nijmegen, Netherlands. [Eijsvogels, Thijs M. H.] Radboud Univ Nijmegen, Med Ctr, Radboud Inst Hlth Sci, Dept Physiol, NL-6500 HB Nijmegen, Netherlands. RP Eijsvogels, TMH (reprint author), Radboud Univ Nijmegen, Med Ctr, Radboud Inst Hlth Sci, Dept Physiol, POB 9101, NL-6500 HB Nijmegen, Netherlands. EM Thijs.Eijsvogels@radboudumc.nl RI Eijsvogels, Thijs M/P-7201-2015; Bindels, Rene JM/B-9824-2013; Hoenderop, Joost/H-8047-2014 OI Eijsvogels, Thijs M/0000-0003-0747-4471; Bindels, Rene JM/0000-0003-1167-1339; Hoenderop, Joost/0000-0002-1816-8544 FU Dutch foundation for IT projects (Stichting IT projecten); Department for Evaluation, Quality and Development of Medical Education of the Raboud university medical centre; department of Physiology FX The "Physiomics, to the next level" app was programmed by Nymus3D. The development of the app and its content was financially supported by the Dutch foundation for IT projects (Stichting IT projecten), the Department for Evaluation, Quality and Development of Medical Education of the Raboud university medical centre and the department of Physiology. 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Educ. PD APR 10 PY 2015 VL 15 AR 72 DI 10.1186/s12909-015-0351-0 PG 8 WC Education & Educational Research; Education, Scientific Disciplines SC Education & Educational Research GA CG3RH UT WOS:000353196800001 PM 25889923 OA DOAJ Gold, Green Published DA 2019-08-01 ER PT J AU Guy, R Pisani, HR Rich, P Leahy, C Mandarano, G Molyneux, T AF Guy, Richard Pisani, Heather R. Rich, Peter Leahy, Cathy Mandarano, Giovanni Molyneux, Tom TI Less is More: Development and Evaluation of an Interactive e-Atlas to Support Anatomy Learning SO ANATOMICAL SCIENCES EDUCATION LA English DT Article DE gross anatomy education; computer-assisted learning; e-learning; e-atlas; self-directed learning; blended learning ID STUDENT PERCEPTIONS; MULTIMEDIA; COLOR; ACQUISITION; INSTRUCTION; STRATEGIES; USABILITY; EDUCATION; IMPROVE AB An Interactive electronic Atlas (IeA) was developed to assist first-year nursing students with interpretation of laboratory-based prosected cadaveric material. It was designed, using pedagogically sound principles, as a student-centered resource accessible to students from a wide range of learning backgrounds. It consisted of a highly simplified interactive interface limited to essential anatomical structures and was intended for use in a blended learning situation. The IeA's nine modules mirrored the body systems covered in a Nursing Biosciences course, with each module comprising a maximum of 10 pages using the same template: an image displaying a cadaveric specimen and, in most cases, a corresponding anatomical model with navigation panes (menus) on one side. Cursor movement over the image or clicking the menu highlighted the structure with a transparent overlay and revealed a succinct functional description. The atlas was complemented by a multiple-choice database of nearly 1,000 questions using IeA images. Students' perceptions of usability and utility were measured by survey (n = 115; 57% of the class) revealing mean access of 2.3 times per week during the 12-week semester and a median time of three hours of use. Ratings for usability and utility were high, with means ranging between 4.24 and 4.54 (five-point Likert scale; 5 = strongly agree). Written responses told a similar story for both usability and utility. The role of providing basic computer-assisted learning support for a large first-year class is discussed in the context of current research into student-centered resources and blended learning in human anatomy. Anat Sci Educ 8: 126-132. (c) 2014 American Association of Anatomists. C1 [Guy, Richard] RMIT Univ, Sch Med Sci, Pharmaceut Sci Discipline, Bundoora, Vic 3083, Australia. [Pisani, Heather R.; Leahy, Cathy] RMIT Univ, Sch Med Sci, Bundoora, Vic 3083, Australia. [Rich, Peter] RMIT Univ, Sch Med Sci, Discipline Cell Biol & Anat, Bundoora, Vic 3083, Australia. [Mandarano, Giovanni] RMIT Univ, Sch Med Sci, Discipline Med Radiat, Bundoora, Vic 3083, Australia. [Molyneux, Tom] RMIT Univ, Sch Hlth Sci, Chiropract Discipline, Bundoora, Vic 3083, Australia. RP Guy, R (reprint author), RMIT Univ, Sch Med Sci, Pharmaceut Sci Discipline, POB 71, Bundoora, Vic 3083, Australia. EM richard.guy@rmit.edu.au OI Mandarano, Giovanni/0000-0002-8689-4070 FU Royal Melbourne Institute of Technology University Learning and Teaching Initiative Fund FX Grant sponsor: Royal Melbourne Institute of Technology University Learning and Teaching Initiative Fund. 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Sci. Educ. PD MAR-APR PY 2015 VL 8 IS 2 BP 126 EP 132 DI 10.1002/ase.1461 PG 7 WC Education, Scientific Disciplines SC Education & Educational Research GA CC7LK UT WOS:000350548800005 PM 24816995 DA 2019-08-01 ER PT J AU Babelli, S Chandratilake, M Roff, S AF Babelli, Sumayah Chandratilake, Madawa Roff, Sue TI Egyptian medical students' recommended responses to the Dundee Polyprofessionalism Inventory I: Academic Integrity SO MEDICAL TEACHER LA English DT Article ID HEALTH-PROFESSIONS; LAPSES AB The Dundee Polyprofessionalism Inventory I: Academic Integrity was administered to 219 medical students from three Egyptian medical schools. The results indicate a high level of congruence between the genders in Recommended Sanctions on a scale of 1-10 ranging from Ignore through Reprimand to Expulsion/Report to Regulatory Body. Some variations in Recommended Sanctions occurred among the age groups 17-19 years; 20-24 years, and 25 years and older. The Egyptian responses were more lenient than a Scottish medical school cohort on four lapses of professionalism and stricter on 5. The Dundee Polyprofessionalism Inventory I: Academic Integrity can be used as a 'diagnostic tool' to profile a cohort's recommended responses to 30 lapses of professionalism at undergraduate level in health professions education. That profile can be compared with another cohort to indicate parallels and differences in the importance with which different respondents (perhaps in different countries and cultures) place on generic elements of academic professionalism. This information in turn can be used to target further education in expected standards of professionalism. The process can be used as an e-learning programme as well as for needs analysis, including that for International Medical Graduates moving from one culture to work in another. C1 [Babelli, Sumayah; Roff, Sue] Univ Dundee, Ctr Med Educ, Dundee DD1 4HN, Scotland. [Chandratilake, Madawa] Univ Kelaniya, Med Educ Ctr, Fac Med, Kelaniya, Sri Lanka. RP Roff, S (reprint author), Univ Dundee, Ctr Med Educ, Dundee DD1 4HN, Scotland. EM s.l.roff@dundee.ac.uk CR Roff S, 2012, SCOT MED J, V57, P76, DOI 10.1258/smj.2012.012003 Roff S, 2013, PHARMACY, V1, P53, DOI 10.3390/pharmacy1010053 Roff S, 2011, CLIN TEACH, V8, P172, DOI 10.1111/j.1743-498X.2011.00472.x Roff S, 2011, MED TEACH, V33, P239, DOI 10.3109/0142159X.2010.535867 Roff S, 2011, MED TEACH, V33, P234, DOI 10.3109/0142159X.2010.535866 Teplitsky Paul E, 2002, J Dent Educ, V66, P485 NR 6 TC 3 Z9 3 U1 0 U2 4 PU INFORMA HEALTHCARE PI LONDON PA TELEPHONE HOUSE, 69-77 PAUL STREET, LONDON EC2A 4LQ, ENGLAND SN 0142-159X EI 1466-187X J9 MED TEACH JI Med. Teach. PD MAR PY 2015 VL 37 IS 3 BP 277 EP 280 DI 10.3109/0142159X.2014.947932 PG 4 WC Education, Scientific Disciplines; Health Care Sciences & Services SC Education & Educational Research; Health Care Sciences & Services GA CB2HU UT WOS:000349448700009 PM 25154447 DA 2019-08-01 ER PT J AU van de Steeg, L IJkema, R Wagner, C Langelaan, M AF van de Steeg, Lotte IJkema, Roelie Wagner, Cordula Langelaan, Maaike TI The effect of an e-learning course on nursing staff's knowledge of delirium: a before-and-after study SO BMC MEDICAL EDUCATION LA English DT Article DE Delirium; Education; Nurses; e-learning ID NURSES KNOWLEDGE; EDUCATIONAL INTERVENTION; ELDERLY-PATIENTS; OLDER-PEOPLE; CARE; RECOGNITION; TRIAL; RISK; INSTITUTIONALIZATION; METAANALYSIS AB Background: Delirium is a common condition in hospitalized patients, associated with adverse outcomes such as longer hospital stay, functional decline and higher mortality, as well as higher rates of nursing home placement. Nurses often fail to recognize delirium in hospitalized patients, which might be due to a lack of knowledge of delirium diagnosis and treatment. The objective of the study was to test the effectiveness of an e-learning course on nurses' delirium knowledge, describe nursing staff's baseline knowledge about delirium, and describe demographic factors associated with baseline delirium knowledge and the effectiveness of the e-learning course. Methods: A before-and-after study design, using an e-learning course on delirium. The course was introduced to all nursing staff of internal medicine and surgical wards of 17 Dutch hospitals. Results: 1,196 invitations for the e-learning course were sent to nursing staff, which included nurses, nursing students and healthcare assistants. Test scores on the final knowledge test (mean 87.4, 95% CI 86.7 to 88.2) were significantly higher than those on baseline (mean 79.3, 95% CI 78.5 to 80.1). At baseline, nursing staff had the most difficulty with questions related to the definition of delirium: what are its symptoms, course, consequences and which patients are at risk. The mean score for this category was 74.3 (95% CI 73.1 to 75.5). Conclusions: The e-learning course significantly improved nursing staff's knowledge of delirium in all subgroups of participants and for all question categories. Contrary to other studies, the baseline knowledge assessment showed that, overall, nursing staff was relatively knowledgeable regarding delirium. C1 [van de Steeg, Lotte; IJkema, Roelie; Wagner, Cordula; Langelaan, Maaike] NIVEL Netherlands Inst Hlth Serv Res, Utrecht, Netherlands. [Wagner, Cordula] Vrije Univ Amsterdam, EMGO Inst Hlth & Care Res, Med Ctr, Amsterdam, Netherlands. RP van de Steeg, L (reprint author), NIVEL Netherlands Inst Hlth Serv Res, Utrecht, Netherlands. EM l.vandesteeg@nivel.nl OI Langelaan, Maaike/0000-0002-2129-252X FU Dutch Ministry for Health, Welfare and Sport FX This study was funded by a research grant from the Dutch Ministry for Health, Welfare and Sport. 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Educ. PD FEB 5 PY 2015 VL 15 AR 12 DI 10.1186/s12909-015-0289-2 PG 8 WC Education & Educational Research; Education, Scientific Disciplines SC Education & Educational Research GA CC7IN UT WOS:000350541000001 PM 25653115 OA DOAJ Gold, Green Published DA 2019-08-01 ER PT S AU Penafel, M Lujan-Mora, S Luz-MarinaVintimilla Montesdeoca, PP AF Penafel, Myriam Lujan-Mora, Sergio Luz-MarinaVintimilla Pozo Montesdeoca, Patricio GP IEEE TI Analysis of the usage of virtual classrooms in the National Polytechnic School of Ecuador: Teachers' perception SO 2015 INTERNATIONAL CONFERENCE ON INFORMATION TECHNOLOGY BASED HIGHER EDUCATION AND TRAINING (ITHET) SE International Conference on Information Technology Based Higher Education and Training LA English DT Proceedings Paper CT International Conference on Information Technology Based Higher Education and Training (ITHET) CY JUN 11-13, 2015 CL Lisbon, PORTUGAL SP EAEEIE, IEEE, IGIP, ICS, UNINOVA, UNESCO, FCT DE virtual classroom; activities; resources; assessment AB This paper summarizes the findings of the analysis of the usage of virtual classrooms in the Escuela Politecnica Nacional-EPN (National Polytechnic School) in Quito (Ecuador), from teachers' perspective. In the current context of teaching and learning processes, Higher Education Institutions (HEIs) should incorporate Information and Communication Technologies (ICT) as tools in their processes to achieve more and better learning outcomes of students. One of the most popular tools is the virtual classroom. Virtual classrooms are used as a tool to support learning, either e-learning or face to face learning. The main objective of this research is to increase the use of virtual classrooms in the EPN. In order to achieve this goal, it is necessary to determine which of the activities, teaching and assessment strategies has been used by the teachers of the virtual campus of the EPN. To conduct this study, a survey has been done to explore teachers' perceptions in order to have a diagnostic of the situation. The analysis has allowed us to identify several significant problems, such as the limited use of the variety of resources and activities that the platform provides due to the lack of knowledge and training of the teachers, which leads to a limited use of the platform. To tackle this problem, we propose solutions that can help other institutions apart from the EPN to promote the usage of virtual classrooms: a methodology for design and using virtual classrooms, a teacher training in the use of the platform and finally the creation at support team for solve troubles to teachers and students for best results. C1 [Penafel, Myriam; Luz-MarinaVintimilla] Natl Polytech Sch, Dept Informat & Comp Sci, Quito, Ecuador. [Lujan-Mora, Sergio] Univ Alicante, Dept Software & Comp Syst, Alicante, Spain. [Pozo Montesdeoca, Patricio] Catholic Univ Quito, Fac Adm, Quito, Ecuador. RP Penafel, M (reprint author), Natl Polytech Sch, Dept Informat & Comp Sci, Quito, Ecuador. EM myriam.penafiel@epn.edu.ec; sergio.lujan@ua.es; marina.vintimilla@epn.edu.ec; ppozom@puce.edu.ec RI Lujan-Mora, Sergio/D-9207-2013 OI Lujan-Mora, Sergio/0000-0001-5000-864X CR ARGYROPOULOS S, 2013, EAEEIE ANN C EAEEIE, P65 Boud D., 2014, PEER LEARNING HIGHER Christie M, 2009, EUR J ENG EDUC, V34, P273, DOI 10.1080/03043790903038841 Colace F., 2003, SYST SCI P 36 ANN HA, P9 Lavolette E., 2010, TECHTRENDS, V54, P55 Martin Florence, 2010, TECHN ED T4E INT C I McConnell TJ, 2013, J SCI EDUC TECHNOL, V22, P267, DOI 10.1007/s10956-012-9391-y Moscinska K., 2011, GLOB ENG ED C EDUCON, P460 Penafiel M., 2014, USE VIRTUAL CLASSROO, P397 Penafiel M., 2014, C U INN ED ENS TECN, VXXII Penafiel M., 2015, 9 INT TECHN ED DEV C Pina A. R. B, 2004, PIXEL BIT REV MEDIOS, P7 Zapata Ros M., 2005, REV EDUCACION DISTAN NR 13 TC 0 Z9 0 U1 0 U2 1 PU IEEE PI NEW YORK PA 345 E 47TH ST, NEW YORK, NY 10017 USA SN 2380-1603 BN 978-1-4799-1756-3 J9 INT CONF INFO TECH PY 2015 PG 6 WC Education, Scientific Disciplines; Engineering, Electrical & Electronic SC Education & Educational Research; Engineering GA BF2AO UT WOS:000380450800020 DA 2019-08-01 ER PT B AU Bae, E Prasad, PWC Alsadoon, A Bajaj, K AF Bae, E. Prasad, P. W. C. Alsadoon, Abeer Bajaj, Kamini GP IEEE TI FRAMEWORK TO IMPROVE DELIVERY METHODS IN HIGHER EDUCATION THROUGH ONLINE LEARNING SO 2015 IEEE 7TH INTERNATIONAL CONFERENCE ON ENGINEERING EDUCATION (ICEED2015) LA English DT Proceedings Paper CT 7th IEEE International Conference on Engineering Education (ICEED) CY NOV 17-18, 2015 CL Kanazawa, JAPAN SP IEEE, IEEE Student Branch Graz, IEEE Educ Soc Malaysia Chapter, IEEE Nagoya Sect, Univ Teknologi MARA, Engn & Tech Educ Res Grp, Univ Teknologi MARA, Fac Elect Engn, Kanazawa Tech Coll DE Online learning; E-learning; higher education; Learning delivery method; LMS; Learning Management System; MOOC; Perception of online learning; Enhanced framework of delivery methods AB A large number of higher education institutes are increasingly embracing online learning. Australia is fairly one of the primarily countries that attracts a large number of international students. A lot of delivery methods have been attempted in higher education to attract students from various environments. Many numbers of students are already taking different mode of online learning such as distance education, synchronous online learning, asynchronous online learning, and recently with the MOOC (Massive Open Online Course). Nevertheless, there are still difficulties of implementing online learning such as teaching and learning online, the capability of technologies, the support needed for high quality lecturers, and the needs of students. Adding to these factors, well-designed pedagogy, proper technology, and students' needs are another requisite to draw better quality of online learning for higher educational environment. To navigate the upcoming storm of online learning in higher education, good understanding of current status of online learning and direction of future online learning is necessitated. In response, a survey was conducted to explore perceptions of different delivery methods from both students and faculties in Australian university. Based on the result, this research proposed a framework to enhance variety of delivery methods in higher education. C1 [Bae, E.; Prasad, P. W. C.; Alsadoon, Abeer] Charles Sturt Univ, Sch Comp & Math, Sydney, NSW, Australia. [Bajaj, Kamini] Univ Western Sydney, Sch Comp Engn & Math, Penrith, NSW 1797, Australia. RP Bae, E (reprint author), Charles Sturt Univ, Sch Comp & Math, Sydney, NSW, Australia. OI withana, chandana/0000-0002-3007-687X; Alsadoon, Abeer/0000-0002-2309-3540 CR Aguti B., 2014, INT C INF WSOC I SOC Bansal P., 2014, DELIVERY METHODS SMA Hill P., 2012, ONLINE ED DELIVERY M Imran A., 2012, 2012 INT C E LEARN E Liebowitz J., 2013, DISTANCE LEARNING, V10, P1 Masud A., 2012, P 2012 IEEE 16 INT C Pundak D., 2014, EUROPEAN J OPEN DIST, V17 Skalka J, 2012, 2012 15TH INTERNATIONAL CONFERENCE ON INTERACTIVE COLLABORATIVE LEARNING (ICL) Smith P., 2014, 2014 2 INT C EM TECH Tucker R., 2007, ARCHIT SCI REV, V50, P246, DOI DOI 10.3763/ASRE.2007.5030 Ugur B., 2009, ED INF TECHNOL, V16, P5 NR 11 TC 1 Z9 1 U1 0 U2 1 PU IEEE PI NEW YORK PA 345 E 47TH ST, NEW YORK, NY 10017 USA BN 978-1-4799-8810-5 PY 2015 BP 130 EP 134 PG 5 WC Education, Scientific Disciplines; Engineering, Multidisciplinary SC Education & Educational Research; Engineering GA BF4GG UT WOS:000380875000026 DA 2019-08-01 ER PT S AU Hayashi, Y Fukamachi, K Komatsugawa, H AF Hayashi, Yasuhiro Fukamachi, Ken-ichi Komatsugawa, Hiroshi GP IEEE TI Collaborative Learning in Computer Programming Courses That Adopted The Flipped Classroom SO 2015 INTERNATIONAL CONFERENCE ON LEARNING AND TEACHING IN COMPUTING AND ENGINEERING SE International Conference on Teaching and Learning in Computing and Engineering LA English DT Proceedings Paper CT International Conference on Learning and Teaching in Computing and Engineering CY APR 09-12, 2015 CL Taipei, TAIWAN SP IEEE, IEEE Comp Soc, NTNU Natl Taiwan Normal U, UPPSALA U, UpCERG, Ministry Sci Tech DE Computer Programming; Collaborative Learning; e-Learning; Flipped-classroom; Active Learning AB Flipped classroom is a pedagogical model in which the typical lecture and homework elements of a course are reversed. Teachers provide online materials to students for preparation of the lecture and students dedicate to practice in the course. We have put into practice the flipped classroom in our computer programming courses teaching C and Java languages since 2013 as a way of utilizing our e-learning system and contents. As a problem in computer programming education, although teachers explain grammar, students cannot create software well by themselves and. Some students give up the learning. Our goal is to promote each student's learning motivation and understanding for computer programming by the training that the flipped classroom and collaborative learning are applied to. Main feature of this approach is to spend most of the time of a programming class with collaboration among students in order to make practical software. We assign the students homework using Flash animations and video data explaining the lecture as learning-materials to learn vocabularies and grammar of the programming languages every week. Web-based tests consisting of easy questions to confirm the results of doing homework every week are done at the beginning of the actual classes, and it is useful to clarify difficult parts of understanding that the students don't notice. Additionally, we confirmed the effectiveness of this approach by comparing examination scores between 2012 and 2014. Compared with the score of 2012, the average scores of the Web-based test and the written test on mid-exam became high, and the minimum scores of both of the tests also became high. The standard deviation of both of the tests became low. Moreover, the each student was able to make the code of a console game through this collaborative learning. C1 [Hayashi, Yasuhiro; Fukamachi, Ken-ichi; Komatsugawa, Hiroshi] Chitose Inst Sci & Technol, Fac Photon Sci, 758-65 Bibi, Chitose, Hokkaido 0668655, Japan. RP Hayashi, Y (reprint author), Chitose Inst Sci & Technol, Fac Photon Sci, 758-65 Bibi, Chitose, Hokkaido 0668655, Japan. EM yasuhiro@photon.chitose.ac.jp; k-fukama@photon.chitose.ac.jp; hiroshi@photon.chitose.ac.jp CR Baker J. W., 2000, 11 INT C COLL TEACH BONWELL CHARLES C., 1991, ACTIVE LEARNING CREA, P2 Gomes Anabela, P COMPSYSTECH 07 P 2 Hayashi Y., 3 IND JAP C KNOWL CR Maia L. D. O., 2009, FRONT ED C FIE 09 39 Resnick M, 2009, COMMUN ACM, V52, P60, DOI 10.1145/1592761.1592779 NR 6 TC 7 Z9 7 U1 1 U2 6 PU IEEE PI NEW YORK PA 345 E 47TH ST, NEW YORK, NY 10017 USA SN 2377-0309 BN 978-1-4799-9967-5 J9 INT CONF TEACH LEARN PY 2015 BP 209 EP 212 DI 10.1109/LaTiCE.2015.43 PG 4 WC Computer Science, Theory & Methods; Education, Scientific Disciplines; Engineering, Multidisciplinary SC Computer Science; Education & Educational Research; Engineering GA BF2YX UT WOS:000380511500036 DA 2019-08-01 ER PT S AU Mills, H AF Mills, H. BE Mills, H Konig, G TI USE OF MOBILE DEVICES FOR E-LEARNING IN GEOMATICS SO ISPRS Workshop of Commission VI 1-3, Advances in Web-based Education Services SE International Archives of the Photogrammetry Remote Sensing and Spatial Information Sciences LA English DT Proceedings Paper CT ISPRS Workshop of Commission VI 1-3, Advances in Web-based Education Services CY JUN 18-19, 2015 CL Berlin, GERMANY DE e-learning; mobile devices; student learning AB For the last 4 years, the School of Civil Engineering & Geosciences at Newcastle University, UK adapted mobile devices as learning approach only for undergraduate within Geomatics. All incoming students were given a mobile device as learning tool, which was supposed to be there main way to accessing teaching material. This paper will present how students adopted the mobile devices and how their learning has changed using mobile devices. It will highlight which apps can be used in a Geomatics teaching environment to engage students in their learning and teaching environment. The paper will furthermore look into apps which help students within the area of Photogrammetry and Remote Sensing, such as the Autodesk 123D catch up or the Remote RDP app to remotely control surveying instrumentations, such as laser scanners. Those apps are easy tools to engage students within digital learning environment which the students are familiar with. The paper will show how students embrace the technology but also current limitation of using those within Higher education establishments, such as sufficient Wifi and student support for using mobile devices. C1 [Mills, H.] Newcastle Univ, Sch Civil Engn & Geosci, Newcastle Upon Tyne NE30 1RU, Tyne & Wear, England. RP Mills, H (reprint author), Newcastle Univ, Sch Civil Engn & Geosci, Newcastle Upon Tyne NE30 1RU, Tyne & Wear, England. EM henny.mills@newcastle.ac.uk CR Falloon G, 2013, COMPUT EDUC, V68, P505, DOI 10.1016/j.compedu.2013.06.006 Marinagi C, 2013, PROCD SOC BEHV, V73, P487, DOI 10.1016/j.sbspro.2013.02.081 Martin F, 2013, COMPUT EDUC, V68, P76, DOI 10.1016/j.compedu.2013.04.021 MOLNAR G., 2013, INT J INTERACTIVE MO, V7 NAGEL D., 2013, ANDROID WILL EXTEND Rockinson-Szapkiw AJ, 2013, COMPUT EDUC, V63, P259, DOI 10.1016/j.compedu.2012.11.022 Tapia-Moreno F. J., 2012, International Journal of Interactive Mobile Technologies, V6, P51, DOI 10.3991/ijim.v6i2.1971 Ting YL, 2013, COMPUT EDUC, V60, P1, DOI 10.1016/j.compedu.2012.07.004 Welsh K, 2012, GEOGRAPHY, V97, P47 NR 9 TC 1 Z9 1 U1 0 U2 1 PU COPERNICUS GESELLSCHAFT MBH PI GOTTINGEN PA BAHNHOFSALLE 1E, GOTTINGEN, 37081, GERMANY SN 2194-9034 J9 INT ARCH PHOTOGRAMM PY 2015 VL 46 IS W1 BP 5 EP 8 DI 10.5194/isprsarchives-XL-6-W1-5-2015 PG 4 WC Education, Scientific Disciplines; Geography, Physical; Remote Sensing; Imaging Science & Photographic Technology SC Education & Educational Research; Physical Geography; Remote Sensing; Imaging Science & Photographic Technology GA BF3UX UT WOS:000380585300002 OA DOAJ Gold DA 2019-08-01 ER PT S AU Simonova, I Poulova, P Cerna, M AF Simonova, Ivana Poulova, Petra Cerna, Miloslava GP IEEE TI Pre-conditions for Efficient m-Learming SO PROCEEDINGS OF 2015 IEEE GLOBAL ENGINEERING EDUCATION CONFERENCE (EDUCON) SE IEEE Global Engineering Education Conference LA English DT Proceedings Paper CT IEEE Global Engineering Education Conference (EDUCON) CY MAR 18-20, 2015 CL Tallinn Univ Technol, Tallinn, ESTONIA SP IEEE, IAOE, CTI, IGIP, MathWorks, Republ Estonia Minist Educ & Res, HITSA HO Tallinn Univ Technol DE didactic; e-learning; engineering education; mlearning AB The paper deals with a current topic in education relating to the use of latest technologies in higher education. Its main objective is to contribute to the m-learning didactics, i.e. how to implement mobile devices in the process of instruction reflecting their advantages and limits. In the research running in the sample group of engineering (IT) students, first, the ownership and use of mobile devices was detected, both for private and education purposes; second, Comenius 'didactic principles were summarized and reflected in recommendations how to apply them in m-learning; third, the collected data were compared to other related researches. C1 [Simonova, Ivana; Poulova, Petra; Cerna, Miloslava] Univ Hradec Kralove, Fac Informat & Management, Hradec Kralove, Czech Republic. RP Simonova, I (reprint author), Univ Hradec Kralove, Fac Informat & Management, Hradec Kralove, Czech Republic. EM Petra.Poulova@uhk.cz RI Simonova, Ivana/M-6456-2017; Poulova, Petra/T-8640-2017; Cerna, Miloslava/C-1605-2019 OI Simonova, Ivana/0000-0001-9797-0393; Poulova, Petra/0000-0001-5269-4065; Cerna, Miloslava/0000-0002-9904-4059; Simonova, Ivana/0000-0002-0641-0516 CR Aharony N., 2014, J LIBRARIANSHIP INFO, V46 Alexander B., 2004, EDUCAUSE REV, V39, P28 Berge ZL, 2013, HANDBOOK OF MOBILE LEARNING, P1 Cerna M., 2014, CZESH LANGUAGE FOREI Comenius J. A.., 1967, GREAT DIDACTIC DIDAC Comenius J.A, 1964, SELECTIONS HIS WORKS Corbell J. R., 2007, EDUCAUSE Q, V18, P16 Herrington J., NEW TECHNOLOGIES NEW Lorenz M., 2014, PROINFLOW NATIONAL ACADEMY PRESS. NATIONAL RESEARCH COUNCIL, 2000, PEOPLE LEARN BRAIN M PICKETT P., WHO IS GENERATION C POULOVA P., 2010, AULA, V18, P20 PRENSKY M., 2011, HORIZON, P5, DOI DOI 10.1108/10748120110424816 Sad SN, 2014, BRIT J EDUC TECHNOL, V45, P606, DOI 10.1111/bjet.12064 Sharples M., MOBILE LEARNING SMAL Simonova I., 2009, CONTRIBUTION MODERN Viberg O., 2010, MOBILE ASSISTED LANG Wong LH, 2010, J COMPUT ASSIST LEAR, V26, P421, DOI 10.1111/j.1365-2729.2010.00357.x NR 18 TC 1 Z9 1 U1 0 U2 0 PU IEEE PI NEW YORK PA 345 E 47TH ST, NEW YORK, NY 10017 USA SN 2165-9567 BN 978-1-4799-1908-6 J9 IEEE GLOB ENG EDUC C PY 2015 BP 255 EP 261 PG 7 WC Education, Scientific Disciplines; Engineering, Multidisciplinary SC Education & Educational Research; Engineering GA BF2NI UT WOS:000380482700036 DA 2019-08-01 ER PT S AU Kuhn, M Gold, C Abke, J AF Kuhn, Martina Gold, Carolin Abke, Joerg GP IEEE TI A New Problem Based Blended Learning Approach in Software Engineering SO PROCEEDINGS OF 2015 IEEE GLOBAL ENGINEERING EDUCATION CONFERENCE (EDUCON) SE IEEE Global Engineering Education Conference LA English DT Proceedings Paper CT IEEE Global Engineering Education Conference (EDUCON) CY MAR 18-20, 2015 CL Tallinn Univ Technol, Tallinn, ESTONIA SP IEEE, IAOE, CTI, IGIP, MathWorks, Republ Estonia Minist Educ & Res, HITSA HO Tallinn Univ Technol DE Blended Learning; E-Learning; Software Engineering; problem oriented; problem based AB The development of competencies and also the usage of E-Learning and distance education in higher education are key aspects of the Bologna Process. Through the use of E-Learning, individual learning styles (e.g., different learning conditions, speeds and pathways) and competence orientation can be supported and promoted. The combination of traditional classroom teaching and self-study as well as the use of information and communication technologies promise a better quality of teaching. As a result a variety of projects were launched to develop new teaching and learning arrangements while optimizing existing approaches. In this paper we present a Blended Learning concept for a Software Engineering course. The course design and the different components used are explained in detail. This is done in order to support further improvements in terms of activation and motivation as well as competency promotion of learners. Therefore, a proven teaching and learning concept is further developed by the addition of E-Learning methods to obtain a Blended Learning concept. C1 [Kuhn, Martina] THM Univ Appl Sci, Wilhelm Leuschner Str 13, D-61169 Friedberg, Germany. [Gold, Carolin; Abke, Joerg] Univ Appl Sci Aschaffenburg, D-63743 Aschaffenburg, Germany. RP Kuhn, M (reprint author), THM Univ Appl Sci, Wilhelm Leuschner Str 13, D-61169 Friedberg, Germany. EM martina.kuhn@wi.thm.de; carolin.gold@h-ab.de; joerg.abke@h-ab.de CR Abke J., 2012, KOMPETENZFORDERUNG S, P79 Abke J., 2013, 2013 INT C INT COLL, P625 ERPENBECK J, 2007, KOMPETENZENTWICKLUNG Gold C., 2014 IEEE GLOB ENG E, P100 Gold C., 2013, THESIS Grzega J., 2008, J EDUC TEACHING, V34, P167, DOI DOI 10.1080/02607470802212157 Kerres M., 2003, JB PERSONALENTWICKLU Moon J. A., 2006, LEARNING J HDB ACAD Schwirtlich V., 2013, THESIS van Heesch D, DOXYGEN Zorek J. A., 2010, AM J PHARM ED, V74 NR 11 TC 0 Z9 0 U1 0 U2 0 PU IEEE PI NEW YORK PA 345 E 47TH ST, NEW YORK, NY 10017 USA SN 2165-9567 BN 978-1-4799-1908-6 J9 IEEE GLOB ENG EDUC C PY 2015 BP 920 EP 925 PG 6 WC Education, Scientific Disciplines; Engineering, Multidisciplinary SC Education & Educational Research; Engineering GA BF2NI UT WOS:000380482700133 DA 2019-08-01 ER PT J AU Nesterowicz, K Fereshtehnejad, SM Edelbring, S AF Nesterowicz, Krzysztof Fereshtehnejad, Seyed-Mohammad Edelbring, Samuel TI e-Learning in Continuing Pharmacy Education is effective and just as accepted as on-site learning SO PHARMACY EDUCATION LA English DT Article DE continuing pharmacy education; e-learning; pre-test; post-test AB Background: Educators report advantages of e-learning: improved open access to education, time and place flexibility of e-courses. There are also limitations of e-learning: high dropout rates, lack of management oversight, lack of student support, lack of sufficient interaction between tutor and users. Aims: The aim of this study was to compare remote courses to on-site courses based on knowledge change and level of acceptance. Methods: A course was provided using two modalities: an e-course (intervention) and an on-site course (control). Participants were tested to evaluate changes in knowledge. Also, the acceptance questionnaire was utilised. Results: Both intervention (n=541) and control groups (n=251) increased their scores on the knowledge test. However, the scores did not differ between groups (p>0.05). Both groups were equally satisfied with their respective teaching modalities (p=0.1). Conclusion: It was noticed that younger pharmacists attended e-learning courses more often. The study showed that e-learning was just as effective in conveying knowledge as on-site learning. Learners in both groups were equally satisfied. C1 [Nesterowicz, Krzysztof] Natl Univ Publ Serv, Doctoral Sch Publ Adm Sci, Budapest, Hungary. [Nesterowicz, Krzysztof] Jagiellonian Univ, Fac Pharm, Coll Med, Dept Radioligands, PL-30688 Krakow, Poland. [Fereshtehnejad, Seyed-Mohammad] Karolinska Inst, Dept Neurobiol Care Sci & Soc NVS, Div Clin Geriatr, Stockholm, Sweden. [Edelbring, Samuel] Karolinska Inst, Dept Learning Informat Management & Eth LIME, Stockholm, Sweden. RP Nesterowicz, K (reprint author), Natl Univ Publ Serv, Doctoral Sch Publ Adm Sci, Budapest, Hungary. EM krzysztof.nesterowicz@gmail.com CR Ahmad Z., 2010, CURRENT MYTH FUTURE Carswell AD, 2002, INT J HUM-COMPUT ST, V56, P475, DOI 10.1006/ijhc.1004 Dalsgaard C., 2013, SOCIAL SOFTWARE E LE Frankola K., 2001, WHY ONLINE LEARNERS Kirkpatrick DL, 2006, EVALUATING TRAINING Nesterowicz K., 2012, NAUKI SCISLE, V2, P7 Nesterowicz K, 2014, BMC MED EDUC, V14, DOI 10.1186/1472-6920-14-33 Zuvic-Butorac Marta, 2011, Journal of Issues in Informing Science and Information Technology Journal, V8, P409 NR 8 TC 1 Z9 1 U1 0 U2 0 PU INTERNATIONAL PHARMACEUTICAL FEDERATION PI THE HAGUE PA PO BOX 84200, THE HAGUE, 2508 AE, NETHERLANDS SN 1560-2214 EI 1477-2701 J9 PHARM EDUC JI Pharm. Educ. PY 2015 VL 15 IS 1 BP 22 EP 26 PG 5 WC Education, Scientific Disciplines SC Education & Educational Research GA DP4QT UT WOS:000378481400005 DA 2019-08-01 ER PT J AU Ahmadi, SF Baradaran, HR Ahmadi, E AF Ahmadi, Seyed-Foad Baradaran, Hamid R. Ahmadi, Emad TI Effectiveness of teaching evidence-based medicine to undergraduate medical students: A BEME systematic review SO MEDICAL TEACHER LA English DT Review ID RANDOMIZED-CONTROLLED-TRIAL; CRITICAL-APPRAISAL; CLINICAL QUESTIONS; SEARCHING SKILLS; EDUCATION; CURRICULUM; KNOWLEDGE; INSTRUCTION; COMPETENCE; INTERVENTION AB Background: Despite the widespread teaching of evidence-based medicine (EBM) to medical students, the relevant literature has not been synthesized appropriately as to its value and effectiveness. Aim: To systematically review the literature regarding the impact of teaching EBM to medical students on their EBM knowledge, attitudes, skills and behaviors. Methods: MEDLINE, SCOPUS, Web of science, ERIC, CINAHL and Current Controlled Trials up to May 2011 were searched; backward and forward reference checking of included and relevant studies was also carried out. Two investigators independently extracted data and assessed the quality of the studies. Results: 10,111 potential studies were initially found, of which 27 were included in the review. Six studies examined the effect of clinically integrated methods, of which five had a low quality and the other one used no validated assessment tool. Twelve studies evaluated the effects of seminars, workshops and short courses, of which 11 had a low quality and the other one lacked a validated assessment tool. Six studies examined e-learning, of which five having a high or acceptable quality reported e-learning to be as effective as traditional teaching in improving knowledge, attitudes and skills. One robust study found problem-based learning less effective compared to usual teaching. Two studies with high or moderate quality linked multicomponent interventions to improved knowledge and attitudes. No included study assessed the long-term effects of the teaching of EBM. Conclusions: Our findings indicated that some EBM teaching strategies have the potential to improve knowledge, attitudes and skills in undergraduate medical students, but the evidenced base does not demonstrate superiority of one method. There is no evidence demonstrating transfer to clinical practice. C1 [Ahmadi, Seyed-Foad; Baradaran, Hamid R.] Iran Univ Med Sci, Ctr Educ Res Med Sci, Tehran 1449614535, Iran. [Ahmadi, Seyed-Foad] Univ Calif Irvine, Dept Med, Irvine, CA 92717 USA. [Ahmadi, Emad] Univ Tehran Med Sci, Digest Dis Res Inst, Tehran, Iran. [Ahmadi, Emad] Harvard Univ, Sch Med, Dept Radiol, Massachusetts Gen Hosp, Cambridge, MA 02138 USA. RP Baradaran, HR (reprint author), Iran Univ Med Sci, Ctr Educ Res Med Sci, Tehran 1449614535, Iran. EM baradaran.hr@iums.ac.ir RI Baradaran, Hamid R/N-2577-2019; Baradaran, Hamid Reza/C-1556-2017 OI Baradaran, Hamid Reza/0000-0002-5070-5864 CR Alper BS, 2005, ANN FAM MED, V3, P507, DOI 10.1370/afm.370 Alper BS, 2005, FAM MED, V37, P565 Aronoff SC, 2010, TEACH LEARN MED, V22, P219, DOI 10.1080/10401334.2010.488460 BENNETT KJ, 1987, JAMA-J AM MED ASSOC, V257, P2451, DOI 10.1001/jama.257.18.2451 Bolboaca SD, 2006, WMSCI 2006, VVii, P405 Bradley P, 2005, MED EDUC, V39, P1027, DOI 10.1111/j.1365-2929.2005.02268.x Caspi O, 2006, MED TEACH, V28, P318, DOI 10.1080/01421590600624422 Colleges FPCOTAOMR, 2007, CURR FDN YEARS POSTG Cook DA, 2008, JAMA-J AM MED ASSOC, V300, P1181, DOI 10.1001/jama.300.10.1181 Coomarasamy A, 2004, BMJ-BRIT MED J, V329, P1017, DOI 10.1136/bmj.329.7473.1017 Crilly M, 2009, MED TEACH, V31, P938, DOI 10.3109/01421590903199650 Davis James, 2007, BMC Med Educ, V7, P23, DOI 10.1186/1472-6920-7-23 Davis J, 2008, ARCHIT DIGEST, V65, P30 DAWES M, 2005, BMC MED EDUC, V5, P1, DOI DOI 10.1186/1472-6920-5-1 Del Mar C, 2004, BRIT MED J, V329, P989, DOI 10.1136/bmj.329.7473.989 Dizon JMR, 2012, INT J EVID-BASED HEA, V10, P347, DOI 10.1111/j.1744-1609.2012.00295.x Dorsch JL, 2004, J MED LIBR ASSOC, V92, P397 Ebbert JO, 2001, MED TEACH, V23, P455 Flores-Mateo G, 2007, BMC HEALTH SERV RES, V7, DOI 10.1186/1472-6963-7-119 Frank J.R., 2005, CANMEDS 2005 PHYS CO FRASCA MA, 1992, B MED LIBR ASSOC, V80, P23 Fritsche L, 2002, BRIT MED J, V325, P1338, DOI 10.1136/bmj.325.7376.1338 Graziano SC., 2011, AM J OBSTET GYNECOL, V204, p542 e1 Greenhalgh T, 2001, BRIT MED J, V322, P40, DOI 10.1136/bmj.322.7277.40 Gruppen LD, 2005, ACAD MED, V80, P940, DOI 10.1097/00001888-200510000-00014 Hadley J, 2010, J ROY SOC MED, V103, P288, DOI 10.1258/jrsm.2010.100036 Haist SA, 1998, ACAD MED, V73, P198, DOI 10.1097/00001888-199802000-00020 Harris J, 2011, MED TEACH, V33, P9, DOI 10.3109/0142159X.2011.530321 Hartling L, 2010, MED TEACH, V32, P28, DOI 10.3109/01421590903200789 Hatala R, 2002, JAMA-J AM MED ASSOC, V288, P1110, DOI 10.1001/jama.288.9.1110 Johnston JM, 2009, BMC MED EDUC, V9, DOI 10.1186/1472-6920-9-63 Khan Khalid S, 2006, BMC Med Educ, V6, P59, DOI 10.1186/1472-6920-6-59 Khan KS, 2001, MED TEACH, V23, P92, DOI 10.1080/01421590150214654 Koh GCH, 2008, CAN MED ASSOC J, V178, P34, DOI 10.1503/cmaj.070565 Krueger PM, 2006, J AM OSTEOPATH ASSOC, V106, P658 Lai NM, 2010, EDUC HEALTH, V23, P151 Lai N. 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Teach. PD JAN PY 2015 VL 37 IS 1 BP 21 EP 30 DI 10.3109/0142159X.2014.971724 PG 10 WC Education, Scientific Disciplines; Health Care Sciences & Services SC Education & Educational Research; Health Care Sciences & Services GA AX0LF UT WOS:000346643200003 PM 25401408 DA 2019-08-01 ER PT B AU Griesbaum, J Gortz, M AF Griesbaum, J. Gortz, M. BE DeLaPoza, E Domenech, J Lloret, J Vela, MCV Agusti, EZ TI MOOCs as a tool to connect higher education and professional experience? Experiences from a student-made MOOC on E-Learning SO 1ST INTERNATIONAL CONFERENCE ON HIGHER EDUCATION ADVANCES (HEAD'15) LA English DT Proceedings Paper CT 1st International Conference on Higher Education Advances (HEAd) CY JUN 24-26, 2015 CL Univ Politecnica Valencia, Fac Business Adm & Management, Valencia, SPAIN SP Univ Politecnica Valencia, Fac Administrac Direcc Empresas, Departamento Economia Ciencias Sociales, Nievina, Renfe, Iberia, IGIC, Univ Singidunum, Campus ADIF FFE HO Univ Politecnica Valencia, Fac Business Adm & Management DE Collaborative E-Learning; MOOC; Higher Education; Professional Experience AB This paper describes results from a student-made MOOC (Massive Open Online Course) on E-Learning. The main focus of interest lies on two aspects. Firstly, to explore the potential of using the process of creating a MOOC as a teaching method and secondly, to get insights into the affordances and outcomes linked to a cooperation with a knowledge-based company during the course of events of the MOOC. Both concepts aim for an improvement of quality in higher education by combining the concept of "learning by doing" with the initiation of communication between students and professionals in the field. On the one hand, the data shows that employing the task of building a MOOC as a teaching method is a very worthwhile didactic approach to initiate a complex and authentic learning scenario. On the other hand, the outcome indicates that the realized level of participation is expandable. C1 [Griesbaum, J.] Univ Hildesheim, Inst Informat Sci & Language Technol, Hildesheim, Germany. [Gortz, M.] Accenture Strategy Talent & Org, Frankfurt, Germany. RP Griesbaum, J (reprint author), Univ Hildesheim, Inst Informat Sci & Language Technol, Hildesheim, Germany. CR [Anonymous], 2013, TIME MOOCS NORWEGIAN Blom J., 2013, ELEARNING PAPERS, V33, P1 Cress U., 2014, P EMOOCS 2014 2 MOOC Fournier H., 2014, MERLOT J ONLINE LEAR, V10 Griesbaum Joachim, 2014, International Journal of Information and Education Technology, V4, P29, DOI 10.7763/IJIET.2014.V4.363 Haggard S., 2013, 130 BIS DEP BUS INN INGHAM AG, 1974, J EXP SOC PSYCHOL, V10, P371, DOI 10.1016/0022-1031(74)90033-X Johnson D., 1998, COOPERATION CLASSROO Koller D., 2012, KNOWLEDGE WHARTON 20 Kop R., 2008, INT REV RES OPEN DIS, V9 Krathwohl DR, 2002, THEOR PRACT, V41, P212, DOI 10.1207/s15430421tip4104_2 O'Donnell A. M., 2006, HDB ED PSYCHOL, P781, DOI DOI 10.4324/9780203874790 Scardamalia M., 1994, J LEARN SCI, V3, P265, DOI DOI 10.1207/S15327809JLS0303_3 Siemens G., 2005, INT J INSTRUCTIONAL Slavin RE, 1996, CONTEMP EDUC PSYCHOL, V21, P43, DOI 10.1006/ceps.1996.0004 YUAN L., 2013, ELEARNING PAPERS, V33 NR 16 TC 0 Z9 0 U1 0 U2 0 PU UNIV POLITECNICA VALENCIA PI VALENCIA PA CAMINO VERA S-N, VALENCIA, 46022, SPAIN BN 978-84-9048-340-4 PY 2015 BP 111 EP 120 DI 10.4995/HEAd15.2015.324 PG 10 WC Education & Educational Research; Education, Scientific Disciplines SC Education & Educational Research GA BK4DY UT WOS:000436232300016 OA Green Published, Other Gold DA 2019-08-01 ER PT B AU Medarova, V AF Medarova, Valeria BE DeLaPoza, E Domenech, J Lloret, J Vela, MCV Agusti, EZ TI E-learning methodology in English language courses for employed adult learners in Slovakia SO 1ST INTERNATIONAL CONFERENCE ON HIGHER EDUCATION ADVANCES (HEAD'15) LA English DT Proceedings Paper CT 1st International Conference on Higher Education Advances (HEAd) CY JUN 24-26, 2015 CL Univ Politecnica Valencia, Fac Business Adm & Management, Valencia, SPAIN SP Univ Politecnica Valencia, Fac Administrac Direcc Empresas, Departamento Economia Ciencias Sociales, Nievina, Renfe, Iberia, IGIC, Univ Singidunum, Campus ADIF FFE HO Univ Politecnica Valencia, Fac Business Adm & Management DE e-learning; language learning; course design; adult learner; employee education; Moodle AB The paper analyses e-learning methodology in language education in the specific category of Slovak adult learners with work experience. The current labor market situation in Slovakia puts pressure on employees to develop their language skills, mainly in the English language. The research focuses on application of adaptive e-learning methodology for this specific learner category. A studied group of learners took part in a free pilot course of the English language for intermediate learners, which was designed as an on-line course in the learning management system Moodle. The outcomes of the pilot course and the following learner feedback showed many interesting learning tendencies and motivational backgrounds of adult language learners. The research has revealed various challenges of online language courses, such as high drop-out rate, lack of human contact, poor time management and others. In summary, if properly designed and managed, online language courses for adult learners have a great potential in career development. C1 [Medarova, Valeria] City Univ Seattle, Sch Management, Bratislava, Slovakia. RP Medarova, V (reprint author), City Univ Seattle, Sch Management, Bratislava, Slovakia. EM vmedarova@vsm.sk CR Medarova V., 2012, J INNOVATION MANAGEM, V2012 Melicherikova Z, 2012, 10TH IEEE INTERNATIONAL CONFERENCE ON EMERGING ELEARNING TECHNOLOGIES AND APPLICATIONS (ICETA 2012), P263, DOI 10.1109/ICETA.2012.6418325 Sanchez-Villalon P. P., 2010, US CHINA ED REV, V7, P1 Yousefzadeh M., 2010, INT J INSTRUCTIONAL, P7 NR 4 TC 1 Z9 1 U1 0 U2 0 PU UNIV POLITECNICA VALENCIA PI VALENCIA PA CAMINO VERA S-N, VALENCIA, 46022, SPAIN BN 978-84-9048-340-4 PY 2015 BP 128 EP 134 DI 10.4995/HEAd15.2015.425 PG 7 WC Education & Educational Research; Education, Scientific Disciplines SC Education & Educational Research GA BK4DY UT WOS:000436232300018 OA Other Gold, Green Published DA 2019-08-01 ER PT S AU Valdez, MT Ferreira, CM Martins, MJM Barbosa, FPM AF Travassos Valdez, M. Machado Ferreira, C. Martins, Maria Joao M. Maciel Barbosa, F. P. GP IEEE TI 3D Virtual Reality Experiments To Promote Electrical Engineering Education SO 2015 INTERNATIONAL CONFERENCE ON INFORMATION TECHNOLOGY BASED HIGHER EDUCATION AND TRAINING (ITHET) SE International Conference on Information Technology Based Higher Education and Training LA English DT Proceedings Paper CT International Conference on Information Technology Based Higher Education and Training (ITHET) CY JUN 11-13, 2015 CL Lisbon, PORTUGAL SP EAEEIE, IEEE, IGIP, ICS, UNINOVA, UNESCO, FCT DE e-learning; interactive application; software packages; training and education; virtual reality prototype; 3D lab internet AB 3D Virtual Labs are the support of learning, a tool of education in the future. Learning in a 3D environment allows greater interaction with contents in a unique way as students perceive it as being really there. Simulations are being designed, a combination of real-world environment with the information supplied by devices, where measurements can be replicated and data analyzed. This study presents a virtual scenario of a Measurements and Instrumentation laboratory. Electrical Engineering courses aim to train students to succeed in meeting the challenges within competitive and ever-changing professional contexts. In order to prepare undergraduate students for ongoing success, the courses must provide effective training in the application and development of practices, typically implemented in large projects and organizations. Developing high quality engineering course units is definitely a challenging task. Courses can be provided remotely, but careful planning is required to design quality course units because problems may occur in meeting quality targets. The developments in information and communication technologies (ICT), including multimedia and internet-based education platforms, facilitate the creation of reliable solutions to these challenges. Studies show that a smart application of multimedia technologies and web-based education platforms can provide great results towards better quality of engineering courses. Many challenges on how to suitably approach the educational process have already been put forward. Higher Education institutions use multiple approaches to teaching and learning, combining a range of methods, including e-learning, videoconferencing, face-to-face teaching and hard-copy resources in course delivery. The authors present a software model for engineering, which is based mainly on the Wirefusion (R) software, and a virtualreality platform called VEMA. The project intends to improve the quality of teaching and learning in higher education through effective application of information technologies and the sciences of learning. 3D virtual learning environments arise as solutions to the extent that, in addition to offering features associated with communication and information sharing, they promote flexible learning spaces and moments. At the level of higher education, and in accordance with the paradigm of Bologna, virtual environments acquire special importance to allow learning beyond the classroom time and space. C1 [Travassos Valdez, M.; Machado Ferreira, C.] IPC, ISEC, Coimbra, Portugal. [Martins, Maria Joao M.] Acad Mil, DCTE, Lisbon, Portugal. [Martins, Maria Joao M.] INESC ID, Lisbon, Portugal. [Maciel Barbosa, F. P.] FEUP, Dept Engn Eletrotecn & Computadores, Oporto, Portugal. [Maciel Barbosa, F. P.] INESC TEC, Oporto, Portugal. RP Valdez, MT (reprint author), IPC, ISEC, Coimbra, Portugal. EM valdez@isec.pt; mariajoaomartins2@gmail.com; fmb@fe.up.pt RI Maciel-Barbosa, F./O-9167-2016; Ferreira, Carlos M. B. Machado/H-4381-2018 OI Maciel-Barbosa, F./0000-0003-1065-2371; Ferreira, Carlos M. B. Machado/0000-0001-8462-1215 CR 3Ds Max, 3DS MAX DES [Anonymous], OPT 3D MOD Auer M, 2003, 2003 IEEE INTERNATIONAL CONFERENCE ON INDUSTRIAL TECHNOLOGY, VOLS 1 AND 2, PROCEEDINGS, P1208 Bijlani K., 2008, BIS WORKSH, P177 Bishop J. L., 2013, ASS ENG ED 120 C ATL Burge E. J., 2012, FLEXIBLE PEDAGOGY FL Gillies D, 2008, DISTANCE EDUC, V29, P107, DOI 10.1080/01587910802004878 Hwang GJ, 2011, COMPUT EDUC, V56, P1023, DOI 10.1016/j.compedu.2010.12.002 Kamba M. A., 2009, IJET, V4, DOI 10.3991/ijet.v4i1.653 Manir AK, 2007, INT J EMERG TECHNOL, V2 Normand C, 2008, INNOV EDUC TEACH INT, V45, P25, DOI 10.1080/14703290701757351 Purcell K., 2013, TEACHERS ARE USING T Stacey E., 2007, J DISTANCE ED, V22, P19 Valdez MT, 2012, INT J ONLINE ENG, V8, P19, DOI 10.3991/ijoe.v8iS2.1917 NR 14 TC 2 Z9 2 U1 0 U2 0 PU IEEE PI NEW YORK PA 345 E 47TH ST, NEW YORK, NY 10017 USA SN 2380-1603 BN 978-1-4799-1756-3 J9 INT CONF INFO TECH PY 2015 PG 4 WC Education, Scientific Disciplines; Engineering, Electrical & Electronic SC Education & Educational Research; Engineering GA BF2AO UT WOS:000380450800002 DA 2019-08-01 ER PT J AU Allibaih, M Khan, LM AF Allibaih, Mohammad Khan, Lateef M. TI Weaving together peer assessment, audios and medical vignettes in teaching medical terms SO INTERNATIONAL JOURNAL OF MEDICAL EDUCATION LA English DT Article DE Medical terminology; medical history; medical errors; peer assessment; formative assessment AB Objectives: The current study aims at exploring the possibility of aligning peer assessment, audiovisuals, and medical case-report extracts (vignettes) in medical terminology teaching. In addition, the study wishes to highlight the effectiveness of audio materials and medical history vignettes in preventing medical students' comprehension, listening, writing, and pronunciation errors. The study also aims at reflecting the medical students' attitudes towards the teaching and learning process. Methods: The study involved 161 medical students who received an intensive medical terminology course through audio and medical history extracts. Peer assessment and formative assessment platforms were applied through fake quizzes in a pre-and post-test manner. An 18-item survey was distributed amongst students to investigate their attitudes and feedback towards the teaching and learning process. Quantitative and qualitative data were analysed using the SPSS software. Results: The students did better in the posttests than on the pretests for both the quizzes of audios and medical vignettes showing a t-test of -12.09 and -13.60 respectively. Moreover, out of the 133 students, 120 students (90.22%) responded to the survey questions. The students gave positive attitudes towards the application of audios and vignettes in the teaching and learning of medical terminology and towards the learning process. Conclusions: The current study revealed that the teaching and learning of medical terminology have more room for the application of advanced technologies, effective assessment platforms, and active learning strategies in higher education. It also highlights that students are capable of carrying more responsibilities of assessment, feedback, and e-learning. C1 [Allibaih, Mohammad] King Abdulaziz Univ, Fac Med, Med Terminol Unit, Jeddah, Saudi Arabia. [Khan, Lateef M.] King Abdulaziz Univ, Fac Med, Dept Clin Pharmacol, Jeddah, Saudi Arabia. RP Allibaih, M (reprint author), King Abdulaziz Univ, Fac Med, Med Terminol Unit, Jeddah, Saudi Arabia. EM allibaih@gmail.com RI Allibaih, Mohammad/J-8095-2017; Khan, Lateef/J-7827-2012; Allibaih, Mohammad/F-6997-2015 OI Allibaih, Mohammad/0000-0001-7095-5898; Khan, Lateef/0000-0002-3728-7717; Allibaih, Mohammad/0000-0001-7095-5898 CR Berns A, VIDEOGAME LIKE APPL Boud D., 1999, ASSESS EVAL HIGH EDU, V24, P413, DOI [DOI 10.1080/0260293990240405, 10.1080/0260293990240405] BUTLER DL, 1995, REV EDUC RES, V65, P245, DOI 10.3102/00346543065003245 Carpenter J.M., 2006, J FAMILY CONSUMER SC, V24, P13 Chabner D-E., 2014, LANGUAGE MED Conway Robert, 1993, ASSESS EVAL HIGH EDU, V18, P45, DOI DOI 10.1080/0260293930180104 EARL SE, 1986, ASSESS EVAL HIGH EDU, V11, P60 Epstein RM, 2007, NEW ENGL J MED, V356, P387, DOI 10.1056/NEJMra054784 Falchikov N, 2000, REV EDUC RES, V70, P287, DOI 10.3102/00346543070003287 FRIEDMAN C, 1992, COMPUT BIOMED RES, V25, P486, DOI 10.1016/0010-4809(92)90005-U Gardner D., 1999, ESTABLISHING SELF AC Jenicek M., 2011, MED ERROR HARM UNDER Khoo EM, 2012, BMC FAM PRACT, V13, DOI 10.1186/1471-2296-13-127 Malhotra K, 2012, INDIAN J CLIN PRACTI, V23, P17 McGuire PF, 2009, J FOREIGN LANGUAGE E, V16, P45 Perkins DV, 2001, TEACH PSYCHOL, V28, P111, DOI 10.1207/S15328023TOP2802_09 Radley DC, 2013, J AM MED INFORM ASSN, V20, P470, DOI 10.1136/amiajnl-2012-001241 Rushton A, 2005, MED TEACH, V27, P509, DOI 10.1080/01421590500129159 SADLER DR, 1989, INSTR SCI, V18, P119, DOI 10.1007/BF00117714 Scheerens J., 1991, STUDIES ED EVALUATIO, V17, P371, DOI DOI 10.1016/S0191-491X(05)80091-4 Sly L., 1999, ASSESS EVAL HIGH EDU, V24, P339, DOI DOI 10.1080/0260293990240307 Swanwick T, 2014, UNDERSTANDING MED ED Teller E, 1991, HYPOTHESES NONFINGO Topping K, 1998, REV EDUC RES, V68, P249, DOI 10.3102/00346543068003249 Topping K, 2009, THEOR PRACT, V48, P20, DOI 10.1080/00405840802577569 Weingart SN, 2000, BRIT MED J, V320, P774, DOI 10.1136/bmj.320.7237.774 Wiliam D., 1998, ASSESSMENT IN EDUCAT, V5, P7, DOI DOI 10.1080/0969595980050102 Woottipong K., 2014, INT J LINGUISTICS, V6, P200, DOI DOI 10.5296/IJL.V6I4.5870 Yang MN, 2005, FOREIGN LANG ANN, V22, P13 NR 29 TC 1 Z9 1 U1 0 U2 3 PU INT JOURNAL MEDICAL EDUCATION-IJML PI NOTTINGAM PA INT JOURNAL MEDICAL EDUCATION-IJML, NOTTINGAM, 00000, ENGLAND SN 2042-6372 J9 INT J MED EDUC JI INT. J. MED. EDUC. PY 2015 VL 6 BP 172 EP 178 DI 10.5116/ijme.564a.2ed6 PG 7 WC Education, Scientific Disciplines SC Education & Educational Research GA V20DO UT WOS:000214867500030 PM 26637986 OA Other Gold, Green Published DA 2019-08-01 ER PT J AU Loftus, J Stavraky, T Urquhart, BL AF Loftus, Jay Stavraky, Tom Urquhart, Bradley L. TI Design it yourself (DIY): in-house instructional design for online pharmacology SO ADVANCES IN HEALTH SCIENCES EDUCATION LA English DT Article DE Online learning; Instructional design; Undergraduate pharmacology; Nursing education; Basic health sciences education; Curriculum development ID STUDENT PERFORMANCE; MEDICAL-EDUCATION; COGNITIVE LOAD; PRINCIPLES; ABILITY; SCIENCE AB Demand for e-learning courses has risen dramatically placing pressure on institutions to offer more online courses. Third party vendors now offer courses that can be embedded directly into learning management systems. When transitioning from in-class to e-learning formats, instructors must decide whether to use commercially available courses or design in-house. The objective of this study was to evaluate our transition from delivering introductory pharmacology via a purchased e-pack to an in-house designed course. A team that included an instructional designer, an education specialist and a content expert created an online course in pharmacology. Merrill's first principles of instruction were used as a guide for the design of our online course. Where appropriate, multiple forms of media were introduced to reinforce concepts. We compared grades and design strategy from a previous iteration that was delivered using a commercially available e-pack. A cost analysis was conducted to determine the institutional setup and maintenance costs of in-house course design. The mean final grade from the in-house designed course was 81.9 (0.5) % compared to 76.4 (0.5) % for the e-pack course (P < 0.001). Course evaluations were significantly improved for the in-house course compared to the e-pack. Cost-analysis demonstrated that designing a course in-house has a high initial cost ($111,180.57) but can be maintained with minimal institutional cost ($500) in future offerings. Our results demonstrate that effective courses can be designed in-house and this should be a viable option for institutions that have appropriate resources to support instructional design. C1 [Loftus, Jay] Univ Western Ontario, Schulich Sch Med & Dent, London, ON N6A 5C1, Canada. [Stavraky, Tom; Urquhart, Bradley L.] Univ Western Ontario, Schulich Sch Med & Dent, Dept Physiol & Pharmacol, London, ON N6A 5C1, Canada. RP Urquhart, BL (reprint author), Univ Western Ontario, Schulich Sch Med & Dent, Dept Physiol & Pharmacol, 1151 Richmond St,Room M216 Med Sci Bldg, London, ON N6A 5C1, Canada. EM Brad.Urquhart@schulich.uwo.ca RI Urquhart, Brad/E-4221-2015 OI Urquhart, Brad/0000-0001-8324-1472 FU Department of Physiology and Pharmacology; Teaching Technology Services; Instructional Technology Resource Centre; Strategic Technology Commons; Teaching Support Centre; Schulich School of Medicine and Dentistry at Western University FX The authors are grateful to the Department of Physiology and Pharmacology, Teaching Technology Services, the Instructional Technology Resource Centre, Strategic Technology Commons, the Teaching Support Centre and the Schulich School of Medicine and Dentistry at Western University for financial and technical support. The authors also wish to thank the dedication of Bear Claw Media, along with Adam Pypstra, Tanja Coso, David Creces, Sam Allen, Corey Meingarten and Shohreh Shahi for their efforts in creating animations, case studies and medical art in this course. CR Allen I., 2011, GOING THE DISTANCE O Azevedo R, 2005, INSTR SCI, V33, P381, DOI 10.1007/s11251-005-1273-8 BATES A. W, 2005, TECHNOLOGY E LEARNIN Bell P. D., 2007, EDUCATION, V127, P11 Cropper M. H., 2009, EDUCATIONAL MEDIA AN Efferth T, 2011, EDUC SCI, V1, P4, DOI 10.3390/educ1010004 Garrison DR, 2010, INTERNET HIGH EDUC, V13, P31, DOI 10.1016/j.iheduc.2009.10.002 Helle L, 2010, MED EDUC, V44, P621, DOI 10.1111/j.1365-2923.2010.03625.x Levin HM, 2001, COST EFFECTIVENESS A Lewis L., 2008, DISTANCE EDUCATION A Mallik G, 2010, ECON PAP, V29, P80, DOI 10.1111/j.1759-3441.2010.00051.x Mastrian K. 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Health Sci. Educ. PD DEC PY 2014 VL 19 IS 5 BP 645 EP 659 DI 10.1007/s10459-013-9492-2 PG 15 WC Education & Educational Research; Education, Scientific Disciplines; Health Care Sciences & Services SC Education & Educational Research; Health Care Sciences & Services GA AT0KO UT WOS:000344625300003 PM 24458728 DA 2019-08-01 ER PT J AU Petit-dit-Dariel, O Wharrad, H Windle, R AF Petit-dit-Dariel, Odessa Wharrad, Heather Windle, Richard TI Using Bourdieu's theory of practice to understand ICT use amongst nurse educators SO NURSE EDUCATION TODAY LA English DT Article DE Theory of practice; Bourdieu; Technology adoption; Nursing; Change management; Higher education; E-learning ID CRITICAL SUCCESS FACTORS; BERNSTEINIAN ANALYSIS; ACCEPTANCE AB Background: Implementing changes in practice in either clinical or educational settings remains challenging. In the context of Information and Communication Technologies (ICT) adoption, the literature focuses either on organisational factors influencing its implementation, or on individual factors influencing its adoption into practice. Separately both fail to examine the issue holistically. Bourdieu's theory of practice provides a method for reconciling the two. Objective: To provide a practical example of how Bourdieu's theory of practice can be employed to better understand nurse educators' responses to ICT. Design: Exploratory descriptive design, using a Bourdieusian case-study to guide a documentary analysis. Methods: In 2009 a two-part study was conducted within a Department of Nursing (DON) in higher education (HE) in England. First Bourdieu's theory of practice was used to develop a case-study; then nurse educators were recruited for a Q-methodology (Q) study. This paper focuses exclusively on the case study and the use of the theory of practice to interpret the findings from the Q-study. Results: Nursing's transition into academia, promotions criteria in HE and the value placed on research over teaching have influenced educators' responses to technology. Conclusion: The use of Bourdieu's framework provides a rich and contextual backdrop for understanding how organisational factors interact to influence individuals' responses to technology adoption. (C) 2014 Elsevier Ltd. All rights reserved. C1 [Petit-dit-Dariel, Odessa] Ecole Hautes Etud Sante Publ, Dept Sci Infirmieres & Paramed, F-75013 Paris, France. [Wharrad, Heather; Windle, Richard] Univ Nottingham, Sch Hlth Sci, Nottingham NG7 2RD, England. RP Petit-dit-Dariel, O (reprint author), Ecole Hautes Etud Sante Publ, Dept Sci Infirmieres & Paramed, 75 Rue Chevaleret, F-75013 Paris, France. EM odessa.petitditdariel@ehesp.fr; heather.wharrad@nottingham.ac.uk; richard.windle@nottingham.ac.uk RI Wharrad, Heather/F-1788-2011 OI Wharrad, Heather/0000-0001-6030-5648 CR BOURDIEU P, 1982, ACTES RECH SCI SOC, P2 Bourdieu P., 1990, THE LOGIC OF PRACTIC Bourdieu P, 1992, AN INVITATION TO REF Bourdieu P., 1984, DISTINCTION A SOCIAL Bourdieu P., 1977, OUTLINE OF A THEORY Bourdieu P, 2005, THE SOCIAL STRUCTURE Bruner J., 2007, ONLINE J DIST LEARN, V10 Caldwell K, 1997, NURS EDUC TODAY, V17, P140, DOI 10.1016/S0260-6917(97)80032-9 FOX MF, 1992, SOCIOL EDUC, V65, P293, DOI 10.2307/2112772 Fulton O., 1996, WORKING HIGHER ED, P157 Hughes A., 2009, HIGHER EDUCATION IN James D, 1998, BOURDIEU ED ACTS PRA, P104 Legris P, 2003, INFORM MANAGE-AMSTER, V40, P191, DOI 10.1016/S0378-7206(01)00143-4 Liaw SS, 2007, COMPUT EDUC, V49, P1066, DOI 10.1016/j.compedu.2006.01.001 Luker K., 1995, THE EVOLVING ROLE OF Mandizadeh H., 2008, COMPUT EDUC, V51, P142 McNamara MS, 2008, INT J NURS STUD, V45, P458, DOI 10.1016/j.ijnurstu.2006.07.012 McPherson MA, 2008, J COMPUT ASSIST LEAR, V24, P433, DOI 10.1111/j.1365-2729.2008.00281.x Miers M, 2002, NURS EDUC TODAY, V22, P212, DOI 10.1054/nedt.2001.0699 O'Connor SJ, 2007, NURS EDUC TODAY, V27, P748, DOI 10.1016/j.nedt.2006.10.008 Online Learning Task Force (OLTF), 2011, REPORT TO HEFCE Petit dit Dariel Odessa, 2010, Nurse Res, V18, P58 Russell C, 2009, ALT J RES LEARNING T, V17, P3 Selim HM, 2007, COMPUT EDUC, V49, P396, DOI 10.1016/j.compedu.2005.09.004 Thompson P., 2008, PIERRE BOURDIEU KEY Vaughan D., 1996, THE CHALLENGER LAUNC Vaughan D, 2008, THEOR SOC, V37, P65, DOI 10.1007/s11186-007-9056-7 Walker G., 2008, INT J E LEARNING, V7, P133 Watson R., 2004, NURS EDUC TODAY, V24, P76 Wharrad Heather, 2012, J ADV NURS, V69, P1289 White S, 2007, BRIT J EDUC TECHNOL, V38, P840, DOI 10.1111/j.1467-8535.2007.00760.x Zhen Y., 2008, ONLINE J DIST LEARN, V11 NR 32 TC 2 Z9 2 U1 0 U2 20 PU CHURCHILL LIVINGSTONE PI EDINBURGH PA JOURNAL PRODUCTION DEPT, ROBERT STEVENSON HOUSE, 1-3 BAXTERS PLACE, LEITH WALK, EDINBURGH EH1 3AF, MIDLOTHIAN, SCOTLAND SN 0260-6917 EI 1532-2793 J9 NURS EDUC TODAY JI Nurse Educ. Today PD NOV PY 2014 VL 34 IS 11 BP 1368 EP 1374 DI 10.1016/j.nedt.2014.02.005 PG 7 WC Education, Scientific Disciplines; Nursing SC Education & Educational Research; Nursing GA AR1SD UT WOS:000343364000008 PM 24589206 DA 2019-08-01 ER PT J AU Dominguez, M Fuertes, JJ Prada, MA Alonso, S Moran, A AF Dominguez, M. Fuertes, J. J. Prada, M. A. Alonso, S. Moran, A. TI Remote Laboratory of a Quadruple Tank Process for Learning in Control Engineering Using Different Industrial Controllers SO COMPUTER APPLICATIONS IN ENGINEERING EDUCATION LA English DT Article DE remote laboratories; e-learning; Internet-based teaching; PLC; remote monitoring and control ID WEB-BASED EXPERIMENTATION; AUTOMATIC-CONTROL; EDUCATION; MODEL AB Education in technological disciplines requires students to be always in contact with real systems, where they can apply their theoretical knowledge. These systems tend to be expensive and the high initial investment is returned after a long time, as the resource can only be used by a limited number of students during the on-site practical classes. The use of remote laboratories, which allow students to access the system through the Internet, optimizes resources by providing access to a larger number of users at any time. In this article, we present a remote laboratory of a quadruple-tank industrial scale model, with real industrial equipment. The students carry out control activities on the system through the Internet as they would do in a laboratory classroom. The remote laboratory architecture is based on a three layer (physical layer-server layer-client layer) whose middle layer consists of four servers: Web Server, Proxy Server, Database Server, and Control Server. In the Control server, a link application based on OPC (Ole for Process Control) standard to select different industrial controllers which are connected to the scale model simultaneously has been implemented. Since the application is based on a standard, this structure can be expanded easily with other industrial controllers from other manufacturers. The remote laboratory is used in automatic and control subjects from different Spanish universities. Surveys conducted among the students about the use of Laboratory show that they perceive an improvement of their learning using the lab. (C) 2011 Wiley Periodicals, Inc. C1 [Dominguez, M.; Fuertes, J. J.; Prada, M. A.; Alonso, S.; Moran, A.] Univ Leon, Dept Ingn Elect & Sistemas & Automat, Leon 24007, Spain. RP Dominguez, M (reprint author), Univ Leon, Dept Ingn Elect & Sistemas & Automat, Edificio Tecnol Ingn,Campus Vegazan, Leon 24007, Spain. EM mdomg@unileon.es RI Alonso, Serafin/V-1061-2019; Dominguez, Manuel/L-3105-2014; Moran, Antonio/L-2332-2014; Prada, Miguel/K-7837-2014; Alonso, Serafin/L-5237-2014; Fuertes, Juan/A-9902-2012; Prada, Miguel A./M-3061-2019 OI Alonso, Serafin/0000-0003-3467-4938; Dominguez, Manuel/0000-0002-3921-1599; Moran, Antonio/0000-0002-2762-6949; Prada, Miguel/0000-0002-1563-1556; Alonso, Serafin/0000-0003-3467-4938; Fuertes, Juan/0000-0001-9023-0341; Prada, Miguel A./0000-0002-1563-1556 CR [Anonymous], 2008, USING DRUPAL Antsaklis P., 1999, IEEE CONTR SYST MAG, V19, P53 Bencomo SD, 2004, ANNU REV CONTROL, V28, P115, DOI 10.1016/j.arcontrol.2003.12.002 Casini M, 2003, IEEE T EDUC, V46, P252, DOI 10.1109/TE.2002.808224 Connolly T., 2005, DATABASE SYSTEMS PRA Corter JE, 2007, ACM T COMPUT-HUM INT, V14, DOI 10.1145/1275511.1275513 Dominguez M, 2007, ENG APPL ARTIF INTEL, V20, P757, DOI 10.1016/j.engappai.2006.11.017 Dominguez M., 2005, REV IBEROAMERICANA A, V2, P36 Dormido S, 2005, INT J ENG EDUC, V21, P1122 DUBRAWSKY I, 2006, DESIGNING BUILDING E Eckerson WW, 1995, OPEN INFORM SYST, V3, P46 Gillet D, 2005, IEEE T EDUC, V48, P696, DOI 10.1109/TE.2005.852592 Gillet D, 2003, INT J ENG EDUC, V19, P389 Guzman JL, 2005, COMPUT APPL ENG EDUC, V13, P111, DOI 10.1002/cae.20035 Hoffman D., 2003, P 2003 C CTR ADV STU, P80 Jiang H., 2002, COMPUTER APPL ENG ED, V10, P167 Johansson KH, 2000, IEEE T CONTR SYST T, V8, P456, DOI 10.1109/87.845876 Ko CC, 2001, IEEE T EDUC, V44, P76, DOI 10.1109/13.912713 Leva A, 2008, IEEE T IND ELECTRON, V55, P2376, DOI 10.1109/TIE.2008.922590 Lindsay ED, 2005, IEEE T EDUC, V48, P619, DOI 10.1109/TE.2005.852591 Nedic Z., 2003, FRONTIERS ED 2003 FI, V1, P1 Nickerson JV, 2007, COMPUT EDUC, V49, P708, DOI 10.1016/j.compedu.2005.11.019 Puerto R, 2010, COMPUT APPL ENG EDUC, V18, P694, DOI 10.1002/cae.20274 Sicker D. 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Tairyan, Kate Frank, Erica TI A novel integration of online and flipped classroom instructional models in public health higher education SO BMC MEDICAL EDUCATION LA English DT Article DE Flipped classroom; Blended learning; E-learning; Public health education; Master of Public Health; Environmental and occupational health AB Background: In 2013, a cohort of public health students participated in a 'flipped' Environmental and Occupational Health course. Content for the course was delivered through NextGenU.org and active learning activities were carried out during in-class time. This paper reports on the design, implementation, and evaluation of this novel approach. Methods: Using mixed-methods, we examined learning experiences and perceptions of the flipped classroom model and assessed changes in students' self-perceived knowledge after participation in the course. We used pre- and post-course surveys to measure changes in self-perceived knowledge. The post-course survey also included items regarding learning experiences and perceptions of the flipped classroom model. We also compared standard course review and examination scores for the 2013 NextGenU/Flipped Classroom students to previous years when the course was taught with a lecture-based model. We conducted a focus group session to gain more in-depth understanding of student learning experiences and perceptions. Results: Students reported an increase in knowledge and survey and focus group data revealed positive learning experiences and perceptions of the flipped classroom model. Mean examination scores for the 2013 NextGenU/Flipped classroom students were 88.8% compared to 86.4% for traditional students (2011). On a scale of 1-5 (1 = lowest rank, 5 = highest rank), the mean overall rating for the 2013 NextGenU/Flipped classroom students was 4.7/5 compared to prior years' overall ratings of 3.7 (2012), 4.3 (2011), 4.1 (2010), and 3.9 (2009). Two key themes emerged from the focus group data: 1) factors influencing positive learning experience (e.g., interactions with students and instructor); and 2) changes in attitudes towards environmental and occupation health (e.g., deepened interest in the field). Conclusion: Our results show that integration of the flipped classroom model with online NextGenU courses can be an effective innovation in public health higher education: students achieved similar examination scores, but NextGenU/Flipped classroom students rated their course experience more highly and reported positive learning experiences and an increase in self-perceived knowledge. These results are promising and suggest that this approach warrants further consideration and research. C1 [Galway, Lindsay P.; Corbett, Kitty K.; Takaro, Timothy K.; Tairyan, Kate] Simon Fraser Univ, Fac Hlth Sci, Burnaby, BC V5A 1S6, Canada. [Corbett, Kitty K.] Univ Waterloo, Sch Publ Hlth & Hlth Syst, Waterloo, ON N2L 3G1, Canada. [Frank, Erica] Univ British Columbia, Sch Populat & Publ Hlth, Vancouver, BC V6T 1Z3, Canada. RP Galway, LP (reprint author), Simon Fraser Univ, Fac Hlth Sci, Burnaby, BC V5A 1S6, Canada. EM lpg@sfu.ca RI ??, ?/A-1604-2016 FU Canadian Institute for Health Research; Grand Challenges Canada; Canada Research Chair program FX LPG is supported by the Canadian Institute for Health Research. KT is supported by Grand Challenges Canada. EF is supported by Grand Challenges Canada and the Canada Research Chair program. No funding body had any influence over the design, data collection, analysis, interpretation, or writing of the manuscript. CR Anderson L. 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PD AUG 29 PY 2014 VL 14 AR 181 DI 10.1186/1472-6920-14-181 PG 9 WC Education & Educational Research; Education, Scientific Disciplines SC Education & Educational Research GA AP4DU UT WOS:000342028200001 PM 25169853 OA DOAJ Gold, Green Published DA 2019-08-01 ER PT J AU Blaga, P Gabor, MR AF Blaga, Petruta Gabor, Manuela Rozalia TI INVESTIGATING THE IMPACT OF E-LEARNING AS AN ALTERNATIVE FOR BUSINESS EDUCATION IN PHARMACEUTICAL INDUSTRY IN ROMANIA BY ROI METHODOLOGY SO AMFITEATRU ECONOMIC LA English DT Article DE E-learning; business education; ROI methodology; pharmaceutical industry; Romania; feedback from trainees AB The capability of organizations to accumulate and apply new knowledge is a key factor in order to achieve the new competitive standards. A continuous changing diversity, to which the need of adaptation to the changes of external environment is added, speeds up the rate of development and business education. The new information and communication technologies speed up the rate of change and increase the need of education that is subject to a higher information flow. The achievements of information technology, along with changes within society, determine the creation of new paradigms for business education and training. Under these circumstances, e-learning has become one of the main educational forms of human resources in business. This research aims to measure the impact of some initiatives within human resources on an organization, market leader within pharmaceutical field, namely measuring the efficiency of business education programs concerning human resources through e-learning. Under these circumstances, the carried-out research aims to put into practice the theoretical frame of ROI (Return on Investment) methodology of evaluating the business education programs concerning human resources in five stages, suggested by J.J. Phillips. The research validates theoretical data of the surveyed model and it is based on the analysis of the data gathering process within the ROI Methodology. This work shows only aspects related to the measuring of the participants' reaction towards the e-learning business education program, respectively. C1 [Blaga, Petruta; Gabor, Manuela Rozalia] Petru Maior Univ, Targu Mures, Romania. RP Gabor, MR (reprint author), Petru Maior Univ, Targu Mures, Romania. 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TI Blended learning in situated contexts: 3-year evaluation of an online peer review project SO EUROPEAN JOURNAL OF DENTAL EDUCATION LA English DT Article DE dental education; e-learning; peer review; learning outcomes; online learning; community of practice; operative techniques; evaluation; undergraduate education; clinical skills; situated learning ID REFLECTIVE PRACTICE; MEDICAL-EDUCATION; COMMUNITY AB Background: Situated and sociocultural perspectives on learning indicate that the design of complex tasks supported by educational technologies holds potential for dental education in moving novices towards closer approximation of the clinical outcomes of their expert mentors. A cross-faculty-, student-centred, web-based project in operative dentistry was established within the Universitas 21 (U21) network of higher education institutions to support university goals for internationalisation in clinical learning by enabling distributed interactions across sites and institutions. This paper aims to present evaluation of one dental faculty's project experience of curriculum redesign for deeper student learning. Methods: A mixed-method case study approach was utilised. Three cohorts of second-year students from a 5-year bachelor of dental surgery (BDS) programme were invited to participate in annual surveys and focus group interviews on project completion. Survey data were analysed for differences between years using multivariate logistical regression analysis. Thematic analysis of questionnaire open responses and interview transcripts was conducted. Results: Multivariate logistic regression analysis noted significant differences across items over time indicating learning improvements, attainment of university aims and the positive influence of redesign. Students perceived the enquiry-based project as stimulating and motivating, and building confidence in operative techniques. Institutional goals for greater understanding of others and lifelong learning showed improvement over time. Despite positive scores, students indicated global citizenship and intercultural understanding were conceptually challenging. Conclusions: Establishment of online student learning communities through a blended approach to learning stimulated motivation and intellectual engagement, thereby supporting a situated approach to cognition. Sociocultural perspectives indicate that novice-expert interactions supported student development of professional identities. C1 [Bridges, S.] Univ Hong Kong, Fac Educ, Ctr Enhancement Teaching & Learning, Pokfulam, Hong Kong, Peoples R China. [Chang, J. W. W.; Chu, C. H.] Univ Hong Kong, Prince Philip Dent Hosp, Fac Dent, Hong Kong, Hong Kong, Peoples R China. [Gardner, K.] Univ British Columbia, Nobel Biocare Oral Hlth Ctr, Vancouver, BC V5Z 1M9, Canada. RP Bridges, S (reprint author), Univ Hong Kong, Fac Educ, Ctr Enhancement Teaching & Learning, CPD-1-79,Centennial Campus, Pokfulam, Hong Kong, Peoples R China. EM sbridges@hku.hk RI Bridges, Susan/B-2132-2009 OI Bridges, Susan/0000-0001-8325-8397; Chu, Chun Hung/0000-0002-8167-0430 FU Universitas21 Health Sciences (Dentistry) group; University of Hong Kong FX The authors gratefully acknowledge seed funding from The Universitas21 Health Sciences (Dentistry) group for web design and faculty development and The University of Hong Kong for a Teaching Development Grant to support this evaluation. Thanks go to the dedicated international network which sustains the IPR and to the undergraduate students who inspired its development and agreed to participate in this evaluation. We also wish to thank Ms Rita Suen Po Chu for research assistance and Dr Lisa Cheung for materials development. CR Anderson L. W., 2001, TAXONOMY LEARNING TE ARABASZ P., 2003, EVOLVING CAMPUS SUPP Bonk C. 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Dent. Educ. PD AUG PY 2014 VL 18 IS 3 BP 170 EP 179 DI 10.1111/eje.12082 PG 10 WC Dentistry, Oral Surgery & Medicine; Education, Scientific Disciplines SC Dentistry, Oral Surgery & Medicine; Education & Educational Research GA AN5XP UT WOS:000340666000009 PM 24460682 DA 2019-08-01 ER PT J AU Davids, MR Chikte, UME Halperin, ML AF Davids, Mogamat Razeen Chikte, Usuf M. E. Halperin, Mitchell L. TI Effect of improving the usability of an e-learning resource: a randomized trial SO ADVANCES IN PHYSIOLOGY EDUCATION LA English DT Article DE e-learning; multimedia; simulation ID DESIGN; INTERFACE; EDUCATION; INDUSTRY; NEEDS AB Optimizing the usability of e-learning materials is necessary to reduce extraneous cognitive load and maximize their potential educational impact. However, this is often neglected, especially when time and other resources are limited. We conducted a randomized trial to investigate whether a usability evaluation of our multimedia e-learning resource, followed by fixing of all problems identified, would translate into improvements in usability parameters and learning by medical residents. Two iterations of our e-learning resource [version 1 (V1) and version 2 (V2)] were compared. V1 was the first fully functional version and V2 was the revised version after all identified usability problems were addressed. Residents in internal medicine and anesthesiology were randomly assigned to one of the versions. Usability was evaluated by having participants complete a user satisfaction questionnaire and by recording and analyzing their interactions with the application. The effect on learning was assessed by questions designed to test the retention and transfer of knowledge. Participants reported high levels of satisfaction with both versions, with good ratings on the System Usability Scale and adjective rating scale. In contrast, analysis of video recordings revealed significant differences in the occurrence of serious usability problems between the two versions, in particular in the interactive HandsOn case with its treatment simulation, where there was a median of five serious problem instances (range: 0-50) recorded per participant for V1 and zero instances (range: 0-1) for V2 (P < 0.001). There were no differences in tests of retention or transfer of knowledge between the two versions. In conclusion, usability evaluation followed by a redesign of our e-learning resource resulted in significant improvements in usability. This is likely to translate into improved motivation and willingness to engage with the learning material. In this population of relatively high-knowledge participants, learning scores were similar across the two versions. C1 [Davids, Mogamat Razeen] Univ Stellenbosch, Dept Med, Div Nephrol, ZA-7505 Cape Town, South Africa. [Davids, Mogamat Razeen] Tygerberg Hosp, ZA-7505 Cape Town, South Africa. [Chikte, Usuf M. E.] Univ Stellenbosch, Dept Interdisciplinary Hlth Sci, ZA-7505 Cape Town, South Africa. [Halperin, Mitchell L.] Univ Toronto, St Michaels Hosp, Li Ka Shing Knowledge Inst, Toronto, ON, Canada. [Halperin, Mitchell L.] Univ Toronto, Div Nephrol, Toronto, ON, Canada. RP Davids, MR (reprint author), Univ Stellenbosch, Dept Med, Div Nephrol, POB 19063, ZA-7505 Cape Town, South Africa. EM mrd@sun.ac.za RI Davids, Mogamat Razeen/D-2303-2013 OI Davids, Mogamat Razeen/0000-0003-4900-0231 FU Stellenbosch University's Faculty of Medicine and Health Sciences FX This work was supported by a Doctoral Fellowship Award from Stellenbosch University's Faculty of Medicine and Health Sciences. 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Physiol. Educ. PD JUN PY 2014 VL 38 IS 2 BP 155 EP 160 DI 10.1152/advan.00119.2013 PG 6 WC Education, Scientific Disciplines; Physiology SC Education & Educational Research; Physiology GA AK4VM UT WOS:000338422200007 PM 24913451 OA Green Published DA 2019-08-01 ER PT J AU Back, DA Haberstroh, N Sostmann, K Schmidmaier, G Putzier, M Perka, C Hoff, E AF Back, David Alexander Haberstroh, Nicole Sostmann, Kai Schmidmaier, Gerhard Putzier, Michael Perka, Carsten Hoff, Eike TI High Efficacy and Students' Satisfaction After Voluntary vs Mandatory Use of an e-Learning Program in Traumatology and Orthopedics-A Follow-up Study SO JOURNAL OF SURGICAL EDUCATION LA English DT Article DE e-learning; blended learning; traumatology; orthopedics; program evolution ID CLINICAL EDUCATION; MEDICAL-STUDENTS; INSTRUCTION; SKILLS; PERCEPTIONS; THEATER; LECTURE AB INTRODUCTION: Within the last decade, e-learning has gained a consistent place in surgical teaching. However, as the use of new programs is often voluntary, more information on the implications of the data regarding user acceptance and knowledge with mandatory, use is desirable, especially in the context of the long-term developments of courses. MATERIALS: Starting in 2009, the e-learning program Network for Students in Traumatology and Orthopedics was offered in a voluntary blended learning context. Students' satisfaction and increase in knowledge were evaluated using questionnaires and written tests. With proven effectiveness, the program became a mandatory part of the curriculum, and students' attitudes and gain of knowledge were re-evaluated in 2010 and 2011 to detect differences in voluntary vs mandatory use. RESULTS: In the evaluation questionnaires (n = 108 voluntary vs n = 361 mandatory), the overall appreciation regarding the offerings remained high. Significantly more students felt better prepared for clinical situations (p < 0.001) and asked for e-tutoring (p = 0.025) with mandatory use. In written tests, both voluntary (n = 70) and mandatory (n = 147) users showed significantly increased knowledge (p < 0.001). Starting with a lower base level (p < 0.001), mandatory users had a significantly higher absolute increase compared with voluntary users (p = 0.015), leading to a similar final level. DISCUSSION: The presented blended learning concept was an efficient way to teach students orthopedics and traumatology. Data can support the assumption that even if the voluntary evaluation of e-learning offerings might be subject to a selection bias, the results can serve as a representative impression for the students' overall mood and their gain in knowledge. However, as changes would have to be anticipated when shifting to mandatory use, users' perceptions should be constantly evaluated. (C) 2014 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved. C1 [Back, David Alexander] German Armed Forces Hosp, Dept Orthoped & Traumatol, Berlin, Germany. [Back, David Alexander; Sostmann, Kai] Charite, Dieter Scheffner Ctr Med Teaching & Educ Res, D-13353 Berlin, Germany. [Back, David Alexander; Perka, Carsten; Hoff, Eike] Charite, Julius Wolff Inst, D-13353 Berlin, Germany. [Back, David Alexander; Perka, Carsten; Hoff, Eike] Charite, Berlin Brandenburg Ctr Regenerat Therapies, D-13353 Berlin, Germany. [Haberstroh, Nicole; Putzier, Michael; Perka, Carsten; Hoff, Eike] Charite, Ctr Musculoskeletal Surg, Dept Orthoped, D-13353 Berlin, Germany. [Schmidmaier, Gerhard] Heidelberg Univ, Dept Orthoped Traumatol & Paraplegiol, Heidelberg, Germany. RP Back, DA (reprint author), German Army Hosp, Dept Traumatol & Orthoped, Scharnhorststr 13, D-10115 Berlin, Germany. 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Surg. Educ. PD MAY-JUN PY 2014 VL 71 IS 3 BP 353 EP 359 DI 10.1016/j.jsurg.2013.11.007 PG 7 WC Education, Scientific Disciplines; Surgery SC Education & Educational Research; Surgery GA AH9MV UT WOS:000336467400012 PM 24797851 DA 2019-08-01 ER PT J AU Bednarczyk, J Pauls, M Fridfinnson, J Weldon, E AF Bednarczyk, Joseph Pauls, Merril Fridfinnson, Jason Weldon, Erin TI Characteristics of evidence-based medicine training in Royal College of Physicians and Surgeons of Canada emergency medicine residencies - a national survey of program directors SO BMC MEDICAL EDUCATION LA English DT Article DE Evidence-based medicine; Medical education; Emergency medicine; E-learning; Journal club ID JOURNAL CLUB; EDUCATION AB Background: Recent surveys suggest few emergency medicine (EM) training programs have formal evidence-based medicine (EBM) or journal club curricula. Our primary objective was to describe the methods of EBM training in Royal College of Physicians and Surgeons of Canada (RCPSC) EM residencies. Secondary objectives were to explore attitudes regarding current educational practices including e-learning, investigate barriers to journal club and EBM education, and assess the desire for national collaboration. Methods: A 16-question survey containing binary, open-ended, and 5-pt Likert scale questions was distributed to the 14 RCPSC-EM program directors. Proportions of respondents (%), median, and IQR are reported. Results: The response rate was 93% (13/14). Most programs (85%) had established EBM curricula. Curricula content was delivered most frequently via journal club, with 62% of programs having 10 or more sessions annually. Less than half of journal clubs (46%) were led consistently by EBM experts. Four programs did not use a critical appraisal tool in their sessions (31%). Additional teaching formats included didactic and small group sessions, self-directed e-learning, EBM workshops, and library tutorials. 54% of programs operated educational websites with EBM resources. Program directors attributed highest importance to two core goals in EBM training curricula: critical appraisal of medical literature, and application of literature to patient care (85% rating 5 - "most importance", respectively). Podcasts, blogs, and online journal clubs were valued for EBM teaching roles including creating exposure to literature (4, IQR 1.5) and linking literature to clinical practice experience (4, IQR 1.5) (1-no merit, 5-strong merit). Five of thirteen respondents rated lack of expert leadership and trained faculty educators as potential limitations to EBM education. The majority of respondents supported the creation of a national unified EBM educational resource (4, IQR 1) (1-no support, 5-strongly support). Conclusions: RCPSC-EM programs have established EBM teaching curricula and deliver content most frequently via journal club. A lack of EBM expert educators may limit content delivery at certain sites. Program directors supported the nationalization of EBM educational resources. A growing usage of electronic resources may represent an avenue to link national EBM educational expertise, facilitating future collaborative educational efforts. C1 [Bednarczyk, Joseph; Pauls, Merril; Fridfinnson, Jason; Weldon, Erin] Univ Manitoba, Dept Emergency Med, Winnipeg, MB R3E 0W3, Canada. RP Bednarczyk, J (reprint author), Univ Manitoba, Dept Emergency Med, Old Basic Med Sci Bldg,T258F-770 Bannatyne Ave, Winnipeg, MB R3E 0W3, Canada. EM joseph.bednarczyk@gmail.com FU University of Manitoba Department of Emergency Medicine Resident Education Fund FX The authors wish to extend their gratitude to Darlene Scibak for contributing significant administrative support to this project. The authors also wish to acknowledge the contributions of Brenden Dufault as a consultant biostatistician. Funding was provided by the University of Manitoba Department of Emergency Medicine Resident Education Fund. 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Educ. PD MAR 21 PY 2014 VL 14 AR 57 DI 10.1186/1472-6920-14-57 PG 7 WC Education & Educational Research; Education, Scientific Disciplines SC Education & Educational Research GA AF1GX UT WOS:000334463500002 PM 24650317 OA DOAJ Gold, Green Published DA 2019-08-01 ER PT J AU Brumini, G Spalj, S Mavrinac, M Biocina-Lukenda, D Strujic, M Brumini, M AF Brumini, G. Spalj, S. Mavrinac, M. Biocina-Lukenda, D. Strujic, M. Brumini, M. TI Attitudes towards e-learning amongst dental students at the universities in Croatia SO EUROPEAN JOURNAL OF DENTAL EDUCATION LA English DT Article DE attitude; Croatia; dental students; e-learning; questionnaire ID RANDOMIZED CONTROLLED-TRIAL; MEDICAL-STUDENTS; EDUCATION; ONLINE; WEB; DENTISTRY; INFORMATION; TECHNOLOGY; SKILLS; STAFF AB AimTo develop and test the psychometric characteristics of a questionnaire that measures attitudes towards e-learning, as well as to study attitudes about e-learning and to identify variables related to those attitudes amongst dental students. Subject and MethodsThe study was conducted from November 2010 to December 2011 at all three Croatian dental schools. A questionnaire entitled Attitude Towards e-Learning' consisting of 12 questions about socio-demographic data and 22 statements about attitude towards e-learning was self-administered by 386 students. Factorial analysis and Cronbach's alpha were used to test the psychometric characteristics of the questionnaire. Multiple regression analysis was used to identify variables related to attitudes towards e-learning. ResultsFactorial analysis confirmed two factors: positive attitude and negative attitude, which interpret 58% of the total variance and had good internal consistency of =0.852 and 0.668, respectively. The average score of positive attitude was 426, indicating a highly positive attitude towards e-learning. The average score of negative attitude was 27 +/- 6, indicating minor negative attitude. Higher age and study year, usage of the Internet in education, more frequent usage of Facebook and more attendance of e-courses demonstrated a significant influence on positive attitude towards e-learning (R-2=0.304; P<0.001). Lower year of study and less frequent attendance of e-courses had a significant influence on negative attitude (R-2=0.268; P<0.001). ConclusionsDental students have generally positive attitudes towards e-learning. Teachers should adopt strategies to change negative attitudes by introducing more e-learning courses in lower study years and should encourage students to use the Internet in their education and communication with teachers and colleagues. C1 [Brumini, G.; Mavrinac, M.] Rijeka Univ, Sch Dent Med, Dept Med Informat, Rijeka 51000, Croatia. [Spalj, S.] Rijeka Univ, Sch Dent Med, Dept Pediat Dent & Orthodont, Rijeka 51000, Croatia. [Biocina-Lukenda, D.] Split Univ, Sch Dent Med, Dept Oral Med & Periodontol, Split, Croatia. [Strujic, M.] Univ Zagreb, Sch Dent Med, Dept Orthodont, Zagreb 41000, Croatia. [Brumini, M.] Rijeka Univ, Sch Dent Med, Rijeka 51000, Croatia. RP Brumini, G (reprint author), Rijeka Univ, Sch Dent Med, Dept Med Informat, B Branchetta St 20, Rijeka 51000, Croatia. EM gordana.brumini@medri.hr RI Brumini, Gordana/O-4925-2018; brumini, martina/L-7746-2017; Spalj, Stjepan/O-5970-2018; Mavrinac, Martina/R-9703-2018 OI Brumini, Gordana/0000-0003-2401-3212; brumini, martina/0000-0002-0826-2377; Spalj, Stjepan/0000-0003-4836-3903; Mavrinac, Martina/0000-0002-6424-2573 CR Ajzen I., 1988, ATTITUDES PERSONALIT Al-Jewair TS, 2010, J DENT EDUC, V74, P601 Al-Jewair TS, 2009, J DENT EDUC, V73, P730 [Anonymous], 2011, EUR J DENT EDUC, V15, P110, DOI 10.1111/j.1600-0579.2010.00651.x Bandla H, 2012, J CLIN SLEEP MED, V8, P439, DOI 10.5664/jcsm.2042 Bernhardt Jay M, 2003, Health Promot Pract, V4, P120, DOI 10.1177/1524839902250758 Broudo Marc, 2002, Acad Med, V77, P926, DOI 10.1097/00001888-200209000-00028 Cantrell SW, 2008, NURS CLIN N AM, V43, P547, DOI 10.1016/j.cnur.2008.06.003 Casebeer Linda, 2002, J Contin Educ Health Prof, V22, P33, DOI 10.1002/chp.1340220105 Childs S, 2005, HEALTH INFO LIBR J, V22, P20, DOI 10.1111/j.1470-3327.2005.00614.x Cook DA, 2005, ACAD MED, V80, P90, DOI 10.1097/00001888-200501000-00022 Dabic M, 2010, ELEARNING S 2010 SEP, P19 Dev P, 1999, J AM MED INFORM ASSN, P510 Divaris K, 2007, EUR J DENT EDUC, V11, P144, DOI 10.1111/j.1600-0579.2007.00437.x Fordis M, 2005, JAMA-J AM MED ASSOC, V294, P1043, DOI 10.1001/jama.294.9.1043 Gormley GJ, 2009, MED TEACH, V31, pE6, DOI 10.1080/01421590802334317 Gupta B, 2004, BRIT DENT J, V196, P487, DOI 10.1038/sj.bdj.4811179 Hendricson William, 2006, J Dent Educ, V70, P480 Liaw SS, 2007, COMPUT EDUC, V49, P1066, DOI 10.1016/j.compedu.2006.01.001 Link Thomas Michael, 2006, BMC Med Educ, V6, P34, DOI 10.1186/1472-6920-6-34 Mattheos N, 2008, EUR J DENT EDUC, V12, P85, DOI 10.1111/j.1600-0579.2007.00483.x Neuhaus KW, 2008, EUR J DENT EDUC, V12, P163, DOI 10.1111/j.1600-0579.2008.00513.x Peroz I, 2009, MED TEACH, V31, P508, DOI 10.1080/01421590802203504 Puljak L, 2011, PAIN MED, V12, P854, DOI 10.1111/j.1526-4637.2011.01104.x Rajab Lamis D, 2005, J Dent Educ, V69, P387 Reynolds PA, 2008, BRIT DENT J, V204, P625, DOI 10.1038/sj.bdj.2008.462 Rosenberg Harold, 2003, J Dent Educ, V67, P524 Ruf D, 2009, GER MED SCI, V7, P1 Sang GY, 2010, COMPUT EDUC, V54, P103, DOI 10.1016/j.compedu.2009.07.010 Schonwetter DJ, 2010, J ORAL REHABIL, V37, P927, DOI 10.1111/j.1365-2842.2010.02122.x Svirko E, 2008, MED TEACH, V30, pE219, DOI 10.1080/01421590802334275 Taradi SK, 2008, CROAT MED J, V49, P344, DOI 10.3325/cmj.2008.3.344 Vernazza C, 2011, EUR J DENT EDUC, V15, P36, DOI 10.1111/j.1600-0579.2010.00631.x Wilkinson A, 2010, COMPUT HUM BEHAV, V26, P1369, DOI 10.1016/j.chb.2010.04.010 Wutoh Rita, 2004, J Contin Educ Health Prof, V24, P20, DOI 10.1002/chp.1340240105 Yu S, 2006, INT J NURS STUD, V43, P767, DOI 10.1016/j.ijnurstu.2005.09.005 Zuvic-Butorac Marta, 2011, Journal of Issues in Informing Science and Information Technology Journal, V8, P409 NR 37 TC 6 Z9 7 U1 0 U2 19 PU WILEY PI HOBOKEN PA 111 RIVER ST, HOBOKEN 07030-5774, NJ USA SN 1396-5883 EI 1600-0579 J9 EUR J DENT EDUC JI Eur. J. Dent. Educ. PD FEB PY 2014 VL 18 IS 1 BP 15 EP 23 DI 10.1111/eje.12068 PG 9 WC Dentistry, Oral Surgery & Medicine; Education, Scientific Disciplines SC Dentistry, Oral Surgery & Medicine; Education & Educational Research GA AA0QJ UT WOS:000330801100004 PM 24423171 DA 2019-08-01 ER PT J AU Back, DA Haberstroh, N Antolic, A Sostmann, K Schmidmaier, G Hoff, E AF Back, David A. Haberstroh, Nicole Antolic, Andrea Sostmann, Kai Schmidmaier, Gerhard Hoff, Eike TI Blended learning approach improves teaching in a problem-based learning environment in orthopedics - a pilot study SO BMC MEDICAL EDUCATION LA English DT Article DE E-learning; Orthopedics; Traumatology; Problem-based learning; Blended learning ID CLINICAL EDUCATION; STUDENTS AB Background: While e-learning is enjoying increasing popularity as adjunct in modern teaching, studies on this topic should shift from mere evaluation of students' satisfaction towards assessing its benefits on enhancement of knowledge and skills. This pilot study aimed to detect the teaching effects of a blended learning program on students of orthopedics and traumatology in the context of a problem-based learning environment. Methods: The project NESTOR (network for students in traumatology and orthopedics) was offered to students in a problem-based learning course. Participants completed written tests before and directly after the course, followed by a final written test and an objective structured clinical examination (OSCE) as well as an evaluation questionnaire at the end of the semester. Results were compared within the group of NESTOR users and non-users and between these two groups. Results: Participants (n = 53) rated their experiences very positively. An enhancement in knowledge was found directly after the course and at the final written test for both groups (p < 0.001). NESTOR users scored higher than non-users in the post-tests, while the OSCE revealed no differences between the groups. Conclusions: This pilot study showed a positive effect of the blended learning approach on knowledge enhancement and satisfaction of participating students. However, it will be an aim for the future to further explore the chances of this approach and internet-based technologies for possibilities to improve also practical examination skills. C1 [Back, David A.] German Armed Forces Hosp Berlin, Dept Traumatol & Orthoped, D-10115 Berlin, Germany. [Back, David A.] Charite, Campus Virchow Klinikum, Dieter Scheffner Ctr Med Teaching & Educ Res, D-13353 Berlin, Germany. [Haberstroh, Nicole; Hoff, Eike] Charite, Dept Orthoped, Ctr Musculoskeletal Surg, D-13353 Berlin, Germany. [Antolic, Andrea] Charite, Reformed Med Track Program, D-13353 Berlin, Germany. [Sostmann, Kai] Charite, Dieter Scheffner Ctr Med Teaching & Educ Res, D-13353 Berlin, Germany. [Schmidmaier, Gerhard] Heidelberg Univ, Dept Orthoped Traumatol & Paraplegiol, Heidelberg, Germany. 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Educ. PD JAN 27 PY 2014 VL 14 AR 17 DI 10.1186/1472-6920-14-17 PG 8 WC Education & Educational Research; Education, Scientific Disciplines SC Education & Educational Research GA 297WC UT WOS:000330284800001 PM 24690365 OA DOAJ Gold, Green Published DA 2019-08-01 ER PT S AU Muhoza, OU Tedre, M Aghaee, N Hansson, H AF Muhoza, Olivier Ufitese Tedre, Matti Aghaee, Naghmeh Hansson, Henrik GP IEEE TI Viewpoints to ICT Practices and Hindrances in Tanzanian Secondary Schools and Teacher Training Colleges SO 2014 INTERNATIONAL CONFERENCE ON TEACHING AND LEARNING IN COMPUTING AND ENGINEERING (LATICE) SE International Conference on Teaching and Learning in Computing and Engineering LA English DT Proceedings Paper CT International Conference on Teaching and Learning in Computing and Engineering (LaTiCE) CY APR 11-13, 2014 CL Kuching, MALAYSIA SP Univ Teknologi Malaysia, Uppsala Univ, IEEE Comp Soc, IEEE Comp Soc Special Tech Community Educ, IEEE DE Information and Communication Technology (ICT); Educational Technology; ICT management; Tanzania; Teacher education; Classroom Activities; Teachers' expectations; Teachers' experiences; Culture ID DEVELOPING-COUNTRIES; EDUCATION AB On the policy level, Tanzania has strongly committed to Information and Communication Technology (ICT) supported education on all levels of education. National policy documents give ICT a high priority in development of the country's educational system. Curricula have been revamped to accommodate for increased role of ICT in the society and education. Also educational institutions have explicated high expectations of ICT in the process of "massification of education." Several research studies, however, have showed little change in the classrooms. Surveys and case studies have showed that on the way from policy documents to strategy level and implementation level, something gets missing. The lack of ICT in education is clear in primary and secondary school, which is unsurprising, given that majority of schools also lack electricity and basic facilities, including proper classrooms, tables, and books. This study sets out to investigate; using thematic interviews of secondary school teachers in Tanzania, what processes and support structures do teachers consider to be lacking in terms of ICT supported education. Informants from teacher training colleges were also involved in order to bring out viewpoints from teacher training. The results confirmed a large number of earlier results, divided to six categories: school policy, implementation and administration on the school level, access to ICT, leadership and management, school culture, and teacher training. A number of new factors were also pinpointed: teachers' lack of awareness of government policies and documentation on several levels, lack of pedagogical readiness for e-learning and blended learning, and cultural concerns. Concerning what should come first, there was a chicken-and-egg-problem: it makes little sense to invest in rapidly aging ICT infrastructure and facilities if there is no human capacity to make use of those investments; and it makes little sense to invest in human capacity if there is no technological infrastructure to put quickly aging technical know-how into immediate use. 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This research was conducted at three faculties namely Faculty of Information Management, Faculty of Business Management and Faculty of Hotel Management and Tourism that embarked on a major initiative to scale-up blended learning across its campuses. Students ( N=218) perceptions were assessed in four areas deemed important to the three faculties: overall satisfaction with blended learning, convenience afforded with blended learning, sufficient guidance and training in practicing blended learning, and views on learning outcomes. This paper presents the research findings from questionnaire surveys of students from the three faculties in UiTM, Malaysia. Questionnaires were distributed to students and data from these questionnaires were analyzed. A remarkably strong relationship was found between perceptions and readiness. Compared with low achieving students high achievers were the most satisfied with their blended course, would take one again, and preferred the blended format more over fully face-to-face. High achievers also found blended courses more convenient and engaging, and they felt that they learn better than face-to-face learning. Students find that blended learning gives greater flexibility for student learning in terms of learning style and study pace. With the adoption of a wide range of delivery methods, blended learning can successfully improve student's experiences and enhance their engagement. It is also important to ensure that blended learning is really blended and it includes a good mix of delivery methods. "Face-to-face interactions" with students is important as students require reassurance and on-going support from lecturers of the three faculties. Providing training on software for students recommended at the faculty level is also essential. Finally, allocation of sufficient time and resources for the development and maintenance of blended learning programs is also key to its success. An implication of the study is that low achievers may not be able to cope with the blended environment as well their high achieving peers. Therefore, when scaling up blended learning in the three faculties in UiTM institutions may want to consider offering students a choice of whether to enroll in blended learning or fully face-to-face course sections where feasible, especially in subject areas that students find difficult. C1 [Baba, Norhayati; Sa'ari, Haziah; Daud, Suriana Che; Adenan, Hafizah; Kamarulzaman, Siti Nor Hazimah] Univ Teknol MARA UiTM, Fac Informat Management, Shah Alam, Selangor, Malaysia. RP Baba, N (reprint author), Univ Teknol MARA UiTM, Fac Informat Management, Shah Alam, Selangor, Malaysia. EM norhayati2099@gmail.com RI Sa'ari, Haziah/Q-8001-2019 CR Akkoyunlu B, 2008, EDUC TECHNOL SOC, V11, P183 Bonk Curtis J., 2005, HDB BLENDED LEARNING Dziuban C. D., 2006, HDB BLENDED LEARNING, P195 Dziuban Charles, 2004, ELEMENTS QUALITY ONL, V5, P127 Edginton A., 2010, AM J PHARM EDUC, V74 Eklund J., 2003, E LEARNING EMERGING Garrison D. R., 2004, Internet and Higher Education, V7, P95, DOI 10.1016/j.iheduc.2004.02.001 Graham CR, 2006, HDB BLENDED LEARNING, P3, DOI DOI 10.2307/4022859 Hicks M., 2001, INT J ACAD DEV, V6, P143 Kamaruzaman J., 2009, INT ED STUDIES, V2, P79 Krause K.-L., 2007, PDF 215KB NAGOYA J H, V7, P301 Mason R., 2006, ELEARNING KEY CONCEP Norberg A., 2011, TIME BASED BLENDED L Palmer S, 2009, AUSTRALAS J EDUC TEC, V25, P366 Picciano A. G., 2009, K 12 ONLINE LEARNING Ross B., 2006, HDB BLENDED LEARNING, P155 Sharpe R., 2006, UNDERGRADUATE EXPERI Singh H., 2003, Educational Technology, V43, P51 Sloman Martyn, 2007, Industrial and Commercial Training, V39, P315, DOI 10.1108/00197850710816782 Twigg C. A, 2003, IMPROVING LEARNING R NR 20 TC 1 Z9 1 U1 0 U2 12 PU ACAD CONFERENCES LTD PI NR READING PA CURTIS FARM, KIDMORE END, NR READING, RG4 9AY, ENGLAND SN 2048-9803 BN 978-1-910309-73-5 J9 PROC INT CONF INTELL PY 2014 BP 39 EP 47 PG 9 WC Business; Psychology, Applied; Management SC Business & Economics; Psychology GA BC3AW UT WOS:000351506700005 DA 2019-08-01 ER PT S AU Buckley, S Giannakopoulos, A AF Buckley, Sheryl Giannakopoulos, Apostolos BE Vivas, C Sequeira, P TI Sustainability of Open Distance E-Learning Institutions as Knowledge Producers: A Theoretical Perspective SO PROCEEDINGS OF THE 15TH EUROPEAN CONFERENCE ON KNOWLEDGE MANAGEMENT (ECKM 2014), VOLS 1-3 SE Proceedings of the European Conference on Knowledge Management LA English DT Proceedings Paper CT 15th European Conference on Knowledge Management (ECKM) CY SEP 04-05, 2014 CL Polytechn Inst Santarem, Santarem Sch Management & Technol, Santarem, PORTUGAL HO Polytechn Inst Santarem, Santarem Sch Management & Technol DE open distance learning; knowledge management; sustainability; access; graduation rates AB There should be no doubt that in the mind of any academic in knowledge management (KM) that, from all types of business, the one that can always be problematic in applying new KM findings is a university. There is at least one reason for it: They are supposed to be the generators of new knowledge, one of their main function, and to be the first to apply such knowledge by testing-retesting before they export it to the market place. How can they suddenly become users of all types of knowledge? However when higher learning institutions begin to be less distinct from each other the competition for attracting high calibre students in the end will determine their prosperity or demise. For example, in the past we had distinct face to face and distance learning institutions. Nowadays, for numerous reasons (the financial reason being one of them), face to face institutions begin also to offer distant learning by means of online learning and it stands to reason that they will have an impact on the existing open distance learning institutions. The recently published White Paper (DHET, 2013) on education in South Africa makes a wide variety of recommendations that will impact the South African higher education landscape. This paper aims at developing a KM framework which could be used by Open Distance e-Learning (ODeL) institutions that could guarantee their sustainability in a highly competitive environment. C1 [Buckley, Sheryl] Univ S Africa, Sch Comp, Johannesburg, South Africa. [Giannakopoulos, Apostolos] Univ S Africa, Johannesburg, South Africa. RP Buckley, S (reprint author), Univ S Africa, Sch Comp, Johannesburg, South Africa. EM bcucklsb@unisa.ac.za; gianna@unisa.ac.za CR Andrews M., 2003, IMPROVING COMPLETION Archer L., 2002, ACCESS PARTICIPATION, P101 Bauerlein M., 2010, CHRONICLE HIGHER ED BEAN JP, 1982, RES HIGH EDUC, V17, P291, DOI 10.1007/BF00977899 Davenport T. H., 1998, WORKING KNOWLEDGE OR Dennis M. 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Department of Higher Education and Training (DHET), 2013, WHIT PAP POSTSCH ED Tatavarti R, 2010, CURR SCI INDIA, V98, P1015 Tight M., 1989, ACCESS I CHANGE Tinto V., 1993, LEAVING COLL RETHINK NR 24 TC 1 Z9 1 U1 0 U2 0 PU ACAD CONFERENCES LTD PI NR READING PA CURTIS FARM, KIDMORE END, NR READING, RG4 9AY, ENGLAND SN 2048-8963 BN 978-1-910309-35-3 J9 PROC EUR CONF KNOWL PY 2014 BP 173 EP 181 PG 9 WC Business; Psychology, Applied; Management SC Business & Economics; Psychology GA BC3AS UT WOS:000351503500021 DA 2019-08-01 ER PT S AU Latorre, M Robles-Gomez, A Rodriguez, L Orduna, P San Cristobal, E Caminero, AC Tobarra, L Lequerica, I Ros, S Hernandez, R Castro, M Lopez-de-Ipina, D Garcia-Zubia, J AF Latorre, M. Robles-Gomez, A. Rodriguez, L. Orduna, P. San Cristobal, E. Caminero, A. C. Tobarra, Ll. Lequerica, I. Ros, S. Hernandez, R. Castro, M. Lopez-de-Ipina, D. Garcia-Zubia, J. GP IEEE TI A review of webapp authoring tools for e-learning SO 2014 IEEE GLOBAL ENGINEERING EDUCATION CONFERENCE (EDUCON) SE IEEE Global Engineering Education Conference LA English DT Proceedings Paper CT IEEE Global Engineering Education Conference CY APR 03-05, 2014 CL Istanbul, TURKEY SP IEEE DE webapps; authoring tools; e-learning; distance education; customization AB The lack of tracking and storing capabilities for the results of web-based learning activities is an issue that remains unsolved. Transitions or interactions defined by teachers through a set of conditions still require programming skills that stay far beyond the desired final results. In addition to this, authoring tools should be powerful enough to let lecturers generate contents which are high-quality, interactive, and tuned to each student's cognitive preferences and progress. Availability and processing capabilities, or motivation, relevance, etc., must also be aspects to address in this context. For these reasons, this paper aims to review the existing web application authoring toolkits focusing on distance education. In particular, we analize their main features, requirements and issues, as well as the most promising areas for future improvemenst in this field. C1 [Latorre, M.; San Cristobal, E.; Lequerica, I.; Castro, M.] UNED, Elect & Comp Engn Dept, Madrid, Spain. [Robles-Gomez, A.; Caminero, A. C.; Tobarra, Ll.; Ros, S.; Hernandez, R.] UNED, Control & Commun Syst Dept, Madrid, Spain. [Rodriguez, L.; Orduna, P.; Lopez-de-Ipina, D.] Univ Deusto, Deusto Inst Technol, DeustoTech, Bilbao, Spain. [Garcia-Zubia, J.] Univ Deusto, Fac Engn, Bilbao, Spain. RP Latorre, M (reprint author), UNED, Elect & Comp Engn Dept, Madrid, Spain. EM mlatorre@ieec.uned.es; arobles@scc.uned.es; luis.rodriguezgil@deusto.es; pablo.orduna@deusto.es; elio@ieec.uned.es; accaminero@scc.uned.es; llanos@scc.uned.es; ilequerica@ieec.uned.es; sros@scc.uned.es; roberto@scc.uned.es; mcastro@ieec.uned.es; dipina@deusto.es; zubia@deusto.es RI Robles-Gomez, Antonio/D-5589-2015; Lopez-de-Ipina, Diego/M-6053-2019; Caminero, Agustin/F-1125-2015; Tobarra, Llanos/E-5122-2015; ROS, SALVADOR/C-4829-2015; Orduna, Pablo/D-9282-2011; Garcia-Zubia, Javier/A-4736-2013 OI Robles-Gomez, Antonio/0000-0002-5181-0199; Lopez-de-Ipina, Diego/0000-0001-8055-6823; Caminero, Agustin/0000-0001-9658-9646; Tobarra, Llanos/0000-0003-2779-4042; ROS, SALVADOR/0000-0001-6330-4958; Garcia-Zubia, Javier/0000-0002-4462-8487 FU European Union [517836-LLP1- 2011-1-ES-ERASMUS-ESMO, 517742-LLP-1-20111- BG-ERASMUS-ECUE, 2011-1-PL1-LEO0519883, 530332-TEMPUS-1-2012-1-JOTEMPUS- JPCR]; E-Madrid Network of Excellence [S2009/TIC-1650] FX Authors would like to acknowledge the support of the following European Union projects: RIPLECS (517836-LLP1- 2011-1-ES-ERASMUS-ESMO), PAC (517742-LLP-1-20111- BG-ERASMUS-ECUE), EMTM (2011-1-PL1-LEO0519883), and MUREE (530332-TEMPUS-1-2012-1-JOTEMPUS- JPCR). 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There are plenty of software that is used at schools and higher education. Universities and non governmental organizations (NGOs) that work with partners from developing countries usually trust in the advantages of software applications for e-learning, b-learning or software applications for practical laboratories or administrative issues. It is curious that sometimes many institutions in our own (developed) countries take plenty of wrong decisions related the software that is used in education. But in this paper we are not going to talk about the software that should be used in education in general because it depends on the situation and context of each particular educational institution but we are going to discuss about a set of popular mistakes that are made again and again by institutions (universities from developed countries, NGOs, foundations, volunteer collaborators, etc.) when software applications are developed of just installed in educational education projects. C1 Univ Politecn Madrid, Sch Comp Sci, Madrid, Spain. RP Munoz-Hernandez, S (reprint author), Univ Politecn Madrid, Sch Comp Sci, Madrid, Spain. 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Vale, Sandra Sanfilippo, Frank M. Loh, Richard Clifford, Rhonda M. TI Long-term Effectiveness of Online Anaphylaxis Education for Pharmacists SO AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION LA English DT Article DE e-learning; knowledge; evaluation; Australasian Society of Clinical Immunology and Allergy; adrenaline auto-injector ID INJECTABLE EPINEPHRINE; EPIDEMIOLOGY; ALLERGY; IMPACT; MANAGEMENT; KNOWLEDGE; DELIVERY; PROGRAM; SCHOOLS; LECTURE AB Objective. To evaluate the long-term effectiveness of an Australasian Society of Clinical Immunology and Allergy (ASCIA) anaphylaxis e-learning program compared to lectures or no training. Design. A controlled interrupted-time-series study of Australian pharmacists and pharmacy students who completed ASCIA anaphylaxis e-learning or lecture programs was conducted during 2011-2013. Effectiveness was measured using a validated test administered pretraining, posttraining, and 3 and 7 months after training. Assessment. All learning groups performed significantly better on all posttests compared to the pretest, and compared to a control group (p<0.001). The proportion of e-learners achieving the minimum standard for anaphylaxis knowledge improved from 45% at pretest to 87% at 7 months. Conclusion. The ASCIA e-learning program significantly increased anaphylaxis knowledge. The high proportion of participants achieving the minimum standard at 7 months indicates long-term knowledge change. C1 [Salter, Sandra M.; Clifford, Rhonda M.] Univ Western Australia, Sch Med & Pharmacol, Crawley, WA 6009, Australia. [Vale, Sandra; Loh, Richard] Australasian Soc Clin Allergy & Immunol, Sydney, NSW, Australia. [Sanfilippo, Frank M.] Univ Western Australia, Sch Populat Hlth, Crawley, WA 6009, Australia. [Loh, Richard] Univ Western Australia, Sch Paediat & Child Hlth, Crawley, WA 6009, Australia. RP Salter, SM (reprint author), Univ Western Australia, Sch Med & Pharmacol, M315,35 Stirling Highway, Crawley, WA 6009, Australia. EM sandra.salter@uwa.edu.au RI Clifford, Rhonda/C-3791-2013; Salter, Sandra/C-8831-2013 OI Clifford, Rhonda/0000-0002-7789-5717; Salter, Sandra/0000-0002-5840-6797 FU University Postgraduate Award; UWA Top-Up Scholarship; University of Western Australia FX The first author, Ms. Sandra Salter, was the recipient of a University Postgraduate Award and UWA Top-Up Scholarship, provided by The University of Western Australia. 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J. Pharm. Educ. PY 2014 VL 78 IS 7 AR 136 DI 10.5688/ajpe787136 PG 11 WC Education, Scientific Disciplines; Pharmacology & Pharmacy SC Education & Educational Research; Pharmacology & Pharmacy GA AQ4DF UT WOS:000342741800008 PM 25258441 OA Green Published DA 2019-08-01 ER PT J AU Alelaiwi, A Hossain, MS AF Alelaiwi, Abdulhameed Hossain, M. Shamim TI Evaluating and Testing User Interfaces for Engineering Education Tools: Usability Testing SO INTERNATIONAL JOURNAL OF ENGINEERING EDUCATION LA English DT Article DE usability studies; enhanced learning technology; learning experience with software engineering students; technology impact on students ID SOFTWARE AB Evaluation of users interfaces for engineering education tools such as E-learning is important to have enhanced real learning experiences in this domain. To this end, in order to have this experience, we conducted usability studies to see its impact. E-learning usability studies require the involvement of real end users. Different users with varying backgrounds and levels of human-computer interaction (HCI) knowledge behave differently when using e-learning tools. To study user behavior in the e-learning context, an empirical usability study on a specific e-learning tool was conducted. The study uses usability evaluation questionnaires collected from two different groups of Software Engineering Students: one group with HCI knowledge and the other without. The objective is to collect the technology enhanced learning experience from the real users to see the impact of engineering education. It is found that end users without HCI knowledge are more satisfied than those with HCI knowledge, as the latter have higher expectations concerning the tool. C1 [Alelaiwi, Abdulhameed; Hossain, M. Shamim] King Saud Univ, Coll Comp & Informat Sci, Dept Software Engn, Riyadh, Saudi Arabia. RP Alelaiwi, A (reprint author), King Saud Univ, Coll Comp & Informat Sci, Dept Software Engn, Riyadh, Saudi Arabia. EM aalelaiwi@ksu.edu.sa; mshossain@ksu.edu.sa RI Hossain, M. Shamim/K-1362-2014; Alelaiwi, Abdulhameed/D-8729-2015 OI Hossain, M. Shamim/0000-0001-5906-9422; FU Research Center of College of Computer and Information Sciences (CCIS), King Saud University [RC120908] FX This work was supported by the Research Center of College of Computer and Information Sciences (CCIS), King Saud University through the research project no RC120908. The authors are grateful for this support. CR Benson L., 2011, HEURISTIC EVALUATION Buxton Bill, 2007, SKETCHING USER EXPER Chalk P. D., P ACM ITICSE AARH, P85 Dringus L., 1995, J INTERACTIVE INSTR, V8, P10 ECC, 2002, US EV E LEARN DEV Feldstein M., 2002, E LEARN Forsslund J., P CHI 2012 AUST, P1 GUALTIERI Mike, 2009, BEST PRACTICES USER Hayes R., 2000, INTERNET HIGH EDUC, V2, P119 Hughes M., 2001, WEB BASED TRAINING Kim Hye-jin, 2011, [The Journal of The Institute of Internet, Broadcasting and Communication, ??????????? ???], V11, P193 Lee Joong-Yeub, 2009, [The Journal of The Institute of Internet, Broadcasting and Communication, ??????????? ???], V9, P245 LYTRAS MD, 2008, J KNOWLEDGE MANAGEME, V12, P48 Nam D., 2010, J IWIT, V11, P89 Nielsen J., 2001, J NIELSEN E LEARN Nielsen Jakob, 1993, USABILITY ENG Notess M., 2001, ELEARN Pascual-Miguel F., 2011, INT J KNOWLEDGE SOC, V2, P49 Pastore M., CO U MOVING E LEARNI Piguet A., 2000, Australian Journal of Educational Technology, V16, P302 Plaus S., 2011, INT J KNOWLEDGE SOC, V2, P1 Quigley A., 2011, ELEARN Quinn A., 2001, WHY PEOPLE CANT USE Squires D, 1999, INTERACT COMPUT, V11, P467, DOI 10.1016/S0953-5438(98)00063-0 Squires D, 1999, INTERACT COMPUT, V11, P463, DOI 10.1016/S0953-5438(98)00062-9 Tselios N., INT J ED TELECOM, V7, P355 Whitney Q., 2001, WHAT DOES USABILITY Zaharias P., P E LEARN 2002 MONTR, P15 Zhang X, 2012, INT J ENG EDUC, V28, P1388 Zhang X, 2012, INT J ENG EDUC, V28, P1341 NR 30 TC 1 Z9 1 U1 0 U2 0 PU TEMPUS PUBLICATIONS PI DURRUS, BANTRY PA IJEE , ROSSMORE,, DURRUS, BANTRY, COUNTY CORK 00000, IRELAND SN 0949-149X J9 INT J ENG EDUC JI Int. J. Eng. Educ PY 2014 VL 30 IS 3 SI SI BP 603 EP 609 PG 7 WC Education, Scientific Disciplines; Engineering, Multidisciplinary SC Education & Educational Research; Engineering GA AL1YJ UT WOS:000338922300011 DA 2019-08-01 ER PT J AU Dagiene, V Skupas, B Kurilovas, E AF Dagiene, Valentina Skupas, Bronius Kurilovas, Eugenijus TI Programming Assignments in Virtual Learning Environments: Developments and Opportunities for Engineering Education SO INTERNATIONAL JOURNAL OF ENGINEERING EDUCATION LA English DT Article DE engineering education; programming assignments; computer program assessment; automatic and semi-automatic assessment; personalised feedback; virtual learning environment ID MATURITY EXAMS; TECHNOLOGIES AB The aim of the paper is to present observations on automatic and semi-automatic assessment for programming assignments used in different e-learning contexts. Teaching of programming is an important part of different Informatics Engineering, Computer Science or Informatics, Computing, Information Technology and Communication courses in Universities and high schools. Students taking these courses have to demonstrate competences in problem solving and programming by creating working programs. Checking program validity is usually based on testing a program on diverse test cases. Testing for batch-type problems involves creating a set of input data cases, running a program submitted by a contestant with those input cases, analysing obtained outputs, etc. Assessment of programming assignments is as complex as testing of software systems. A lot of automatic assessment systems for programming assignments have been created to support teachers in submission assessment. However the problem of balance between the quality and the speed of assessment for programming assignments is important. Authors conducted the research on the possibilities of advanced semi-automatic approach in assessment, which can be used as compromise between manual and automatic assessment. A semi-automatic testing environment for evaluating programming assignments is developed, and the practical use of this system in Lithuania's optional programming maturity examination is presented. Presented research is useful for evaluating results of engineering education in general, and informatics/computer engineering education particularly. C1 [Dagiene, Valentina; Skupas, Bronius; Kurilovas, Eugenijus] Vilnius State Univ, Inst Math & Informat, LT-08663 Vilnius, Lithuania. [Kurilovas, Eugenijus] Vilnius Gediminas Tech Univ, LT-10223 Vilnius, Lithuania. RP Dagiene, V (reprint author), Vilnius State Univ, Inst Math & Informat, 4 Akad St, LT-08663 Vilnius, Lithuania. EM valentina.dagiene@mii.vu.lt; bronius.skupas@mii.vu.lt; eugenijus.kurilovas@itc.smm.lt RI CERVANTES, EMILY/R-6274-2018 CR Ahoniemi T., 2006, P 6 BALT SEA C COMP, P139, DOI DOI 10.1145/1315803.1315830 Ala-Mutka KM, 2005, COMPUT SCI EDUC, V15, P83, DOI 10.1080/08993400500150747 Beres Ilona, 2012, Informatics in Education, V11, P1 Blonskis J, 2008, LECT NOTES COMPUT SC, V5090, P204 Blonskis J, 2006, LECT NOTES COMPUT SC, V4226, P220 Cheang B, 2003, COMPUT EDUC, V41, P121, DOI 10.1016/S0360-1315(03)00030-7 DIJKSTRA EW, 1972, COMMUN ACM, V15, P859, DOI 10.1145/355604.361591 Douce C., 2005, ACM J ED RESOURCES C, V5, P1 Higgins C. 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J. Eng. Educ PY 2014 VL 30 IS 3 SI SI BP 644 EP 653 PG 10 WC Education, Scientific Disciplines; Engineering, Multidisciplinary SC Education & Educational Research; Engineering GA AL1YJ UT WOS:000338922300016 DA 2019-08-01 ER PT J AU Quintana, MGB Saez, JLC Fernandez, MAP AF Badilla Quintana, Maria Graciela Carrasco Saez, Jose Luis Prats Fernandez, Miquel Angel TI Use of PLE-Portfolio to Assess the Competency-Based Learning through Web 2.0 in Technical Engineering Education SO INTERNATIONAL JOURNAL OF ENGINEERING EDUCATION LA English DT Article DE Web 2.0; ple-portfolio; e-learning evaluation; competencies; evaluation models with ICT ID STUDENTS AB This article describes an experience of the use of Personal Learning Environment (PLE)-Portfolio to compile various digital artifacts in virtual spaces, which represent a theoretical content learning process associated with knowledge, in a competency-based context, using a variety of Web 2.0 tools. Based on the Learning Spiral as a framework for curriculum design in connectivisim and in the co-association, it created lessons, activities, and projects in order to create dynamic learning situations that contribute to the development of thinking skills and mental habits of first-year college students of technical engineering education at the Higher Technical Network Administration and Computational Support of the Lota Arauco Technical Training Center at the University of Concepcion. To analyze the experience, it proposed an evaluation model that was built using ICT, evaluative principles, a defined competencies standard, evidence and types of ICT assessment. As data instrument collection, rubrics were used that allowed to determine what students did with and without ICT. Main results of this experience are the generation of a methodological and evaluative model that facilitates theoretical learning, from the paradigm of learning using ICT, for example to promote higher competencies development in students, incorporating ICT seamlessly into a learning activity, increasing motivation and collaborative work in the physical and virtual classrooms. C1 [Badilla Quintana, Maria Graciela] Univ Catolica Santisima Concepcion, Educ Comp Unit, Concepcion, Chile. [Badilla Quintana, Maria Graciela] Univ Catolica Santisima Concepcion, Concepcion, Chile. [Carrasco Saez, Jose Luis] Univ Concepcion, Lota Arauco Tech Training Ctr, ICT Area, Concepcion, Chile. [Prats Fernandez, Miquel Angel] Univ Ramon Llull, FPCEE Blanquerna, Barcelona, Spain. RP Quintana, MGB (reprint author), Univ Catolica Santisima Concepcion, Educ Comp Unit, Alonso de Ribera Ave 2850, Concepcion, Chile. EM mgbadilla@ucsc.cl; jlcarrasc@cftlotarauco.cl; miquelpf@blanquerna.url.edu RI Badilla Quintana, Maria Graciela/B-3142-2017 OI Badilla Quintana, Maria Graciela/0000-0002-1317-9228 CR Abarca R., 2009, PROPUESTA EVALUAR AP Adell J., 2008, DIEZ COSAS QUE FUNCI Ahumada P., 2005, HACIA EVALUACION AUT Attwell G., 2007, ELEARNING PAPERS, V2, P1 Ausbel D., 1978, ED PSYCHOL COGNITIVE Barbera E., 2006, REV EDUCACION DISTAN, V5 Barrett HC, 2009, HORIZON, V17, P142, DOI 10.1108/10748120910965511 Benson Vladlena, 2012, International Journal of Knowledge Society Research, V3, P44, DOI 10.4018/jksr.2012040104 Bruner J, 1966, THEORY INSTRUCTION C Carrasco J. L., 2012, PRODUCTOS CREADOS CU Chatti M. 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S., 1979, DESARROLLO PROCESOS Yueh HP, 2013, INT J ENG EDUC, V29, P99 Zhao JY, 2010, HUM FACTOR ERGON MAN, V20, P123, DOI 10.1002/hfm.20204 Zhao JY, 2009, INFORM SYST MANAGE, V26, P241, DOI 10.1080/10580530903017781 NR 30 TC 1 Z9 1 U1 5 U2 28 PU TEMPUS PUBLICATIONS PI DURRUS, BANTRY PA IJEE , ROSSMORE,, DURRUS, BANTRY, COUNTY CORK 00000, IRELAND SN 0949-149X J9 INT J ENG EDUC JI Int. J. Eng. Educ PY 2014 VL 30 IS 3 SI SI BP 675 EP 682 PG 8 WC Education, Scientific Disciplines; Engineering, Multidisciplinary SC Education & Educational Research; Engineering GA AL1YJ UT WOS:000338922300019 DA 2019-08-01 ER PT S AU Villacorta, E AF Villacorta, E. BE GarciaPrada, JC Castejon, C TI Making Videos to Engineer Students During the Norwegian Higher Education Reform SO NEW TRENDS IN EDUCATIONAL ACTIVITY IN THE FIELD OF MECHANISM AND MACHINE THEORY SE Mechanisms and Machine Science LA English DT Proceedings Paper CT 1st International Symposium on the Education in Mechanism and Machine Science (ISEMMS) CY JUN 13-14, 2013 CL Madrid, SPAIN SP Univ Carlos III Madrid, Mech Dept, IFToMM, Permanent Commiss Educ, Spanish Assoc Mech Engn, Int Federat Promot Mech & Machine Sci DE Blended learning; e-learning; Mechanical engineering; Thermodynamics AB This paper is written in order to share the experience of the author recording videos to the students in mechanical engineering at Stord/Haugesund University College in Norway during the Thermodynamic course of 2012. The aim of the author was to create an additional tool to the students and motivate them to learn topics in the course which traditional were considered difficult for a group of students. Nowadays the students, "digital natives", spend a lot of time connecting in internet and grew up around computers at the same time lecturers "digital immigrants" use traditional tools (like books) to share knowledge. The experience of the author, who participated as an online student, in an online course offered by the Massachusetts Institute of Technology (MIT) during spring 2012 is described. During the course, the author got familiar with the different digital tools that were used by lecturers in the online course by MIT, and it was possible to analyze the course design as a lecturer's perspective. The author used a video screen capturing software and recorded three videos to the students who attend the Thermodynamic course in fall 2012. Videos are using intensive in online courses by MIT and the use of videos by other colleagues in Norway. The main idea with the videos was to create a multimedia learning tool that could be used in the virtual learning environment (VLE) supported by internet. During the Thermodynamic course the author tried to measure the student's interaction and perception regarding the videos, this is partial described in the paper. Some aspects regarding the results in the learning approach of the students are described, commented and compared with a previous course during 2011 however this section must be read as the author's experience not as a conclusion of how videos can help to engineer students to get a learning outcome. At the beginning of the academic year of 2012 all the colleges in Norway are involved in a higher education reform as a result of the Bologna Process and at the end of the paper the author share hispersonal impression regarding how digital technology can be used by lecturers to meet the learning outcome goals to the engineer students according to the Norwegian higher education reform. C1 Stord Haugesund Univ Coll, Stord, Norway. RP Villacorta, E (reprint author), Stord Haugesund Univ Coll, Stord, Norway. EM edmundo.villacorta@hsh.no CR Ask B, 2009, NOREGSNETTET MED IT Biggs J, 1996, HIGH EDUC, V32, P347, DOI 10.1007/BF00138871 Carr N., 2011, SHALLOWS WHAT INTERN Erstad O, 2010, NORD J DIGIT LIT, V5, P56 Krumsvik R. J., 2011, HOGRE UTBILDING, V1, P39 Marshall D, 1999, HIGH EDUC, V38, P291, DOI 10.1023/A:1003866607873 Massachusetts Institute of Technology, 2012, CIRC EL 6 002X Prensky M, 2006, DONT BOTHER ME MON I Universitets- og Hogskoleradet, 2011, NASJ RETN ING NR 9 TC 0 Z9 0 U1 1 U2 9 PU SPRINGER INTERNATIONAL PUBLISHING AG PI CHAM PA GEWERBESTRASSE 11, CHAM, CH-6330, SWITZERLAND SN 2211-0984 EI 2211-0992 BN 978-3-319-01835-5; 978-3-319-01836-2 J9 MECH MACH SCI PY 2014 VL 19 BP 267 EP 275 DI 10.1007/978-3-319-01836-2_29 PG 9 WC Education, Scientific Disciplines; Engineering, Mechanical SC Education & Educational Research; Engineering GA BA4JE UT WOS:000335826200030 DA 2019-08-01 ER PT S AU Casqueiro, C Maceiras, R Suarez, A AF Casqueiro, C. Maceiras, R. Suarez, A. BE GarciaPrada, JC Castejon, C TI Knowledge Pills for Teaching of Mechanism and Machine Theory SO NEW TRENDS IN EDUCATIONAL ACTIVITY IN THE FIELD OF MECHANISM AND MACHINE THEORY SE Mechanisms and Machine Science LA English DT Proceedings Paper CT 1st International Symposium on the Education in Mechanism and Machine Science (ISEMMS) CY JUN 13-14, 2013 CL Madrid, SPAIN SP Univ Carlos III Madrid, Mech Dept, IFToMM, Permanent Commiss Educ, Spanish Assoc Mech Engn, Int Federat Promot Mech & Machine Sci AB From the beginning of its activity, simultaneously with the implementation of European Higher Education Area (EHEA), the Defense University Center located in Spanish Naval College has developed a great effort to improve the learning methods. This effort takes two main directions: improve of classroom activities and the implementation of e-learning systems. These systems are a way of support for the students attending our classes, facilitating subsequent study. One method used for e-learning are the knowledge pills. However, although the pills are widely used for theoretical explanations, at Mechanical Engineering studies the explanation of basic exercises and the problems resolution provides a new and more difficult scene. Teaching of Mechanism and Machine Theory is a good example of these cases. At 2011-2012, we developed a knowledge pills collection for this course, like a guide for the resolution of kinematics problems at planar mechanisms. The student can follow a sequence of learning, from the resolution of position to the accelerations problem, passing for the velocities. In this work, the authors aim to show the learning sequence chosen, the characteristics of created pills concerning at their duration and structure, and the tools used for save them and edit. C1 [Casqueiro, C.; Maceiras, R.; Suarez, A.] Univ Vigo, Naval Acad, Def Univ Ctr, Pontevedra, Spain. RP Casqueiro, C (reprint author), Univ Vigo, Naval Acad, Def Univ Ctr, Pontevedra, Spain. EM ccasqueiro@cud.uvigo.es; rmaceiras@cud.uvigo.es; andres.suarez@cud.uvigo.es RI Maceiras, Rocio/F-2592-2016 OI Maceiras, Rocio/0000-0003-4798-3510 CR Felder R. M., 1999, QUALITY MANAGEMENT J, V6, P9 Goyanes V., 2008, IPTV ED MULTIMEDIA C Jiang PP, 2007, PROCEEDINGS OF THE 2007 1ST INTERNATIONAL SYMPOSIUM ON INFORMATION TECHNOLOGIES AND APPLICATIONS IN EDUCATION (ISITAE 2007), P456 Sanchez A, 2010, 4TH INTERNATIONAL TECHNOLOGY, EDUCATION AND DEVELOPMENT CONFERENCE (INTED 2010), P5561 Sanchez A, 2010, 4TH INTERNATIONAL TECHNOLOGY, EDUCATION AND DEVELOPMENT CONFERENCE (INTED 2010), P454 Ulloa Sande C., 2012, EDULEARN12 P, P1459 Wiley D., 2002, ED TECHNOLOGY ENCY NR 7 TC 0 Z9 0 U1 0 U2 0 PU SPRINGER INT PUBLISHING AG PI CHAM PA GEWERBESTRASSE 11, CHAM, CH-6330, SWITZERLAND SN 2211-0984 BN 978-3-319-01835-5; 978-3-319-01836-2 J9 MECH MACH SCI PY 2014 VL 19 BP 293 EP 301 DI 10.1007/978-3-319-01836-2_32 PG 9 WC Education, Scientific Disciplines; Engineering, Mechanical SC Education & Educational Research; Engineering GA BA4JE UT WOS:000335826200033 DA 2019-08-01 ER PT J AU Ugurlu, Y AF Ugurlu, Yuecel TI The Impact of Blended Learning on LabVIEW Certification Test Scores-A Case Study SO INTERNATIONAL JOURNAL OF ENGINEERING EDUCATION LA English DT Article DE engineering education; blended learning; e-learning; graphical programming; LabVIEW; certification test AB This paper introduces an efficient blended learning approach to teaching LabVIEW-based graphical programming and examines the impact of the proposed approach on LabVIEW certification test scores. A traditional course was blended with e-learning technology to boost the programming skills of students and to better teach advanced topics. The need to complete student-designed projects and a certification exam encouraged the students to use the e-learning system outside of class, in addition to their work in regular classroom time. Individual data analysis and student survey results showed that e-learning was mainly used as a tool to help prepare for the certification test. In our case study, students who used the e-learning system achieved certification test results almost 40% higher than those who only had face-to-face learning experiences. C1 Univ Tokyo, Dept Creat Informat, Bunkyo Ku, Tokyo 1138656, Japan. RP Ugurlu, Y (reprint author), Univ Tokyo, Dept Creat Informat, Bunkyo Ku, 7-3-1 Hongo, Tokyo 1138656, Japan. EM yucel.ugurlu@ni.com CR Mendez JA, 2011, IEEE T EDUC, V54, P619, DOI 10.1109/TE.2010.2102028 Bergeron R., 2009, P SYST APPL TECHN C, P1 Cybinski P, 2005, DECIS SCI-J INNOV ED, V3, P251, DOI 10.1111/j.1540-4609.2005.00069.x Garrison D. R., 2004, Internet and Higher Education, V7, P95, DOI 10.1016/j.iheduc.2004.02.001 Garrison D. R., 2008, BLENDED LEARNING HIG Golden S., 2006, RR745 UK NAT FDN ED Hadjerrouit S, 2008, INFORM EDUC, V7, P181 Ho LA, 2010, COMPUT HUM BEHAV, V26, P23, DOI 10.1016/j.chb.2009.07.007 Hoic-Bozic N, 2009, IEEE T EDUC, V52, P19, DOI 10.1109/TE.2007.914945 Johnson G., 2006, LABVIEW GRAPHICAL PR King R., 2012, INTRO DATA ACQUISITI Lehman J.D., 2003, J INTERACTIVE LEARNI, V14, P367 Macias JA, 2012, IEEE T EDUC, V55, P502, DOI 10.1109/TE.2012.2191787 Maloy R. W., 2010, TRANSFORMING LEARNIN Mills Julie E., 2003, AUSTRALASIAN J ENG E, V3, P2 Mohammad M., 2012, INT J SOCIAL HUMAN S, V6, P259 Nistal M. L., 2011, IEEE T EDUC, V54, P540 Solheim I., 2006, P MULT INF COMM TECH, P45 Ugurlu Y., 2012, P IEEE INT C TECHN E, V154, P1 Ugurlu Y. Y., 2011, P IEEE SICE SII TOK, P561 Zhang DS, 2006, INFORM MANAGE-AMSTER, V43, P15, DOI 10.1016/j.im.2005.01.004 NR 21 TC 0 Z9 0 U1 0 U2 0 PU TEMPUS PUBLICATIONS PI DURRUS, BANTRY PA IJEE , ROSSMORE,, DURRUS, BANTRY, COUNTY CORK 00000, IRELAND SN 0949-149X J9 INT J ENG EDUC JI Int. J. Eng. Educ PY 2014 VL 30 IS 1 SI SI BP 263 EP 271 PG 9 WC Education, Scientific Disciplines; Engineering, Multidisciplinary SC Education & Educational Research; Engineering GA AB4VB UT WOS:000331786900027 DA 2019-08-01 ER PT J AU Raikos, A Waidyasekara, P AF Raikos, Athanasios Waidyasekara, Pasan TI How Useful is YouTube in Learning Heart Anatomy? SO ANATOMICAL SCIENCES EDUCATION LA English DT Article DE gross anatomy education; e-learning; heart anatomy; medical curriculum; problem-based learning (PBL); self-directed learning; web-based learning; anatomy videos; YouTube ID MEDICAL INFORMATION; QUALITY ASSESSMENT; EDUCATION; STUDENTS; PROFESSIONALISM; TOOL AB Nowadays more and more modern medical degree programs focus on self-directed and problem-based learning. That requires students to search for high quality and easy to retrieve online resources. YouTube is an emerging platform for learning human anatomy due to easy access and being a free service. The purpose of this study is to make a quantitative and qualitative analysis of the available human heart anatomy videos on YouTube. Using the search engine of the platform we searched for relevant videos using various keywords. Videos with irrelevant content, animal tissue, non-English language, no sound, duplicates, and physiology focused were excluded from further elaboration. The initial search retrieved 55,525 videos, whereas only 294 qualified for further analysis. A unique scoring system was used to assess the anatomical quality and details, general quality, and the general data for each video. Our results indicate that the human heart anatomy videos available on YouTube conveyed our anatomical criteria poorly, whereas the general quality scoring found borderline. Students should be selective when looking up on public video databases as it can prove challenging, time consuming, and the anatomical information may be misleading due to absence of content review. Anatomists and institutions are encouraged to prepare and endorse good quality material and make them available online for the students. The scoring rubric used in the study comprises a valuable tool to faculty members for quality evaluation of heart anatomy videos available on social media platforms. Anat Sci Educ. 7: 12-18. (c) 2013 American Association of Anatomists. C1 [Raikos, Athanasios; Waidyasekara, Pasan] Bond Univ, Fac Hlth Sci & Med, Sch Med, Gold Coast, Qld 4229, Australia. RP Raikos, A (reprint author), Bond Univ, Fac Hlth Sci & Med, Sch Med, Gold Coast, Qld 4229, Australia. EM araikos@bond.edu.au RI Raikos, Athanasios/G-8570-2015 OI Raikos, Athanasios/0000-0003-0362-4196 CR Acland RD., 2003, ACLANDS DVD ATLAS 1 Acland RD, 2003, ACLANDS DVD ATLAS 2 Azer SA, 2007, SURG RADIOL ANAT, V29, P173, DOI 10.1007/s00276-007-0180-x Azer SA, 2012, BMC MED EDUC, V12, DOI 10.1186/1472-6920-12-126 Azer SA, 2012, SURG RADIOL ANAT, V34, P465, DOI 10.1007/s00276-012-0935-x Camm CF, 2013, CLIN CARDIOL, V36, P77, DOI 10.1002/clc.22080 Clifton A, 2011, NURS EDUC TODAY, V31, P311, DOI 10.1016/j.nedt.2010.10.004 DiLullo C, 2011, ANAT SCI EDUC, V4, P214, DOI 10.1002/ase.240 Farnan JM, 2008, PERSPECT BIOL MED, V51, P517, DOI 10.1353/pbm.0.0048 Garg K., 2011, HEAT 1 2 BD CHAUR AN Hayanga AJ, 2008, JAMA-J AM MED ASSOC, V299, P1424, DOI 10.1001/jama.299.12.1424-b Huelke DF., 1974, ORAL HLTH PODCAST SE iDE4, 2007, BAS GROSS AN HUM HEA Jaffar AA., 2011, EXTERNAL INTERNAL FE Jaffar AA, 2012, ANAT SCI EDUC, V5, P158, DOI 10.1002/ase.1268 Johnson EO, 2012, ANAT SCI EDUC, V5, P354, DOI 10.1002/ase.1296 Knosel M, 2011, J DENT EDUC, V75, P1558 Koya KD, 2012, SEMIN CUTAN MED SURG, V31, P163, DOI 10.1016/j.sder.2012.06.006 Marcus A, 2007, LECT NOTES COMPUT SC, V4552, P926 Marker DR, 2012, ANAT RES INT, V2012 Netterstrom I, 2008, ANAT SCI EDUC, V1, P154, DOI 10.1002/ase.31 Pant S, 2012, CLIN CARDIOL, V35, P281, DOI 10.1002/clc.21981 Petersson H, 2009, ANAT SCI EDUC, V2, P61, DOI 10.1002/ase.76 Platt Allan, 2010, J Physician Assist Educ, V21, P42 Raikos A, 2012, SURG RADIOL ANAT, V34, P433, DOI 10.1007/s00276-011-0925-4 Reidenberg Joy S., 2002, Anatomical Record, V269, P81 Rossler B, 2012, CLIN NEUROL NEUROSUR, V114, P655, DOI 10.1016/j.clineuro.2011.12.048 Shaffer K, 2004, NEW ENGL J MED, V351, P1279, DOI 10.1056/NEJMp048100 Shoja MM, 2013, INT J CARDIOL, V167, P1126, DOI 10.1016/j.ijcard.2012.09.078 STANFORD W, 1994, INVEST RADIOL, V29, P248, DOI 10.1097/00004424-199402000-00022 Tam CWM, 2012, MED TEACH, V34, P1078, DOI 10.3109/0142159X.2012.731105 Tourinho Francis Solange Vieira, 2012, Rev. Col. Bras. Cir., V39, P335, DOI 10.1590/S0100-69912012000400015 Wang AT, 2012, MAYO CLIN PROC, V87, P1162, DOI 10.1016/j.mayocp.2012.07.024 Wittich CM, 2013, ANAT SCI EDUC, V6, P232, DOI 10.1002/ase.1329 YouTube, 2012, PRESS ROOM STAT YouTube, 2012, GET MOR LEARN NR 36 TC 33 Z9 35 U1 2 U2 37 PU WILEY PI HOBOKEN PA 111 RIVER ST, HOBOKEN 07030-5774, NJ USA SN 1935-9772 EI 1935-9780 J9 ANAT SCI EDUC JI Anat. Sci. Educ. PD JAN PY 2014 VL 7 IS 1 BP 12 EP 18 DI 10.1002/ase.1361 PG 7 WC Education, Scientific Disciplines SC Education & Educational Research GA 279BE UT WOS:000328933200003 PM 23564745 DA 2019-08-01 ER PT S AU Krause, SJ Baker, DR Carberry, AR Alford, TL Ankeny, CJ Koretsky, M Brooks, BJ Gilbuena, DM Waters, C Gibbons, BJ Stuart, WJ Maass, S Chan, CK AF Krause, Stephen J. Baker, Dale R. Carberry, Adam R. Alford, Terry L. Ankeny, Casey Jane Koretsky, Milo Brooks, Bill Jay Gilbuena, Debra M. Waters, Cindy Gibbons, Brady J. Stuart, William Joseph Maass, Sean Chan, Candace K. GP ASEE TI JTF Web-Enabled Faculty and Student Tools for More Effective Teaching and Learning Through Two-Way, Frequent Formative Feedback SO 2014 ASEE ANNUAL CONFERENCE SE ASEE Annual Conference & Exposition LA English DT Proceedings Paper CT ASEE Annual Conference CY JUN 15-18, 2014 CL Indianapolis, IN SP ASEE AB JTF (Just-in-Time-Teaching with Interactive Frequent Formative Feedback) is an NSF TUES Type 2 project with an overall goal of implementing web-enabled tools and resources that facilitate the strategies, practices, and assessments that use two-way frequent formative feedback to improve student attitude, learning, and achievement. The project is a collaboration of faculty at four institutions of higher education. In this paper we are reporting progress toward achieving the following goals of the project: 1) to develop engagement, feedback, and assessment resources for web-based suites of instructor Just-in-Time-Teaching tools and student Just-inTime- Learning resources for interactive instruction that supports and facilitates web and classroom engagement pedagogy for more effective teaching and learning; 2) to build a community of practice that supports implementation of JTF pedagogy; 3) to investigate how instructors use JTF feedback and assessment to identify and diagnose student learning issues and the teaching strategies used to address them; 4) to assess the effect of the JTF pedagogy on student attitude, learning, and persistence, as well as effectiveness in resolving student learning issues; 5) to assess the potential for broader adaptation of JTF pedagogy in other engineering domains; and 6) to broadly disseminate and diffuse JTF strategies and resources to a wide audience to facilitate greater adaptation of JTF pedagogy. Some important highlights of progress over the past year in include the following. An important instructor resource for automated Muddiest Point data collection was activated in June 2013 and brought online as part of the Concept Warehouse (CW), cw.edudiv.org, web site that also has real-time feedback for over 1600 Conceptest questions. The real-time Muddiest Point student feedback capability includes PDF output with a word cloud and tabulated end-of-class Muddiest Point student responses. An important and popular student learning resource has been Muddiest Point YouTube materials science videos at www.youtube.com/user/MaterialsConcepts. By early 2014 the 18-month old site had acquired over 1,200 subscribers and had over 140,000 hits with more than 600,000 minutes of viewing. A survey of collaborating faculty showed almost all agreed or strongly agreed that being involved in JTF has: 1) had made them more reflective teachers; 2) had motivated them to change their classroom practice; 3) had made their students more engaged as a result of the changes they were implementing in my classroom teaching practice; and 4) helped them better understand their students' learning. The impact of JTF teaching strategies on student attitude at four diverse institutions found from a Student Value Survey on usefulness of Muddiest Points to learning found, that there was a positive average of 64% for Interest / Attainment Value, 85% average of Utility Value, and 84% agreement that the personal cost of effort was low. During 5 classes in Fall 2013 term, student persistence from the class second week to the final exam was 204 out of 211 or 97%. In working to impact other disciplines with JTF, a 2013 ASEE workshop had 28 participants who unanimously agreed they envisioned incorporating at least one of the web-based teaching and learning strategies from the workshop into their course(s). A final highlight regarding dissemination is that Wiley Publishing is using four types of JTF student learning resources in their Wiley Plus e-Learning web platform in the next edition of two materials textbooks. They include: 35 Muddiest Point Tutorial and Example Problem videos; a Muddiest Point data collection tool; a visual glossary vocabulary building web flash card resource; and a vocabulary definition-term, multiple-choice set of quick questions. The body of the paper will discuss the results of the JTF project in more detail. C1 [Krause, Stephen J.] Arizona State Univ, Fulton Sch Engn, Mat Program, Tempe, AZ 85287 USA. [Baker, Dale R.; Alford, Terry L.] Arizona State Univ, Tempe, AZ 85287 USA. [Carberry, Adam R.] Arizona State Univ, Fulton Sch Engn, Tempe, AZ 85287 USA. [Ankeny, Casey Jane] Arizona State Univ, Sch Biol & Hlth Syst Engn, Tempe, AZ 85287 USA. [Koretsky, Milo] Oregon State Univ, Chem Engn, Corvallis, OR 97331 USA. [Koretsky, Milo] Oregon State Univ, Ctr Lifelong STEM Educ Res, Corvallis, OR 97331 USA. [Brooks, Bill Jay; Gilbuena, Debra M.] Oregon State Univ, Sch Chem Biol & Environm Engn, Corvallis, OR 97331 USA. [Waters, Cindy] North Carolina A&T State Univ, Mech Engn, Greensboro, NC USA. [Gibbons, Brady J.] Oregon State Univ, Sch Mech Ind & Mfg Engn, Mat Sci, Corvallis, OR 97331 USA. [Stuart, William Joseph] Oregon State Univ, Corvallis, OR 97331 USA. [Chan, Candace K.] Arizona State Univ, Sch Engn Matter Transport & Energy, Mat Sci & Engn, Tempe, AZ 85287 USA. RP Krause, SJ (reprint author), Arizona State Univ, Fulton Sch Engn, Mat Program, Tempe, AZ 85287 USA. RI Ankeny, Casey/R-1356-2017 CR Amresh A, 2013, PROC FRONT EDUC CONF BATEMAN GR, 1995, QUAL PROG, V28, P168 BUTLER DL, 1995, REV EDUC RES, V65, P245, DOI 10.3102/00346543065003245 Krause S., 2013, 2013 ASEE P Nicol DJ, 2006, STUD HIGH EDUC, V31, P199, DOI 10.1080/03075070600572090 NR 5 TC 0 Z9 0 U1 0 U2 3 PU AMER SOC ENGINEERING EDUCATION PI WASHINGTON PA 1818 N STREET, NW SUITE 600, WASHINGTON, DC 20036 USA SN 2153-5965 J9 ASEE ANNU CONF EXPO PY 2014 PG 14 WC Education & Educational Research; Education, Scientific Disciplines; Engineering, Multidisciplinary SC Education & Educational Research; Engineering GA BF6XU UT WOS:000383779805006 DA 2019-08-01 ER PT S AU Sarder, B AF Sarder, B. GP ASEE TI Improving Student Engagement in Online Courses SO 2014 ASEE ANNUAL CONFERENCE SE ASEE Annual Conference & Exposition LA English DT Proceedings Paper CT ASEE Annual Conference CY JUN 15-18, 2014 CL Indianapolis, IN SP ASEE AB Distance education is a learning model in which students and instructors are separated by location and/or time, and in which students may complete courses or programs without attending scheduled classes in a specific location (E-learning). Distance learners are growing in numbers and universities capitalizing on this segment by expanding their course offerings. Online courses are becoming popular, but it has some drawbacks including lack of interactivity. Institutes of higher learning are still discovering that teaching methods implemented in traditional courses may not necessarily translate directing into the distance learning model. This paper will highlight a number of issues concerning distance learning and what teaching methods may be implemented by professors to facilitate student engagement in online courses. There are a number of teaching approaches that institutions of higher learning may implement in order to engage distance learners in online courses, one of which is the Engagement Based Learning and Teaching (EBLT) approach. According to the Engagement Based Learning and Teaching (EBLT) approach there are two basic elements that provide an effective method of establishing a facilitation technique for more student engagement. These elements are pedagogy and preconditions where pedagogies are techniques that must be followed in instructions and preconditions are set of guidelines that need to be present in effective teaching. This paper discusses various methods of improving students' engagement in online course delivery with examples at the implementing university. The Industrial Engineering Technology (IET) program at our university has been converted to an online program as other programs are also following the same pursuit. As we are switching to online course delivery, we are actively researching ways to foster critical thinking and maintain adequate real time communication and interaction with students. Our task was to design online course delivery that offers students a variety of learning styles and preferences in interactive ways. We have implemented various techniques including enforced sequential viewing of lecture videos and virtual class meetings in some of our courses as part of students' engagement initiative. We have found interesting and positive correlation of improved students learning with those techniques. This paper will discuss the detail design of experiments and results of the implementations. C1 [Sarder, B.] Univ Southern Mississippi, Ind Engn Technol Program, Hattiesburg, MS 39406 USA. 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H., 2002, INT J INSTRUCTIONAL, V29, P377 Yukseltruk E., 2006, 494345 ASHEERIC ED NR 46 TC 0 Z9 0 U1 0 U2 0 PU AMER SOC ENGINEERING EDUCATION PI WASHINGTON PA 1818 N STREET, NW SUITE 600, WASHINGTON, DC 20036 USA SN 2153-5965 J9 ASEE ANNU CONF EXPO PY 2014 PG 17 WC Education & Educational Research; Education, Scientific Disciplines; Engineering, Multidisciplinary SC Education & Educational Research; Engineering GA BF6XU UT WOS:000383779807004 DA 2019-08-01 ER PT S AU May, D Lensing, K Tekkaya, AE Grosch, M Berbuir, U Petermann, M AF May, Dominik Lensing, Karsten Tekkaya, A. Erman Grosch, Michael Berbuir, Ute Petermann, Marcus GP IEEE TI What Students Use Results of a Survey on Media Use among Engineering Students SO 2014 IEEE FRONTIERS IN EDUCATION CONFERENCE (FIE) SE Frontiers in Education Conference LA English DT Proceedings Paper CT IEEE Frontiers in Education Conference (FIE) CY OCT 22-25, 2014 CL Madrid, SPAIN SP Frontiers In Educ, IEEE, IEEE Comp Soc, American Soc Engn Educ DE media use; engineering education; social media; academic teaching; mobile learning AB Nowadays, university students are facing a large number of highly diverse media, including conventional books as well as online-based mobile applications - all used to support learning. Especially the internet with its connected social media services or e-learning possibilities induced significant changes in society and in the landscape of higher education during the last years and still do so. The four universities RWTH Aachen University, Ruhr-University Bochum, TU Dortmund University, and the Karlsruhe Institute of Technology conducted an exploratory student survey on media and information use, in order to expand the empirical database on that topic. A special focus was laid on mobile learning. In this context the survey asked for hardware and software the students are using and for those situations where they already got in contact with any kind of mobile learning - e.g. by using special apps for learning or because they were asked by their teachers to use a mobile device. The results of the survey elucidate that the use of online media and especially social media as well as mobile devices in higher education are in need to be promoted in future. Furthermore, it reveals demands for action in the field of media competency concerning students as well as teachers. C1 [May, Dominik; Lensing, Karsten] TU Dortmund Univ, Ctr Higher Educ, Dortmund, Germany. [Tekkaya, A. Erman] TU Dortmund Univ, Inst Forming Technol & Lightweight Construct, Dortmund, Germany. [Grosch, Michael] Karlsruhe Inst Technol, Inst Educ & Vocat Training, Karlsruhe, Germany. [Berbuir, Ute; Petermann, Marcus] Ruhr Univ Bochum, Chair Particle Technol, Bochum, Germany. RP May, D (reprint author), TU Dortmund Univ, Ctr Higher Educ, Dortmund, Germany. RI ; Tekkaya, A. Erman/K-8512-2012 OI Petermann, Marcus/0000-0001-7844-9674; Tekkaya, A. Erman/0000-0002-5197-2948 CR Arthur Charles, 2013, GUARDIAN Atwal R., 2013, FORCAST PCS ULTRAMOB Bakkers J. H., 2014, EUROPEAN MOBILE INTE Crompton H, 2013, HANDBOOK OF MOBILE LEARNING, P3 Dahlstrom E., 2012, ECAR STUDY UNDERGRAD Dittler U., 2009, E LEARNING ZWISCHENB, P205 Grosch M., 2011, MEDIENNUTZUNGSGEWOHN Grosch M., 2012, MEDIENNUTZUNG STUDIU Kukulska-Hulme A., 2005, MOBILE LEARNING HDB Maske P., 2012, MOBILE APPL Maske Ph., 2011, MOBILE APPL May D., 2013, P 2013 IEEE GLOB ENG Quinn C., 2000, LINEZINE Schiefner M., 2011, E LEARNING EINSATZKO, P127 Sharples M., 2000, DESIGN PERSONAL MOBI Sharples M, MEDIENBILDUNG NEUEN, P87 Thoing K., 2014, TEACHING LEARNING EU, P191 NR 17 TC 0 Z9 0 U1 0 U2 1 PU IEEE PI NEW YORK PA 345 E 47TH ST, NEW YORK, NY 10017 USA SN 0190-5848 BN 978-1-4799-3922-0 J9 PROC FRONT EDUC CONF PY 2014 BP 92 EP 97 PG 6 WC Education, Scientific Disciplines; Engineering, Electrical & Electronic SC Education & Educational Research; Engineering GA BF2QM UT WOS:000380490600020 DA 2019-08-01 ER PT S AU Morales, M Rizzardini, RH Gutl, C AF Morales, Miguel Hernandez Rizzardini, Rocael Guetl, Christian GP IEEE TI Telescope, a MOOCs Initiative in Latin America: Infrastructure, Best Practices, Completion and Dropout Analysis SO 2014 IEEE FRONTIERS IN EDUCATION CONFERENCE (FIE) SE Frontiers in Education Conference LA English DT Proceedings Paper CT IEEE Frontiers in Education Conference (FIE) CY OCT 22-25, 2014 CL Madrid, SPAIN SP Frontiers In Educ, IEEE, IEEE Comp Soc, American Soc Engn Educ DE Massive Open Online Course; MOOC; Online Learning; Drop-out rate AB This paper presents the Telescope project, initiated and hosted at Galileo University in Guatemala, which is an initiative for Latin American Region with the similar objective as Coursera or EdX. First it is presented and analyzes the current state of the MOOC's, showing real progress, the broader scope in the academic field and it's potential as a tool to support education. For Telescope, behavior of students, completion rates and drop-out will be detailed and analyzed, along with assessment approaches and communication methods from four different MOOC experiences given at The MOOCs 2013 experiences presented are from the following courses: Cloud based tools for education, Introduction to e-Learning, Medical Urgencies and Android development. With over 15,000 enrolled students, and learners from over 15 countries. Also, we will present result from drop out learners, from no shows to those who did not complete the whole course experience, presenting the main reasons for drop out: personal reasons, academic and other influencing factors such as course quality and interaction with the tutors, course contents, workload and time management; being the most cited reasons for dropout: personal and workload reasons such as not enough time, increase workload at the job, and also the academic workload was evaluated as too-high in some cases. C1 [Morales, Miguel; Hernandez Rizzardini, Rocael] Galileo Univ, GES, Guatemala City, Guatemala. [Guetl, Christian] Graz Univ Technol, IICM, Graz, Austria. RP Morales, M (reprint author), Galileo Univ, GES, Guatemala City, Guatemala. EM amorales@galileo.edu; roc@galileo.edu; Christian.Guetl@iicm.tugraz.at OI Gutl, Christian/0000-0001-9589-1966 CR Allen I.E, 2014, GRADECHANGE TRACKING Breslow L. B., 2013, RES PRACTICE ASSESSM, V8, P13 Brinton Christopher G., 2013, LEARNING SOCIAL LEAR Christensen Gayle, 2013, MOOC PHENOMENON WHO Cisel M., 2013, REV STICEF, P19 Daniel J, 2012, J INTERACT MEDIA EDU, DOI 10.5334/2012-18 Downes S, 2005, ELEARNING MAGAZINE Hernandez R, 2014, 3 INT WORKS IN PRESS Hernandez R., 2014, P 2 INT WORKSH LEARN, P147 Hill P, 2013, EMERGING STUDENT PAT Hyman P, 2012, COMMUN ACM, V55, P20, DOI 10.1145/2380656.2380664 Martin FG, 2012, COMMUN ACM, V55, P26, DOI 10.1145/2240236.2240246 Maxwell J. Clerk, 1892, TREATISE ELECT MAGNE, V2, P68, DOI DOI 10.1016/J.SBSPR0.2010.03.285 Mcauley A., 2010, MOOC MODEL DIGITAL P Pisutova K, 2012, 10TH IEEE INTERNATIONAL CONFERENCE ON EMERGING ELEARNING TECHNOLOGIES AND APPLICATIONS (ICETA 2012), P297, DOI 10.1109/ICETA.2012.6418317 Rodriguez O, 2013, OPEN PRAX, V5, P67, DOI 10.5944/openpraxis.5.1.42 Siemens G., 2012, MOOCS ARE REALLY PLA Siemens G., 2005, INT J INSTRUCTIONAL, V2 Zapata-Ros Miguel, 2014, PREPRINT NR 19 TC 0 Z9 0 U1 0 U2 4 PU IEEE PI NEW YORK PA 345 E 47TH ST, NEW YORK, NY 10017 USA SN 0190-5848 BN 978-1-4799-3922-0 J9 PROC FRONT EDUC CONF PY 2014 BP 710 EP 716 PG 7 WC Education, Scientific Disciplines; Engineering, Electrical & Electronic SC Education & Educational Research; Engineering GA BF2QM UT WOS:000380490600119 DA 2019-08-01 ER PT S AU Amado-Salvatierra, HR Rizzardini, RH AF Amado-Salvatierra, Hector R. Rizzardini, Rocael Hernandez GP IEEE TI Towards a methodology to Inclusive Curriculum Design An experience presented within an Accessible Virtual Learning Environment SO 2014 IEEE FRONTIERS IN EDUCATION CONFERENCE (FIE) SE Frontiers in Education Conference LA English DT Proceedings Paper CT IEEE Frontiers in Education Conference (FIE) CY OCT 22-25, 2014 CL Madrid, SPAIN SP Frontiers In Educ, IEEE, IEEE Comp Soc, American Soc Engn Educ DE Keywords Curriculum Design; Accessibility; Methodologies; Training; VLE; e-Learning; Web Engineering AB Higher Education Institutions (HEIs) are constantly adopting Information and Communication Technologies (ICT) to improve and enhance the learning process. In this sense, constant evolution of assistive technologies helps users with disabilities to have a complete set of choices to access digital content while working with Virtual Learning Environments (VLE), but an intense training for stakeholders involved in curriculum design should be prepared to achieve an integral inclusive solution. This article proposes an innovative practice to implement, validate and promote a working methodology to produce an inclusive curriculum design, where teachers and staff administrators have a relevant role while designing, preparing and imparting accessible and inclusive courses. Teachers need to be instructed on how to generate accessible documents and how to provide truly accessible curriculum developments. This work presents an initiative promoted by ESVI-AL project, looking to improve accessibility in virtual higher education through the definition of systematic and replicable methodological processes for the design and implementation of accessible virtual curriculum developments. A first training experience for teachers in Latin-America is presented. C1 [Amado-Salvatierra, Hector R.; Rizzardini, Rocael Hernandez] Galileo Univ, GES Dept, Guatemala City, Guatemala. RP Amado-Salvatierra, HR (reprint author), Galileo Univ, GES Dept, Guatemala City, Guatemala. EM hr_amado@galileo.edu; roc@galilco.edu RI Amado-Salvatierra, Hector R/H-3371-2018 OI Amado-Salvatierra, Hector R/0000-0002-3028-234X CR Abou-Zahra S., 2010, P 2010 INT CROSS DIS Amado-Salvatierra HR, 2012, PROCEDIA COMPUT SCI, V14, DOI 10.1016/j.procs.2012.10.042 [Anonymous], 2009, 1979632009 ISOIEC Guenaga ML, 2004, LECT NOTES COMPUT SC, V3118, P157 HERSH M, 2008, P 2008 8 IEEE INT C, P1038, DOI DOI 10.1109/ICALT.2008.82 Hilera Jose R., 2011, Proceedings of the 2011 International Conference on E-Learning, E-Business, Enterprise Information Systems, & E-Government (EEE 2011), P99 Hilera J. R., 2013, GUIA METODOLOGICA IM ISO, 2012, 405002012 ISO ISOIEC ISO, 2005, 1979612005 ISOIEC Kayess R, 2008, HUM RIGHTS LAW REV, V8, P1, DOI 10.1093/hrlr/ngm044 Kelly B., 2010, P 2010 INT CROSS DIS Martin L., 2007, P 2007 INT C WEB INF, P453 Pons D., 2011, IEEE LEARNING TECHNO, V13, P20 Power C, 2010, LECT NOTES COMPUT SC, V6179, P519, DOI 10.1007/978-3-642-14097-6_83 Rizzardini R. H., 2013, EDMEDIA, P635 Stracke C. M., 2009, P ASEM LL C E LEARN United Nations, 2006, CONV RIGHTS PERS DIS NR 17 TC 0 Z9 0 U1 1 U2 5 PU IEEE PI NEW YORK PA 345 E 47TH ST, NEW YORK, NY 10017 USA SN 0190-5848 BN 978-1-4799-3922-0 J9 PROC FRONT EDUC CONF PY 2014 PG 7 WC Education, Scientific Disciplines; Engineering, Electrical & Electronic SC Education & Educational Research; Engineering GA BF2QM UT WOS:000380490602162 DA 2019-08-01 ER PT S AU Amado-Salvatierra, HR Hernandez, R Hilera, JR AF Amado-Salvatierra, Hector R. Hernandez, Rocael Hilera, Jose R. GP IEEE TI Teaching and Promoting Web Accessibility in Virtual Learning Environments A staff training experience in Latin-America SO 2014 IEEE FRONTIERS IN EDUCATION CONFERENCE (FIE) SE Frontiers in Education Conference LA English DT Proceedings Paper CT IEEE Frontiers in Education Conference (FIE) CY OCT 22-25, 2014 CL Madrid, SPAIN SP Frontiers In Educ, IEEE, IEEE Comp Soc, American Soc Engn Educ DE Web Engineering; Accessibility; Training; Virtual Learning Environment; e-Learning; Web-based Courses ID STANDARDS AB Constant evolution of technology triggers a large myriad of research related to accessibility in Virtual Learning Environments (VLE). In the same way, international initiatives provide guidelines to create accessible web content, but educational institutions, especially in Latin-America (LA), are not aware of the VLE barriers that could affect students with disabilities. The fulfillment of accessibility standards in a virtual campus provides benefits for all the academic community that in some cases could face difficulties to learn through the VLE. This work proposes an innovative practice to implement, promote and include accessibility features in a VLE through an intensive training workshop based on best practices. This approach is addressed to technical staff involved in the installation, maintenance and support of e-Learning solutions in academic institutions, with a special focus on software and web engineering. A first staff training experience was implemented in seven countries in LA, with more than 180 participants from 52 different Higher Education Institutions (HEI). Results from the experience manifest a growing interest from HEIs in accessibility topics and encourage improving the workshop materials for new editions. The design of Massive Open Online Courses (MOOC) based on the workshop will allow the initiative to reach a broader audience. C1 [Amado-Salvatierra, Hector R.; Hernandez, Rocael] Galileo Univ, GES Dept, Guatemala City, Guatemala. [Hilera, Jose R.] Univ Alcala de Henares, Dept Comp Sci, Alcala De Henares, Spain. RP Amado-Salvatierra, HR (reprint author), Galileo Univ, GES Dept, Guatemala City, Guatemala. EM hr_amado@galileo.edu; roc@galileo.edu; jose.hilera@uah.es RI Amado-Salvatierra, Hector R/H-3371-2018; hilera, jose ramon/E-7351-2012 OI Amado-Salvatierra, Hector R/0000-0002-3028-234X; hilera, jose ramon/0000-0001-9196-1031 CR Abou-Zahra S., 2010, P 2010 INT CROSS DIS Amado-Salvatierra H., 2013, GUIA METODOLOGICA IM, P111 Amado-Salvatierra HR, 2012, PROCEDIA COMPUT SCI, V14, DOI 10.1016/j.procs.2012.10.042 [Anonymous], 2012, 405002012 ISOIEC [Anonymous], 2014, WEB ACCESSIBILITY IN Burgstahler S., 2002, AACE J, V10, P32 Gesa RF, 2010, RIED-REV IBEROAM EDU, V13, P45 Gay G., 2009, P 2009 INT CROSS DIS, P90, DOI DOI 10.1145/1535654.1535676 Graf S, 2005, 5th IEEE International Conference on Advanced Learning Technologies, Proceedings, P163, DOI 10.1109/ICALT.2005.54 Guenaga ML, 2004, LECT NOTES COMPUT SC, V3118, P157 Hersh M., P 2008 8 IEEE INT C, P1038 Hilera Jose R., 2011, Proceedings of the 2011 International Conference on E-Learning, E-Business, Enterprise Information Systems, & E-Government (EEE 2011), P99 Hilera J. R., 2013, GUIA METODOLOGICA IM Hricko M., 2003, UNDERSTANDING SECTIO, P25 Iglesias A., 2011, COMPUTER APPL ENG ED Kayess R, 2008, HUM RIGHTS LAW REV, V8, P1, DOI 10.1093/hrlr/ngm044 Kelly B., 2010, P 2010 INT CROSS DIS Perakovic D., P C UN LEARN DES 201, V2, P115 Power C, 2010, LECT NOTES COMPUT SC, V6179, P519, DOI 10.1007/978-3-642-14097-6_83 Rizzardini R. H., 2013, EDMEDIA, P635 Santos OC, 2011, BULL TECH COMM LEARN, V13, P20 United Nations, 2006, CONV RIGHTS PERS DIS Willer C., P INT C INT COMP AID NR 23 TC 0 Z9 0 U1 1 U2 2 PU IEEE PI NEW YORK PA 345 E 47TH ST, NEW YORK, NY 10017 USA SN 0190-5848 BN 978-1-4799-3922-0 J9 PROC FRONT EDUC CONF PY 2014 PG 4 WC Education, Scientific Disciplines; Engineering, Electrical & Electronic SC Education & Educational Research; Engineering GA BF2QM UT WOS:000380490602088 DA 2019-08-01 ER PT S AU Gordillo, A Barra, E Quemada, J AF Gordillo, Aldo Barra, Enrique Quemada, Juan GP IEEE TI A flexible open source web platform to facilitate Learning Object evaluation SO 2014 IEEE FRONTIERS IN EDUCATION CONFERENCE (FIE) SE Frontiers in Education Conference LA English DT Proceedings Paper CT IEEE Frontiers in Education Conference (FIE) CY OCT 22-25, 2014 CL Madrid, SPAIN SP Frontiers In Educ, IEEE, IEEE Comp Soc, American Soc Engn Educ DE learning object; evaluation; model; metric; tool ID QUALITY AB Systematic evaluation of Learning Objects is essential to make high quality Web-based education possible. For this reason, several educational repositories and e-Learning systems have developed their own evaluation models and tools. However, the differences of the context in which Learning Objects are produced and consumed suggest that no single evaluation model is sufficient for all scenarios. Besides, no much effort has been put in developing open tools to facilitate Learning Object evaluation and use the quality information for the benefit of end users. This paper presents LOEP, an open source web platform that aims to facilitate Learning Object evaluation in different scenarios and educational settings by supporting and integrating several evaluation models and quality metrics. The work exposed in this paper shows that LOEP is capable of providing Learning Object evaluation to e-Learning systems in an open, low cost, reliable and effective way. Possible scenarios where LOEP could be used to implement quality control policies and to enhance search engines are also described. Finally, we report the results of a survey conducted among reviewers that used LOEP, showing that they perceived LOEP as a powerful and easy to use tool for evaluating Learning Objects. C1 [Gordillo, Aldo; Barra, Enrique; Quemada, Juan] Univ Politecn Madrid, Escuela Tecn Super Ingn Telecomunicac, Ave Complutense 30, E-28040 Madrid, Spain. RP Gordillo, A (reprint author), Univ Politecn Madrid, Escuela Tecn Super Ingn Telecomunicac, Ave Complutense 30, E-28040 Madrid, Spain. EM agordillo@dit.upm.es; ebarra@dit.upm.es; jquemada@dit.upm.es CR Akpinar Y., 2007, INT J INSTRUCTIONAL BARANIUK R. G, 2007, OPENING ED COLLECTIV, P116 Barra E., 2014, P INT C ED SCI TECHN Chitwood K., 2005, 20 ANN C DIST TEACH, P1 Duval E., 2003, P 12 INT WORLD WID W, P1 Eguigure Y., 2011, IBEROAMERICAN J APPL, V1 Haughey M., 2005, E J INSTRUCTIONAL SC, V8 IEEE LTSC, 2002, STAND LEARN IN PRESS Kay R., 2008, ED TECHNOLOGY RES DE, V57, P147 Kay R, 2009, INTERDISCIPLINARY J, V5 Kay R., 2011, INTERDISCIPLINARY J, V7 Kay R., 2012, INTERACTIVE LEARNING Kay R. H., 2007, TEACHER EVALUATION L Kay R, 2011, COMPUT HUM BEHAV, V27, P1849, DOI 10.1016/j.chb.2011.04.007 Kay RH, 2008, AUSTRALAS J EDUC TEC, V24, P574 Krauss Ferdinand, 2005, Interdisciplinary Journal of Knowledge and Learning Objects, V1, P1 Kurilovas E, 2011, ELECTRON J E-LEARN, V9, P39 Leacock TL, 2007, EDUC TECHNOL SOC, V10, P44 Luke R., 2007, P WORLD C E LEARN CO McCormick R., 2006, LEARNING MEDIA TECHN, V31, P213, DOI DOI 10.1080/17439880600893275 MCDONALD J, 2006, P 23 ANN ASC C WHOS, P535 McGreal R., 2004, INT J INSTRUCTIONAL, V1, P21 Nesbit JC, 2006, J SYSTEMICS CYBERNET, V3, P102 Nurmi S., 2006, LEARNING MEDIA TECHN, V31, P233, DOI DOI 10.1080/17439880600893283 Ochoa X., 2006, P WORLD C ED MULT HY Ochoa X, 2006, LECT NOTES COMPUT SC, V4231, P372 Pons D., 2012, P 2012 INT C E LEARN Sanz-Rodriguez J, 2011, SOFTWARE QUAL J, V19, P121, DOI 10.1007/s11219-010-9108-5 Sanz-Rodriguez J, 2010, IEEE T LEARN TECHNOL, V3, P358, DOI 10.1109/TLT.2010.23 Tzikopoulos A., 2007, LEARNING OBJECTS INS Vargo J., 2003, INT J COMPUTERS APPL, V25 VUORIKARI R, 2008, SOCIAL INFORM RETRIE, P87 Wiley D. A, 2000, LEARNING OBJECT DESI Wiley D. A., 2000, INSTRUCTIONAL USE LE NR 34 TC 0 Z9 0 U1 0 U2 0 PU IEEE PI NEW YORK PA 345 E 47TH ST, NEW YORK, NY 10017 USA SN 0190-5848 BN 978-1-4799-3922-0 J9 PROC FRONT EDUC CONF PY 2014 PG 8 WC Education, Scientific Disciplines; Engineering, Electrical & Electronic SC Education & Educational Research; Engineering GA BF2QM UT WOS:000380490603023 DA 2019-08-01 ER PT S AU Junus, K Sadita, L Suhartanto, H AF Junus, Kasiyah Sadita, Lia Suhartanto, Heru GP IEEE TI Social, Cognitive, Teaching, and Metacognitive Presence in General and Focus Group Discussion: Case Study in Blended e-Learning Linear Algebra Class SO 2014 IEEE FRONTIERS IN EDUCATION CONFERENCE (FIE) SE Frontiers in Education Conference LA English DT Proceedings Paper CT IEEE Frontiers in Education Conference (FIE) CY OCT 22-25, 2014 CL Madrid, SPAIN SP Frontiers In Educ, IEEE, IEEE Comp Soc, American Soc Engn Educ DE community of inquiry; online group discussion; collaborative learning; mathematics education AB Online discussion forum in mathematics teaching still needs to be investigated in order that educators can facilitate effective students online learning experience. The challenges faced in teaching Linear Algebra at the Faculty of Computer Science, Universitas Indonesia are that students are freshmen who are used to being dependent learners; and there is a time restriction to face-to-face interaction, while this course requires high interaction between students and instructor. To enhance communication beyond the classroom, we have implemented a blended-mode in the teaching-learning process (face-to-face and online learning). For the purpose of the study, two types of discussion were utilized: general (class) discussion and focus-group discussion forums. This study used message as the unit of analysis. We found that students tend to exhibit teaching presence more intense in small focus-group discussion than in general forum. It is also interesting to note that the students regulated their cognition more in focus-group forum than in the general one. C1 [Junus, Kasiyah; Sadita, Lia; Suhartanto, Heru] Univ Indonesia, Fac Comp Sci, Depok, Indonesia. RP Junus, K (reprint author), Univ Indonesia, Fac Comp Sci, Depok, Indonesia. EM kasiyah@cs.ui.ac.id; lia.sadita@cs.ui.ac.id; heru@cs.ui.ac.id CR Akyol Z, 2011, INTERNET HIGH EDUC, V14, P183, DOI 10.1016/j.iheduc.2011.01.005 Garrison DR, 2013, INTERNET HIGH EDUC, V17, P84, DOI 10.1016/j.iheduc.2012.11.005 Garrison D. R., 1999, Internet and Higher Education, V2, P87, DOI 10.1016/S1096-7516(00)00016-6 Garrison D. R., 2006, INTERNET HIGH EDUC, V9, P1, DOI DOI 10.1016/J.IHEDUC.2005.11.001 Garrison D. R., 2001, AM J DISTANCE ED, V15, P7, DOI DOI 10.1080/08923640109527071 Garrison DR, 2010, INTERNET HIGH EDUC, V13, P5, DOI 10.1016/j.iheduc.2009.10.003 Hasibuan Zainal A., 2005, ADV LEARN TECHN 2005, P1026 Lazlo Jr Frank, 2003, DELT PHI EPS NAT C 4, P65 Magno C, 2010, METACOGN LEARN, V5, P137, DOI 10.1007/s11409-010-9054-4 Nagel L, 2010, INTERNET HIGH EDUC, V13, P45, DOI 10.1016/j.iheduc.2009.12.001 Randy Garrison D., 2004, J ASYNCHRONOUS LEARN, V8, P61, DOI DOI 10.1016/J.IHEDUC.2009.10.003 Rourke L., 2001, INT J ARTIFICIAL INT, V12, P8 Rourke Liam, 2009, J DISTANCE ED, V53, P543 Schoenfeld A. H, 1992, HDB RES MATH TEACHIN, P334 Swan K., 2009, INFORM TECHNOLOGY CO, P43, DOI DOI 10.4018/978-1-60566-654-9.CH004 NR 15 TC 0 Z9 0 U1 1 U2 2 PU IEEE PI NEW YORK PA 345 E 47TH ST, NEW YORK, NY 10017 USA SN 0190-5848 BN 978-1-4799-3922-0 J9 PROC FRONT EDUC CONF PY 2014 PG 6 WC Education, Scientific Disciplines; Engineering, Electrical & Electronic SC Education & Educational Research; Engineering GA BF2QM UT WOS:000380490601114 DA 2019-08-01 ER PT S AU Nunez, JLM Lopez, JS Caro, ET Garcia, PM AF Martin Nunez, Jose Luis Sanchez Lopez, Jesus Tovar Caro, Edmundo Martinez Garcia, Pilar GP IEEE TI Education Quality Enhancement Through Open Education Adaptation SO 2014 IEEE FRONTIERS IN EDUCATION CONFERENCE (FIE) SE Frontiers in Education Conference LA English DT Proceedings Paper CT IEEE Frontiers in Education Conference (FIE) CY OCT 22-25, 2014 CL Madrid, SPAIN SP Frontiers In Educ, IEEE, IEEE Comp Soc, American Soc Engn Educ DE Open Education; OpenCourseWare; Massive Open Online Courses; elearning quality ID OPENCOURSEWARE AB Open Education is changing the educational paradigm. The consolidation of the OpenCourseWare initiative, supported by the top universities of the World, and the revolution generated in the recent years through the emergence of Massive Open Online Courses, present a new educational scenario for teachers, students and institutions. This new environment has furthered the use of e-learning, not only because of the benefits provided to students, such as flexibility of time and place, but also because anyone interested in training and learning, has access to a multitude of platforms with open resources and learning communities, not to mention the absence of admission processes or access requirements. The majority of times, this kind of courses will be the first contact between universities and students, which is of high importance regarding the prestige of the institutions. The formation of thousands and even hundreds of thousands of people brings a challenge to teachers and their institutions, as they must be able to offer a course with very high quality to satisfy such a large number of students. For this reason, teachers need to develop new skills, such as managing multimedia elements or mass forums, to get an appropriate course to be published. As institutions are the final image and responsible for the courses, they must establish a process to monitor, facilitate and advise teachers to get an excellent final result. This paper shows the adaptation process that a group of teachers have developed in order to publish a course in the OpenCourseWare platform of the Technical University of Madrid. In this case, these teachers and a group of experts from the institution worked as a team to enhance the course before publishing it. As a result, the satisfaction perceived by the students who used these new materials was increased, and the published course has received a large amount of visitors as an Open Educational Resource. One of the strategic lines of the Open Education Office of the Technical University of Madrid is to promote the creation of Massive Open Online Courses from OpenCourseWare courses. This paper shows the benefits from this initiative. At this moment, the same group of teachers is developing the publication of this course as a Massive Open Online Course and many materials and multimedia resources need to be created. Besides, a new course design will be necessary to adapt the methodology to the massive conditions of the new model. To this point, teachers' opinions have been collected, and after the performance of this hard process, students' satisfaction and quality of the course will be measured to analyze the final results. C1 [Martin Nunez, Jose Luis] Univ Politecn Madrid, Inst Ciencias Educ, Madrid, Spain. [Sanchez Lopez, Jesus; Martinez Garcia, Pilar] Univ Politecn Madrid, Escuela Tecn Super Ingn Sistemas Informat, Madrid, Spain. [Tovar Caro, Edmundo] Univ Politecn Madrid, Fac Ingn Informat, OCW UPM, Madrid, Spain. RP Nunez, JLM (reprint author), Univ Politecn Madrid, Inst Ciencias Educ, Madrid, Spain. EM joseluis.martinn@upm.es CR Abelson H, 2008, J SCI EDUC TECHNOL, V17, P164, DOI 10.1007/s10956-007-9060-8 Aguaded-Gomez JI, 2013, COMUNICAR, V21, P7, DOI 10.3916/C41-2013-a1 Brown J. S., 2008, EDUCAUSE REV, V43, P16 Carson S., 2004, MIT OPENCOURSEWARE P Carson S, 2009, OPEN LEARN, V24, P23, DOI 10.1080/02680510802627787 Guardia L, 2013, ELEARNING PAPERS, V33 Kellogg Sarah, 2013, Nature, V499, P369 Martin O, 2013, CAMPUS VIRTUALES, V2, P124 MULDER A, 2011, EDUCAUSE REV, V46, P8 *OPENCOURSEWARE MI, 2009, PROGR EV FIND SUMM *OPENCOURSEWARE MI, 2011, PROGR EV FIND SUMM *OPENCOURSEWARE MI, 2005, PROGR EV FIND SUMM Pappano L., 2012, NY TIMES, V2 STEFAN B, 2003, COMMUN ACM, V46, P105 TOVAR E, 2013, APLICACION TECNOLOGI VILA R, 2014, REV CURRICULUM FORMA, V18 Zhang DS, 2004, COMMUN ACM, V47, P75, DOI 10.1145/986213.986216 NR 17 TC 0 Z9 0 U1 0 U2 0 PU IEEE PI NEW YORK PA 345 E 47TH ST, NEW YORK, NY 10017 USA SN 0190-5848 BN 978-1-4799-3922-0 J9 PROC FRONT EDUC CONF PY 2014 PG 4 WC Education, Scientific Disciplines; Engineering, Electrical & Electronic SC Education & Educational Research; Engineering GA BF2QM UT WOS:000380490603025 DA 2019-08-01 ER PT B AU Chatterjee, P Nath, A AF Chatterjee, Parag Nath, Asoke GP IEEE TI Massive Open Online Courses (MOOCs) in Education - A Case Study in Indian Context and Vision to Ubiquitous Learning SO 2014 IEEE INTERNATIONAL CONFERENCE ON MOOC, INNOVATION AND TECHNOLOGY IN EDUCATION (MITE) LA English DT Proceedings Paper CT IEEE International Conference on MOOCs, Innovation and Technology in Education (IEEE MITE) CY DEC 19-20, 2014 CL Thapar Univ, Patiala, INDIA HO Thapar Univ DE MOOCs; ubiquitous learning; distance education; E-learning; virtual classroom; digital divide; digital literacy AB Massive Open Online Courses (MOOCs) have emerged as one of the most potential tools in proffering quality education and massive training to a huge domain of audience worldwide. On one hand it reaches a global domain of learners, and on the other hand promulgates knowledge in an efficient digital platform, besides intertwining a huge network of students, scientists, professors, scholars, teachers and different stakeholders related to education. Despite intensified advantages and efficiency, people accessing MOOCs from the developing countries (especially India) do not count to a significant number. India being a promising abode of education too offers a prospective area to MOOCs for large scale implementation. But several factors and constraints like low digital literacy and lack of massive digital infrastructure hinder this process of extensive implementation of MOOCs. Even after all the prevalent constraints India leads the developing nations in terms of MOOCs enrollment. The authors have discussed some key issues of MOOCs especially in Higher Education system besides popularizing it extensively to utilize the potential education market of India to its fullest. The authors have also tried out to work with several possible way outs to extensive implementation in a virtual learning environment pertaining to an Indian perspective, besides viewing MOOCs as a route to ubiquitous learning. C1 [Chatterjee, Parag; Nath, Asoke] St Xaviers Coll Autonomous, Dept Comp Sci, Kolkata, India. RP Chatterjee, P (reprint author), St Xaviers Coll Autonomous, Dept Comp Sci, Kolkata, India. EM parag2700@gmail.com; asokejoy1@gmail.com RI Chatterjee, Parag/I-7410-2019 OI Chatterjee, Parag/0000-0001-6760-4704 CR Chatterjee Parag, 2014, 101 IND SCI C JAMM I Hattangdi Ashish, 2008, INT C EM MISS RES GE, V2011 Welsh D. H. B., 2013, SMALL BUSINESS I J, V9, P51 NR 3 TC 2 Z9 2 U1 1 U2 5 PU IEEE PI NEW YORK PA 345 E 47TH ST, NEW YORK, NY 10017 USA BN 978-1-4799-6876-3 PY 2014 BP 36 EP 41 PG 6 WC Computer Science, Interdisciplinary Applications; Education & Educational Research; Education, Scientific Disciplines SC Computer Science; Education & Educational Research GA BF1XB UT WOS:000380442000008 DA 2019-08-01 ER PT B GP IEEE TI Determinants of Education at Technical Higher Education Institutions SO 2014 INTERNATIONAL CONFERENCE ON INTERACTIVE COLLABORATIVE LEARNING (ICL) LA English DT Proceedings Paper CT Proceedings 2014 International Conference on Interactive Collaborative Learning (ICL) CY DEC 04-06, 2014 CL Dubai, U ARAB EMIRATES SP IEEE, IOAE, iALA, ASEE, elig DE E-learning; efficiency; learning style; educational research ID LANGUAGE-LEARNING STRATEGIES AB We live in turbulent times when nothing is permanent. On the contrary, everything is dynamically developing. What is true today may not necessarily be true tomorrow. With the gradual development of our society, the demand on human resources development system continuously develops. Among the fields with most significant changes in the last twenty years, there belongs the field of technology, and especially computer technology, with which the use of the Internet in the teaching process is closely related. Most students like when a web connected laptop or computer is used in the teaching process. Personally, I find that it is necessary to use the computer in language teaching as a means to gain expertise in German, Russian, or English. Over time, we started to think deeply about the potential of e-learning learning environment for development autonomous and self-directed learning and then also learning styles and student performance. An intuitive feeling that we can somehow correlate the learning style of students with the usage of e-learning lessons in language teaching was needed to be supported by a research. CR Attwell G., 2006, ALT C C ED SEPT Benco J., 2002, EKONOMIA VZDELAVANIA Brophy J. E., 1986, HDB RES TEACHING, V3, P328 Dittrich P., 1993, PEDAGOGICKO PSYCHOL Gavora P., 1996, VYZKUMNE METODY PEDA Helmke A, 2007, LEXIKON PADAGOGIK, P734 Islam K. A, 2006, DEV MEASURING TRAINI Janik T., 2006, PROBLEMY CESKE ZAKLA, V1, P17 JANIK T, 2009, KURIKULUM VYUKA SKOL Janikova M, 2009, METODOLOGIE VED VYCH Kirkpatrick D., 1975, TECHNIQUES EVALUATIN Kron F. W., 2000, GRUNDWISSEN DIDAKTIK Kyriacou C., 2007, EFFECTIVE TEACHING S Manak J., 2003, VYUKOVE METODY MILLER CD, 1990, J COLL STUDENT DEV, V31, P147 OXFORD R, 1989, MOD LANG J, V73, P404, DOI 10.2307/326876 OXFORD R, 1989, MOD LANG J, V73, P291, DOI 10.2307/327003 Oxford R. L., 1990, LANGUAGE LEARNING ST Pelikan Jan, 1998, ZAKLADY EMPIRICKEHO Phillips J., 2005, HDB TRAINING EVALUAT Phillips R, 2012, AUSTRALAS J EDUC TEC, V28, P1103 Pisova M., 2009, PEDAGOGIKA, V59, P182 Price G, 2007, EFFECTIVE STUDY SKIL Pritchard A, 2007, EFFECTIVE TEACHING I Prucha J., 1998, MODERNI PEDAGOGIKA V Stuchlikova I., 2005, IMPLICITNICH TEORII, P9 Thomas G, 2002, BRIT EDUC RES J, V28, P419, DOI 10.1080/01411920220137476 Thomas G., 1992, EFFECTIVE CLASSROOM Valisova A., 2012, AUTORITA EDUKACNI SO VASUTOVA Jaroslava, 2004, PROFESE UCITELE CESK Vlckova K., 2009, THESIS PDFMU BRNO Vlckova K., 2010, STRATEGIE UCENI CIZI Walterova E., 2004, ULOHA SKOLY ROZVOJI NR 33 TC 0 Z9 0 U1 1 U2 3 PU IEEE PI NEW YORK PA 345 E 47TH ST, NEW YORK, NY 10017 USA BN 978-1-4799-4437-8 PY 2014 BP 674 EP 679 PG 6 WC Education, Scientific Disciplines SC Education & Educational Research GA BF2TQ UT WOS:000380499100095 DA 2019-08-01 ER PT B AU Bykov, V Shyshkina, M AF Bykov, Valerii Shyshkina, Mariya GP IEEE TI Emerging Technologies for Personnel Training for IT Industry in Ukraine SO 2014 INTERNATIONAL CONFERENCE ON INTERACTIVE COLLABORATIVE LEARNING (ICL) LA English DT Proceedings Paper CT Proceedings 2014 International Conference on Interactive Collaborative Learning (ICL) CY DEC 04-06, 2014 CL Dubai, U ARAB EMIRATES SP IEEE, IOAE, iALA, ASEE, elig DE engineering education; vocational education; cloud computing; ICT skills; learning environment AB The current problems of in-service education and training of skilled personnel for high-tech industries in Ukraine are considered. Recent trends in emerging technologies of engineering and technical education development are described. The notion of cloud-based learning technology is introduced. The main features of cloud computing technology as the e-learning platform of an educational institution are outlined. Aspects of the organization of an ICT-based learning environment for a vocational technical school on the basis of cloud computing are discussed. The features of remote learning laboratories implementation are enlightened. A concept of ICT for education personnel is considered, and the problems of training of such personnel at the current stage of high-tech learning environments in educational institutions are outlined. A holistic trend for the education and training of highly skilled specialists in engineering and technology for the IT industry is described. C1 [Bykov, Valerii; Shyshkina, Mariya] NAPS Ukraine, Inst Informat Technol & Learning Tools, Kiev, Ukraine. RP Bykov, V (reprint author), NAPS Ukraine, Inst Informat Technol & Learning Tools, Kiev, Ukraine. EM valbykov@gmail.com; marple@ukr.net RI Shyshkina, Mariya/S-7036-2016 OI Shyshkina, Mariya/0000-0001-5569-2700 CR [Anonymous], 2010, BRIDGE FUTURE EUROPE [Anonymous], 2010, POLICY BRIEF Armbrust Michael, 2009, UCBEECS200928 Best Candis, 2011, J VALUES BASED LEADE, V4 Bykov V. Yu., 2009, MODELS ORG SYSTEMS O Bykov V. Yu, 2011, INFORM TECHNOLOGIES, P8 Cha J., 2011, ICTS NEW ENG ED POLI Cheetham G., 1996, J EUROPEAN IND TRAIN, V20, P20, DOI DOI 10.1108/03090599610119692 Shyshkina M., 2013, INFORM COMMUNICATION, P274 NR 9 TC 2 Z9 2 U1 0 U2 0 PU IEEE PI NEW YORK PA 345 E 47TH ST, NEW YORK, NY 10017 USA BN 978-1-4799-4437-8 PY 2014 BP 945 EP 949 PG 5 WC Education, Scientific Disciplines SC Education & Educational Research GA BF2TQ UT WOS:000380499100142 DA 2019-08-01 ER PT S AU Chen, YM Tang, YL AF Chen, Yiming Tang, Yuliang GP IEEE TI The Design of E-Learning Service Model Based on SIP Protocol SO 2014 PROCEEDINGS OF THE 9TH INTERNATIONAL CONFERENCE ON COMPUTER SCIENCE & EDUCATION (ICCSE 2014) SE International Conference on Computer Science & Education LA English DT Proceedings Paper CT 9th IEEE International Conference on Computer Science and Education (ICCSE) CY AUG 22-24, 2014 CL Univ British Columbia, Vancouver, CANADA SP IEEE, Univ British Columbia, Dept Mech Engn, Inst Elect & Elect Engineers Vancouver Sect, Natl Res Council Comp Educ Coll & Univ HO Univ British Columbia DE SIP protocol; E-Learning; the hybrid network structure AB With the continuous development of computer and network technology, the level of the social information is higher and higher. The information technology is gradually penetrated into each field of society, such as the E-Learning in the education industry. Existing E-Learning system is usually isolated and scattered. Its network structure is essentially the CIS (Client/Server) mode, as a result, the education resources can't be separated from the display mode. This is a disadvantage for information service and information transmission. In this paper, we propose an E-Learning signaling framework based on extended SIP protocol for supporting hybrid of B/S (Browser/Server) and C/S (Client/Server) network structure. C1 [Chen, Yiming; Tang, Yuliang] Xiamen Univ, Sch Informat Sci & Technol, Dept Commun Engn, Xiamen 361005, Peoples R China. RP Tang, YL (reprint author), Xiamen Univ, Sch Informat Sci & Technol, Dept Commun Engn, Xiamen 361005, Peoples R China. EM tyl@xmu.edu.cn CR Alexander Shirley, 2001, ED TRAINING, V43, P240, DOI [10.1108/00400910110399247, DOI 10.1108/00400910110399247] Dawson F., 1998, RFC2426 Donovan S., 2000, 2976 RFC Govindasamy T., 2001, Internet and Higher Education, V4, P287, DOI 10.1016/S1096-7516(01)00071-9 Palme J., 1997, 2076 RFC Prinsloo P., 2007, IT MED ED, V15, P51 Schulzrinne H, 2000, MOBILE COMPUTING COM, V1, P396 Schulzrinne H., 1998, 2326 RFC Selim HM, 2007, COMPUT EDUC, V49, P396, DOI 10.1016/j.compedu.2005.09.004 Welsh ET, 2003, INT J TRAINING DEV, V7, P245, DOI DOI 10.1046/J.1360-3736.2003.00184.X NR 10 TC 0 Z9 0 U1 0 U2 0 PU IEEE PI NEW YORK PA 345 E 47TH ST, NEW YORK, NY 10017 USA SN 2471-6146 BN 978-1-4799-2951-1 J9 INT CONF COMP SCI ED PY 2014 BP 453 EP 456 PG 4 WC Computer Science, Theory & Methods; Education, Scientific Disciplines SC Computer Science; Education & Educational Research GA BE0QO UT WOS:000366610600083 DA 2019-08-01 ER PT S AU Dulama, ME AF Dulama, Maria Eliza BE Vlada, M Albeanu, G Popovici, DM TI The Use of Geographic Thematic Maps in E-Learning. Exemplification: Bobota Village, Romania SO PROCEEDINGS OF THE 9TH INTERNATIONAL CONFERENCE ON VIRTUAL LEARNING SE Proceedings of the International Conference on Virtual learning LA English DT Proceedings Paper CT 9th International Conference on Virtual Learning (ICVL 2014) CY OCT 24-25, 2014 CL Univ Bucharest, Bucharest, ROMANIA SP Univ Bucharest, Fac Psychol & Educ Sci HO Univ Bucharest DE Research; teachers' skills; online surveys; higher education AB This study was prompted by the fact that students have difficulties in using thematic maps and finding out the relationships existing between various environmental components represented on maps. The paper presents an instructional method for virtual environment through which learners are guided in doi ng systematic analysis of thematic geographic maps. To exemplify how this method can be applied, an analysis of two thematic maps: of Bobota Village (in the county of Salaj, Romania) is presented. The two thematic maps used were for land elevation gradients and vegetation. We also exemplify the e-learning method through which the user performs a comparative analysis of these maps and establishes the relationships existing between environmental components represented on the maps. A number of ten Geography faculty members and two informaticians were interviewed on the use of the method in current instructional practices. The experimental part of our research was conducted with 44 university students at the Faculty of Geography within the "Babes-Bolyai" University, Cluj-Napoca, Romania. The results obtained by participating students in the assessment of their assignments at various times during the experiment demonstrate they made progress in successfully completing their tasks, which encourages us to further employ this method in the analysis of other thematic maps with other students. C1 [Dulama, Maria Eliza] Babes Bolyai Univ, 7 Sindicatelor Str, RO-400029 Cluj Napoca, Romania. RP Dulama, ME (reprint author), Babes Bolyai Univ, 7 Sindicatelor Str, RO-400029 Cluj Napoca, Romania. EM dulama@upcmail.ro CR Bord J. P., 2013, CARTES GEOMATIQUE, V218, P51 Borruso G, 2013, B ASS ITALIANA CARTO, V147, P7 Buckley A, 2011, P 25 INT CART C PAR Bugdayci I., 2010, 3 INT C CART GIS NES Bugdayci I., 2011, P 25 INT CART C PAR Dulama M. E, 2011, DIDACTICS AXATEI PE Dulama M. E, 2011, FORMAREA COMPETENTEL Dulama M. E, 2006, TENDINTE ACTUALE PRE Dulama M. E, 2006, HARTA PREDAREA GEOGR Fu P., 2010, WEB GIS PRINCIPLES A Glava C, 2005, EDUCATIA, V21, P115 Osaci-Costache G, 2012, B ASS ITALIANA CARTO, P123 NR 12 TC 0 Z9 0 U1 0 U2 0 PU BUCHAREST UNIVERSITY PRESS PI BUCHAREST PA SOS PANDURI NR 90-92, BUCHAREST, 050663, ROMANIA SN 1844-8933 J9 PROC INT C VIRTUAL L PY 2014 BP 52 EP 59 PG 8 WC Computer Science, Interdisciplinary Applications; Education & Educational Research; Education, Scientific Disciplines SC Computer Science; Education & Educational Research GA BL1WD UT WOS:000448492500005 DA 2019-08-01 ER PT S AU Osaci-Costache, G Cocos, O Cocos, A AF Osaci-Costache, Gabriela Cocos, Octavian Cocos, Alina BE Vlada, M Albeanu, G Popovici, DM TI Online Cartographic Materials for Geographical Higher Education: Opportunity or Threat? SO PROCEEDINGS OF THE 9TH INTERNATIONAL CONFERENCE ON VIRTUAL LEARNING SE Proceedings of the International Conference on Virtual learning LA English DT Proceedings Paper CT 9th International Conference on Virtual Learning (ICVL 2014) CY OCT 24-25, 2014 CL Univ Bucharest, Bucharest, ROMANIA SP Univ Bucharest, Fac Psychol & Educ Sci HO Univ Bucharest DE Online maps; Errors; Questionnaire; Web 2.0; E-learning 2.0 AB For Geography as a study subject, student-centered learning is facilitated by the Web 2.0 environment, which brought about not only the opportunity to easily find the necessary maps but also the risk of using and/or disseminating erroneous cartographic materials. In the context of e-learning 2 students are much likely to take advantage of any virtual map, especially outside the institutional framework. A teaching experiment carried out during the academic year 2013-2014, which developed in three stages (initial questionnaire, formative intervention and final questionnaire), focused on the behavior of first-year students in Geography in relation with the online cartographic sources, with the purpose of cultivating a "reflexive" attitude to online maps. The study analyzed the students' cartographic products (digital tourist plans prepared in QGIS based on personal fieldwork, starting from a basemap downloaded from the internet) and compared their answers provided to the initial and final questionnaires. The results obtained at the end of this teaching experiment prove that students have become selective about the web-based maps and have developed a critical attitude towards them, as soon as they realized that not all the maps on the web are entirely correct. C1 [Osaci-Costache, Gabriela; Cocos, Octavian] Univ Bucharest, Fac Geog, Sect 1, Bd Nicolae Balcescu 1, Bucharest, Romania. [Cocos, Alina] Mihai Viteazul Natl Coll, Sect 2, Bd Pache Protopopescu 62, Bucharest, Romania. RP Osaci-Costache, G (reprint author), Univ Bucharest, Fac Geog, Sect 1, Bd Nicolae Balcescu 1, Bucharest, Romania. EM gabrielaosaci68@yahoo.com; octaviancocos@yahoo.com; co_1331@yahoo.com CR Bord J. P., 2013, CARTES GEOMATIQUE, V218, P51 Borruso G, 2013, B ASS ITALIANA CARTO, V147, P7 Borruso G, 2010, B ASS ITALIANA CARTO, V138, P241 Boscaini M, 2007, B ASS ITALIANA CARTO, P131 Buckley A, 2011, P 25 INT CART C PAR Cinque M, 2013, FORM RE OPEN J FORMA, V11, P38 De Pietro O, 2013, TOPOLOGIK RIV INT SC, V13, P114 Downes S., 2005, ACM ELEARN MAGAZINE Eco U, 2007, SERVE PROFESSORE Eisnor D., 2006, WHAT IS NEOGEOGRAPHY Favretto A, 2014, J RES DIDACTICS GEOG, V1, P15, DOI DOI 10.4458/3253-03 Fu P., 2010, WEB GIS PRINCIPLES A Giannola E, 2013, B ASS ITALIANA CARTO, V147, P41 Goodchild MF, 2007, INT J SPAT DATA INFR, V2, P24 Haklay M, 2008, GEOGR COMPASS, V2, P2011, DOI 10.1111/j.1749-8198.2008.00167.x Lami L, 2005, MONDOGIS, V50, P60 Mastronunzio M., 2007, B ASS ITALIANA CARTO, P317 Osaci-Costache G., 2010, B ASS ITALIANA CARTO, V138, P91 Osaci-Costache G, 2012, TENDINTE ACTUALE PRE, VXI Osaci-Costache G, 2009, SECTIUNEA GEOGRAFIE, V18, P233 Osaci-Costache G, 2012, B ASS ITALIANA CARTO, P123 Sani A., 2011, GEOMATICA, V65, P145, DOI [10.5623/cig2011-023, DOI 10.5623/CIG2011-023] Turner A, 2006, INTRO NEOGEOGRAPHY NR 23 TC 2 Z9 2 U1 1 U2 1 PU BUCHAREST UNIVERSITY PRESS PI BUCHAREST PA SOS PANDURI NR 90-92, BUCHAREST, 050663, ROMANIA SN 1844-8933 J9 PROC INT C VIRTUAL L PY 2014 BP 218 EP 224 PG 7 WC Computer Science, Interdisciplinary Applications; Education & Educational Research; Education, Scientific Disciplines SC Computer Science; Education & Educational Research GA BL1WD UT WOS:000448492500029 DA 2019-08-01 ER PT S AU Adascalitei, A Cucos, C Rusu, I Nica, I AF Adascalitei, Adrian Cucos, Constantin Rusu, Ioan Nica, Ionut BE Vlada, M Albeanu, G Popovici, DM TI Developing Blended Learning University Environments Using Moodle - A Case Study SO PROCEEDINGS OF THE 9TH INTERNATIONAL CONFERENCE ON VIRTUAL LEARNING SE Proceedings of the International Conference on Virtual learning LA English DT Proceedings Paper CT 9th International Conference on Virtual Learning (ICVL 2014) CY OCT 24-25, 2014 CL Univ Bucharest, Bucharest, ROMANIA SP Univ Bucharest, Fac Psychol & Educ Sci HO Univ Bucharest DE blended learning; TEMPUS CRUNT elearning inter-university network; e-learning designs; teacher education; managed learning environments; virtual learning environment; Moodie ID TEACHER-EDUCATION AB This case study evaluates the challenges encountered in the Blended Learning development using Moodle Virtual Learning Environment in the context of TEMPUS GRUNT elearning inter-university network. The paper examines a variety of determinants that influence technology acceptance and successful implementation of the VLE in the educational field. The study begins with an examination of Moodle Virtual Learning Environment, which can provide course materials such as handouts, lecture notes and PowerPoint presentations to the students. Moodle can be used in more interactive ways, which require input from the students. Such as discussion forums, chat rooms, quizzes and assignment drop boxes. There are analyzed the technological factors influencing technology adoption including issues surrounding acquisition, management and support of a VLE in secondary and high schools. We explore teacher level factors of Moodle VLE acceptance and how teacher attitudes to such platform are developed. The findings show that there are specific technological, teacher level and school level factors influencing Moodle acceptance. They also show that teacher attitudes to the implementation of the Moodle in the school are tied to their attitudes and responses to national objectives in education and national strategies for reshaping learning. Although the number of distance courses has risen significantly over the last years, mixed modes of delivery, with face-to-face settings supported by online tools, remain the dominant form of online learning. There is clearly a need in the literature for greater exploration of flexible modes of learning, including e-tools, especially when teaching computational skills to engineering and university students. Moodle logs and statistics were examined along with documentation relating to this VLE. C1 [Adascalitei, Adrian; Rusu, Ioan; Nica, Ionut] Gh Asachi Tech Univ, 67 D Mangeron Blvd, Iasi, Romania. [Cucos, Constantin] Alexandru loan Cuza Univ Iasi, 11 Carol I Blvd, Iasi, Romania. RP Adascalitei, A (reprint author), Gh Asachi Tech Univ, 67 D Mangeron Blvd, Iasi, Romania. EM adrian.adascalitei@yahoo.com; cucos@uaic.ro; vrusu2003@yahoo.com; ionutnicabudusanu@yahoo.co.uk RI Adascalitei, Adrian/E-6993-2010; Constantin, Cucos/K-1902-2016 OI Adascalitei, Adrian/0000-0001-7148-3343; Constantin, Cucos/0000-0002-3087-2593 CR Adascalitei A, 2001, THESIS Adascalitei Adrian, 2007, COMPUTER AIDED INSTR [Anonymous], MOODL PLATF EL ENG F Bersin J., 2004, BLENDED LEARNING BOO EL-Deghaidy H, 2008, COMPUT EDUC, V51, P988, DOI 10.1016/j.compedu.2007.10.001 Holmes Bryn, 2006, J PEDAGOGIC DEV, P3257 Horton W., 2003, E LEARNING TOOLS TEC Khine MS, 2003, BRIT J EDUC TECHNOL, V34, P671, DOI 10.1046/j.0007-1013.2003.00360.x Knierzinger Anton, 2002, ELEMENTARY ICT CURRI Sharma P., 2011, BLENDED LEARNING USI NR 10 TC 1 Z9 1 U1 1 U2 1 PU BUCHAREST UNIVERSITY PRESS PI BUCHAREST PA SOS PANDURI NR 90-92, BUCHAREST, 050663, ROMANIA SN 1844-8933 J9 PROC INT C VIRTUAL L PY 2014 BP 258 EP 266 PG 9 WC Computer Science, Interdisciplinary Applications; Education & Educational Research; Education, Scientific Disciplines SC Computer Science; Education & Educational Research GA BL1WD UT WOS:000448492500034 DA 2019-08-01 ER PT S AU Istrimschi, PA Berechet, L Frumos, F Maha, LG AF Istrimschi, Petru-Adrian Berechet, Lucian Frumos, Florin Maha, Liviu George BE Vlada, M Albeanu, G Popovici, DM TI "Effective Informations" Against "Incomplete Informations" SO PROCEEDINGS OF THE 9TH INTERNATIONAL CONFERENCE ON VIRTUAL LEARNING SE Proceedings of the International Conference on Virtual learning LA English DT Proceedings Paper CT 9th International Conference on Virtual Learning (ICVL 2014) CY OCT 24-25, 2014 CL Univ Bucharest, Bucharest, ROMANIA SP Univ Bucharest, Fac Psychol & Educ Sci HO Univ Bucharest DE Blended learning; E-learning; Media Learning Tools AB Existing competition between higher education institutions involve sustained efforts to adapt to the demands of modern society. The educational offerings must address the new challenges that require flexibility, speed, complexity and provide students both the skills and tools for effective work. Through the research conducted we aimed to identify perceptions of the students and the teachers from "Alexandru IoanCuza" University of Iasi, but not only, on the usefulness and acceptance of new forms of e-learning, existing resistance to the implementation of new methods, existing motivations and limitations, the preference to use a particular type of teaching and learning (formal methods, e-learning, blended) and the way in which the students get to understand the assessments of gained knowledge through the use of new information technologies. C1 [Istrimschi, Petru-Adrian; Berechet, Lucian; Frumos, Florin; Maha, Liviu George] Alexandru Joan Cuza Univ Iasi, Iasi, Romania. RP Istrimschi, PA (reprint author), Alexandru Joan Cuza Univ Iasi, Iasi, Romania. EM adrian.istrimschi@uaic.ro CR Berechet L. D, 2014, P CIEA 4 4 INT C AD Berechet L. D, 2011, INTED2011 5 INT TECH Chihaia D, 2010, PROCEEDINGS OF THE I Dospinescu N, 2011, AMFITEATRU ECON, V13, P527 Frumos F, 2010, PROCEEDINGS OF THE 6 NR 5 TC 0 Z9 0 U1 0 U2 0 PU BUCHAREST UNIVERSITY PRESS PI BUCHAREST PA SOS PANDURI NR 90-92, BUCHAREST, 050663, ROMANIA SN 1844-8933 J9 PROC INT C VIRTUAL L PY 2014 BP 267 EP 277 PG 11 WC Computer Science, Interdisciplinary Applications; Education & Educational Research; Education, Scientific Disciplines SC Computer Science; Education & Educational Research GA BL1WD UT WOS:000448492500035 DA 2019-08-01 ER PT J AU Bacro, TRH Gebregziabher, M Ariail, J AF Bacro, Thierry R. H. Gebregziabher, Mulugeta Ariail, Jennie TI Lecture Recording System in Anatomy: Possible Benefit to Auditory Learners SO ANATOMICAL SCIENCES EDUCATION LA English DT Article DE gross anatomy education; neuroanatomy education; dental education; e-learning; lecture recording; basic science education; learning styles; students outcomes ID UNDERGRADUATE MEDICAL-EDUCATION; AUDIENCE RESPONSE SYSTEM; GROSS-ANATOMY; LEARNING STYLES; LIVE LECTURE; STUDENTS; VIDEO; TOOL; PERCEPTIONS; TECHNOLOGY AB The literature reports that using Learning Recording Systems (LRS) is usually well received by students but that the pedagogical value of LRS in academic settings remains somewhat unclear. The primary aim of the current study is to document students' perceptions, actual pattern of usage, and impact of use of LRS on students' grade in a dental gross and neuroanatomy course. Other aims are to determine if students' learning preference correlated with final grades and to see if other factors like gender, age, overall academic score on the Dental Aptitude Test (DAT), lecture levels of difficulty, type of lecture, category of lecture, or teaching faculty could explain the impact, if any, of the use of LRS on the course final grade. No significant correlation was detected between the final grades and the variables studied except for a significant but modest correlation between final grades and the number of times the students accessed the lecture recordings (r=0.33 with P=0.01). Also, after adjusting for gender, age, learning style, and academic DAT, a significant interaction between auditory and average usage time was found for final grade (P=0.03). Students who classified themselves as auditory and who used the LRS on average for fewer than 10 minutes per access, scored an average final grade of 16.43 % higher than the nonauditory students using the LRS for the same amount of time per access. Based on these findings, implications for teaching are discussed and recommendations for use of LRS are proposed. Anat Sci Educ 6: 376-384. (c) 2013 American Association of Anatomists. C1 [Bacro, Thierry R. H.] Med Univ S Carolina, Dept Regenerat Med & Cell Biol, Ctr Anat Studies & Educ, Charleston, SC 29425 USA. [Gebregziabher, Mulugeta] Med Univ S Carolina, Div Biostat & Epidemiol, Charleston, SC 29425 USA. [Ariail, Jennie] Med Univ S Carolina, Ctr Acad Excellence, Dept Lib Sci & Informat, Charleston, SC 29425 USA. [Ariail, Jennie] Med Univ S Carolina, Writing Ctr, Charleston, SC 29425 USA. RP Bacro, TRH (reprint author), Ctr Anat Studies & Educ, Dept Regenerat Med & Cell Biol, 173,Ashley Ave,POB 250508, Charleston, SC 29425 USA. 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Sci. Educ. PD NOV PY 2013 VL 6 IS 6 BP 376 EP 384 DI 10.1002/ase.1351 PG 9 WC Education, Scientific Disciplines SC Education & Educational Research GA 241HQ UT WOS:000326157500004 PM 23508921 DA 2019-08-01 ER PT J AU Hibbert, EJ Lambert, T Carter, JN Learoyd, DL Twigg, S Clarke, S AF Hibbert, Emily J. Lambert, Tim Carter, John N. Learoyd, Diana L. Twigg, Stephen Clarke, Stephen TI A randomized controlled pilot trial comparing the impact of access to clinical endocrinology video demonstrations with access to usual revision resources on medical student performance of clinical endocrinology skills SO BMC MEDICAL EDUCATION LA English DT Article DE Video; Clinical skills; Medical student; Endocrinology; Medical education; E-learning ID COMPETENCE; ACQUISITION; CURRICULUM AB Background: Demonstrating competence in clinical skills is key to course completion for medical students. Methods of providing clinical instruction that foster immediate learning and potentially serve as longer-term repositories for on-demand revision, such as online videos demonstrating competent performance of clinical skills, are increasingly being used. However, their impact on learning has been little studied. The aim of this study was to determine the value of adjunctive on-demand video-based training for clinical skills acquisition by medical students in endocrinology. Methods: Following an endocrinology clinical tutorial program, 2nd year medical students in the pre-assessment revision period were recruited and randomized to either a set of bespoke on-line clinical skills training videos (TV), or to revision as usual (RAU). The skills demonstrated on video were history taking in diabetes mellitus (DMH), examination for diabetes lower limb complications (LLE), and examination for signs of thyroid disease (TE). Students were assessed on these clinical skills in an observed structured clinical examination two weeks after randomization. Assessors were blinded to student randomization status. Results: For both diabetes related clinical skills assessment tasks, students in the TV group performed significantly better than those in the RAU group. There were no between group differences in thyroid examination performance. For the LLE, 91.7% (n = 11/12) of students randomized to the video were rated globally as competent at the skill compared with 40% (n = 4/10) of students not randomized to the video (p = 0.024). For the DMH, 83.3% (n = 10/12) of students randomized to the video were rated globally as competent at the skill compared with 20% (n = 2/10) of students not randomized to the video (p = 0.007). Conclusion: Exposure to high quality videos demonstrating clinical skills can significantly improve medical student skill performance in an observed structured clinical examination of these skills, when used as an adjunct to clinical skills face-to-face tutorials and deliberate practice of skills in a blended learning format. Video demonstrations can provide an enduring, on-demand, portable resource for revision, which can even be used at the bedside by learners. Such resources are cost-effectively scalable for large numbers of learners. C1 [Hibbert, Emily J.] Univ Sydney, Sydney Med Sch Nepean, Penrith, NSW 2751, Australia. [Hibbert, Emily J.] Nepean Hosp, Penrith, NSW, Australia. [Lambert, Tim] Univ Sydney, Concord Hosp, Sydney Med Sch Concord, Concord, NSW 2139, Australia. [Lambert, Tim] Univ Sydney, Brain & Mind Res Inst, Camperdown, NSW 2050, Australia. [Carter, John N.] Hornsby Hosp, Hornsby, NSW 2077, Australia. [Carter, John N.] Univ Sydney, Sydney Med Sch, Sydney, NSW 2006, Australia. [Learoyd, Diana L.; Clarke, Stephen] Univ Sydney, Sydney Med Sch Northern, Sydney, NSW, Australia. [Learoyd, Diana L.; Clarke, Stephen] Royal N Shore Hosp, Dept Endocrinol, St Leonards, NSW 2065, Australia. [Twigg, Stephen] Univ Sydney, Sydney Med Sch Cent, Sydney, NSW, Australia. [Twigg, Stephen] Royal Prince Alfred Hosp, Dept Endocrinol, Camperdown, NSW 2050, Australia. RP Hibbert, EJ (reprint author), Univ Sydney, Sydney Med Sch Nepean, POB 63, Penrith, NSW 2751, Australia. EM emily.hibbert@sydney.edu.au FU University of Sydney FX The authors would like to acknowledge all the patients involved in the videos, Professor Jenny Peat for statistical analysis of the data, Tim Harland and Celina Aspinall for filming some of the videos, Baki Kocaballi for his contribution to editing the videos, Drs Fawzia Huq and Kiernan Hughes for acting as assessors and Ms Christine Aitken for data entry of questionnaires. 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O'Driscoll, Mike Simpson, Vikki Shawe, Jill TI Teachers' views of using e-learning for non-traditional students in higher education across three disciplines [nursing, chemistry and management] at a time of massification and increased diversity in higher education SO NURSE EDUCATION TODAY LA English DT Article DE E-learning; Massification; Widening participation; Non-traditional students; Focus groups AB Background: The expansion of the higher educational sector in the United Kingdom over the last two decades to meet political aspirations of the successive governments and popular demand for participation in the sector (the Widening Participation Agenda) has overlapped with the introduction of e-learning. Objectives: This paper describes teachers' views of using e-learning for non-traditional students in higher education across three disciplines [nursing, chemistry and management] at a time of massification and increased diversity in higher education. Design: A three phase, mixed methods study; this paper reports findings from phase two of the study. Settings: One university in England. Participants: Higher education teachers teaching on the nursing, chemistry and management programmes. Methods: Focus groups with these teachers. Findings: Findings from these data show that teachers across the programmes have limited knowledge of whether students are non-traditional or what category of non-traditional status they might be in. Such knowledge as they have does not seem to influence the tailoring of teaching and learning for non-traditional students. Teachers in chemistry and nursing want more support from the university to improve their use of e-learning, as did teachers in management but to a lesser extent. Conclusions: Our conclusions confirm other studies in the field outside nursing which suggest that non-traditional students' learning needs have not been considered meaningfully in the development of e-learning strategies in universities. We suggest that this may be because teachers have been required to develop e-learning at the same time as they cope with the massification of, and widening participation in, higher education. The findings are of particular importance to nurse educators given the high number of non-traditional students on nursing programmes. (C) 2012 Elsevier Ltd. All rights reserved. C1 [Allan, Helen T.; O'Driscoll, Mike; Shawe, Jill] Univ Surrey, Fac Hlth & Med Sci, Ctr Res Nursing & Midwifery Educ, Guildford GU2 5TE, Surrey, England. [Simpson, Vikki] Univ Surrey, Ctr Educ & Acad Dev, Guildford GU2 5XH, Surrey, England. RP Allan, HT (reprint author), Univ Surrey, Fac Hlth & Med Sci, Ctr Res Nursing & Midwifery Educ, Guildford GU2 5TE, Surrey, England. EM h.allan@surrey.ac.uk; V.simpson@surrey.ac.uk OI O'Driscoll, Michael F./0000-0001-9221-6164 FU University of Surrey FX The authors disclosed receipt of the following financial support for this research: the Widening Access Funds from the University of Surrey. CR Al-Fadhli S., 2009, E LEARNING DIGITAL M, V6, P221 Archer L., 2003, HIGHER ED SOCIAL CLA, P193 Becker R., 2007, ONLINE LEARNING U SE Clarke A., 2005, OVERCOMING SOCIAL EX Gorard S., 2006, REV WIDENING PARTICI Gordon F, 2010, J INTERPROF CARE, V24, P536, DOI 10.3109/13561820903520336 Heaton-Shrestha C., 2004, LEARNING TRANSFORMAT, P132 Heaton-Shrestha C, 2009, J FURTH HIGH EDUC, V33, P83, DOI 10.1080/03098770802645189 Hodgson A, 2000, EXPANDING HIGHER ED Hughes G, 2007, TEACH HIGH EDUC, V12, P349, DOI 10.1080/13562510701278690 Jeffrey LM, 2009, LEARN INDIVID DIFFER, V19, P195, DOI 10.1016/j.lindif.2008.09.004 Johnson N. 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Today PD SEP PY 2013 VL 33 IS 9 BP 1068 EP 1073 DI 10.1016/j.nedt.2012.04.003 PG 6 WC Education, Scientific Disciplines; Nursing SC Education & Educational Research; Nursing GA 261SR UT WOS:000327685400025 PM 22551700 DA 2019-08-01 ER PT J AU Harris, JM Sun, HP AF Harris, John M. Sun, Huaping TI A Randomized Trial of Two e-Learning Strategies for Teaching Substance Abuse Management Skills to Physicians SO ACADEMIC MEDICINE LA English DT Article ID MEDICAL-EDUCATION; HEALTH-PROFESSIONS; METAANALYSIS; CARE AB Purpose To compare the educational effectiveness of two virtual patient (VP)-based e-learning strategies, versus no training, in improving physicians' substance abuse management knowledge, attitudes, self-reported behaviors, and decision making. Method The 2011-2012 study was a posttest-only, three-arm, randomized controlled trial in 90 resident and 30 faculty physicians from five adult medicine primary care training programs. The intervention was one of two 2-hour VP-based e-learning programs, designed by national experts to teach structured screening, brief interventions, referral, and treatment skills. One used traditional problem solving with feedback (unworked example), and the other incorporated an expert demonstration first, followed by problem solving with feedback (worked example). The main outcome measure was performance on the Physicians' Competence in Substance Abuse Test (P-CSAT, maximum score = 315), a self-administered, previously validated measure of physicians' competence in managing substance abuse. The survey was completed at the outset of the study and two months later. Results Overall P-CSAT scores were virtually identical (202-211, P > .05) between both intervention groups and the no-training control group at both times. Average faculty P-CSAT scores (221.9, 224.6) were significantly higher (P < .01) than resident scores (203.7, 202.5) at both times. Conclusions This study did not provide evidence that a brief, worked example, VP-based e-learning program or a traditional, unworked, VP-based e-learning program was superior to no training in improving physicians' substance abuse management skills. The study did provide additional evidence that the P-CSAT distinguishes between physicians who should possess different levels of substance abuse management skills. C1 [Harris, John M.] Univ Arizona, Coll Med, Tucson, AZ 85724 USA. [Sun, Huaping] Amer Board Anesthesiol, Raleigh, NC USA. RP Harris, JM (reprint author), Univ Arizona, Coll Med, Off Continuing Med Educ, Tucson, AZ 85724 USA. EM jharris@medadmin.arizona.edu FU National Institute on Drug Abuse (NIDA) [R44 DA026218] FX This work was funded by grant R44 DA026218 from the National Institute on Drug Abuse (NIDA) to Medical Directions, Inc. 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Med. PD SEP PY 2013 VL 88 IS 9 BP 1357 EP 1362 DI 10.1097/ACM.0b013e31829e7ec6 PG 6 WC Education, Scientific Disciplines; Health Care Sciences & Services SC Education & Educational Research; Health Care Sciences & Services GA 208AN UT WOS:000323647300043 PM 23887001 OA Green Accepted DA 2019-08-01 ER PT J AU Catteau, C Faulks, D Mishellany-Dutour, A Collado, V Tubert-Jeannin, S Tardieu, C Hugues, P Roger-Leroi, V Hennequin, M AF Catteau, C. Faulks, D. Mishellany-Dutour, A. Collado, V. Tubert-Jeannin, S. Tardieu, C. Hugues, P. Roger-Leroi, V. Hennequin, M. TI Using e-learning to train dentists in the development of standardised oral health promotion interventions for persons with disability SO EUROPEAN JOURNAL OF DENTAL EDUCATION LA English DT Article DE distance learning; dental education; programme evaluation; health promotion; people with disability ID HANDICAPPED-CHILDREN; SELF-EFFICACY; PROFESSIONALS; INSTITUTION; BARRIERS; CARE AB Background: This study aims to evaluate whether an e-learning curriculum was sufficient to impart the necessary knowledge to dentists to allow them to implement an oral health promotion intervention in an institution for persons with disability. Materials and methods: Participants were asked to complete a 10-module online training course and to implement a standardised intervention in an institution. The outcome measures were as follows: online tracking of progress; multiple choice questionnaires completed at the end of most modules; self-efficacy questionnaire completed before and after online training; completion of training and calibration in the use of a standardised risk assessment form; initiation and full completion of an oral health promotion intervention in an institution; satisfaction of participants with the online training experience; and evaluation of the impact of the intervention by the institution staff. Results: The study sample included 26 dentists. The 10 modules were passed by 24 dentists, and the mean value of the highest overall score recorded in the multiple questionnaires was 88.4% (+/- 4.0). Twenty participants completed the self-efficacy questionnaire before and after training; the mean values of scores after training were statistically different and higher than those at baseline. Questionnaire regarding satisfaction with the online training experience was completed by 22 participants; all of them stated that they were satisfied with the online training experience. Conclusions: The results indicate that the online training course helped participants to increase self-efficacy and to provide interventions in institutions. This study could have implications for both undergraduate and postgraduate dental education in France. C1 [Catteau, C.; Faulks, D.; Mishellany-Dutour, A.; Collado, V.; Tubert-Jeannin, S.; Roger-Leroi, V.; Hennequin, M.] Univ Auvergne, Clermont Univ, Clermont Ferrand, France. [Catteau, C.] Univ Lille 2, Fac Chirurg Dent, Lille, France. [Faulks, D.; Mishellany-Dutour, A.; Collado, V.; Tubert-Jeannin, S.; Roger-Leroi, V.; Hennequin, M.] CHU Clermont Ferrand, Serv Odontol, Clermont Ferrand, France. [Tardieu, C.] Aix Marseille Univ, Fac Odontol, UMR 7268, Marseille, France. [Tardieu, C.] Hop Enfants La Timone, APHM, Serv Odontol, Marseille, France. [Hugues, P.] Soc Francaise Acteurs Sante Publ Bucco Dent, Paris, France. RP Faulks, D (reprint author), CROC EA4874, UFR Odontol, 11 Bvd Charles Gaulle, F-63000 Clermont Ferrand, France. EM denise.faulks@udamail.fr OI Hennequin, Martine/0000-0001-8173-2606 FU French General Direction of Health FX This study was funded by the French General Direction of Health. The authors would like to thank: Dr A. Abbe-Denizot, Dr S. Albecker, Prof. P. Allison, Dr E-N. Bory, Mr F-X. Charbonnier, Dr F. Cohen, Prof M. Folliguet, Dr H. Guerroumi, Prof O. Laboux, Mme B. Le Nouvel, Dr L. Marchetto, Dr A. Moutarde, Dr B. Sarry. Special thanks to Dr P. Karsenty (French General Direction of Health) and Dr F. Courson (President of the Societe Francaise des Acteurs de la Sante Publique Bucco-Dentaire). 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PD AUG PY 2013 VL 17 IS 3 BP 143 EP 153 DI 10.1111/eje.12024 PG 11 WC Dentistry, Oral Surgery & Medicine; Education, Scientific Disciplines SC Dentistry, Oral Surgery & Medicine; Education & Educational Research GA 175DL UT WOS:000321210100003 PM 23815691 DA 2019-08-01 ER PT J AU Sander, B Golas, MM AF Sander, Bjoern Golas, Mariola Monika TI HistoViewer: An interactive e-learning platform facilitating group and peer group learning SO ANATOMICAL SCIENCES EDUCATION LA English DT Article DE histology education; microscopic anatomy education; e-learning; virtual microscopy; virtual slides; group learning; peer-teaching; histology; cell biology ID VIRTUAL MICROSCOPY; TEACHING HISTOLOGY; MEDICAL-EDUCATION; TRADITIONAL MICROSCOPY; DIAGNOSTIC-ACCURACY; ANATOMY; STUDENT; UNIVERSITY; IMPACT; PERCEPTIONS AB Understanding tissue architecture and the morphological characteristics of cells is a central prerequisite to comprehending the basis of physiological tissue function in healthy individuals and relating this to disease states. Traditionally, medical curricula include courses where students examine glass slides of cytological or tissue samples under a light microscope. However, it is challenging to implement group and peer group learning in these courses and to give students sufficient time to study specimens. An increasing number of medical schools have thus started to implement digital slide viewers, so-called virtual microscopes, in histology and histopathology. These websites are mostly based on standard commercial software and offer limited adaptation to the special needs of first-year students. An e-learning platform has therefore been developed for use in cytology and histology courses. This virtual microscopy tool is coupled to a central database in which students can label and store the positions of individual structures for later repetition. As learning in pairs and peer groups has been shown to provide a high learning outcome, identified structures can be shared and discussed with students' peers or faculty via a built-in communication module. This website has the possibility of opening an arbitrary number of frames which all can actively be moved and changed in magnification to enable the comparison of specimens and thus encourage a more global understanding of related tissues. HistoViewer is thus suggested as an e-learning tool combining several modern teaching concepts. (c) 2013 American Association of Anatomists. C1 [Sander, Bjoern] Aarhus Univ, Dept Clin Med, Stereol & Electron Microscopy Res Lab, Fac Hlth Sci, Aarhus, Denmark. [Sander, Bjoern; Golas, Mariola Monika] Aarhus Univ, Ctr Stochast Geometry & Adv Bioimaging, Aarhus, Denmark. [Golas, Mariola Monika] Aarhus Univ, Fac Hlth Sci, Dept Biomed, Aarhus, Denmark. RP Sander, B (reprint author), Dept Biomed, Wilhelm Meyers Alle 3,Bldg 1233, DK-8000 Aarhus C, Denmark. 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Sci. Educ. PD MAY-JUN PY 2013 VL 6 IS 3 BP 182 EP 190 DI 10.1002/ase.1336 PG 9 WC Education, Scientific Disciplines SC Education & Educational Research GA 132AI UT WOS:000318039700007 PM 23184574 DA 2019-08-01 ER PT J AU Lee, TY Lin, FY AF Lee, Tzu-Ying Lin, Fang-Yi TI The effectiveness of an e-learning program on pediatric medication safety for undergraduate students: A pretest-post-test intervention study SO NURSE EDUCATION TODAY LA English DT Article DE Nursing student; Pediatric; Patient safety; Medication administration; Intervention education; Nursing; Baccalaureate ID ADVERSE DRUG EVENTS; NURSING-STUDENTS; NURSES PERCEPTIONS; ERRORS; PHARMACOLOGY; INPATIENTS AB Background: Safe medication management is a major competency taught in the nursing curriculum. However, administering pediatric medications is considered a common clinical stressor for Taiwanese students. A supplemental e-learning program that helps students fill the gap between basic nursing skills and pediatric knowledge on medication safety was developed. Objective: To evaluate the effectiveness of an e-learning program to increase pediatric medication management among students who take pediatric nursing courses. Design: This intervention study used a historical comparison design. Setting: A university in Northern Taiwan. Participants: A total of 349 undergraduate nursing students who took pediatric nursing courses participated. Eighty students in the comparison group received regular pediatric Courses, including the lectures and clinical practicum; 269 students in the intervention group received an e-learning program, in addition to the standard pediatric courses. Methods: Between February 2011 and July 2012 pediatric medication management, including pediatric medication knowledge and calculation ability, was measured at the beginning of the first class, at the completion of the lectures, and at the completion of the clinical practicum. The program was evaluated qualitatively and quantitatively. Results: The intervention group had significantly higher pediatric medication management scores at completion of the lecture course and at the completion of the clinical practicum than the comparison group based on the first day of the lecture course, after adjusting for age, nursing program, and having graduated from a junior college in nursing. Overall, the students appreciated the program that included various teaching modalities content that related to the administration of medication. Conclusion: Using an e-learning program on pediatric medication management is an effective learning method in addition to sitting in a regular lecture course. The different emphases in each module, provided by experienced instructors, enabled the students to be more aware of their role in pediatric medication safety. (C) 2013 Elsevier Ltd. All rights reserved. C1 [Lee, Tzu-Ying; Lin, Fang-Yi] Natl Taipei Univ Nursing & Hlth Sci, Sch Nursing, Taipei 11219, Taiwan. RP Lee, TY (reprint author), Natl Taipei Univ Nursing & Hlth Sci, Sch Nursing, 365 Ming Te Rd Peitou, Taipei 11219, Taiwan. EM tzuying@ntunhs.edu.tw FU National Science Council in Taiwan [NSC 99-2511-S-227-004-MY2] FX This study was funded by the National Science Council in Taiwan (NSC 99-2511-S-227-004-MY2). 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Sci. Educ. PD MAR-APR PY 2013 VL 6 IS 2 BP 101 EP 106 DI 10.1002/ase.1310 PG 6 WC Education, Scientific Disciplines SC Education & Educational Research GA 108BB UT WOS:000316264600004 PM 22961929 DA 2019-08-01 ER PT B AU Chandran, D AF Chandran, Daniel BE Soliman, KS TI E-learning in Developing Countries: A Case Study SO CREATING GLOBAL COMPETITIVE ECONOMIES: 2020 VISION PLANNING & IMPLEMENTATION, VOLS 1-3 LA English DT Proceedings Paper CT 22nd International-Business-Information-Management-Association Conference on Creating Global Competitive Economies: 2020 Vision Planning and Implementation CY NOV 13-14, 2013 CL Rome, ITALY SP Int Business Informat Management Assoc DE Developing countries; equity and excellence; e-learning; cloud computing AB Education is to be affordable and reachable to the learners at an affordable cost. An E-learning platform based on open standards with minimum initial cost of investment, will be able to educate people to achieve knowledge based economy. The current E-learning platforms require high initial cost on the infrastructure and software applications. Adoption of cloud computing can help the educational institutions in developing countries to reduce expenditure on infrastructure, software and human resources to a considerable extent. The author focuses on the higher education programs in India and suggests a framework for access along with equity and excellence. The paper also discusses the advantages of adopting cloud computing for educational institutions and suggests how institutions could migrate to the cloud. C1 [Chandran, Daniel] Univ Technol Sydney, Fac Engn & Informat Technol, Sydney, NSW 2007, Australia. EM Daniel.Chandran@uts.edu.au OI Chandran, Daniel/0000-0002-7131-5128 CR Al-Zoube M, 2010, INT J DIST EDUC, V8, P58, DOI 10.4018/jdet.2010040105 [Anonymous], EDGE 2011 REP 40 MIL Chandran D., 2012, P 18 INT BUS INF MAN DAVIS G., 2012, COMMUNICATION EVANS C., 2012, TRANSFORMING TRAININ KINEO, 2011, E LEARN MARK UPD OECD, 2011, ED GLANC 2011 OECD I Opeim V., 2004, HINDU Thornley J., WHAT IS SOCIAL MEDIA NR 9 TC 0 Z9 0 U1 0 U2 0 PU INT BUSINESS INFORMATION MANAGEMENT ASSOC-IBIMA PI NORRISTOWN PA 34 E GERMANTOWN PIKE, NO. 327, NORRISTOWN, PA 19401 USA BN 978-0-9860419-1-4 PY 2013 BP 341 EP 347 PG 7 WC Business; Economics; Management SC Business & Economics GA BA9EK UT WOS:000339301500033 DA 2019-08-01 ER PT B AU Yusof, MM Izani, NA Majid, NA Daswar, S AF Yusof, Marlita Mat Izani, Nurizzati Atiqah Majid, Nuraina Abdul Daswar, Suhaibah BA Solimon, KS BF Solimon, KS TI E-Learning Acceptance among Pharmacy Students in Mara University of Technology, Malaysia SO ENTREPRENEURSHIP VISION 2020: INNOVATION, DEVELOPMENT SUSTAINABILITY, AND ECONOMIC GROWTH, VOLS 1 AND 2 LA English DT Proceedings Paper CT 20th International-Business-Information-Management-Assoc Conf on Entrepreneurship Vision 2020: Innovatio, Development Sustainability, and Economic Growth CY MAR 25-26, 2013 CL Kaula Lumpour, MALAYSIA SP Univ Malaysia Kelantan, Int Business Informat Management Assoc DE e-learning; acceptance; Information Communication Technology (ICT) ID INFORMATION-TECHNOLOGY AB E-learning has been variously defined, but can be simply described as a learning process in which learners can communicate with their instructors and their peers, and access learning materials, over the Internet or other computer networks. It therefore provides a means through which the powerful and pervasive computing and communications technologies can be applied to tertiary education - and to some of the key challenges now facing universities. Since the adoption of the E- learning system in MARA University of Technology (UiTM) has been implemented for a few years, this study intends to measure the factors and the level of Faculty of Pharmacy's students' acceptance towards this technology. From the study, the effectiveness of the teaching and learning process among students and lecturers is expected to be increased and moreover helps to meet both their teaching and learning needs. There are three factors that contribute to the students' acceptance in using e learning applications, namely instructors' characteristics, students' characteristics and technology resources. A set of questionnaires were distributed to 150 respondents as an instrument for data collection. The findings revealed that the acceptance level of the students was relatively high due to the major factor of instructor's characteristics. The study however can be further discussed in other organizations of different industries to obtain the whole picture of e-learning acceptance in the country. C1 [Yusof, Marlita Mat; Izani, Nurizzati Atiqah; Majid, Nuraina Abdul; Daswar, Suhaibah] Univ Teknol MARA, Puncak Alam, Malaysia. EM marlita@puncakalam.uitm.edu.my CR Abouchedid K., 2004, QUALITY ASSURANCE ED, V12, P15, DOI DOI 10.1108/09684880410517405 Agarwal R, 2000, MIS QUART, V24, P665, DOI 10.2307/3250951 Ahmed M. H. S., 2010, DECISION SCI J INNOV, V8, P313 Atmitt G., 2002, P CSCL 2002 BOULD CO, P151 Cross J., 2004, On the Horizon, V12, P103, DOI 10.1108/10748120410555340 Cross J., 2004, HORIZON, V12, P150 Glenn J., 2005, BUSINESS ED FORUM, V59, P8 Hendrick H., 1984, TECHNOLOGY ACCEPTANC, P34 HONG KS, 2003, J ED TECHNOLOGY SOC, V6, P116 Jen C. K., 2006, ASIAN J DISTANCE ED, V4, P4 Jenkins M., 2003, ELEARNING SERIES GUI Koohang A., 2004, INT J E LEARNING, V3, P10 Lee BC, 2009, COMPUT EDUC, V53, P1320, DOI 10.1016/j.compedu.2009.06.014 Lee MKO, 2005, INFORM MANAGE-AMSTER, V42, P1095, DOI 10.1016/j.im.2003.10.007 Liaw SS, 2007, COMPUT EDUC, V49, P1066, DOI 10.1016/j.compedu.2006.01.001 Mohamed A. E., 2002, INTERNET J ELEARNING, V1, P48 Ndubisi N. O., 2004, HERDSA 2004 C MIR SA Ndubisi N. O., 2004, HERDSA INT C P MIR S, V27 Osika E., 2009, ONLINE J DISTANCE LE, V12 Paechter M, 2010, INTERNET HIGH EDUC, V13, P292, DOI 10.1016/j.iheduc.2010.09.004 Patricia BERTEA, 2009, C P EL SOFTW ED, P417 Poon W. C., 2004, INT J ED MANAGEMENT, V18, P374, DOI DOI 10.1108/09513540410554031 Posiah M. I., 2006, UITME LEARNING PORTA, V1 Razmah M., 2005, TURKISH ONLINE J DIS, V6 Salmon G., 2000, OPEN DISTANCE Selim HM, 2007, COMPUT EDUC, V49, P396, DOI 10.1016/j.compedu.2005.09.004 Sharma S. K, 2006, INFORM MANAGEMENT CO, V14, P496, DOI DOI 10.1108/09685220610717781 Shea P. J., 2001, ELEMENTS QUALITY ONL, V3 Singh H. K., 2005, LEARNER SATISFACTION Vail K., 2003, AM SCH BOARD J, V190, P14 Venkatesh V, 2003, MIS QUART, V27, P425 Volery T., 2000, INT J ED MANAGEMENT, V14, P216, DOI DOI 10.1108/09513540010344731 Waterhouse S., 2004, EDUCAUSE Q Yiong B.L.C., 2008, P PASCILITE MELBOURN Zaidel M., 2007, J COLL TEACHING LEAR, V4, P26 Zeliff N., 2004, NBEA 2004 YB, V42, P67 NR 36 TC 0 Z9 0 U1 0 U2 0 PU INT BUSINESS INFORMATION MANAGEMENT ASSOC-IBIMA PI NORRISTOWN PA 34 E GERMANTOWN PIKE, NO. 327, NORRISTOWN, PA 19401 USA BN 978-0-9821489-9-0 PY 2013 BP 823 EP 832 PG 10 WC Business; Economics; Management SC Business & Economics GA BA9EJ UT WOS:000339301200080 DA 2019-08-01 ER PT B AU Luminita, P Ungureanu, A AF Luminita, Pistol Ungureanu, Adrian BE Vrontis, D Weber, Y Tsoukatos, E TI INNOVATIVE APPROACHES IN ROMANIA EDUCATION SYSTEM - ELEARNING SOLUTION PROVIDED BY SIVECO SO CONFRONTING CONTEMPORARY BUSINESS CHALLENGES THROUGH MANAGEMENT INNOVATION LA English DT Proceedings Paper CT 6th Annual EuroMed Conference of the EuroMed-Academy-of-Business CY SEP 23-24, 2013 CL Cascais, PORTUGAL SP EuroMed Acad Business DE eLearning; innovation; education; development; opportunities AB The exponential development of information and communication technology in the last decade has led to the registration of a true revolution in computer assisted learning. The roadmap of eLearning development domain has different forms and approaches, many of them marking common knowledge that good practice that is taken over, multiplied and at the same time generating new theoretical guidelines. The evolution of e-learning practices in recent years is associated with a tremendous increase in complexity. By associating the concept with all situations and contexts educational nature in using new technologies to improve or complete the process, components, steps, to obtain a broad range of activities and products that are under the sign of innovation in education in the last twenty years. Using computerized solutions for education is beneficial and generate positive effects on society - education specialists say. ELearning solutions meet the needs of the whole educational system, providing useful tools for all levels - from the makers of ministries to students, teachers, parents and even the general public. ELearning-based learning methods manage to adapt to the real needs of the educational process and gives students access to relevant and updated. The major benefits of eLearning are considered to be: development of individual skills and team work, develop skills of analysis and synthesis of information and ability to put into practice the theoretical information learned in school. These skills are considered to be acquired due course content 91%, informal learning training92%, training indirect 70%, and collaborative learning 84%. Summarizing, eLearning fully meet labor market demands and modern society and help create more economic and social opportunities, locally and globally. Education specialists believe that in recent years there have been many changes in the educational system of the country they represent, most for the better. Globally, eLearning plays an increasingly important role in education and the effects of introducing new technologies in schools without major effects, helping to develop the whole society. ELearning solution delivered to Romania, the SIVECO lay the groundwork for new approaches and methodologies in the development of digital content transdisciplinary integrated multi-touch interactive devices. Multi-touch technology that supports integrated transdisciplinary education system was used for the first time in the world in high schools in Romania. Appreciated for its high degree of innovation and the significant role that it plays in access to quality education, eLearning solution developed by SIVECO Romania for this technology, within the project initiated by the Ministry of National Education "Vision competencies educational process optimized knowledge society", entered the finals prestigious European competitions IT & Software Excellence Awards. The collaborative learning assisted with the most recent computer technologies, as is the multi-touch technology, is one of the most promising innovations in efforts to improve the teaching/learning. Not only does this approach encourages students to work together to solve exercises and projects that combine knowledge from multiple disciplines, but also helps to diversify and increase the attractiveness of learning activities. The overall objective of the Ministry of National Education developed between December 2009 - November 2012 was the orientation of the educational process at the school in accordance with the competencies required by the current socio-economic and which are not addressed in traditional learning. ELearning solution developed by a team of specialists from SIVECO was to develop and implement a new school curriculum for Mathematics, Science and Humanities disciplines and applications support multi-touch interactive devices that support collaborative learning. ELearning solutions developed by SIVECO received two nominations in the competition: the project of computerization of education in Kazakhstan and one of the most innovative approaches to current eLearning - project development and implementation of educational content for interactive multi-touch devices. An important advantage of this solution is given by the methodology that is based and enables teachers to create new lessons consistent with those already developed in the curriculum. SIVECO is the leading international provider of innovative solutions in education. The company also had the opportunity to be involved in a project of great technological complexity and strategic importance to the modern educational system in contributing to the foundations of new approaches and methodologies for the development of transdisciplinary educational materials for the school. At this point, we can say that Romania is a concrete case study approach integrated transdisciplinary learning methods. C1 [Luminita, Pistol; Ungureanu, Adrian] Spiru Haret Univ, Bucharest, Romania. RP Luminita, P (reprint author), Spiru Haret Univ, Bucharest, Romania. EM prolu2001@yahoo.com; aungureanu75@yahoo.com CR Clark Ruth C., 2011, LEARNING SCI INSTRUC, P70 Clark Ruth C., 2011, LEARNING SCI INSTRUC, P15 Garrison DR, 2011, E-LEARNING IN THE 21ST CENTURY: A FRAMEWORK FOR RESEARCH AND PRACTICE, SECOND EDITION, P1 NR 3 TC 0 Z9 0 U1 1 U2 7 PU EUROMED PRESS PI MARSEILLE CEDEX 9 PA RUE ANTOINE BOURDELLE, DOMAINE DE LUMINY BP 921, MARSEILLE CEDEX 9, 13 288, FRANCE BN 978-9963-711-16-1 PY 2013 BP 2693 EP 2695 PG 3 WC Business; Business, Finance; Management SC Business & Economics GA BA8UN UT WOS:000338727100201 DA 2019-08-01 ER PT B AU Marinescu, L AF Marinescu, Luiza BE Vrontis, D Weber, Y Tsoukatos, E TI DIGITALIZATION OF THE NATIONAL PATRIMONY OPPORTUNITIES IN RESEARCH PROJECTS AND E-LEARNING: THE RESOURCE HARVESTERS IN THE CASE OF ROMANIAN LITERATURE SO CONFRONTING CONTEMPORARY BUSINESS CHALLENGES THROUGH MANAGEMENT INNOVATION LA English DT Proceedings Paper CT 6th Annual EuroMed Conference of the EuroMed-Academy-of-Business CY SEP 23-24, 2013 CL Cascais, PORTUGAL SP EuroMed Acad Business DE the resource harvesters; digitalization; national patrimony; e-learning; Romanian literature; library; research; television; university education; documentary professionals AB Radiography of a moving world, the paper Digitalization of the national patrimony, opportunities in research projects and e-learning: the resource harvesters in the case of Romanian literature by Luiza Marinescu analyzed the influence of the digitalization of millions of documents, books and newspaper from Romanian literature, as a social innovation, over the research projects and developing e-learning programs, in the case of the university education. The hiatus, the discontinuity, the pause or the interruption in knowledge caused by the changing the medium of writing, (which was a characteristic of the centuries in which evolution in writing has occurred) was replaced in our century by a change in the paradigm: the digitalization of the libraries. As a new Noah's ark going upon the face of the waters, the digitalization of national patrimony offers opportunities in research projects and e-learning. It pays to plan ahead until the waters are dried up from off the earth. From the point of view of social innovation facing bio economics the paper illustrates the intercultural mission of the resource harvesters in the case of Romanian literature. The strategic objectives of the paper entitled Digitalization of the national patrimony, opportunities in research projects and e-learning: the resource harvesters in the case of Romanian literature are: I. the affirmation of the intercultural missions of the university education, as an integrant part of the everyday work; II. the affirmation of the intercultural logic as a fundamental mission, despite the field of exertion (the policy of human resources or of material resources); There are three operational objectives for medium and long term regarding creating a specialized team interested and involved in applying and getting EU project funding regarding : 1. The Intercultural Atlas 2. The teaching of Romanian language through the foreign languages 3. Translations bridges to communication This paper illustrates the fact that a community development strategy is the result the contribution of higher education. The community's knowledge potential is enriched by the leveraging on technologies and the forging of a concrete link between the university and life long learning, as a pillar for human capital development. Facing bio economics, the university social innovation is compared to a forest: if you are outside, it is dense; if you are inside, you see that each tree has its own position. There are different trees in a forest. The wind may fell the massive oak, but bamboo, bent even to the ground, will spring upright after the passage of the storm. Analyzing the resource harvesters in the case of Romanian literature, the paper has the following chapters: 1. The optimization of the discounted present values a. The digitalization of the cultural patrimony b. The importance of being updated and in touch 2. Unregulated harvesting or the reunification of the two worlds: manuscripts and printings a. The Atlas of the Old books: survival elements and causal interactions b. A "biological" evolution of the opportunities for researchers 3. The digitalization of Romanian literature in terms of "Bio economics" a. The new territories of knowledge or the soil's fertility b. The seeds of e-learning: strategies, concepts, ideas and organization that extend and strengthen civil society c. Television and education? The spread of the seeds 4. Investment in harvesting capacity a. The documentary politics of the University between modernization and personalization b. Why and how can you meet the Author? c. The polyvalent professionals d. The construction of an efficient cooperation e. The archiving and the diffusion of the results of research f. Preserving the harvest for another cycle of knowledge C1 [Marinescu, Luiza] Univ Spiru Haret, Fac Letters, Bucharest, Romania. EM luizamarinescu700@hotmail.com RI zandavalli, Carla/K-4794-2018 CR Bonk C. J., 2009, THE WORLD IS OPEN HO Brown E, 2009, ACME, V8, P474 Daniel J., 1998, PRESENTED AT THE 199 Global Alliance on Community Engaged Research, 2009, HIGHER EDUCATION COM Internet World Stats, 2010, INTERNET AND POPULAT The World Bank, 2000, HIGHER EDUCATION IN The World Bank, 2009, THE KNOWLEDGE ECONOM UNESCO, 2002, OPEN AND DISTANCE LE United Nations Development Programme (UNDP), WHAT ARE THE MILLENN NR 9 TC 0 Z9 0 U1 0 U2 6 PU EUROMED PRESS PI MARSEILLE CEDEX 9 PA RUE ANTOINE BOURDELLE, DOMAINE DE LUMINY BP 921, MARSEILLE CEDEX 9, 13 288, FRANCE BN 978-9963-711-16-1 PY 2013 BP 2698 EP 2700 PG 3 WC Business; Business, Finance; Management SC Business & Economics GA BA8UN UT WOS:000338727100203 DA 2019-08-01 ER PT S AU Hennig, M Gaspers, D Mertsching, B AF Hennig, Markus Gaspers, Daniel Mertsching, Baerbel GP IEEE TI Interactive WebGL-based 3D Visualizations for Situated Mathematics Teaching SO 2013 12TH INTERNATIONAL CONFERENCE ON INFORMATION TECHNOLOGY BASED HIGHER EDUCATION AND TRAINING (ITHET 2013) SE International Conference on Information Technology Based Higher Education and Training LA English DT Proceedings Paper CT 12th International Conference on Information Technology Based Higher Education and Training (ITHET) CY OCT 10-12, 2013 CL Antalya, TURKEY DE Situated learning; e-learning; blended learning; electrical engineering; web applications; visualization of mathematics; JavaScript; WebGL AB At institutions of higher education, students often lack certain mathematical knowledge required to cope with the actual course contents. This becomes particularly significant during the introductory phase of highly mathematical degree programs such as engineering sciences. Thus, based on the example of a fundamentals of electrical engineering course, the authors developed a blended learning scenario which facilitates imparting mathematical expertise within the situated context of this specialist subject. A critical element of this approach is the abundant use of interactive web application-based 3D visualizations. This allows for clarifying complex mathematical problem statements within comparably short periods of time. In this paper, the technical implementation of the web applications using JavaScript and WebGL with their corresponding advantages are described. Additionally, their utilization is discussed with regard to didactic considerations. A questionnaire-based evaluation with respect to students' acceptance of the visualizations and its influence on examination performance was carried out and concluding results are presented. C1 [Hennig, Markus; Gaspers, Daniel; Mertsching, Baerbel] Univ Paderborn, GET Lab, Paderborn, Germany. RP Hennig, M (reprint author), Univ Paderborn, GET Lab, Paderborn, Germany. EM hennig@get.upb.de; gaspers@get.upb.de; mertsching@get.upb.de CR Anderson J. R., 1996, EDUC RES, V25, P5, DOI DOI 10.3102/0013189X025004005 Biehler R., 2012, P 7 C EUR SOC RES MA Bonk C. J., 2006, HDB BLENDED LEARNING Clark RC, 2011, E-Learning and the Science of Instruction: Proven Guidelines for Consumers and Designers of Multimedia Learning, 3rd Edition, P1, DOI 10.1002/9781118255971 Eason R., 2004, PRIMUS, VXIV, P79, DOI [10.1080/10511970408984078, DOI 10.1080/10511970408984078] Garrison DR, 2011, E-LEARNING IN THE 21ST CENTURY: A FRAMEWORK FOR RESEARCH AND PRACTICE, SECOND EDITION, P1 Gerhauser M, 2010, INT J TECHNOL MATH E, V17, P211 Hennig M., 2012, P 40 SEFI ANN C Hohenwarter M., 2007, J ONLINE MATH ITS AP, V7 Lawson DA, 2008, INT J TECHNOL MATH E, V15, P73 Prince MJ, 2006, J ENG EDUC, V95, P123, DOI 10.1002/j.2168-9830.2006.tb00884.x Pscheida D., 2013, P 5 INT C ED NEW LEA, P265 NR 12 TC 1 Z9 1 U1 0 U2 0 PU IEEE PI NEW YORK PA 345 E 47TH ST, NEW YORK, NY 10017 USA SN 2380-1603 BN 978-1-4799-0086-2 J9 INT CONF INFO TECH PY 2013 PG 6 WC Computer Science, Information Systems; Education, Scientific Disciplines; Engineering, Electrical & Electronic SC Computer Science; Education & Educational Research; Engineering GA BA3VO UT WOS:000334934700041 DA 2019-08-01 ER PT B AU Naaji, A Herman, C Mustea, A AF Naaji, Antoanela Herman, Cosmin Mustea, Anca BE Papadourakis, GM TI Implementation Model for New Technologies in Online Education SO 2013 PROCEEDINGS OF THE 24TH ANNUAL CONFERENCE ON EUROPEAN ASSOCIATION FOR EDUCATION IN ELECTRICAL AND INFORMATION ENGINEERING (EAEEIE) LA English DT Proceedings Paper CT 24th Annual Conference on European-Association-for-Education-in-Electrical-and-Information-Enginee ring (EAEEIE) CY MAY 30-31, 2013 CL Technol Educ Inst Crete, Chania, GREECE SP European Assoc Educ Elect & Informat Engn, Technol Educ Inst Crete, Dept Appl Informat & Multimedia, IEEE, Educ, Audiovisual & Culture Execut Agcy HO Technol Educ Inst Crete DE e-learning; blended learning; course template AB The new approaches to higher education in terms of teaching methods are increasingly targeted towards virtual environments. The first benefit would be the access to educational resources, independent of location and time. With the wide spread of mobile technologies, from mobile phones and tablets that support content distribution, social media communication and collaboration, to teaching methods and technologies, teaching and learning must be adapted to these new challenges in online higher education. Therefore, courses must be redesigned and structured in order to be accessible to individual study. The paper is focused on developing a template for online courses, starting from designing the main learning objects as resources and activities, including teaching materials, online assessments, questionnaires and communication-interaction tools such as webinars, forums and chat. As a good practice example, we present the results from the application of a course evaluation questionnaire, in terms of structure, content, interaction between participants. Based on these results a comparative analysis is made between online and blended learning, regarding the fact that there are a lot of constraints that affect the way blended courses are developed, which can compromise their quality. In conclusion, we present the main benefits of using this method of learning. As future work, we make some remarks about improvements regarding the system and methods. C1 [Naaji, Antoanela; Herman, Cosmin] Vasile Goldis Western Univ, Dept Comp Sci, Arad 310025, Romania. [Mustea, Anca] Vasile Goldis Western Univ, Dept Phys Pedag, Arad 310025, Romania. RP Naaji, A (reprint author), Vasile Goldis Western Univ, Dept Comp Sci, Arad 310025, Romania. EM anaaji@uvvg.ro; cosmin@uvvg.ro; ancamustea@uvvg.ro CR Clark RC, 2011, E-Learning and the Science of Instruction: Proven Guidelines for Consumers and Designers of Multimedia Learning, 3rd Edition, P1, DOI 10.1002/9781118255971 Davis R, 2007, DECIS SCI-J INNOV ED, V5, P97, DOI 10.1111/j.1540-4609.2007.00129.x Donnelly R, 2007, J FURTH HIGH EDUC, V31, P31, DOI 10.1080/03098770601167864 Fee K., 2009, DELIVERING E LEARNIN, P14 Lewis D., 2010, ONLINE ED ADULT LEAR Patrut M., 2013, WEB 2 0 ED POLITICS Tomei L. A., 2010, ONLINE ED ADULT LEAR NR 7 TC 0 Z9 0 U1 0 U2 11 PU IEEE PI NEW YORK PA 345 E 47TH ST, NEW YORK, NY 10017 USA BN 978-1-4799-0042-8; 978-1-4799-0043-5 PY 2013 BP 71 EP 75 PG 5 WC Education, Scientific Disciplines SC Education & Educational Research GA BA1PS UT WOS:000332827800015 DA 2019-08-01 ER PT B AU Ravesteyn, P Kohler, A AF Ravesteyn, Pascal Kohler, Adri BE Ribiere, V Worasinchai, L TI The Future of Learning and the Educational Process SO PROCEEDINGS OF THE INTERNATIONAL CONFERENCE ON MANAGEMENT, LEADERSHIP AND GOVERNANCE LA English DT Proceedings Paper CT International Conference on Management, Leadership and Governance (ICMLG) CY FEB 07-08, 2013 CL Bangkok Univ, Bangkok, THAILAND SP Bangkok Univ, Inst Knowledge & Innovat SE Asia (IKI SEA) HO Bangkok Univ DE education; learning; processes; future of work ID TELEWORK AB The higher educational environment in Europe is changing and for the Netherlands this means that the dual educational system (universities and institutes for higher professional education) will disappear. However this is not the only driver of change. Many European countries face a population that is aging and in the near future many lecturers will retire. Also the current financial crisis in Europe is causing many investments in higher education to be delayed. These and other drivers mean that universities need to organize their resources (such as buildings, lecture halls, libraries, IT etc.) in a different manner. Furthermore support staff and administrators within universities need to be more flexible in the way they work to cater to the needs of a new customer group. To identify the changes that are needed and any bottlenecks that can be expected, a study was conducted at the HU University of Applied Sciences in the Netherlands. Professors, managers, staff, and students were interviewed and based on the outcomes a method for a new way of working was developed and IT tools to support this were recommended. Subsequently the method and some of the tools were tested in a pilot with 22 students. One of the most impressive results has been the reduction in the number of e-mails sent. During the pilot several means of communication were used (mainly twitter and Facebook) while the use of e-mail was not allowed. For the lecturers involved this meant a reduction in e-mail from over 1000 mails to fewer than 200 while at the same time the amount of tweets and Facebook postings totaled around 350. This means a reduction of about 45% in the number of messages. Furthermore we also used e-learning to reduce the amount of time that teachers and students needed to be physically present at the university, thereby not only reducing overhead but also helping in realizing the sustainability goals of the university. C1 [Ravesteyn, Pascal; Kohler, Adri] HU Univ Appl Sci, Utrecht, Netherlands. CR Bailey DE, 2002, J ORGAN BEHAV, V23, P383, DOI 10.1002/job.144 DIMARTINO V, 1990, INT LABOUR REV, V129, P529 Gray I. L., 1992, NETWORK OUTCOME BASE Hirt M., 2011, MICROSOFT NETHERLAND Marjanovic O., 2000, IEEE INT WORKSH ADV Neave G, 2003, EDUC POLICY, V17, P141, DOI 10.1177/0895904802239290 Oliver R., 2002, INFORM COMMUNICATION Schellekens A., 2004, FLEXIBLE PROGRAMMES Spady W. G., 1994, OUTCOME BASED ED CRI Spady WJ, 1977, ED RES, V6, P9 NR 10 TC 1 Z9 1 U1 0 U2 0 PU ACAD CONFERENCES LTD PI NR READING PA CURTIS FARM, KIDMORE END, NR READING, RG4 9AY, ENGLAND BN 978-1-909507-01-2 PY 2013 BP 274 EP 281 PG 8 WC Business; Management SC Business & Economics GA BFW12 UT WOS:000321615400035 DA 2019-08-01 ER PT J AU Perdukova, D Fedor, P AF Perdukova, Daniela Fedor, Pavol TI Virtual Laboratory for the Study of Technological Process Automation SO INTERNATIONAL JOURNAL OF ENGINEERING EDUCATION LA English DT Article DE virtual laboratory; remote access; industrial automation; virtual model; physical model of technological process ID REMOTE LABORATORIES; ACCESS; EDUCATION; STUDENTS; SCIENCE AB This paper deals with the implementation of virtual reality technology as a higher level of e-learning education comes into the teaching process. It presents the design and development of a Web-based virtual laboratory architecture that supports laboratory training in the study of technological process automation. The proposed architecture provides several advantages to institutions offering e-learning and distance education courses in Industrial Automation. It facilitates the process of learning over the Internet by providing a Web-based user interface that allows remote users to access and control several physical models of technological processes and also verify to control programs, which are also developed on the basis of intelligent control methods, via a virtual model without damaging the system equipment. The architecture presented in the paper is not dependent on a specific SLC hardware or software configuration and offers the possibility of increasing the efficiency of the pedagogical process and developing the students' creativity, practical skills and proficiency, with an accent on the possibility of developing optional solutions in the field of automatic control of technological systems. C1 [Perdukova, Daniela; Fedor, Pavol] Tech Univ Kosice, Dept Elect Engn & Mechatron, Fac Elect Engn & Informat, Kosice, Slovakia. RP Perdukova, D (reprint author), Tech Univ Kosice, Dept Elect Engn & Mechatron, Fac Elect Engn & Informat, Letna 9, Kosice, Slovakia. EM daniela.perdukova@tuke.sk; pavol.fedor@tuke.sk RI Perdukova, Daniela/S-5055-2019 OI Perdukova, Daniela/0000-0002-2856-2027 FU EU; Project "Vyvoj unikatneho nizkoenergetickeho statickeho zdroja pre elektrosystemy'', ITMS [26220220029] FX We support research activities in Slovakia / Project is co-financed from EU funds. 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Educ PY 2013 VL 29 IS 1 BP 230 EP 238 PG 9 WC Education, Scientific Disciplines; Engineering, Multidisciplinary SC Education & Educational Research; Engineering GA 291EC UT WOS:000329809500021 DA 2019-08-01 ER PT J AU Gil, P Candelas, FA Jara, CA Garcia, GJ Torres, F AF Gil, Pablo Candelas, Francisco A. Jara, Carlos A. Garcia, Gabriel J. Torres, Fernando TI Web-Based OERs in Computer Networks SO INTERNATIONAL JOURNAL OF ENGINEERING EDUCATION LA English DT Article DE educational technologies; computer science education; computer networks; virtual laboratories; e-learning ID COMMUNICATION; LABORATORIES; BLOGS AB Learning and teaching processes are continually changing. Therefore, the design of learning technologies has gained the interest of educators and educational institutions from secondary school level to higher education. This paper describes the successful use in education of social learning technologies and virtual laboratories designed by the authors, as well as videos developed by the students. These tools, combined with other open educational resources that are based on a blended-learning methodology, have been employed to teach the subject of Computer Networks. We have not only verified that the application of Open Educational Resources (OERs) into the learning process leads to a significantly improvement of the assessments, but also that the combination of several OERs enhances their effectiveness. These results are supported first by a study of both students' opinion and students' behaviour over five academic years, and, secondly, by a correlation analysis between the use of OERs and the grades obtained by students. C1 [Gil, Pablo; Candelas, Francisco A.; Jara, Carlos A.; Garcia, Gabriel J.; Torres, Fernando] Univ Alicante, Dept Phys Syst Engn & Signal Theory, San Vicente Del Raspeig, Spain. RP Gil, P (reprint author), Univ Alicante, Dept Phys Syst Engn & Signal Theory, San Vicente Del Raspeig, Spain. EM pablo.gil@ua.es; francisco.candelas@ua.es RI Candelas-Herias, Francisco A./H-3392-2015; Torres, Fernando/L-1798-2014; Gil, Pablo/J-1286-2014; Garcia, Gabriel/I-1994-2015 OI Candelas-Herias, Francisco A./0000-0002-7126-0374; Torres, Fernando/0000-0002-6261-9939; Gil, Pablo/0000-0001-9288-0161; Garcia, Gabriel/0000-0002-3919-9606; Jara Bravo, Carlos A./0000-0001-7963-939X CR Anisetti M, 2007, IEEE T EDUC, V50, P302, DOI 10.1109/TE.2007.904584 Candelas F. A., 2008, P RES REFL INN INT I, P1414 Churchill D, 2009, BRIT J EDUC TECHNOL, V40, P179, DOI 10.1111/j.1467-8535.2008.00865.x Clausen T, 2005, IEEE T EDUC, V48, P213, DOI 10.1109/TE.2005.846045 Derntl M, 2009, ICALT: 2009 IEEE INTERNATIONAL CONFERENCE ON ADVANCED LEARNING TECHNOLOGIES, P369, DOI 10.1109/ICALT.2009.56 Dharmadhikari V. 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Educ PY 2013 VL 29 IS 6 BP 1537 EP 1550 PG 14 WC Education, Scientific Disciplines; Engineering, Multidisciplinary SC Education & Educational Research; Engineering GA 291GC UT WOS:000329815000021 DA 2019-08-01 ER PT S AU Samoila, C Ursutiu, D Cotfas, P Cotfas, D AF Samoila, C. Ursutiu, D. Cotfas, P. Cotfas, D. GP IEEE TI TRIZ method and remote engineering approach SO 2013 IEEE GLOBAL ENGINEERING EDUCATION CONFERENCE (EDUCON) SE IEEE Global Engineering Education Conference LA English DT Proceedings Paper CT IEEE Global Engineering Education Conference (EDUCON) CY MAR 13-15, 2013 CL Tech Univ Berlin, Berlin, GERMANY SP IEEE, MathWorks, Cypress Perform, Carinthia Tech Inst, Univ Vigo HO Tech Univ Berlin DE remote engineering; TRIZ; creativity; innovation; self-education; e-learning AB In the paper is discussed the changes in high education as an effect of the tendency of creation of those environment able to stimulate innovation and creativity. We consider that as a new pedagogy system in e-learning, remote engineering there is favorable system for creativity. It has some peculiarities which allow more easy TRIZ application. - Determine the unification of the language and English becomes dominant; - The software used for remote labs are not so dispersed; - Implies separation of the information process and training; - TRIZ need self-education under external control and self-education implies acquiring knowledge and mastering skills for persons with strong motivation. Remote engineering allows not only solving, in original manner, the contradictions of some technical problems, but also produce an indirect effect. It means that students will meet the case of inversion: the group of trainers, best ones, will offer hers creations, to the each student, individually. With other words, the system trainer - group of students becomes group of trainers - one student, with strong influence in divergent thinking development. C1 [Samoila, C.; Ursutiu, D.; Cotfas, P.; Cotfas, D.] Transylvania Univ Brasov, Brasov, Romania. RP Samoila, C (reprint author), Transylvania Univ Brasov, Brasov, Romania. OI Cotfas, Daniel Tudor/0000-0002-9606-8442 CR NAKAGAWA T, 2001, 23 ANN S CRAT SOC TO SALAMATOV V, 1999, TRIZ RIGHT SOLUTION Samoila C., 2007, ADV REMOTE LAB E LEA SAMOILA C, 2000, INTEGRAL METHODS SCI STELIAN GC, INTRO DESIGN EXPT URSUTIU D, MULTIFINCTIONAL LAB, P135 Ursutiu D, 2009, ONLINE ENG NR 7 TC 1 Z9 1 U1 0 U2 4 PU IEEE PI NEW YORK PA 345 E 47TH ST, NEW YORK, NY 10017 USA SN 2165-9567 BN 978-1-4673-6110-1; 978-1-4673-6111-8 J9 IEEE GLOB ENG EDUC C PY 2013 BP 1 EP 4 PG 4 WC Education, Scientific Disciplines SC Education & Educational Research GA BIA79 UT WOS:000327180400001 DA 2019-08-01 ER PT S AU Sommer, K Braun, S Gramss, D Vogel-Heuser, B AF Sommer, Kerstin Braun, Steven Gramss, Denise Vogel-Heuser, Birgit GP IEEE TI Analysis of user interests in context of Web 2.0 technologies SO 2013 IEEE GLOBAL ENGINEERING EDUCATION CONFERENCE (EDUCON) SE IEEE Global Engineering Education Conference LA English DT Proceedings Paper CT IEEE Global Engineering Education Conference (EDUCON) CY MAR 13-15, 2013 CL Tech Univ Berlin, Berlin, GERMANY SP IEEE, MathWorks, Cypress Perform, Carinthia Tech Inst, Univ Vigo HO Tech Univ Berlin DE Engineering Education; Web 2.0 technolgies; Human Factors; Social Learning; Active Learning; E-learning in the Workplace ID COMMUNITIES; INFORMATION AB The results of the evaluation of a web 2.0 platform promoting interactive learning for technical vocational training are presented. The focus of the paper lies on an analysis of the user interests in that particular context. It was found that despite the industrial-technical trainees' high affinity with computers and multimedia, they prefer a rather passive (traditional) use of the internet and its elements. C1 [Sommer, Kerstin; Braun, Steven; Gramss, Denise; Vogel-Heuser, Birgit] Tech Univ Munich, Fac Mech Engn, Garching, Germany. RP Sommer, K (reprint author), Tech Univ Munich, Fac Mech Engn, Garching, Germany. EM sommer@ais.mw.tum.de; braun@ais.mw.tum.de; gramss@ais.mw.tum.de; vogel-heuser@ais.mw.tum.de RI Vogel-Heuser, Birgit/M-1585-2017 OI Vogel-Heuser, Birgit/0000-0003-2785-8819 CR Alexander B., 2006, EDUCAUSE REV, V41, P33 Bar-Ilan J, 2005, J INF SCI, V31, P297, DOI 10.1177/0165551505054175 Beisswenger M., 2002, MODERNE ORALITAT, P265 Blood R, 2004, COMMUN ACM, V47, P53, DOI 10.1145/1035134.1035165 Chen C., 2003, Information Technology, Learning, and Performance Journal, V21, P17 Colen K., 2004, CORPORATE COMMUNICAT, V9, P136 FLANAGAN JC, 1954, PSYCHOL BULL, V51, P327, DOI 10.1037/h0061470 Kloos M., 2006, THESIS U AMSTERDAM Kolbitsch J, 2006, J UNIVERS COMPUT SCI, V12, P187 Leuf B, 2001, WIKI WAY COLLABORATI Marotzki W., 2003, JB MEDIENPADAGOGIK Noel S., 2004, Computer Supported Cooperative Work: The Journal of Collaborative Computing, V13, P63, DOI 10.1023/B:COSU.0000014876.96003.be Noel S, 2003, BEHAV INFORM TECHNOL, V22, P245, DOI 10.1080/0144929031000120860 Schiefner M., 2008, LIFTETIME PODCASTING, P7 Wasko MM, 2005, MIS QUART, V29, P35 Wasko MM, 2000, J STRATEGIC INF SYST, V9, P155 Wenger E, 1998, COMMUNITIES PRACTICE NR 17 TC 0 Z9 0 U1 0 U2 0 PU IEEE PI NEW YORK PA 345 E 47TH ST, NEW YORK, NY 10017 USA SN 2165-9567 BN 978-1-4673-6110-1; 978-1-4673-6111-8 J9 IEEE GLOB ENG EDUC C PY 2013 BP 94 EP 99 PG 6 WC Education, Scientific Disciplines SC Education & Educational Research GA BIA79 UT WOS:000327180400013 DA 2019-08-01 ER PT S AU Terkowsky, C Haertel, T AF Terkowsky, Claudius Haertel, Tobias GP IEEE TI Where have all the inventors gone? Fostering creativity in engineering education with remote lab learning environments SO 2013 IEEE GLOBAL ENGINEERING EDUCATION CONFERENCE (EDUCON) SE IEEE Global Engineering Education Conference LA English DT Proceedings Paper CT IEEE Global Engineering Education Conference (EDUCON) CY MAR 13-15, 2013 CL Tech Univ Berlin, Berlin, GERMANY SP IEEE, MathWorks, Cypress Perform, Carinthia Tech Inst, Univ Vigo HO Tech Univ Berlin DE fostering creativity in higher engineering education; higher engineering education research; remote labs; creativity supporting learning scenarios; curriculum development AB Creativity has been proclaimed as one of the key 21st century skills. Facing tremendous problems, creativity and innovation were seen at the key factors of a knowledge-based society, able to cope with ongoing and future problems. Engineers play an important role in addressing these challenges. Their ideas, their inventions, their creativity have brought Europe's prosperity, and it will depend on their inventions and creativity to ensure that progress in the future. This raises the question in what way universities contribute to educate creative engineers nowadays. The slightly provoking essay will present results of a pre-study on fostering creativity in higher engineering education, conducted in the funded German project: "ELLI-Excellent Teaching and Learning in Engineering Education", and will discuss the remote lab approach of the finished EU-project "PeTEX-Platform for E-Learning and Telemetric Experimentation" as good practice example. It resumes with open questions addressing relevant future educational and socio-economic impacts. C1 [Terkowsky, Claudius; Haertel, Tobias] TU Dortmund Univ, Ctr Higher Educ, Engn Educ Res Grp, Dortmund, Germany. RP Terkowsky, C (reprint author), TU Dortmund Univ, Ctr Higher Educ, Engn Educ Res Grp, Dortmund, Germany. OI Haertel, Tobias/0000-0002-0425-9672 CR Azad A.K.M., 2012, INTERNET ACCESSIBLE Beghetto R. A., 2010, CAMBRIDGE HDB CREATI, P447, DOI DOI 10.1017/CBO9780511763205.027 Byrge C., 2008, SEFI 2008 C P, P9 Csikszentmihalyi M, 1996, CREATIVITY FLOW PSYC Dorner D., 2003, STRATEGISCHES DENKEN Feisel LD, 2005, J ENG EDUC, V94, P121, DOI 10.1002/j.2168-9830.2005.tb00833.x Gauntlett D., 2011, MAKING IS CONNECTING Guilford JP, 1950, AM PSYCHOL, V5, P444, DOI 10.1037/h0063487 GUILFORD JP, 1956, PSYCHOL BULL, V53, P267, DOI 10.1037/h0040755 Haertel T., 2011, Z HOCHSCHULENTWICKLU, V6, P238 Haertel T., 2012, 15 INT C INT COLL LE Haertel T., 2011, FACHBEZOGENE FACHUBE, V121, P135 Haertel T., 2012, P 2012 C MOD MAT TEC, P507 Jahnke I., 2009, E LEARNING LERNEN DI, P279 Jahnke I., 2010, INTERAKTIVE KULTUREN, P265 Jahnke I., 2011, 148 CHE GEM, P138 Jahnke I., 2010, HOCHSCHULWESEN, V58, P88 Kaufman James C, 2010, CAMBRIDGE HDB CREATI Moran S., 2010, CAMBRIDGE HDB CREATI, P74, DOI DOI 10.1017/CBO9780511763205 National Academy of Engineering, 2004, ENG 2020 VIS ENG NEW Pleul C., 2011, USING REMOTE LABS ED, V8, P323 Rahn R.M., 1990, PROBLEM LOSUNG Schank R. C, 1988, CREATIVE ATTITUDE LE Smith J. K., 2010, CAMBRIDGE HDB CREATI, P250, DOI DOI 10.1017/CBO9780511763205.016 Spitzer M, 2000, GEIST NETZ MODELLE L Sternberg R. J., 2010, CAMBRIDGE HDB CREATI, P467, DOI DOI 10.1017/CBO9780511763205.029 Terkowsky C, 2010, INT J ONLINE ENG, V6, P60, DOI 10.3991/ijoe.v6s1.1378 Terkowsky C., CCSL WORK C IN PRESS Terkowsky C., 2011, INT J ONLINE ENG IJO, V7, P37 Terkowsky C., 2010, REV 2010 INT C REM E, P97 Terkowsky C., 2011, P 2011 IEEE GLOB ENG, P491, DOI DOI 10.1109/EDUCON.2011.5773181 Vester F., 2002, BERICHT CLUB ROME Zhou C., 2010, JOINT INT IGIP SEFI Zhou C., 2012, INT J ENG PEDAGOGY I, V2, P26 Zubia J. Garcia, 2011, USING REMOTE LABS ED NR 35 TC 4 Z9 4 U1 0 U2 5 PU IEEE PI NEW YORK PA 345 E 47TH ST, NEW YORK, NY 10017 USA SN 2165-9567 BN 978-1-4673-6110-1; 978-1-4673-6111-8 J9 IEEE GLOB ENG EDUC C PY 2013 BP 345 EP 351 PG 7 WC Education, Scientific Disciplines SC Education & Educational Research GA BIA79 UT WOS:000327180400046 DA 2019-08-01 ER PT S AU Hasegawa, D Ugurlu, Y Sakuta, H AF Hasegawa, Dai Ugurlu, Yucel Sakuta, Hiroshi GP IEEE TI A Case Study to Investigate Different Types of Intrinsic Motivation in Using an e-Learning System SO 2013 IEEE GLOBAL ENGINEERING EDUCATION CONFERENCE (EDUCON) SE IEEE Global Engineering Education Conference LA English DT Proceedings Paper CT IEEE Global Engineering Education Conference (EDUCON) CY MAR 13-15, 2013 CL Tech Univ Berlin, Berlin, GERMANY SP IEEE, MathWorks, Cypress Perform, Carinthia Tech Inst, Univ Vigo HO Tech Univ Berlin DE Intrinsic motivation; LabVIEW; Blended learning; e-Learning; Engineering education AB In this paper, we describe a case study exploring two topics: understanding students' effective behaviors for e-learning and investigating the different types of intrinsic and extrinsic motivation behind student behaviors. A series of individual data were acquired from a learning management system, e-learning system, and qualification exam results, and statistically analyzed. The results demonstrated that students who completed the e-learning contents scored higher in the qualification exam and had a stronger intrinsic motivation to acquire self-respect (gaining confidence by passing the exam), even if they had less interest in programming. C1 [Hasegawa, Dai; Ugurlu, Yucel; Sakuta, Hiroshi] Aoyama Gakuin Univ, Sagamihara, Kanagawa, Japan. RP Hasegawa, D (reprint author), Aoyama Gakuin Univ, Sagamihara, Kanagawa, Japan. CR Bandura A., 1997, SELF EFFICACY EXERCI Gardener R.C., 1972, ATTITUDE MOTIVATION GARDNER RC, 1959, CAN J PSYCHOLOGY, V13, P266, DOI 10.1037/h0083787 Heine SJ, 1999, PSYCHOL REV, V106, P766, DOI 10.1037/0033-295X.106.4.766 Pintrich P. R., 2002, MOTIVATION ED Pintrich P. R., 1999, INT J EDUC RES, V31, P459, DOI DOI 10.1016/S0883-0355(99)00015-4 PINTRICH PR, 1990, J EDUC PSYCHOL, V82, P33, DOI 10.1037/0022-0663.82.1.33 Rosenberg M., 1965, SOC ADOLESCENT SELF Ryan RM, 2000, AM PSYCHOL, V55, P68, DOI 10.1037/0003-066X.55.1.68 Ugurlu Y., 2012, IEEE INT C TECHN ENH, V154, P1 Walker CO, 2006, LEARN INDIVID DIFFER, V16, P1, DOI 10.1016/j.lindif.2005.06.004 NR 11 TC 3 Z9 3 U1 0 U2 5 PU IEEE PI NEW YORK PA 345 E 47TH ST, NEW YORK, NY 10017 USA SN 2165-9567 BN 978-1-4673-6110-1; 978-1-4673-6111-8 J9 IEEE GLOB ENG EDUC C PY 2013 BP 362 EP 366 PG 5 WC Education, Scientific Disciplines SC Education & Educational Research GA BIA79 UT WOS:000327180400049 DA 2019-08-01 ER PT S AU Khoroshko, LL Sukhova, TS AF Khoroshko, Leonid L. Sukhova, Tatiana S. GP IEEE TI Application of computer aided design (CAD) systems for development of electronic educational courses for engineering disciplines in engineering higher educational institution SO 2013 IEEE GLOBAL ENGINEERING EDUCATION CONFERENCE (EDUCON) SE IEEE Global Engineering Education Conference LA English DT Proceedings Paper CT IEEE Global Engineering Education Conference (EDUCON) CY MAR 13-15, 2013 CL Tech Univ Berlin, Berlin, GERMANY SP IEEE, MathWorks, Cypress Perform, Carinthia Tech Inst, Univ Vigo HO Tech Univ Berlin DE component; virtual laboratory works; engineering education; e-Learning; telecommunications technology; virtual laboratory practice; distant labaratory practic; 3D modeling AB Issues of application of Autodesk (R) Inventor (R) software were reviewed in distance learning in MATI. The software was used for preparation of educational materials for technical courses including "Theory of Machines and Mechanisms", "Mechanics", "Machine parts", "Basics of construction documentation preparation", "Engineering and computer graphics" etc. C1 [Khoroshko, Leonid L.; Sukhova, Tatiana S.] MATI Russian State Technol Univ, Inst ELearning, Moscow, Russia. RP Khoroshko, LL (reprint author), MATI Russian State Technol Univ, Inst ELearning, Moscow, Russia. EM Khoroshko@mati.ru; tonia@pochta.ru CR [Anonymous], 1982, IMPACT METHODS METAL Astapov V.U., 2003, TECHN SCI C APPL ISS Bakagansky N.A., 1998, IMPACT TECHNOLOGIES Khoroshko L.L., 2012, P 15 INT C INT COLL Khoroshko L.L., 2010, P 37 INT GAG SCI C Ukhov P.A., 2011, P MOSC INT C ROSNOU Ukhov P.A., 2011, P 5 MOSC INT C MOSCO NR 7 TC 1 Z9 1 U1 0 U2 0 PU IEEE PI NEW YORK PA 345 E 47TH ST, NEW YORK, NY 10017 USA SN 2165-9567 BN 978-1-4673-6110-1; 978-1-4673-6111-8 J9 IEEE GLOB ENG EDUC C PY 2013 BP 644 EP 647 PG 4 WC Education, Scientific Disciplines SC Education & Educational Research GA BIA79 UT WOS:000327180400088 DA 2019-08-01 ER PT J AU Zollner, B Sucha, M Berg, C Muss, N Amann, P Amann-Neher, B Oestreicher, D Engelhardt, S Sarikas, A AF Zollner, Barbara Sucha, Michael Berg, Christoph Muss, Nadine Amann, Peter Amann-Neher, Bernadette Oestreicher, Dorothee Engelhardt, Stefan Sarikas, Antonio TI Pharmacases.de - A student-centered e-learning project of clinical pharmacology SO MEDICAL TEACHER LA English DT Article ID MEDICAL-EDUCATION; TEACHERS AB Aim: The aim of the project Pharmacases. de was to develop an innovative concept for creating high-quality e-learning content which integrates and promotes the theoretical and cooperative skills of final-year medical students and is easily adoptable by cooperating institutes and hospitals. Methods and results: A peer-teaching concept was developed in which final-year medical students with the elective pharmacology independently researched and wrote e-learning cases of clinical pharmacology ("pharmacases"). Subject-specific expertise was acquired by consulting a peer network of elective students of other disciplines. The created material was subjected to a multi-step peer review and published on the open-access internet platform http://www.pharmacases.de. At present, the website contains 45 e-learning cases, 27 quizzes, and a student-managed discussion forum. Each month, approximately 1200 students access the e-learning content on the website with above-average evaluation results. Summary and conclusion: The didactic concept of Pharmacases. de enabled the efficient generation of high-quality e-learning content in a student-centered and interdisciplinary manner and was well received by the students. It will likely facilitate the transfer of theoretical pharmacological knowledge into clinical practice. C1 [Zollner, Barbara; Sucha, Michael; Berg, Christoph; Muss, Nadine; Amann, Peter; Amann-Neher, Bernadette; Engelhardt, Stefan; Sarikas, Antonio] Tech Univ Munich, D-80802 Munich, Germany. [Oestreicher, Dorothee] Univ Erlangen Nurnberg, D-91054 Erlangen, Germany. RP Sarikas, A (reprint author), Tech Univ Munich, Inst Pharmacol & Toxicol, Biedersteiner Str 29, D-80802 Munich, Germany. EM sarikas@ipt.med.tum.de OI Engelhardt, Stefan/0000-0001-5378-8661 CR Bulte C, 2007, MED TEACH, V29, P583, DOI 10.1080/01421590701583824 Cornwall MG, 1979, 790601 U AMST CENTR Ellaway R, 2008, MED TEACH, V30, P455, DOI [10.1080/01421590802108349, 10.1080/01421590802108331] Maxwell S, 2012, BRIT J CLIN PHARMACO, V74, P621, DOI 10.1111/j.1365-2125.2012.04300.x Nikendei C, 2009, MED TEACH, V31, P591, DOI 10.1080/01421590902833010 Ochsmann E, 2010, DTSCH ARZTEBL, V107, pA654 Ryan RM, 2000, AM PSYCHOL, V55, P68, DOI 10.1037/0003-066X.55.1.68 Ten Cate O, 2007, MED TEACH, V29, P591, DOI 10.1080/01421590701606799 Tolsgaard MG, 2007, MED TEACH, V29, P553, DOI 10.1080/01421590701682550 Ward JPT, 2001, LANCET, V357, P792, DOI 10.1016/S0140-6736(00)04173-8 Wheeler S, 2008, BRIT J EDUC TECHNOL, V39, P987, DOI 10.1111/j.1467-8535.2007.00799.x NR 11 TC 7 Z9 7 U1 0 U2 5 PU TAYLOR & FRANCIS LTD PI ABINGDON PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OR14 4RN, OXON, ENGLAND SN 0142-159X EI 1466-187X J9 MED TEACH JI Med. Teach. PY 2013 VL 35 IS 3 BP 251 EP 253 DI 10.3109/0142159X.2013.759642 PG 3 WC Education, Scientific Disciplines; Health Care Sciences & Services SC Education & Educational Research; Health Care Sciences & Services GA 130OQ UT WOS:000317928300020 PM 23339530 DA 2019-08-01 ER PT S AU Bodnar, C Schanck, JF Raghavan, K Smith, NG Hess, K Buirge, BM Melvin, R Hackett, B AF Bodnar, Cheryl Schanck, Joan Frances Raghavan, Kalyani Smith, Nathan Grant Hess, Kurt Buirge, Brian Michael Melvin, Robert Hackett, Brian GP ASEE TI Work in Progress: Starfish Schoolhouse: Development of a Story Based E-Learning Module to Teach Regenerative Medicine Concepts to Middle and High School Students and Teachers SO 2013 ASEE ANNUAL CONFERENCE SE ASEE Annual Conference & Exposition LA English DT Proceedings Paper CT ASEE Annual Conference CY JUN 23-26, 2013 CL Atlanta, GA SP ASEE AB Regenerative medicine's potential to revolutionize today's health care treatments offers great promise as a cutting-edge, multidisciplinary field to excite the next generation of scientists and engineers. Unfortunately, many of the noteworthy websites on regenerative medicine have been assembled utilizing a traditional textbook style format. In spite of amazing scientific images, pictures and graphics with accurate and informative text, such sites often come across as less appealing to the middle and high school audience (grades 7-12). In an effort to inspire and inform middle and high school students about this dynamic field, we have created the Starfish Schoolhouse through supplemental funding received from the NIH Science Education Partnership Award (Grant# 3R25RR023286-05S1). This web-based platform, hosted as part of the Pittsburgh Tissue Engineering Initiative's (PTEI) "If a Starfish Can Grow a New Arm than Why Can't I?" project featuring interactive, permanent and travelling science center exhibits, classroom curricula and teacher professional development, provides middle and high school students and teachers an immersive, web-based, story-driven approach to learn about regenerative medicine and stem cell research. The focus of this publication will be on the development of the first story based, e-learning module on stem cells entitled, "Professor Regen and the Nemesis Hunt". The learning objectives for this module were three fold: (1) to allow students to be able to differentiate between the different types of stem cells; (2) have students identify methods used to isolate stem cells; and (3) enable students to be able to identify advantages and disadvantages of the use of each type of stem cell in regenerative medicine practice. In an effort to make this module satisfy these learning requirements, while also further igniting and retaining the attention of our middle and high school target audience, we partnered with OpenArc, LLC who helped take the scientific content and concept ideas presented and transform them into a suspense-based plot and story-line with engaging characters. The storyline for this first module follows Professor Regen on a hunt around "Anyville" while she tries to locate her missing stem cell lines, later found to be stolen by a former colleague, Dr. Nikos Nemesis. The module consists of seven distinct chapters of which six relay scientific information related to stem cells while assessing students'/teachers' understanding of this material through small, randomized chapter quizzes. In addition, the story-based e-learning module allows students and teachers the flexibility to choose which direction they would like to take the story via the integration of a map where participants select which area of "Anyville" they would like to search for the missing stem cell lines. Upon completion of the e-learning module, participants are presented with a mastery quiz to determine overall comprehension of the material presented. In partnership with the Learning Research and Development Center (LRDC), the first module will be piloted in the winter of 2013 with middle and high school teachers and students for its ease of use and ability to engage, inspire and inform the target audience about stem cells. C1 [Bodnar, Cheryl] Univ Pittsburgh, Dept Chem & Petr Engn, Pittsburgh, PA 15260 USA. [Schanck, Joan Frances] Pittsburgh Tissue Engn Initiat Inc, Educ & Workforce Dev, Pittsburgh, PA USA. [Raghavan, Kalyani] Univ Pittsburgh, LRDC, Pittsburgh, PA 15260 USA. [Smith, Nathan Grant] OpenArc LLC, Pittsburgh, PA USA. [Hess, Kurt] Kurt Hess Illustrat & Informat Design, Pittsburgh, PA USA. RP Bodnar, C (reprint author), Univ Pittsburgh, Dept Chem & Petr Engn, Pittsburgh, PA 15260 USA. CR Atala A, 2012, J PEDIATR SURG, V47, P17, DOI 10.1016/j.jpedsurg.2011.10.013 Avraamidou L, 2009, INT J SCI EDUC, V31, P1683, DOI 10.1080/09500690802380695 Gurtner GC, 2007, ANNU REV MED, V58, P299, DOI 10.1146/annurev.med.58.082405.095329 Jaklenec A., TISSUE ENG B, V18, P155 Mott B.W., 1999, FS9901 AAAI National Science Foundation, 2012, SCI ENG IND 2012 Pike R., 2003, CREATIVE TRAINING TE SOLOMON J, 2002, STUDIES SCI ED, V37, P85, DOI DOI 10.1080/03057260208560178 Stolovitch H., 2002, TELLING AINT TRAININ NR 9 TC 0 Z9 0 U1 0 U2 1 PU AMER SOC ENGINEERING EDUCATION PI WASHINGTON PA 1818 N STREET, NW SUITE 600, WASHINGTON, DC 20036 USA SN 2153-5965 J9 ASEE ANNU CONF EXPO PY 2013 PG 8 WC Education & Educational Research; Education, Scientific Disciplines; Engineering, Multidisciplinary SC Education & Educational Research; Engineering GA BE0YQ UT WOS:000367454801070 DA 2019-08-01 ER PT J AU Borrero, AM Marquez, JMA AF Mejias Borrero, A. Andujar Marquez, J. M. TI A Pilot Study of the Effectiveness of Augmented Reality to Enhance the Use of Remote Labs in Electrical Engineering Education SO JOURNAL OF SCIENCE EDUCATION AND TECHNOLOGY LA English DT Article DE Robotics; Digital design; Augmented reality; Virtual worlds; Virtual scenarios; Online education; Augmented reality lab AB Lab practices are an essential part of teaching in Engineering. However, traditional laboratory lessons developed in classroom labs (CL) must be adapted to teaching and learning strategies that go far beyond the common concept of e-learning, in the sense that completely virtualized distance education disconnects teachers and students from the real world, which can generate specific problems in laboratory classes. Current proposals of virtual labs (VL) and remote labs (RL) do not either cover new needs properly or contribute remarkable improvement to traditional labs-except that they favor distance training. Therefore, online teaching and learning in lab practices demand a further step beyond current VL and RL. This paper poses a new reality and new teaching/learning concepts in the field of lab practices in engineering. The developed augmented reality-based lab system (augmented remote lab, ARL) enables teachers and students to work remotely (Internet/intranet) in current CL, including virtual elements which interact with real ones. An educational experience was conducted to assess the developed ARL with the participation of a group of 10 teachers and another group of 20 students. Both groups have completed lab practices of the contents in the subjects Digital Systems and Robotics and Industrial Automation, which belong to the second year of the new degree in Electronic Engineering (adapted to the European Space for Higher Education). The labs were carried out by means of three different possibilities: CL, VL and ARL. After completion, both groups were asked to fill in some questionnaires aimed at measuring the improvement contributed by ARL relative to CL and VL. Except in some specific questions, the opinion of teachers and students was rather similar and positive regarding the use and possibilities of ARL. Although the results are still preliminary and need further study, seems to conclude that ARL remarkably improves the possibilities of current VL and RL. Furthermore, ARL can be concluded to allow further possibilities when used online than traditional laboratory lessons completed in CL. C1 [Mejias Borrero, A.; Andujar Marquez, J. M.] Univ Huelva, Escuela Tecn Super Ingn, Huelva 21071, Spain. RP Borrero, AM (reprint author), Univ Huelva, Escuela Tecn Super Ingn, Ctra Palos Frontera S-N, Huelva 21071, Spain. EM mjias@uhu.es; andujar@diesia.uhu.es RI Andujar-Marquez, Jose Manuel/L-7056-2014 OI Andujar-Marquez, Jose Manuel/0000-0002-0631-0021; Mejias Borrero, Andres/0000-0003-4550-7334 CR Marquez JMA, 2010, REV IBEROAM AUTOM IN, V7, P64, DOI 10.4995/RIAI.2010.01.06 [Anonymous], 2010, ARITI AUGMENTED REAL [Anonymous], 2010, ISE DES SUIT SOFTW M [Anonymous], 2011, OPEN INVENTOR [Anonymous], 2011, ARTOOLKITPLUS LIB [Anonymous], 2011, BOLOGNA PROCESS *ARISE PROJ, 2009, AUGM REAL SCH ENV Azuma RT, 1997, PRESENCE-TELEOP VIRT, V6, P355, DOI 10.1162/pres.1997.6.4.355 Bencomo SD, 2004, ANNU REV CONTROL, V28, P115, DOI 10.1016/j.arcontrol.2003.12.002 Braitenberg V, 1984, VEHICLES EXPT SYNTHE Coin3D, 2011, 3D GRAPH DEV KIT Dormido S., 2008, P 17 WORLD C INT FED, P8159 ESTEBAN P, 2008, AUGMENTED REALITY SP European Commission website (Education and Training), 2009, ED TRAINING Henderson SJ, 2009, INT SYM MIX AUGMENT, P135, DOI 10.1109/ISMAR.2009.5336486 Huang YT, 2009, INT SYM MIX AUGMENT, P3, DOI 10.1109/ISMAR-AMH.2009.5336752 Jang J., 1997, NEUROFUZZY SOFT COMP, P335 Jara C., 2008, INT J ONLINE ENG, V4, P17 K-team Corporation, 2011, KHEP 2 US MAN Kaufmann H, 2003, COMPUT GRAPH-UK, V27, P339, DOI 10.1016/S0097-8493(03)00028-1 Liarokapis F., 2004, WORLD T ENG TECHNOLO, V3, P11 Loscos C, 2003, 2 IEEE ACM INT S MIX Marin R, 2005, AUTON ROBOT, V15, P283 MILGRAM P, 1994, P SOC PHOTO-OPT INS, V2351, P282 Nilsson T, 2001, KIKS IS KHEPERA SIMU OpenGL, 2011, IND FDN HIGH PERF GR Piguet Y, 2010, MATLAB COMMANDS KHEP SALZMANN C, 2000, NIWEEK 2000 AUST TX, P17 Schwald B, 2003, J WSGG INT C COMPUT, V11 White M, 2004, COMPUTER GRAPHICS INTERNATIONAL, PROCEEDINGS, P622, DOI 10.1109/CGI.2004.1309277 NR 30 TC 21 Z9 22 U1 2 U2 84 PU SPRINGER PI NEW YORK PA 233 SPRING ST, NEW YORK, NY 10013 USA SN 1059-0145 EI 1573-1839 J9 J SCI EDUC TECHNOL JI J. Sci. Educ. Technol. PD OCT PY 2012 VL 21 IS 5 BP 540 EP 557 DI 10.1007/s10956-011-9345-9 PG 18 WC Education & Educational Research; Education, Scientific Disciplines SC Education & Educational Research GA 011YG UT WOS:000309201600002 DA 2019-08-01 ER PT J AU Evgeniou, E Loizou, P AF Evgeniou, Evgenios Loizou, Peter TI The Theoretical Base of E-Learning and Its Role in Surgical Education SO JOURNAL OF SURGICAL EDUCATION LA English DT Article DE surgical education; educational theory; e-learning ID IMPACT AB INTRODUCTION: The advances in Internet and computer technology offer many solutions that can enhance surgical education and increase the effectiveness of surgical teaching. E-learning plays an important role in surgical education today, with many e-learning projects already available on the Internet. EDUCATIONAL THEORY: E-learning is based on a mixture of educational theories that derive from behaviorist, cognitivist, and constructivist educational theoretical frameworks. CAN EDUCATIONAL THEORY IMPROVE E-LEARNING? Conventional educational theory can be applied to improve the quality and effectiveness of e-learning. The theory of "threshold concepts" and educational theories on reflection, motivation, and communities of practice can be applied when designing e-learning material. E-LEARNING IN SURGICAL EDUCATION: E-learning has many advantages but also has weaknesses. Studies have shown that e-learning is, an effective teaching method that offers high levels of learner satisfaction. Instead of trying to compare e-learning with traditional methods of teaching, it is better to integrate in e-learning elements of traditional teaching that have been proven to be effective. CONCLUSIONS: E-learning can play an important role in surgical education as a blended approach, combined with more traditional methods of teaching, which offer better face-to-interaction with patients and colleagues in different circumstances and hands on practice of practical skills. National provision of e-learning can make evaluation easier. The correct utilization of Internet and computer resources combined with the application of valid conventional educational theory to design e-learning relevant to the various levels of surgical training can be effective in the training of future surgeons. (J Surg 69: 665-669. (C) 2012 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.) C1 [Evgeniou, Evgenios] Wexham Pk Hosp, Dept Plast Surg, Slough SL2 4HL, Berks, England. [Loizou, Peter] Luton & Dunstable Hosp, Dept ENT, Luton, Beds, England. RP Evgeniou, E (reprint author), Wexham Pk Hosp, Dept Plast Surg, Wexham Rd, Slough SL2 4HL, Berks, England. EM evgenios@doctors.org.uk OI EVGENIOU, EVGENIOS/0000-0001-9411-6730 CR Anderson T, 2008, THEORY AND PRACTICE OF ONLINE LEARNING, 2ND EDITION, P1 Candy P. C., 1991, SELF DIRECTION LIFEL Childs S, 2005, HEALTH INFO LIBR J, V22, P20, DOI 10.1111/j.1470-3327.2005.00614.x Chumley-Jones HS, 2002, ACAD MED, V77, pS86, DOI 10.1097/00001888-200210001-00028 Cook DA, 2006, ACAD MED, V81, P231, DOI 10.1097/00001888-200603000-00005 Cook DA, 2008, JAMA-J AM MED ASSOC, V300, P1181, DOI 10.1001/jama.300.10.1181 Cook DA, 2007, CLIN MED, V7, P37, DOI 10.7861/clinmedicine.7-1-37 Corrigan M, 2008, J SURG EDUC, V65, P120, DOI 10.1016/j.jsurg.2007.11.011 Fraser L, 2011, J LARYNGOL OTOL, V125, P338, DOI 10.1017/S0022215110002793 Fry H., 2009, HDB TEACHING LEARNIN Holmes B., 2006, E LEARNING CONCEPTS Keller John M., 1987, J INSTRUCTIONAL DEV, V10, P2, DOI DOI 10.1007/BF02905780 Land R, 2011, ADV MED EDUC, V2, P91, DOI 10.1007/978-94-007-1682-7_6 Larvin M, 2002, ANN R COLL SURG EN S, V84, P318 Larvin M, 2009, ANZ J SURG, V79, P133, DOI 10.1111/j.1445-2197.2008.04828.x Lave J., 1991, SITUATED LEARNING LE Ruiz JG, 2006, ACAD MED, V81, P207, DOI 10.1097/00001888-200603000-00002 Schon D. A., 1983, REFLECTIVE PRACTITIO Stevens R, 2010, J PLAST RECONSTR AES, V64, P47 Vygotsky L. S., 1978, MIND SOC DEV HIGHER NR 20 TC 20 Z9 20 U1 0 U2 0 PU ELSEVIER SCIENCE INC PI NEW YORK PA 360 PARK AVE SOUTH, NEW YORK, NY 10010-1710 USA SN 1931-7204 J9 J SURG EDUC JI J. Surg. Educ. PD SEP-OCT PY 2012 VL 69 IS 5 BP 665 EP 669 DI 10.1016/j.jsurg.2012.06.005 PG 5 WC Education, Scientific Disciplines; Surgery SC Education & Educational Research; Surgery GA 998ZV UT WOS:000308279800019 PM 22910167 DA 2019-08-01 ER PT J AU Woelber, JP Hilbert, TS Ratka-Kruger, P AF Woelber, J. P. Hilbert, T. S. Ratka-Krueger, P. TI Can easy-to-use software deliver effective e-learning in dental education? A randomised controlled study SO EUROPEAN JOURNAL OF DENTAL EDUCATION LA English DT Article DE e-learning; dental education; dentistry; periodontal; case-based learning ID STRATEGIES; LECTURE; TRIAL AB Introduction: For the production of computer-based learning environments, a wide range of software solutions can be used which differ not only in their functionality but also vary in cost and ease to program. The aim of our study was to evaluate the overall efficiency and student's perception of two case-based e-learning programs that were produced with either an easy-to-use or a complex software. Materials and Methods: Eighty-five dental students were randomly assigned to one of two experimental groups. One group studied with a laborious, high-interactive e-learning program (complex-software group). The second group studied within a low-interactive learning environment (easy-software group) that was easy to be programmed. Both programs identically referred to a case report on localised aggressive periodontitis. Learning outcome was tested by a pre- and post-test. Furthermore, questionnaires on workload, motivation, perceived usefulness and perceived learning outcome were used. Results: Learners in the easy-software group showed better results in the post-test F(1, 82) = 4.173, P < 0.044). Discussion: Even easy-to-use software tools have the potential to be beneficial in dental education. Students were showing a high acceptance and ability in using both e-learning environments. Conclusions: We conclude that e-learning programs for case-based learning do not have to be overly laborious to program to be useful. Based on our results, we want to encourage instructors to produce case-based e-learning tools with easy-to-use software. C1 [Woelber, J. P.] Univ Med Ctr, Dent Sch & Hosp, Dept Operat Dent & Periodontol, D-79106 Freiburg, Germany. [Hilbert, T. S.] Johannes Gutenberg Univ Mainz, Dept Educ Psychol, Mainz, Germany. [Ratka-Krueger, P.] Univ Freiburg, Sch Dent, Dept Operat Dent & Periodontol, D-79106 Freiburg, Germany. RP Woelber, JP (reprint author), Univ Med Ctr, Dent Sch & Hosp, Dept Operat Dent & Periodontol, Hugstetter St 55, D-79106 Freiburg, Germany. EM johan.woelber@uniklinik-freiburg.de CR Abbey Louis M, 2003, J Dent Educ, V67, P1345 Aly M, 2005, Eur J Dent Educ, V9, P157, DOI 10.1111/j.1600-0579.2005.00385.x [Anonymous], 2011, EUR J DENT EDUC, V15, P110, DOI 10.1111/j.1600-0579.2010.00651.x Baddeley A. D., 1974, PSYCHOL LEARN MOTIV, V8, P47, DOI DOI 10.1016/S0079-7421(08)60452-1 Browne L, 2004, BRIT DENT J, V197, P95, DOI 10.1038/sj.bdj.4811484 Chumley-Jones HS, 2002, ACAD MED, V77, pS86, DOI 10.1097/00001888-200210001-00028 Cook DA, 2009, MED EDUC, V43, P303, DOI 10.1111/j.1365-2923.2008.03286.x GICK ML, 1980, COGNITIVE PSYCHOL, V12, P306, DOI 10.1016/0010-0285(80)90013-4 Hart S. 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J. Dent. Educ. PD AUG PY 2012 VL 16 IS 3 BP 187 EP 192 DI 10.1111/j.1600-0579.2012.00741.x PG 6 WC Dentistry, Oral Surgery & Medicine; Education, Scientific Disciplines SC Dentistry, Oral Surgery & Medicine; Education & Educational Research GA 972VB UT WOS:000306307900007 PM 22783845 DA 2019-08-01 ER PT J AU Varghese, J Faith, M Jacob, M AF Varghese, Joe Faith, Minnie Jacob, Molly TI Impact of e-resources on learning in biochemistry: first-year medical students' perceptions SO BMC MEDICAL EDUCATION LA English DT Article ID NOTE-TAKING; LECTURE; EDUCATION; TRIAL AB Background: E-learning resources (e-resources) have been widely used to facilitate self-directed learning among medical students. The Department of Biochemistry at Christian Medical College (CMC), Vellore, India, has made available e-resources to first-year medical students to supplement conventional lecture-based teaching in the subject. This study was designed to assess students' perceptions of the impact of these e-resources on various aspects of their learning in biochemistry. Methods: Sixty first-year medical students were the subjects of this study. At the end of the one-year course in biochemistry, the students were administered a questionnaire that asked them to assess the impact of the e-resources on various aspects of their learning in biochemistry. Results: Ninety-eight percent of students had used the e-resources provided to varying extents. Most of them found the e-resources provided useful and of a high quality. The majority of them used these resources to prepare for periodic formative and final summative assessments in the course. The use of these resources increased steadily as the academic year progressed. Students said that the extent to which they understood the subject (83%) and their ability to answer questions in assessments (86%) had improved as a result of using these resources. They also said that they found biochemistry interesting (73%) and felt motivated to study the subject (59%). Conclusions: We found that first-year medical students extensively used the e-resources in biochemistry that were provided. They perceived that these resources had made a positive impact on various aspects of their learning in biochemistry. We conclude that e-resources are a useful supplement to conventional lecture-based teaching in the medical curriculum. C1 [Varghese, Joe; Faith, Minnie; Jacob, Molly] Christian Med Coll & Hosp, Dept Biochem, Vellore 632002, Tamil Nadu, India. RP Varghese, J (reprint author), Christian Med Coll & Hosp, Dept Biochem, Vellore 632002, Tamil Nadu, India. EM joevarghese@cmcvellore.ac.in RI Jacob, Mohan/B-9097-2009 OI Jacob, Mohan/0000-0002-2598-7193; /0000-0002-0993-4411 CR Bhatti I, 2011, COLORECTAL DIS, V13, P459, DOI 10.1111/j.1463-1318.2009.02173.x Brown G, 2001, MED TEACH, V23, P231, DOI 10.1080/01421590120043000 GOLDEN A S, 1989, Indian Journal of Pediatrics, V56, P29, DOI 10.1007/BF02749702 Greenhalgh T, 2001, BRIT MED J, V322, P40, DOI 10.1136/bmj.322.7277.40 ISAACS G, 1989, MED TEACH, V11, P295, DOI 10.3109/01421598909146416 Lancaster JW, NURSE ED TO IN PRESS Lee MY, 2008, MED TEACH, V30, P159, DOI 10.1080/01421590701881665 Mehrdad Neda, 2011, Acta Med Iran, V49, P296 Morrison EH, 2002, MED EDUC, V36, P384, DOI 10.1046/j.1365-2923.2002.01167.x Peroz I, 2009, MED TEACH, V31, P508, DOI 10.1080/01421590802203504 Powell K, 2003, NATURE, V425, P234, DOI 10.1038/425234a Ruiz JG, 2006, ACAD MED, V81, P207, DOI 10.1097/00001888-200603000-00002 Shachar M., 2003, INT REV RES OPEN DIS, V4 Shantikumar S, 2009, MED TEACH, V31, P535, DOI 10.1080/01421590802365584 Sitzmann T, 2006, PERS PSYCHOL, V59, P623, DOI 10.1111/j.1744-6570.2006.00049.x Southwick Frederick S, 2007, Trans Am Clin Climatol Assoc, V118, P115 VELLA F, 1992, FASEB J, V6, P811 Williams C, 2001, MED EDUC, V35, P847, DOI 10.1046/j.1365-2923.2001.00960.x NR 18 TC 12 Z9 12 U1 1 U2 10 PU BIOMED CENTRAL LTD PI LONDON PA 236 GRAYS INN RD, FLOOR 6, LONDON WC1X 8HL, ENGLAND SN 1472-6920 J9 BMC MED EDUC JI BMC Med. Educ. PD APR 17 PY 2012 VL 12 AR 21 DI 10.1186/1472-6920-12-21 PG 9 WC Education & Educational Research; Education, Scientific Disciplines SC Education & Educational Research GA 943BB UT WOS:000304094300001 PM 22510159 OA DOAJ Gold, Green Published DA 2019-08-01 ER PT J AU Rodriguez-Hernandez, V Espino-Gudino, MC Gudino-Bazaldua, J Gonzalez-Perez, JL Castano, VM AF Rodriguez-Hernandez, V. Espino-Gudino, M. C. Gudino-Bazaldua, J. Gonzalez-Perez, J. L. Castano, V. M. TI ADAPTING LEARNING OBJECTS TO E-LEARNING AND B-LEARNING IN MATERIALS SCIENCE CURRICULA SO JOURNAL OF MATERIALS EDUCATION LA English DT Article AB It is important to develop and organize Learning Objects (LOs) on the Web, by following international standards. Although there are many standards that help to create LOs, most of these are very general. This research proposes a methodology that focuses on standardizing each LO according to its context. The proposed methodology includes LOs assembled that are based on the subjects and specific interests of the users and the students. Many important technological, pedagogical and functional factors have been considered to achieve a real impact of such courses. This methodology presents an easy solution to select and assemble LOs. The purpose is to optimize the forms of learning by allowing individualized routes for new courses. The goal is to adapt each LO to generate a higher standard of education and a favorable teaching-learning process. In addition, the coherence in the sequence and union of the LOs should be supervised by teachers. There are many ways to exploit this proposal by individuals, such as professionals, who are not necessarily educators. It is crucial that there be mutual collaboration to improve the education system. The results of this methodology using the test of adjusting kindness as set forth by Kolmogorov-Smirnov demonstrate a normal distribution with a satisfaction degree of 95%. In summary, if the students practice their knowledge the results are considered successful. C1 [Rodriguez-Hernandez, V.] Univ Autonoma Queretaro, Fac Informat, Queretaro, Mexico. [Espino-Gudino, M. C.; Gonzalez-Perez, J. L.] Univ Autonoma Queretaro, Fac Ingn, Queretaro, Mexico. [Gudino-Bazaldua, J.] Univ Autonoma Queretaro, Fac Lenguas & Letras, Queretaro, Mexico. [Castano, V. M.] Univ Nacl Autonoma Mexico, Ctr Fis Aplicada & Tecnol Avanzada, Queretaro, Mexico. RP Rodriguez-Hernandez, V (reprint author), Univ Autonoma Queretaro, Fac Informat, Queretaro, Mexico. EM cpcvi@uaq.com; carmen.espino@uaq.com; javiergb007@gmail.com; castano@fata.unam.mx RI Castano, Victor/C-1696-2018 CR Ausbel David P., 1999, TRILLAS, P447 Bloom B., 1956, HDB COGNITIVE DOMAIN Casamayor Gregorio, 2008, GRAO ESPANA, P135 Contreras-Castillo J, 2004, COMPUT EDUC, V42, P149, DOI 10.1016/S0360-1315(03)00069-1 Diaz-Barriga Frida, 2001, ESTRATEGIAS APRENDIZ FOLTZ PW, 1996, HYPERTEXT COGNITION Gaudioso E., 2009, IEEE T ED, V52 Gonzalez L. A. G., 2009, IEEE T ED, V7 Gonzalez Oscar, 2001, ANAYA MULTIMEDIA Hoic-Bozic N., 2009, IEEE T ED, V52 Kolb DA, 1984, EXPERIENTIAL LEARNIN MAYER RE, 1979, REV EDUC RES, V49, P371, DOI 10.2307/1169964 Ossandon Nunez Yanko, 2006, REV FAC ING U TARAPA, V14, P36 Piaget J., 1955, LANGUAGE THOUGHT CHI Regueras L. M., 2009, IEEE T ED, V52 Reigeluth C.M., 2000, MADRID SANTILLANA AU Sicilia M., 2003, INT REV RES OPEN DIS Soto L., 2003, REV CIENCIAS EDUCACI, V2, P103 Terzieva Valentina, 2007, ACM 4, VIV, P1 Vygotsky L.S, 1979, DESARROLLO PROCESOS, P93 Wiley D.A., 2002, INSTRUCTIONAL USE LE, P1 Williamson Heather, 2001, XML MANUAL REFERENCI Yu Zhiwen, 2009, MULTIMED TOOLS APPL NR 23 TC 2 Z9 2 U1 0 U2 0 PU INT COUNCIL MATERIALS EDUCATION PI DENTON PA UNIV N TEXAS, 1155 UNION CIRCLE #30510, DENTON, TX 76203-5017 USA SN 0738-7989 J9 J MATER EDUC JI J. Mat. Educ. PD APR PY 2012 VL 34 IS 1-2 BP 29 EP 43 PG 15 WC Education, Scientific Disciplines; Materials Science, Multidisciplinary SC Education & Educational Research; Materials Science GA 945MQ UT WOS:000304279000003 DA 2019-08-01 ER PT J AU Kavadella, A Tsiklakis, K Vougiouklakis, G Lionarakis, A AF Kavadella, A. Tsiklakis, K. Vougiouklakis, G. Lionarakis, A. TI Evaluation of a blended learning course for teaching oral radiology to undergraduate dental students SO EUROPEAN JOURNAL OF DENTAL EDUCATION LA English DT Article DE dental education; blended learning; dental radiology; students' attitudes; educational effectiveness ID COURSE TAUGHT; EDUCATION; TECHNOLOGY; LEARNERS; ANATOMY; SCHOOL; IMPLEMENTATION; ATTITUDES; DENTISTRY AB Aims: The purpose of this study was to develop and implement a blended course (a combined face-to-face and online instruction) on undergraduate oral radiology and evaluate it by comparing its educational effectiveness (derived from students performance and answers to questionnaires) to a conventional courses. Students attitudes concerning the blended methodology were also registered. Methodology: An original course was developed and implemented, and its electronic version was uploaded to an e-learning educational platform. The course was attended by two groups of final-year students, who were taught by either the conventional face-to-face methodology or the blended learning methodology. Students answered a series of questionnaires, before and after following the course, regarding their perceptions, attitudes and evaluation of the course. Additionally, they completed knowledge assessment tests and their grades (before and after the course) were compared. Educational effectiveness of the course was determined by analysing the results of the questionnaires and the tests. Results: Students in the blended group performed significantly better than their colleagues of the conventional group in the post-course knowledge test, and female students of the blended group performed better than male students. Students evaluated high the course content, organisation, educational material, and the blended group students additionally appreciated the course design and clarity of instructions. Students' attitudes towards elements of blended learning (effectiveness, motivation and active engagement) were very positive. Most of the blended group students, who attended the face-to-face meeting (approx. 91%), evaluated it as helpful for summarising the subject and clarifying difficult issues. Conclusions: Blended learning is effective and well evaluated by dental students and can be implemented in undergraduate curriculum for teaching oral radiology. C1 [Kavadella, A.; Tsiklakis, K.; Vougiouklakis, G.] Univ Athens, Sch Dent, GR-10679 Athens, Greece. [Lionarakis, A.] Hellen Open Univ, Sch Humanities, Patras, Greece. RP Kavadella, A (reprint author), 46 Ilektras Apostolou St, Athens 14121, Greece. EM akavad@dent.uoa.gr CR Akkoyunlu B, 2008, INTERNET HIGH EDUC, V11, P26, DOI 10.1016/j.iheduc.2007.12.006 Boberick Kenneth G, 2004, J Dent Educ, V68, P1245 Chen ML, 2010, J MED SYST Dede C, ROLE EMERGING TECHNO Durham JA, 2009, EUR J DENT EDUC, V13, P100, DOI 10.1111/j.1600-0579.2008.00549.x DZIUBAN CD, 2004, EDUCAUSE CTR APPL RE, V7, P1 Farah CS, 2009, EUR J DENT EDUC, V13, P172, DOI 10.1111/j.1600-0579.2009.00570.x Ford PJ, 2009, EUR J DENT EDUC, V13, P46, DOI 10.1111/j.1600-0579.2008.00536.x Gibbard LL, 2009, ELECTRON J E-LEARN, V7, P301 Ginns P., 2007, Internet and Higher Education, V10, P53, DOI 10.1016/j.iheduc.2006.10.003 Grimes Ellen B, 2002, J Dent Educ, V66, P100 Handal B, 2010, EUR J DENT EDUC, V14, P50, DOI 10.1111/j.1600-0579.2009.00591.x Heterick B, 2003, LEARNING MARKET SPAC Linjawi AL, 2009, EUR J DENT EDUC, V13, P87, DOI 10.1111/j.1600-0579.2008.00545.x Mattheos N, 2008, EUR J DENT EDUC, V12, P85, DOI 10.1111/j.1600-0579.2007.00483.x Nattestad Anders, 2002, Eur J Dent Educ, V6 Suppl 3, P127, DOI 10.1034/j.1600-0579.6.s3.17.x Neuhaus KW, 2008, EUR J DENT EDUC, V12, P163, DOI 10.1111/j.1600-0579.2008.00513.x Olapiriyakul K., 2006, Internet and Higher Education, V9, P287, DOI 10.1016/j.iheduc.2006.08.001 Pahinis K, 2008, J DENT EDUC, V72, P1048 Pahinis K, 2007, J DENT EDUC, V71, P269 Pilcher E S, 2001, Eur J Dent Educ, V5, P53, DOI 10.1034/j.1600-0579.2001.005002053.x Shaffer K, 2004, ACAD RADIOL, V11, P1059, DOI 10.1016/j.acra.2004.05.018 Shah R, 2009, EUR J DENT EDUC, V13, P223, DOI 10.1111/j.1600-0579.2009.00579.x Sheridan C, 2008, EUR J DENT EDUC, V12, P225, DOI 10.1111/j.1600-0579.2008.00523.x Strother EA, 2009, J DENT EDUC, V73, P1361 Tan PL, 2009, J DENT EDUC, V73, P1202 Twigg C, 2003, EDUCAUSE REV SEP, P3828 Utts J., 2003, J STAT ED, V11 Woltering V, 2009, ADV HEALTH SCI EDUC, V14, P725, DOI 10.1007/s10459-009-9154-6 Wright EF, 2010, J DENT EDUC, V74, P110 NR 30 TC 28 Z9 30 U1 0 U2 35 PU WILEY PI HOBOKEN PA 111 RIVER ST, HOBOKEN 07030-5774, NJ USA SN 1396-5883 EI 1600-0579 J9 EUR J DENT EDUC JI Eur. J. Dent. Educ. PD FEB PY 2012 VL 16 IS 1 BP E88 EP E95 DI 10.1111/j.1600-0579.2011.00680.x PG 8 WC Dentistry, Oral Surgery & Medicine; Education, Scientific Disciplines SC Dentistry, Oral Surgery & Medicine; Education & Educational Research GA 877SJ UT WOS:000299202600014 PM 22251359 OA Bronze DA 2019-08-01 ER PT S AU Akir, O Eng, TH Malie, S AF Akir, Oriah Eng, Tang Howe Malie, Senian BE Lacob, AI Baskan, GA Uzunboylu, H TI Teaching and learning enhancement through outcome-based education structure and technology e-learning support SO WORLD CONFERENCE ON BUSINESS, ECONOMICS AND MANAGEMENT (BEM-2012) SE Procedia Social and Behavioral Sciences LA English DT Proceedings Paper CT World Conference on Business, Economics and Management (BEM) CY MAY 04-06, 2012 CL Antalya, TURKEY DE Outcome-based education; e-learning and technology; conventional teaching-learning approach ID GUIDE NO. 14 AB This paper compares the impact of outcome-based education (OBE) structure and aided technology based education with respect to students' academic performance in terms of grade point average in comparison to conventional teaching-learning approach. The students' examination results of Mei 2010, October 2010, April 2011 and September 2011 are used to compare the students' academic performance respectively. The findings indicated that there is significant difference in the mean grade point average between OBE students with aided technology learning in comparison to non-OBE students. Mean grade point average for OBE cohorts is significantly higher than mean grade point average for non-OBE cohorts. (C) 2012 Published by Elsevier Ltd. Selection and/or peer review under responsibility of Prof. Dr. Huseyin Arasli C1 [Akir, Oriah; Eng, Tang Howe; Malie, Senian] Univ Technol MARA Sarawak, Mukah 96400, Sarawak, Malaysia. EM oriah@sarawak.uitm.edu.my CR Alderson A, 2007, ISS EDUC RES, V17, P161 ALEXANDER G, 2010, J SOCIAL SCI, V24, P101 Basri Che Man, 2004, INT J ENG TECHNOLOGY, V1, P64 Berlach RG, 2007, ISS EDUC RES, V17, P1 Botha RJ, 2002, INT J LEADERSHIP ED, V5, P361, DOI [10.1080/13603120110118831, DOI 10.1080/13603120110118831] Bouslama F., 2003, J INFORM TECHNOLOGY, V2, P203 Ewell P., 2006, APPL STUDENT LEARNIN Harden RM, 1999, MED TEACH, V21, P7, DOI 10.1080/01421599979969 Lee Y.K., 2009, P INT C ENG 2009 DEC Lui G., J CASE STUDIES ACCRE, P1 MALAN S.P.T., 2000, TYDSKRIF VIR GESINSE, V28, P22 Noor M M, 2009, International Journal of Recent Trends in Engineering, V1, P166 Ross N, 1999, MED TEACH, V21, P26, DOI 10.1080/01421599979996 Spady W. G., 1994, OUTCOME BASED ED CRI Sundar A. N., 1999, HERDSA ANN INT C MEL Takriff M.S., 2011, P IEEE GLOB ENG ED C NR 16 TC 6 Z9 6 U1 1 U2 3 PU ELSEVIER SCIENCE BV PI AMSTERDAM PA SARA BURGERHARTSTRAAT 25, PO BOX 211, 1000 AE AMSTERDAM, NETHERLANDS SN 1877-0428 J9 PROCD SOC BEHV PY 2012 VL 62 BP 87 EP 92 DI 10.1016/j.sbspro.2012.09.015 PG 6 WC Business; Economics; Management SC Business & Economics GA BFH00 UT WOS:000319841600013 OA Other Gold DA 2019-08-01 ER PT B AU Vachharajani, V Pareek, J Gulabani, S AF Vachharajani, Vinay Pareek, Jyoti Gulabani, Sunil BE Murthy, S Sampson, D TI Effective Label Matching for Automatic Evaluation of Use - Case Diagrams SO 2012 IEEE FOURTH INTERNATIONAL CONFERENCE ON TECHNOLOGY FOR EDUCATION (T4E) LA English DT Proceedings Paper CT IEEE 4th International Conference on Technology for Education (T4E) CY JUL 18-20, 2012 CL Int Inst Informat Technol (IIIT), Hyderabad, INDIA SP IEEE, IEEE Comp Soc, IEEE Tech Comm Learning Technol (LT) HO Int Inst Informat Technol (IIIT) DE e - Learning; Use - Case Diagram Editor; Label Matching; Diagram Comparison; Automated Use-Case Diagrams Evaluation AB Studies show that, increased commercialization of education has made higher education very expensive. It will be beneficial if teachers having proficiency in their respective disciplines share their knowledge with the students, unable to afford higher education. However, evaluating large number of students online is very tedious and cumbersome task. Thus, it needs the automation of the evaluation. The evaluation of Use-case diagrams automatically and correctly is a challenging task. Usually much of the meaning of Use - Case diagrams reside in the labels. In this paper, we have mainly focused on effective label matching of Use - Case components of learner's and ideal diagram by providing them Use - Case Diagram Editor (UDE). We have described architecture of application which provides label matching process. Label matching here is not only simple string matching but misspelling words, abbreviating words, synonyms are also handled effectively. We have analyzed the results of experiment with this editor. C1 [Vachharajani, Vinay; Gulabani, Sunil] Ahmedabad Univ, AES Inst Comp Studies, Ahmadabad, Gujarat, India. [Pareek, Jyoti] Gujarat Univ, Dept Comp Sci, Ahmadabad, Gujarat, India. [Gulabani, Sunil] Ahmedabad Univ, AES Inst Comp Studies, Ahmadabad, Gujarat, India. RP Vachharajani, V (reprint author), Ahmedabad Univ, AES Inst Comp Studies, Ahmadabad, Gujarat, India. EM vinayvachharajani@rediffmail.com; drjyotipareek@yahoo.com; sunil_gulabani@yahoo.com RI Pareek, Jyoti S/U-5018-2017 OI Pareek, Jyoti S/0000-0002-6825-4803 CR Ali Noraida Haji, 2007, IJCSNS INT J COMPUTE, V7 [Anonymous], 2022, STUD MAPP HUM RES SK, P1 Hoggarth G., 1998, ITICSE 98 DUBL IR Thomas P., 2005, SIGCSE Bulletin, V37, P158 Thomas P.G., 2006, P ANN C INN TECHN CO Waugh K., 2007, 24 BRIT NAT C DAT BN Waugh Kevin, 2004, AUTOMATED ASSESSMENT NR 7 TC 0 Z9 0 U1 0 U2 0 PU IEEE PI NEW YORK PA 345 E 47TH ST, NEW YORK, NY 10017 USA BN 978-0-7695-4759-6; 978-1-4673-2173-0 PY 2012 BP 172 EP 175 DI 10.1109/T4E.2012.33 PG 4 WC Computer Science, Interdisciplinary Applications; Education, Scientific Disciplines SC Computer Science; Education & Educational Research GA BDD73 UT WOS:000312855800029 DA 2019-08-01 ER PT J AU van Seters, JR Wellink, J Tramper, J Goedhart, MJ Ossevoort, MA AF van Seters, Janneke R. Wellink, Joan Tramper, Johannes Goedhart, Martin J. Ossevoort, Miriam A. TI A web-based adaptive tutor to teach PCR primer design SO BIOCHEMISTRY AND MOLECULAR BIOLOGY EDUCATION LA English DT Article DE Adaptive e-learning; PCR; taxonomy of educational objectives; higher education ID GENE AB When students have varying prior knowledge, personalized instruction is desirable. One way to personalize instruction is by using adaptive e-learning to offer training of varying complexity. In this study, we developed a web-based adaptive tutor to teach PCR primer design: the PCR Tutor. We used part of the Taxonomy of Educational Objectives (the three cognitive processes: remember, understand, and apply) to design exercises of varying complexity. Using this method, we demonstrated that we were able to systematically categorize exercises. There was also a good learning effect and a positive student perception when using the PCR Tutor. C1 [van Seters, Janneke R.; Tramper, Johannes] Univ Wageningen & Res Ctr, Dept Bioproc Engn, Wageningen, Netherlands. [Wellink, Joan] Univ Wageningen & Res Ctr, Dept Mol Biol, NL-6703 HA Wageningen, Netherlands. [Goedhart, Martin J.; Ossevoort, Miriam A.] Univ Groningen, Fac Math & Nat Sci, Inst Didact & Curriculum Dev, Groningen, Netherlands. RP van Seters, JR (reprint author), Univ Wageningen & Res Ctr, Dept Bioproc Engn, Wageningen, Netherlands. EM janneke.vanseters@wur.nl RI Goedhart, Martin/H-7826-2012 CR BLAIR GE, 1992, BIOCHEM EDUC, V20, P87, DOI 10.1016/0307-4412(92)90106-V Bloom B. S, 1956, TAXONOMY ED OBJECTIV, V1 Bornhorst JA, 2004, BIOCHEM MOL BIOL EDU, V32, P173, DOI 10.1002/bmb.2004.494032030345 Bransford JD, 2000, PEOPLE LEARN Brusilovsky P., 2003, INT J ARTIFICIAL INT, V13, P159 Gibbins S, 2003, BIOCHEM MOL BIOL EDU, V31, P352, DOI 10.1002/bmb.2003.494031050260 Kim TD, 2000, BIOCHEM MOL BIOL EDU, V28, P274, DOI 10.1016/S1470-8175(00)00028-X Knutov E, 2009, NEW REV HYPERMEDIA M, V15, P5, DOI 10.1080/13614560902801608 Krathwohl DR, 2002, THEOR PRACT, V41, P212, DOI 10.1207/s15430421tip4104_2 Ouyang LM, 2009, BIOCHEM MOL BIOL EDU, V37, P106, DOI 10.1002/bmb.20255 Phillips AR, 2008, CBE-LIFE SCI EDUC, V7, P96, DOI 10.1187/cbe.07-07-0052 Robertson AL, 2008, CBE-LIFE SCI EDUC, V7, P89, DOI 10.1187/cbe.07-07-0051 Rouziere AS, 2011, BIOCHEM MOL BIOL EDU, V39, P204, DOI 10.1002/bmb.20486 Sampson D., 2002, INTERACTIVE ED MULTI, V4, P24 Schiaffino S, 2008, COMPUT EDUC, V51, P1744, DOI 10.1016/j.compedu.2008.05.008 Sessink O.D., 2007, J INTERACTIVE LEARNI, V18, P533 van Seters J., 2011, ELECT J BIOTECHNOL, V14 van Seters J., 2009, P WORLD C E LEARN CO NR 18 TC 4 Z9 4 U1 0 U2 7 PU WILEY-BLACKWELL PI HOBOKEN PA 111 RIVER ST, HOBOKEN 07030-5774, NJ USA SN 1470-8175 J9 BIOCHEM MOL BIOL EDU JI Biochem. Mol. Biol. Educ. PD JAN-FEB PY 2012 VL 40 IS 1 BP 8 EP 13 DI 10.1002/bmb.20563 PG 6 WC Biochemistry & Molecular Biology; Education, Scientific Disciplines SC Biochemistry & Molecular Biology; Education & Educational Research GA 876HV UT WOS:000299099300002 DA 2019-08-01 ER PT J AU Triola, MM Huwendiek, S Levinson, AJ Cook, DA AF Triola, Marc M. Huwendiek, Soeren Levinson, Anthony J. Cook, David A. TI New directions in e-learning research in health professions education: Report of two symposia SO MEDICAL TEACHER LA English DT Article ID MEDICAL-EDUCATION; VIRTUAL PATIENTS AB Background: The use of Computer Assisted Instruction (CAI) is rising across health professions education. Research to date is of limited use in guiding the implementation and selection of CAI innovations. Aims: In the context of two symposia, systemic reviews were discussed that evaluate literature in Internet-based learning, Virtual Patients, and animations. Each session included a debate with the goal of reaching consensus on best current practices and future research. Methods: Thematic analysis of the discussions was performed to arrange the questions by theme, eliminate redundancy, and craft them into a cohesive narrative. Results: The question analysis revealed that there are clear advantages to the use of CAI, and that established educational theories should certainly inform the future development and selection of CAI tools. Schools adopting CAI need to carefully consider the benefits, cost, available resources, and capacity for teachers and learners to accept change in their practice of education. Potential areas for future research should focus on the effectiveness of CAI instructional features, integration of e-learning into existing curricula and with other modalities like simulation, and the use of CAI in assessment of higher-level outcomes. Conclusions: There are numerous opportunities for future research and it will be important to achieve consensus on important themes. C1 [Triola, Marc M.] NYU, Sch Med, Div Educ Informat, New York, NY 10016 USA. [Huwendiek, Soeren] Univ Heidelberg Hosp, Ctr Virtual Patients Heidelberg, Heidelberg, Germany. [Levinson, Anthony J.] McMaster Univ, Hamilton, ON, Canada. [Cook, David A.] Mayo Clin, Coll Med, Rochester, MN USA. [Cook, David A.] Mayo Clin, Div Gen Internal Med, Rochester, MN USA. RP Triola, MM (reprint author), NYU, Sch Med, Div Educ Informat, 550 1st Ave Coles 202, New York, NY 10016 USA. 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Teach. PY 2012 VL 34 IS 1 BP E15 EP E20 DI 10.3109/0142159X.2012.638010 PG 6 WC Education, Scientific Disciplines; Health Care Sciences & Services SC Education & Educational Research; Health Care Sciences & Services GA 877IQ UT WOS:000299171600003 PM 22250691 DA 2019-08-01 ER PT S AU Dimov, D AF Dimov, Dimcho BE Ginevicius, R Rutkauskas, AV Stankeviciene, J TI OPPORTUNITIES FOR IMPLEMENTING HERMES 5.2 IN THE HUMAN RESOURCE MANAGEMENT TEACHING SO 7TH INTERNATIONAL SCIENTIFIC CONFERENCE BUSINESS AND MANAGEMENT 2012 SE Business and Management-Spausdinta LA English DT Proceedings Paper CT 7th International Scientific Conference on Business and Management CY MAY 10-11, 2012 CL Vilnius Gediminas Tech Univ, Vilnius, LITHUANIA SP Riga Tech Univ, Tallinn Univ Technol, Int N German Acad Informatol, Brno Univ Technol, Tech Univ Sofia, Cracow Univ Econ HO Vilnius Gediminas Tech Univ DE integrated information systems; practical education; e-learning; human resources; competitiveness AB Computerized information systems are essential and indispensable part of the modern business management. Analysis of literature revealed the growing need for building new competencies in the Human Resource Management training through the introduction and use of an integrated information system - HeRMeS (R) 5.2. Trends and opportunities for improving the competitiveness and the effectiveness of the higher education are going to be examined for the reason to bring together the sides of the knowledge triangle. The tool for achieving that objective is to implement a practical oriented training, to meet business needs of highly qualified personnel with specific skills and knowledge. Also this could have positive impact on attracting more students to work in the area of management and human resource development. Using HeRMeS (R) 5.2 training in Human Resource Management helps to increase competitiveness of professionals, to develop information society and also this system is in compliance with the objectives of Europe 2020 Strategy for intelligent, sustainable and inclusive growth. Possibilities of using HeRMeS 5.2 for students training in HRM are analyzed. A case study for implementing an e-learning course in the HR teaching is presented in the paper. C1 [Dimov, Dimcho] Tech Univ Sofia, Sofia 1000, Bulgaria. EM ddimov@tu-sofia.bg CR [Anonymous], 2011, EUROPE 2020 STRATEGY Arc Fund, 2011, INNOVATION BG Arc Fund, 2005, KNOWLEDGE ECONOMY Armstrong M., 2009, HDB HUMAN RESOURCE M Elskyte V., 2008, SELECTED PAPERS, P436 Garleja R., 2008, 5TH ISC BUSINESS AND, P357 Grabot B., 2008, ERP SYSTEMS AND ORGA Gueutal G., 2005, THE BRAVE NEW WORLD JEVINGA I, 2008, 5 ISC BUS MAN 16 17 Kettley P., 2003, INSTITUTE OF EMPLOYM Kimiz D., 2005, KNOWLEDGE MANAGEMENT Kolchagova B., 2009, HUMAN RESOURCE MANAG Kolchagova B., 2009, IST ISC E GOVERNANCE, P215 Laudon C. K., 2000, MANAGEMENT INFORMATI Monk E., 2008, CONCEPTS IN ENTERPRI Pabedinskaite A., 2010, JEAR, VXVIII, P13 Pabedinskaite A, 2009, PROCEEDINGS OF THE 9TH INTERNATIONAL CONFERENCE LIBEREC ECONOMIC FORUM 2009, P275 Petrov P., 2011, THE 6TH MEETING OF U Taneva N., 2011, INNOVATION MANAGEMEN Taneva N, 2010, BUS MANAG, P571, DOI 10.3846/bm.2010.076 TechnoLogica EAD, 2011, HERMES 5 2 MEETING O Torres-Coronas T., 2009, ENCYCLOPEDIA OF HUMA Vladimirova K., 2006, HUMAN RESOURCE MANAG Young T., 2008, KNOWLEDGE MANAGEMENT NR 24 TC 0 Z9 0 U1 0 U2 0 PU VILNIUS GEDIMINAS TECHNICAL UNIV PRESS, TECHNIKA PI VILNIUS-40 PA SAULETEKIO A1. 11, VILNIUS-40, LT-10233, LITHUANIA SN 2029-4441 BN 978-609-457-116-9 J9 BUS MANAG PY 2012 BP 831 EP 838 DI 10.3846/bm.2012.107 PG 8 WC Business; Management SC Business & Economics GA BJO18 UT WOS:000329342200107 DA 2019-08-01 ER PT S AU Pisan, Y Tan, CT AF Pisan, Yusuf Tan, Chek Tien GP IEEE TI Use of Student-designed Authorware for E-mediated Science and Technology Learning SO PROCEEDINGS OF 2012 7TH INTERNATIONAL CONFERENCE ON COMPUTER SCIENCE & EDUCATION, VOLS I-VI SE International Conference on Computer Science & Education LA English DT Proceedings Paper CT 7th International Conference on Computer Science and Education CY JUL 14-17, 2012 CL Melbourne, AUSTRALIA DE e-learning; intelligent learning environments; curriculum design ID BIOLOGICAL BASIS; EDUCATION; CHILDREN; BRAIN AB Student attrition in the enabling sciences suggests that early science and technology education is still failing to capture the imagination of learners. Furthermore, despite initial optimism, e-learning approaches have not redressed this problem. Young students can design an e-learning environment that promotes deep science and technology learning, but high technical support is required for its production and maintenance. To improve the sustainability and spread of this strategy as well as to preserve student ownership, the present research engages students in the design of a student-authorable e-learning system, dynamically re-conceiving student-centred science and technology curriculum for our age. C1 [Pisan, Yusuf; Tan, Chek Tien] UTS, Fac Engn & IT, Games Studio, Sydney, NSW, Australia. RP Pisan, Y (reprint author), UTS, Fac Engn & IT, Games Studio, Sydney, NSW, Australia. EM yusuf.pisan@uts.edu.au; chektien.tan@uts.edu.au OI Tan, Chek Tien/0000-0002-1023-8819 CR Alexander S., 2004, CONNECTED SCH ESSAYS, P26 [Anonymous], AUSTR GOV INN REP 20 Australian Council of Deans of Science, 2003, 3 ACDS Ausubel D. 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Integrating an open-source course management system (Moodle) into the teaching of a first-year medical physiology course: a case study. Adv Physiol Educ 35: 369-377, 2011; doi:10.1152/advan.00008.2011.-Educators in medical schools around the world are presently experimenting with innovative ways of using web-based learning to supplement the existing teaching and learning process. We have recently used a popular open-source course management system (CMS) called the modular object-oriented dynamic learning environment (Moodle) to construct an online site (DPhysiol) to facilitate our face-to-face teaching of physiology to a group of first-year students in the Bachelor of Medicine and Bachelor of Surgery program. The integration of the Moodle site into our teaching was assessed using online log activity, student examination marks, and feedback from students. The freely available Moodle platform was simple to use, helped to effectively deliver course materials, and has features that allowed cooperative learning. Students used the CMS throughout their academic year and commented favorably regarding its use as a complement to the face-to-face classroom sessions. The group of students who used the CMS obtained significantly higher scores in the final examination compared with the previous class that did not use the CMS. In addition, there was a significant correlation between student participation and performance in online quizzes and their final examination marks. However, students' overall online usage of the CMS did not correlate with their examination marks. We recommend Moodle as a useful tool for physiology educators who are interested in integrating web-based learning into their existing teaching curriculum. C1 [Seluakumaran, Kumar; Jusof, Felicita Fedelis; Ismail, Rosnah; Husain, Ruby] Univ Malaya, Fac Med, Dept Physiol, Kuala Lumpur 50603, Malaysia. RP Seluakumaran, K (reprint author), Univ Malaya, Fac Med, Dept Physiol, Kuala Lumpur 50603, Malaysia. 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Physiol. Educ. PD DEC PY 2011 VL 35 IS 4 BP 369 EP 377 DI 10.1152/advan.00008.2011 PG 9 WC Education, Scientific Disciplines; Physiology SC Education & Educational Research; Physiology GA 863GR UT WOS:000298151300009 PM 22139773 DA 2019-08-01 ER PT J AU Logan, JM Thompson, AJ Marshak, DW AF Logan, Jessica M. Thompson, Andrew J. Marshak, David W. TI Testing to Enhance Retention in Human Anatomy SO ANATOMICAL SCIENCES EDUCATION LA English DT Article DE anatomy education; human gross anatomy; assessment; E-learning; retention ID LONG-TERM RETENTION; MEDICAL-EDUCATION; SUBSEQUENT RECALL; RETRIEVAL; MEMORY; CLASSROOM; BENEFITS AB Recent work in cognitive psychology has shown that repeatedly testing one's knowledge is a powerful learning aid and provides substantial benefits for retention of the material. To apply this in a human anatomy course for medical students, 39 fill-in-the-blank quizzes of about SO questions each, one for each region of the body, and four about the nervous system, were developed. The quizzes were optional, and no credit was awarded. They were posted online using Blackboard, which provided feedback, and they were very popular. To determine whether the quizzes had any effect on retention, they were given in a controlled setting to 21 future medical and dental students. The weekly quizzes included questions on regional anatomy and an expanded set of questions on the nervous system. Each question about the nervous system was given three times, in a slightly different form each time. The second quiz was given approximately half an hour after the first one, and the third was given one week after the second to assess retention. The quizzes were unpopular, but students showed robust improvement on the questions about the nervous system. The scores increased by almost 9% on the second quiz, with no intervention except viewing the correct answers. The scores were 29% higher on the third quiz than on the first, and there was also a positive correlation between the grades on the quizzes and the final examination. Thus, repeated testing is an effective strategy for learning and retaining information about human anatomy. Anat Sci Educ 4: 243-248. (C) 2011 American Association of Anatomists. C1 [Marshak, David W.] Univ Texas Med Sch, Dept Neurobiol & Anat, Houston, TX 77225 USA. [Logan, Jessica M.; Thompson, Andrew J.] Rice Univ, Dept Psychol, Houston, TX 77251 USA. [Thompson, Andrew J.] Baylor Coll Med, Houston, TX 77030 USA. RP Marshak, DW (reprint author), Univ Texas Med Sch, Dept Neurobiol & Anat, Houston, TX 77225 USA. 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Sci. Educ. PD SEP-OCT PY 2011 VL 4 IS 5 BP 243 EP 248 DI 10.1002/ase.250 PG 6 WC Education, Scientific Disciplines SC Education & Educational Research GA 821PP UT WOS:000294987200001 PM 21805688 OA Green Accepted DA 2019-08-01 ER PT J AU Alonso, F Manrique, D Martinez, L Vines, JM AF Alonso, Fernando Manrique, Daniel Martinez, Loic Vines, Jose M. TI How Blended Learning Reduces Underachievement in Higher Education: An Experience in Teaching Computer Sciences SO IEEE TRANSACTIONS ON EDUCATION LA English DT Article DE Blended learning; computer science education; educational technology; e-learning; moderate constructivism ID INSTRUCTIONAL-MODEL; DESIGN; CONSTRUCTIVISM AB This paper presents a blended learning approach and a study evaluating instruction in a software engineering-related course unit as part of an undergraduate engineering degree program in computing. In the past, the course unit had a lecture-based format. In view of student underachievement and the high course unit dropout rate, a distance-learning system was deployed, where students were allowed to choose between a distance-learning approach driven by a moderate constructivist instructional model or a blended-learning approach. The results of this experience are presented, with the aim of showing the effectiveness of the teaching/learning system deployed compared to the lecture-based system previously in place. The grades earned by students under the new system, following the distance-learning and blended-learning courses, are compared statistically to the grades attained in earlier years in the traditional face-to-face classroom (lecture-based) learning. C1 [Alonso, Fernando; Martinez, Loic] Univ Politecn Madrid, Fac Informat, Dept Lenguajes Sistemas Informat & Ingn Software, E-28660 Madrid, Spain. [Manrique, Daniel] Univ Politecn Madrid, Fac Informat, Dept Inteligencia Artificial, E-28660 Madrid, Spain. [Vines, Jose M.] Aulatika SL, Madrid 28042, Spain. RP Alonso, F (reprint author), Univ Politecn Madrid, Fac Informat, Dept Lenguajes Sistemas Informat & Ingn Software, E-28660 Madrid, Spain. EM falonso@fi.upm.es; dmanrique@fi.upm.es; loic@fi.upm.es RI Manrique, Daniel/N-8806-2019; Alonso, Fernando/L-7272-2014; Manrique, Daniel/F-9625-2013; Martinez Normand, Loic/B-9364-2009 OI Manrique, Daniel/0000-0002-0792-4156; Alonso, Fernando/0000-0002-1216-4526; Manrique, Daniel/0000-0002-0792-4156; Martinez Normand, Loic/0000-0002-6906-5828 FU Universidad Politecnica de Madrid FX This work was supported by Universidad Politecnica de Madrid-2008 Call for Applications for "Educational Innovation Grants as part of the deployment of the European Higher Education Area and better quality education for the 2008/2009 academic year." 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PD AUG PY 2011 VL 54 IS 3 BP 471 EP 478 DI 10.1109/TE.2010.2083665 PG 8 WC Education, Scientific Disciplines; Engineering, Electrical & Electronic SC Education & Educational Research; Engineering GA 805TG UT WOS:000293751300014 DA 2019-08-01 ER PT J AU Aleman, JLF Palmer-Brown, D Jayne, C AF Fernandez Aleman, Jose Luis Palmer-Brown, Dominic Jayne, Chrisina TI Effects of Response-Driven Feedback in Computer Science Learning SO IEEE TRANSACTIONS ON EDUCATION LA English DT Article DE Active learning; e-learning; feedback; higher education; neural network ID MULTIPLE-CHOICE; EXAMS AB This paper presents the results of a project on generating diagnostic feedback for guided learning in a first-year course on programming and a Master's course on software quality. An online multiple-choice questions (MCQs) system is integrated with neural network-based data analysis. 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Educ. PD AUG PY 2011 VL 54 IS 3 BP 501 EP 508 DI 10.1109/TE.2010.2087761 PG 8 WC Education, Scientific Disciplines; Engineering, Electrical & Electronic SC Education & Educational Research; Engineering GA 805TG UT WOS:000293751300017 DA 2019-08-01 ER PT J AU Pocatilu, P Ciurea, C AF Pocatilu, Paul Ciurea, Cristian TI MODERN SOLUTIONS FOR ECONOMIC HIGHER EDUCATION IN THE KNOWLEDGE-BASED SOCIETY SO AMFITEATRU ECONOMIC LA English DT Article DE knowledge society; higher education; e-learning; m-learning; information technology AB The use of modern solutions specific to contemporary society, together with stakeholders' involvement, will lead to a substantial increase in the practice-oriented approach of the teaching process. The objective of this paper is to present directions for the implementation of modern teaching solutions in the economic higher education. It highlights the implications that knowledge-based economy brings for the economic higher education. It analyzes the virtual campus as a modern solution for collaborative higher education and the level of knowledge in the use of mobile devices and technologies in the learning process of students from three faculties of the Academy of Economic Studies. The analysis is based on a survey conducted among students enrolled in three faculties of the Bucharest Academy of Economic Studies. A series of indicators is proposed to assess the efficiency of human resources training activities, developed in order to enhance the relevance of economic higher education for the labor market and knowledge-based society. The research results consist in identifying modern solutions for the use of mobile technologies by students in the educational process. C1 [Pocatilu, Paul; Ciurea, Cristian] Acad Econ Studies, Bucharest, Romania. RP Pocatilu, P (reprint author), Acad Econ Studies, Bucharest, Romania. EM ppaul@ase.ro CR *CSIE INV DIST, 2011, PLATF CSIE ID DELCEA C, 2010, 12 INT C ENT INF SYS Dinu V, 2011, AMFITEATRU ECON, V13, P6 Draganescu Mihai, 2007, SOC CONSTIINTEI Dursoe Jan, 2011, JOURNAL GUANYING Y, 2010, 2010 2 INT WORKSH ED Kefela G. T., 2010, INT NGO J, V5, P160 Leydesdorff L., 2006, KNOWLEDGE BASED EC M Martin E, 2009, IEEE T LEARN TECHNOL, V2, P23, DOI 10.1109/TLT.2008.24 Nicolescu O., 2008, MANAGEMENTUL ORG Pirciog S, 2010, AMFITEATRU ECON, V12, P546 Pocatilu P., 2010, 26372008 PNIIIDEI Pocatilu P., 2010, 9 WSEAS INT C CIRC S SOTIRIOU S., 2008, COLLAGE PROJECT GUID Visoiu Adrian, 2010, Informatica Economica, V14, P75 XIANGKUI G, 2010, 2010 INT C E BUS E G NR 16 TC 5 Z9 5 U1 0 U2 19 PU EDITURA ASE PI BUCURESTI PA PIATA ROMANA, NR 6, SECTOR 1, BUCURESTI, 701731, ROMANIA SN 1582-9146 J9 AMFITEATRU ECON JI Amfiteatru Econ. PD JUN PY 2011 VL 13 IS 30 BP 497 EP 511 PG 15 WC Business; Economics; Management SC Business & Economics GA 860DP UT WOS:000297929000012 OA DOAJ Gold DA 2019-08-01 ER PT J AU Dospinescu, N Tatarusanu, M Butnaru, GI Berechet, L AF Dospinescu, Nicoleta Tatarusanu, Maria Butnaru, Gina Ionela Berechet, Lucian TI THE PERCEPTION OF STUDENTS FROM THE ECONOMIC AREA ON THE NEW LEARNING METHODS IN THE KNOWLEDGE SOCIETY SO AMFITEATRU ECONOMIC LA English DT Article DE Learning; the knowledge technology; e-universities; students; communication; virtual; education AB The competition that exists among the higher education institutions involves great efforts to adapt to the new requirements of the modern society. The educational offers must face the new challenges that require flexibility, rapidity, complexity and provide students both with specific habits and efficient work tools. Our research aimed at identifying the perception of students from the Faculty of Economics and Business Administration (FEAA), which belongs to "Alexandru Ioan Cuza" University of Iasi, concerning the utility and degree of acceptance of the new e-learning methods. We try to analyze the degree of opposition in adopting them, the limits and motivations, the preference for a certain type of teaching-learning (usual, e-learning, mixed), as well as at finding out the way in which students perceive the assessment of their knowledge by using the new information technologies. The research demonstrates that there are significant differences between what is required and what is expected on a theoretical level from the new educational systems as well as the way in which they are accepted and used by students in practice. The main identified barrier is the students' reluctance towards the new learning methods due, in our opinion, to the human opposition to change on the one hand and on the other hand to the lack of information about its advantages. We consider appropriate expanding research topic article to the other universities in the country in order to understand the impact of current e-learning as a whole, at national level. C1 [Dospinescu, Nicoleta; Tatarusanu, Maria; Butnaru, Gina Ionela; Berechet, Lucian] Alexandru Ioan Cuza Univ, Iasi, Romania. RP Tatarusanu, M (reprint author), Alexandru Ioan Cuza Univ, Iasi, Romania. EM tmari@uaic.ro CR Catoiu I., 1999, METODE SI TEHNICI UT FAHERTY R, 2002, CORPORATE E LEARNING Giddens A., 2006, SOCIOLOGY Hall E. T, 1959, SILENT LANGUAGE Jaba E, 2004, ANALIZA STAT CU SPSS Jaba O., 2003, EC SI GESTIUNEA INTR Jemna D, 2006, ECONOMETRIE JINGA I, 2003, C NAT U VIRT ROM BUC Kotler Ph, 2003, KOTLER DESPRE MARKET Masalagiu C., 2004, DIDACTICA PREDARII I MEHRABIAN A, 1969, TACTICS SOCIAL INFLU Pease A., 2004, DEFINITE BOOK BODY L Rossett A., 2002, ASTD E LEARNING HDB Sproule R, 2009, AMFITEATRU ECON, V11, P125 WHEELER L, 1970, INTERPERSONAL INFLUE Zait D, 2006, CERCETAREA EC SI MAN NR 16 TC 4 Z9 4 U1 0 U2 0 PU EDITURA ASE PI BUCURESTI PA PIATA ROMANA, NR 6, SECTOR 1, BUCURESTI, 701731, ROMANIA SN 1582-9146 J9 AMFITEATRU ECON JI Amfiteatru Econ. PD JUN PY 2011 VL 13 IS 30 BP 527 EP 543 PG 17 WC Business; Economics; Management SC Business & Economics GA 860DP UT WOS:000297929000014 OA DOAJ Gold DA 2019-08-01 ER PT J AU Codd, AM Choudhury, B AF Codd, Anthony M. Choudhury, Bipasha TI Virtual Reality Anatomy: Is it Comparable with Traditional Methods in the Teaching of Human Forearm Musculoskeletal Anatomy? SO ANATOMICAL SCIENCES EDUCATION LA English DT Article DE e-learning; anatomy; teaching; dissection; gross anatomy education; virtual reality; 3D models; computer-assisted learning; CAL ID COMPUTER-AIDED-INSTRUCTION; MEDICAL-EDUCATION; GROSS-ANATOMY; LEARNING ANATOMY; DISSECTION; POSTGRADUATE; PERFORMANCE; OBJECTS; MODELS; TOOL AB The use of cadavers to teach anatomy is well established, but limitations with this approach have led to the introduction of alternative teaching methods. One such method is the use of three-dimensional virtual reality computer models. An interactive, three-dimensional computer model of human forearm anterior compartment musculoskeletal anatomy was produced using the open source 3D imaging program "Blender.'' The aim was to evaluate the use of 3D virtual reality when compared with traditional anatomy teaching methods. Three groups were identified from the University of Manchester second year Human Anatomy Research Skills Module class: a "control'' group (no prior knowledge of forearm anatomy), a "traditional methods" group (taught using dissection and textbooks), and a "model" group (taught solely using e-resource). The groups were assessed on anatomy of the forearm by a ten question practical examination. ANOVA analysis showed the model group mean test score to be significantly higher than the control group (mean 7.25 vs. 1.46, P < 0.001) and not significantly different to the traditional methods group (mean 6.87, P > 0.5). Feedback from all users of the e-resource was positive. Virtual reality anatomy learning can be used to compliment traditional teaching methods effectively. Anat Sci Educ 4:119-125. (C) 2011 American Association of Anatomists. C1 [Choudhury, Bipasha] Univ Manchester, Fac Life Sci, Manchester M13 9PT, Lancs, England. [Codd, Anthony M.] Univ Durham, Sch Med & Hlth, Stockton On Tees, England. RP Choudhury, B (reprint author), Univ Manchester, Fac Life Sci, 1-124 Stopford Bldg,Oxford Rd, Manchester M13 9PT, Lancs, England. 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Sci. Educ. PD MAY-JUN PY 2011 VL 4 IS 3 BP 119 EP 125 DI 10.1002/ase.214 PG 7 WC Education, Scientific Disciplines SC Education & Educational Research GA 766IA UT WOS:000290773000001 PM 21480538 DA 2019-08-01 ER PT J AU Alkhanak, SAK Azmi, IAG AF Alkhanak, Sana'a Abdul Karim Azmi, Ilhaamie Abdul Ghani TI Information technology usage and attitudes towards online resources-Students perspective SO AFRICAN JOURNAL OF BUSINESS MANAGEMENT LA English DT Article DE Information Technology (IT); online resources; e-Learning; attitude; blended learning AB Nowadays, the higher education trend is to emerge the traditional and online learning, placing a high concern on the development of Information Technology and deployment of e-learning. The aim of this study was to evaluate the features of information technology usage and to assess the attitudes and preferences towards e-learning courses resources among the students at the public University in Malaysia, which offered online courses resources besides the traditional education. A questionnaire was administered in three parts and a total of 515 students responded to the survey. Students indicated a strong reliance on university facilities to access the Internet from the campus, and in using the infrastructure facilities and services. Another revealed result that the students' attitudes and preferences toward online e-learning resources were positive and the availability of information about courses was the most important for the students' attitude toward using e-learning, and for the improvement of their course performance. Furthermore, students prefer taking courses which incorporate the use of Information Technology, and indicate that activities provided in interactive multimedia or e-learning systems are more effective compared to traditional classroom activities. C1 [Alkhanak, Sana'a Abdul Karim; Azmi, Ilhaamie Abdul Ghani] Univ Malaya, Acad Islamic Studies, Dept Syariah & Management, Kuala Lumpur 56350, Malaysia. RP Alkhanak, SAK (reprint author), Univ Malaya, Acad Islamic Studies, Dept Syariah & Management, Kuala Lumpur 56350, Malaysia. EM sanalkhanak@yahoo.com CR OLEARY L, 2011, COMPUTING ESSENTIALS Pressey SL, 1926, SCHOOL SOC, V23, P373 RAMANAU R, 2008, INT HALK 6 INT C NET Sharp V., 2005, COMPUTER ED TEACHERS Turban E, 2006, ELECT COMMERCE MANAG *UM ICT SERV, 2009, E LEARN GEN INF INF *UNESCO, 2003, LIF LEARN MAL INT IN Wheeler B., 2001, NEW POLL SHOWS FACUL NR 8 TC 2 Z9 2 U1 0 U2 6 PU ACADEMIC JOURNALS PI VICTORIA ISLAND PA P O BOX 5170-00200 NAIROBI, VICTORIA ISLAND, LAGOS 73023, NIGERIA SN 1993-8233 J9 AFR J BUS MANAGE JI Afr. J. Bus. Manag. PD APR 4 PY 2011 VL 5 IS 7 BP 2582 EP 2589 PG 8 WC Business; Management SC Business & Economics GA 776RC UT WOS:000291553900009 DA 2019-08-01 ER PT J AU Lin, CH Lin, IC Roan, JS AF Lin, Chi-Hung Lin, I. Chun Roan, Jinsheng TI To evaluate interface usability of an e-course platform: User perspective SO AFRICAN JOURNAL OF BUSINESS MANAGEMENT LA English DT Article DE System usability; usability goals; user experience goals; human-computer interaction; user perspective ID E-LEARNING SYSTEMS; PSYCHOMETRIC EVALUATION; PERCEIVED USEFULNESS; TECHNOLOGY; INFORMATION; ACCEPTANCE; EDUCATION; CONTEXT; EASE; TASK AB As a core term in Human-Computer Interaction (HCI), the analysis of system usability continues to be one of priority focuses of HCI researchers. Through users' evaluation, a system's inherent problems can be learned and its design be improved. This research was conducted to obtain the overall evaluation from the participants over the e-Course platform based on the data gathered from questionnaires, interviews and scenario simulations. This study recruited five participants, three of whom were professors and the rest were teacher's assistant. We used nine constructs to evaluate interface usability of the system. The research results showed that the average scores of three scenarios from high to low were S1a, S1b and S2. In terms of usability goals, efficiency, learn ability, utility, effectiveness, their average score is high than 3. In terms of user's experiences goals, the average score is less then 3, but near to 3. Overall, the interface of e-Course platform is ease to use and acceptable. Finally, we organized interview results and provided nine suggestions for a director of computer department and system designer. These suggestions can let them to know about the priority of system improvement, and provide a useful reference for practice. C1 [Lin, I. Chun] Hung Kuang Univ, Dept Comp Sci & Informat Management, Shalu 43302, Taichung, Taiwan. [Lin, Chi-Hung; Roan, Jinsheng] Natl Chung Cheng Univ, Dept Informat Management, Taipei, Taiwan. 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A., 2004, EMOTIONAL DESIGN WHY Norman Donald A., 1993, THINGS MAKE US SMART Ruiz MDP, 2008, COMPUT STAND INTER, V30, P62, DOI 10.1016/j.csi.2007.07.006 Preece J., 2002, INTERACTION DESIGN H RUBIN J, 1994, HDB USABILITY TESTIN SALEEN JJ, 2007, J AM MED INFORM ASSN, V14, P684 Wang YS, 2007, COMPUT HUM BEHAV, V23, P1792, DOI 10.1016/j.chb.2005.10.006 Zhang DS, 2006, INFORM MANAGE-AMSTER, V43, P15, DOI 10.1016/j.im.2005.01.004 NR 30 TC 1 Z9 1 U1 0 U2 0 PU ACADEMIC JOURNALS PI VICTORIA ISLAND PA P O BOX 5170-00200 NAIROBI, VICTORIA ISLAND, LAGOS 73023, NIGERIA SN 1993-8233 J9 AFR J BUS MANAGE JI Afr. J. Bus. Manag. PD JAN 4 PY 2011 VL 5 IS 1 BP 196 EP 202 PG 7 WC Business; Management SC Business & Economics GA 713GY UT WOS:000286724700023 DA 2019-08-01 ER PT S AU Gouveia, D Lopes, D de Carvalho, CV AF Gouveia, David Lopes, Duarte de Carvalho, Carlos Vaz GP IEEE TI Serious Gaming for Experiential Learning SO 2011 FRONTIERS IN EDUCATION CONFERENCE (FIE) SE Frontiers in Education Conference LA English DT Proceedings Paper CT 41st Annual Frontiers in Education Conference (FIE) CY OCT 12-15, 2011 CL Rapid City, SD SP IEEE Educ Soc, IEEE Comp Soc, Amer Soc Engn Educ (ASEE), Educl Res Methods (ERM), Inst Elect & Elect Engineers (IEEE), S Dakota Sch Mines & Technol DE e-Learning; Engineering; Experiential Learning; Higher Education; Serious Games; Virtual Environments AB In Engineering Education, the traditional process of knowledge building was based on one-way (teacher->student) delivery of information, in classrooms. Students were passive receptors of the teacher's messages. In the past few years, the tendency is to implement active learning paradigms where students are the focus of the educational process. The interaction between teacher and students is more dynamic, enhanced by technological tools and includes rich content and flexible activities. The integration of Virtual Environments in Engineering Education allows new and innovative learning methods and is, therefore, a contribution to these new paradigms. This article presents the instantiation of these learning methods with first year engineering students. In our study, students were involved in simulation/gaming environments related to fundamental physics learning. Afterwards their knowledge was tested and their perception of the relevance of the system was evaluated. Results show that knowledge construction was greatly enhanced and that student's motivation for learning was increased. C1 [Gouveia, David; Lopes, Duarte; de Carvalho, Carlos Vaz] Inst Super Engn Porto, Oporto, Portugal. RP Gouveia, D (reprint author), Inst Super Engn Porto, Oporto, Portugal. EM david@isep.ipp.pt; dulop@isep.ipp.pt; cmc@isep.ipp.pt CR Andrade F, POSSIBILIDADES USO R Batista R., 2008, P FIE 2008 38 IEEE A Bruner J. S, 1962, KNOWING ESSAYS LEFT Cabanero-Johnson PS, 2009, LEARN ORGAN, V16, P290, DOI 10.1108/09696470910960383 Castronova Edward, 2001, GRUTER I WORKING PAP Chen S., 2005, SERIOUS GAMES GAMES Cooper T, P 2 LIF ED WORKSH 20, P47 Cox B. M., 1999, Simulation & Gaming, V30, P38, DOI 10.1177/104687819903000106 Dewey J, 1938, EXPERIENCE ED KAPPA Farias T, 2006, ESTUDO CASO CONSTRUC Grilo L, 2001, AN 2 S BRAS GEST TRA Hofstede G. J., 1999, SIMULATION GAMING, V30, P415, DOI [10.1177/104687819903000402, DOI 10.1177/104687819903000402] Hollis R, 2004, ENCY HUMAN COMPUTER, P311 HUSSAIN T. 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Oliveros, Didier V. Pimentel, Maria da Graca Queiroz-Neto, Jose Pinheiro GP IEEE TI Work in Progress - Alternative Interfaces for e-Learning Platforms used in Remote Areas SO 2011 FRONTIERS IN EDUCATION CONFERENCE (FIE) SE Frontiers in Education Conference LA English DT Proceedings Paper CT 41st Annual Frontiers in Education Conference (FIE) CY OCT 12-15, 2011 CL Rapid City, SD SP IEEE Educ Soc, IEEE Comp Soc, Amer Soc Engn Educ (ASEE), Educl Res Methods (ERM), Inst Elect & Elect Engineers (IEEE), S Dakota Sch Mines & Technol DE Distance learning; interactive digital TV; LMS ID TV AB Several studies show that distance learning is a viable way to provide quality education in areas of difficult access. In the Amazon state, in Brazil, a region where most towns have no roads and transport is primarily via rivers, some projects have gained notoriety for providing effective results in education. These initiatives provide inclusion of people who live in geographically isolated cities. This article discusses the use of a web-based e-learning platform in a region with no high speed internet available and uses Digital TV as an alternative. The software developed using the Brazilian Digital TV pattern and its middleware called GINGA. This paper reports a study on how the extensions can be used. The software developed is an alternative to help these students that lived in isolated areas. The study case was applied to the Federal Institute College from Amazon (IFAM) that offers technician courses as environment and tourism. This Project observed the internet quality and proposes the use of Digital TV as a good option to local with restrictions from the Internet. To prove the viability of the software developed, we made an experimental test with real users. We conducted usability evaluations using the think aloud protocol and used a control group to compare the learning level of two groups. The first students group use the Digital TV software and the second group the web-based tool, after watching the class they answer five questions about the class content. C1 [Oliveira, Lilian S.; Oliveros, Didier V.; Pimentel, Maria da Graca] Univ Sao Paulo, BR-05508 Sao Paulo, Brazil. [Queiroz-Neto, Jose Pinheiro] Inst Fed Amazonas, Manaus, Amazonas, Brazil. RP Oliveira, LS (reprint author), Univ Sao Paulo, BR-05508 Sao Paulo, Brazil. EM lilianso@icmc.usp.br; davo@icmc.usp.br; mgp@icmc.usp.br; pinheiro@ifam.edu.br OI Alcoforado, Luis/0000-0003-4425-7011 FU FAPEAM; FINEP; FINEP, CAPES; FAPESP FX We thank FAPEAM, FINEP, CAPES, FINEP and FAPESP. CR ALKHALIFA HS, 2006, P 17 C HYP HYP OD DE Arantes F., 2010, P 2008 ACM S APPL CO, P123 Barrere E., 2009, 20 S BRAS INF ED FLO Buchinger S., 2009, P EUROITV 09, P179, DOI http://doi.acm.org/10.1145/1542084.1542121 Carliner S., 2008, E LEARNING HDB COMPR Cattelan R.G., 2008, P 2008 ACM S APPL SO, P1246 Celes C.S.F., 2007, 18 S BRAS INF ED SBI, P1 CHORIANOPOULOS K, 2007, COMPUT ENTERTAIN, V5 Collazos C.A., 2009, P 2 INT C ADV COMP H, P381, DOI 10.1109/ACHI.2009.22 Damasio M., 2003, P 1 EUR C INT TEL VI dos Santos D. T., 2007, FRONT ED C 36 ANN, P1 ERONEN L, 2004, THESIS HELSINKI U TE French T., 2003, P 1 EUR C INT TEL VI, P29 GINGA, 156062007 GINGA NBR Im S., 2006, HYBR INF TECHN 2006, V2, P679, DOI 10.1109/ICHIT.2006.253682 Lamont S., CASE STUDY SUCCESSFU Lopez M.R., 2007, COMPUT ENTERTAIN, V5, P7 Lytras M, 2002, INTERACTIVE TELEVISI Moore M. G, 2005, DISTANCE ED SYSTEMS Morris S., 2005, INTERACTIVE TV STAND Pazos-Arias JJ, 2008, COMPUT EDUC, V50, P927, DOI 10.1016/j.compedu.2006.09.008 Piccolo LSG, 2007, LECT NOTES COMPUT SC, V4662, P361 Pimentel M.d.G., 2005, P 11 BRAZ S MULT WEB, P1 Rice M., 2008, COMPUTERS ENTERTAINM, V6, P1, DOI [10.1145/1350843.1350849, DOI 10.1145/1350843.1350849] Soares L.F.G., 2007, J BRAZILIAN COMPUTER, V13 Soares L. F. G., 2007, J BRAZILIAN COMPUTER, V12 NR 26 TC 0 Z9 0 U1 0 U2 0 PU IEEE PI NEW YORK PA 345 E 47TH ST, NEW YORK, NY 10017 USA SN 0190-5848 BN 978-1-61284-469-5 J9 PROC FRONT EDUC CONF PY 2011 PG 6 WC Computer Science, Interdisciplinary Applications; Education, Scientific Disciplines; Engineering, Electrical & Electronic SC Computer Science; Education & Educational Research; Engineering GA BYZ96 UT WOS:000300879800168 DA 2019-08-01 ER PT S AU Reid, KJ Gallagher, D Verb, R AF Reid, Kenneth J. Gallagher, Debra Verb, Robert GP IEEE TI Algae as a Biofuel: An Interdisciplinary High School Curriculum Incorporating Engineering, Biology and Education SO 2011 FRONTIERS IN EDUCATION CONFERENCE (FIE) SE Frontiers in Education Conference LA English DT Proceedings Paper CT 41st Annual Frontiers in Education Conference (FIE) CY OCT 12-15, 2011 CL Rapid City, SD SP IEEE Educ Soc, IEEE Comp Soc, Amer Soc Engn Educ (ASEE), Educl Res Methods (ERM), Inst Elect & Elect Engineers (IEEE), S Dakota Sch Mines & Technol DE Algae; curriculum; experiential learning; K-12 AB The College of Engineering, the College of Arts & Sciences, and the Center for Teacher Education at Ohio Northern University developed and implemented two parts of a four-module curriculum titled "Biomass as an Alternative Energy Source" for use in a Wind/Energy Academy within a local school district. The curriculum introduces students to the current topic of biomass, specifically algae, as a potential energy source. The modules are designed to present the science behind this energy source within a variety of contexts. This alternative energy curriculum is designed to encompass four modules, each six to nine weeks in length. The modules are designed to ideally be used in grades 9-12, one module per year. The two completed modules consist of the following topics: 1. Biology of Algae 2. Culturing of Algae Further modules to be developed for a complete curriculum include: 3. Harvesting and Processing Algae 4. Algae Capstone Design The first module introduces algae through discovery of naturally occurring algae, from the introduction of the use of microscopes through field collection and categorization of different algae. In the second module, students study design of experiments and the Taguchi method to optimize the number of tanks necessary to study the effect of variables on algal growth, and establish and study algal microcosms in the second module. The Ohio Academic Content Standards in Science are tied to each module. The curriculum is using the 5-E Learning Cycle which emphasizes an inquiry-based approach. Students work in collaborative groups and conduct research in each module. Each module is interdisciplinary (including content areas such as mathematics, language arts, and social studies) and is project-based or problem-based. The curriculum is designed to be engaging, challenging, motivating, and designed around real-world issues, and could be implemented within appropriate K-12 programs. This paper will detail the modules which have been developed, along with lessons learned and details necessary to implement this curriculum within a K-12 program. The modules remaining to be developed will be described. The relationship to state educational standards will be discussed. C1 [Reid, Kenneth J.] Ohio Northern Univ, Ada, OH 45810 USA. [Gallagher, Debra] Ohio Northern Univ, Dept Educ, Ada, OH 45810 USA. [Verb, Robert] Dept Biol & Allied Hlth Sci, Storrs, CT 06269 USA. RP Reid, KJ (reprint author), Ohio Northern Univ, Ada, OH 45810 USA. EM k-reid@onu.edu; d-gallagher.2@onu.edu; r-verb@onu.edu CR Bybee R. W., 1989, SCI TECHNOLOGY ED EL National Research Council, 1996, NAT SCI ED STAND Ohio Department of Education, 2001, AC CONT STAND SCI NR 3 TC 0 Z9 0 U1 1 U2 4 PU IEEE PI NEW YORK PA 345 E 47TH ST, NEW YORK, NY 10017 USA SN 0190-5848 BN 978-1-61284-469-5 J9 PROC FRONT EDUC CONF PY 2011 PG 5 WC Computer Science, Interdisciplinary Applications; Education, Scientific Disciplines; Engineering, Electrical & Electronic SC Computer Science; Education & Educational Research; Engineering GA BYZ96 UT WOS:000300879800309 DA 2019-08-01 ER PT S AU Zelaya, MI Dorlette-Paul, M Craft, EL Gramopadhye, AK Castle, CW AF Zelaya, Melissa I. Dorlette-Paul, Melissa Craft, Elaine L. Gramopadhye, Anand K. Castle, Carey W. GP ASEE TI Technology Education E-Learning Model: The South Carolina Partnership SO 2011 ASEE ANNUAL CONFERENCE & EXPOSITION SE ASEE Annual Conference & Exposition LA English DT Proceedings Paper CT ASEE Annual Conference and Exposition CY JUN 26-29, 2011 CL Vancouver, CANADA SP ASEE ID EXPERIENCES AB Recently, there has been a steadily growing movement for a more mobile and self-paced education such as that received in virtual E-Schools. To most, this is an attractive option as it allows the flexibility of holding a day job, traveling, supporting a family and advancing one's education all in unison. However, few of these programs have focused on STEM education. Meeting this need, a synergistic partnership in South Carolina has emerged to create an National Science Foundation (NSF) Advanced Technological Education (ATE) regional center for aviation and automotive education aptly named CA(2)VES (Center for Aviation and Automotive Technology Education using Virtual E-Schools). The CA(2)VES initiative is designed to meet workforce needs demanded by the more than 200 automotive-related and 160 aviation-related companies in South Carolina. As these companies drive the demand, the South Carolina Partnership agrees that they should also influence the Aviation and Automotive (A(2)) curriculum. Therefore, the new Technology Education E-Learning Model proposed will focus on the involvement of industry during the development and assessment of A(2) curriculum to generate a workforce that is prepared to meet the requirements of regional A(2) companies. Additionally, CA(2)VES will work to introduce new visualization and simulation tools (virtual reality, 3-D, etc) for next generation technologies to enhance personalized learning. Industrial collaborators, however, are merely one component of this strong partnership. The CA(2)VES enterprise will bring together a South Carolina four-year institution, ten South Carolina two-year institutions, several South Carolina K-12 education partners, and three well recognized regional ATE center partners in the country. CA(2)VES will aim to disseminate curriculum and faculty development materials for two-year institutions, disseminate recruitment materials to high-school and career centers, and hold webinars to provide information about ongoing center activities. These efforts will culminate in creating a SC-A(2) network (and later a national network) for the advancement of aviation and automotive technology education. This paper will discuss South Carolina's aviation and automotive industry workforce needs, the need for E-Learning and the role of CA(2)VES, the center's goals and objectives, and the virtual reality (VR) module development component of CA(2)VES. C1 [Zelaya, Melissa I.; Dorlette-Paul, Melissa; Gramopadhye, Anand K.] Clemson Univ, Clemson, SC 29631 USA. [Craft, Elaine L.] Florence Darlington Tech Coll, Florence, SC USA. [Castle, Carey W.] Greenville Tech Coll, Greenville, SC USA. RP Zelaya, MI (reprint author), Clemson Univ, Clemson, SC 29631 USA. CR [Anonymous], 2003, PR NEWSWIRE NOV [Anonymous], 2009, LEARN DEM ONL ED US [Anonymous], 2010, AEROSPACE DEFENC APR [Anonymous], HIGHL SUMM PLANN GRA Ashoori M, 2009, INT J ENG EDUC, V25, P772 Billman C.L., 2001, DEV FIELD TEST MULTI Crane D., 2008, AVIATION MAINTENANCE, P50 Danforth R., 2000, Smart Graphics. Papers from the 2000 AAAI Symposium, P66 DEDE C, 1997, LEARNING SCI 21 CENT Duchowski A. 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W., 2000, FUTURE VISION PAPER Hoff G., 2001, PREPARATION AIRCRAFT Huk T., 2003, P E LEARN Kozma R., 1997, USE LINKED MULTIPLE Mehta P., 2005, P HUM FACT ERG SOC O Moreno R., 2001, 9 INT C HUM COMP INT, P65 Nair S.N., 2001, HUM FACT ERG SOC M 2 Nalanagula D., 2004, P AV TECHN ED COUNC National Academy of Engineering, GRAND CHALL ENG 21 C National Academy of Sciences, 2007, RIS GATH STORM EN EM National Council on Education and the Economy, 2007, TOUGH CHOIC TOUGH TI Pellegrino J., 2003, KNOWING WHAT STUDENT Rupasinghe T.D., 2010, P I IND ENG C IERC C Rupasinghe T.D., 2009, P AM SOC ENG ED ASEE Rupasinghe T.D., 2010, J ENG ED Rupasinghe T.D., 2009, P I IND ENG C IERC M, P169 Sadasivan S., 2004, P IMAGE SOC C 12 16 Smith SS, 2007, INT J ENG EDUC, V23, P1192 South Carolina Department of Commerce, AUT REL CO S CAR Torres F, 2006, INT J ENG EDUC, V22, P766 Turkle S., 1995, LIFE SCREEN IDENTITY U.S. Department of Commerce, 2008, SUST MAN IN U. S. Department of Labor - Employment & Training Administration, LOC SOL NAT APPL ADD Uhalde R., 2003, NAT WORKFORCE ED TRA Volvo Graduate Creates master Plan for Future, 2008, GAM TIM MONTHL MSAT Vora J, 2002, APPL ERGON, V33, P559, DOI 10.1016/S0003-6870(02)00039-X VORA J, 2001, P HUM FACT ERG SOC 4, P1867 NR 53 TC 0 Z9 0 U1 0 U2 0 PU AMER SOC ENGINEERING EDUCATION PI WASHINGTON PA 1818 N STREET, NW SUITE 600, WASHINGTON, DC 20036 USA SN 2153-5965 J9 ASEE ANNU CONF EXPO PY 2011 PG 15 WC Education & Educational Research; Education, Scientific Disciplines; Engineering, Multidisciplinary SC Education & Educational Research; Engineering GA BF0CH UT WOS:000378523004029 DA 2019-08-01 ER PT S AU Robles-Gomez, A Tobarra, L Ros, S Hernandez, R Caminero, AC Pastor, R AF Robles-Gomez, Antonio Tobarra, Llanos Ros, Salvador Hernandez, Roberto Caminero, Agustin C. Pastor, Rafael GP IEEE TI Automatic Assessment for the e-Learning of the Network Services in the context of the EHEA SO 2011 FRONTIERS IN EDUCATION CONFERENCE (FIE) SE Frontiers in Education Conference LA English DT Proceedings Paper CT 41st Annual Frontiers in Education Conference (FIE) CY OCT 12-15, 2011 CL Rapid City, SD SP IEEE Educ Soc, IEEE Comp Soc, Amer Soc Engn Educ (ASEE), Educl Res Methods (ERM), Inst Elect & Elect Engineers (IEEE), S Dakota Sch Mines & Technol DE Automatic Assessment; e-Learning; Network Services; European Higher Education Area (EHEA) ID DESIGN AB This work presents a new system for the automatic assessment of practical activities in the context of the EHEA. A subject focused on the configuration of network services has been chosen to implement the new automatic evaluation platform. Unlike traditional platforms based on theoretical contents to evaluate the students' knowledge, the proposed system is able to immediately evaluate students' practical skills and, additionally, provide them with feedback about the correctness of their activities. Therefore, faculty can dynamically follow the students' progress in order to adjust the learning process to their needs. Since the UNED University serves a large number of students via a distance-learning methodology, the use of scalable assessment platforms within the students' learning process is crucial to keep it working efficiently. Automatic assessment systems are also of particular interest when practical activities are performed within higher engineering courses. C1 [Robles-Gomez, Antonio; Tobarra, Llanos; Ros, Salvador; Hernandez, Roberto; Caminero, Agustin C.; Pastor, Rafael] UNED, Dept Sistemas Comunicac & Control, Madrid, Spain. RP Robles-Gomez, A (reprint author), UNED, Dept Sistemas Comunicac & Control, Madrid, Spain. EM arobles@scc.uned.es; llanos.tobarra@gmail.com; sros@scc.uned.es; roberto@scc.uned.es; accaminero@scc.uned.es; rpastor@scc.uned.es RI Robles-Gomez, Antonio/D-5589-2015; Tobarra, Llanos/E-5122-2015; Vargas, Rafael Pastor/D-9033-2013; ROS, SALVADOR/C-4829-2015; Caminero, Agustin/F-1125-2015 OI Robles-Gomez, Antonio/0000-0002-5181-0199; Tobarra, Llanos/0000-0003-2779-4042; Vargas, Rafael Pastor/0000-0002-4089-9538; ROS, SALVADOR/0000-0001-6330-4958; Caminero, Agustin/0000-0001-9658-9646 CR Amaral JN, 2005, IEEE T EDUC, V48, P127, DOI 10.1109/TE.2004.837048 Bergsten H, 2003, JAVASERVER PAGES CHAPPEL DA, 2002, JAVA WEB SERVICES US Guerrero JF, 2007, IEEE T EDUC, V50, P34, DOI 10.1109/TE.2006.886463 Hudson TA, 2006, IEEE T EDUC, V49, P39, DOI 10.1109/TE.2005.853072 Martinez M., 2005, INT C MICR SYST ED M, P23 Pastor R, 2009, LECT NOTES COMPUT SC, V5621, P488, DOI 10.1007/978-3-642-02774-1_53 Ros S., 2010, 40 ASEE IEEE FRONT E, P1 Santamaria M., 2007, ADAPTING UNED EHEA V Sotomayor B, 2009, IEEE INTERNET COMPUT, V13, P14, DOI 10.1109/MIC.2009.119 The European Higher Education Area, 1999, JOINT DEC EUR MIN ED Vicent L., 2006, 36 ASEE IEEE FRONT E, P6 Williams RD, 2003, IEEE T EDUC, V46, P296, DOI 10.1109/TE.2002.808278 NR 13 TC 0 Z9 0 U1 0 U2 0 PU IEEE PI NEW YORK PA 345 E 47TH ST, NEW YORK, NY 10017 USA SN 0190-5848 BN 978-1-61284-469-5 J9 PROC FRONT EDUC CONF PY 2011 PG 6 WC Computer Science, Interdisciplinary Applications; Education, Scientific Disciplines; Engineering, Electrical & Electronic SC Computer Science; Education & Educational Research; Engineering GA BYZ96 UT WOS:000300879800057 DA 2019-08-01 ER PT S AU Santos, A Gomes, A Mendes, A AF Santos, Alvaro Gomes, Anabela Mendes, Antonio GP IEEE TI A Class Record and Reviewing System Designed to Promote Programming Learning SO 2011 FRONTIERS IN EDUCATION CONFERENCE (FIE) SE Frontiers in Education Conference LA English DT Proceedings Paper CT 41st Annual Frontiers in Education Conference (FIE) CY OCT 12-15, 2011 CL Rapid City, SD SP IEEE Educ Soc, IEEE Comp Soc, Amer Soc Engn Educ (ASEE), Educl Res Methods (ERM), Inst Elect & Elect Engineers (IEEE), S Dakota Sch Mines & Technol DE CMS; e-Learning systems; Lesson recording; Programming education AB Many students feel difficulties in programming learning and, consequently, the failure rates in introductory programming courses are frequently high. Some students do not have the necessary commitment, while others do not show a natural ability for programming, which means they need more time to master the necessary knowledge and develop appropriate problem solving skills. Often, class pace is very intensive and many students are simply not able to follow all contents and activities. In order to help students with their studies it would be helpful if they could review classes so that they could clear doubts or take additional notes. Students that miss class for some reason could also take advantage of such possibility. In this paper we present a new system that we developed to record and replay lessons. The system is able to record the voice of the teacher, but also the main visual points of a class: the computer in focus in the class, the blackboard and the classroom environment. This system gives students the opportunity to review any part of a particular class, clear doubts that may have remained, review examples or exercises that may contribute to their programming learning. C1 [Santos, Alvaro; Gomes, Anabela] Polytech Inst Coimbra, Engn Inst, Coimbra, Portugal. [Santos, Alvaro; Gomes, Anabela; Mendes, Antonio] Univ Coimbra, Ctr Informat & Syst, Coimbra, Portugal. RP Santos, A (reprint author), Polytech Inst Coimbra, Engn Inst, Coimbra, Portugal. EM ans@isec.pt; anabela@isec.pt; toze@dei.uc.pt RI Mendes, Antonio Jose/L-2171-2019 OI Mendes, Antonio Jose/0000-0001-6659-660X CR [Anonymous], CAMT STUD [Anonymous], 2010, CISC TELEPRESENCE [Anonymous], WIND MED ENC 9 SER S [Anonymous], MOODL OP SOURC COMM [Anonymous], MATT PROJ OP [Anonymous], DIRECTX CAPT CLASS L [Anonymous], OP COMM PROJ [Anonymous], SCREENFLOW Bennedsen J., 2006, SIGCSE Bulletin, V38, P39 Gupta Anoop, ACM MULT C 1 6 DEC 2 Jaimes A., 2005, INT C DAT ENG WORKSH, P1173 Jenkins T., LTSN ICS C 27 29 AUG, P53 Murphy L., 2009, JCSC, V25, P152 Santos A, 2010, ALGORITHMS, V3, P183, DOI 10.3390/a3020183 Yu ZW, 2010, ACM COMPUT SURV, V42, DOI 10.1145/1667062.1667065 NR 15 TC 0 Z9 0 U1 0 U2 0 PU IEEE PI NEW YORK PA 345 E 47TH ST, NEW YORK, NY 10017 USA SN 0190-5848 BN 978-1-61284-469-5 J9 PROC FRONT EDUC CONF PY 2011 PG 6 WC Computer Science, Interdisciplinary Applications; Education, Scientific Disciplines; Engineering, Electrical & Electronic SC Computer Science; Education & Educational Research; Engineering GA BYZ96 UT WOS:000300879800271 DA 2019-08-01 ER PT B AU Chirimbu, S Barbu-Chirimbu, A Rascu-Pistol, S AF Chirimbu, Sebastian Barbu-Chirimbu, Adina Rascu-Pistol, Silvia BE Soliman, KS TI Challenges Of E-Learning In Romanian Universities SO CREATING GLOBAL COMPETITIVE ECONOMIES: A 360-DEGREE APPROACH, VOLS 1-4 LA English DT Proceedings Paper CT 17th International-Business-Information-Management-Association Conference CY NOV 14-15, 2011 CL Milan, ITALY SP Int Business Informat Management Assoc DE e-learning; e-didactics; e-learning platform; higher education AB E-learning is definitely becoming a key tool and process in today's education, and Romania is not an exception from this situation. The concept of e-learning has been welcomed in the Romanian system of education and all its level and aspects, from national strategies to content design, from technologies and strategies to e-didactics, have been discussed, disseminated and finally used in the past years in many educational institutions among which those of higher education are preponderant. The present paper discusses the importance of e-learning in Romanian universities, with a case study on a Romanian private university, outlining some of its most successful aspects and also temporary shortcomings, as a small part of an European educational space working for the construction of a knowledge- based society. C1 [Chirimbu, Sebastian; Barbu-Chirimbu, Adina] Spiru Haret Univ, Dept Specialized Languages, Bucharest, Romania. [Rascu-Pistol, Silvia] Spiru Haret Univ, Fac Letters, Bucharest, Romania. EM sebastian_chirimbu@yahoo.com; ambarbu2005@yahoo.com; silvia_pistol@hotmail.com CR Anderson T., 2004, THEORY PRACTICS ONLI Banciu V., 2011, INTERNET Z KULTURWIS Cartelli A., 2006, TEACHING KNOWLEDGE S Chirimbu S., 2011, C P THEORETICAL PRAC Elton L., 1999, TERTIARY ED MANAGEME, V5, P207 Laurilland D., 2002, RETHINKING U TEACHIN Savu T., 2010, DIDACTICS E DIDACTIC NR 7 TC 0 Z9 0 U1 0 U2 0 PU INT BUSINESS INFORMATION MANAGEMENT ASSOC-IBIMA PI NORRISTOWN PA 34 E GERMANTOWN PIKE, NO. 327, NORRISTOWN, PA 19401 USA BN 978-0-9821489-6-9 PY 2011 BP 1118 EP + PG 2 WC Business; Economics; Management SC Business & Economics GA BEO28 UT WOS:000317550000109 DA 2019-08-01 ER PT B AU Georgescu, M AF Georgescu, Mircea BE Soliman, KS TI The Road To Distance Learning: Issues And Pitfalls SO CREATING GLOBAL COMPETITIVE ECONOMIES: A 360-DEGREE APPROACH, VOLS 1-4 LA English DT Proceedings Paper CT 17th International-Business-Information-Management-Association Conference CY NOV 14-15, 2011 CL Milan, ITALY SP Int Business Informat Management Assoc DE E-learning; Distance learning; knowledge based economy; value of e-learning AB The first steps in e-learning were designed for individual learning. In that stage there were few practical ways to integrate multiple learners or instructors into asynchronous self study e-learning. Actually, the traditional education system faces many changes arising from the development of the knowledge based economy. The past 10 years have seen dramatic changes in higher education in terms of increased access to education, lifelong learning, increased choice in areas of study and the personalization of learning. The widespread availability of digital learning resources in a variety of media formats, anytime and anywhere offers the possibility to make a profound difference in education. E-learning means not only Information and Communication Technologies, complex media or Internet. In the new vision e-learning is a complex field involving institutional, individual, technical and social components. This entire environment is changing dynamically day by day. The associated technologies are evolving rapidly especially the mobile communication technologies. E-learning is a success story from many years. Everybody talks about e-learning advantages and disadvantages but few about the necessity of standardization in this area. So, one of the major topics in the discussion about e-learning must be standards. With all the disappointing problems that e-learning systems had today, we must remain optimistic about the future. We must align the activities of training with the strategic objectives of the company. C1 [Georgescu, Mircea] Alexandru Ioan Cuza Univ, Business Informat Dept, Iasi, Romania. EM mirceag@uaic.ro CR Alptekin SE, 2011, APPL SOFT COMPUT, V11, P2990, DOI 10.1016/j.asoc.2010.11.023 [Anonymous], 2006, IND REPORT 2006 TRAI, V38, P20 Clark R. C., 2008, E LEARNING SCI INSTR Cline RJW, 2001, HEALTH EDUC RES, V16, P671, DOI 10.1093/her/16.6.671 Ehlers U. - D., 2006, HDB QUALITY STANDARD Jones S, 2002, INTERNET GOES COLL S Katz J., 2001, INTERNET HLTH COMMUN Keramati A, 2011, COMPUT EDUC, V57, P1919, DOI 10.1016/j.compedu.2011.04.005 Landes L., 2000, PROFITING TRUST MONO Leung D. Y. P., 2009, LEARNING ENV RES, V12, P34 McVay L., 2007, PROJECT MANAGING E L Peters T., 2006, PSFS PROFESSIONAL SE Reisman S., 2003, ELECT LEARNING COMMU Reisman S., 2006, EVOLUTION COMPUTER B Rice R. E., 2001, ACCESSING BROWSING I Weippl E., 2006, COMPUTER SECURITY E NR 16 TC 0 Z9 0 U1 0 U2 7 PU INT BUSINESS INFORMATION MANAGEMENT ASSOC-IBIMA PI NORRISTOWN PA 34 E GERMANTOWN PIKE, NO. 327, NORRISTOWN, PA 19401 USA BN 978-0-9821489-6-9 PY 2011 BP 1846 EP 1855 PG 10 WC Business; Economics; Management SC Business & Economics GA BEO28 UT WOS:000317550001070 DA 2019-08-01 ER PT B AU Yildirim, F AF Yildirim, Fazli BE Callaos, N Chu, HW Horne, J Welsch, F TI Transformation of E-Learning to Mobile Learning for the Academic Work Force in Turkey with Encountered Barriers and Tradeoffs SO ICEIC 2011/ IRE&PS 2011: INTERNATIONAL CONFERENCE ON EDUCATION, INFORMATICS, AND CYBERNETICS/ INTERNATIONAL SYMPOSIUM ON INTEGRATING RESEARCH, EDUCATION, AND PROBLEM SOLVING LA English DT Proceedings Paper CT International Conference on Education, Informatics, and Cybernetics / International Symposium on Integrating Research, Education, and Problem Solving CY NOV 29-DEC 02, 2011 CL Orlando, FL SP Int Inst Informat & Syst DE Mobile learning; E-learning; Distance Learning; Mobile Applications AB Most of the universities are executing distance learning or e-learning programs in Turkey as the reason of benefits such as low costs, reduced learning times, quick reference variables on the system, reduced grade evaluation time for academic staff, time and location advantages. With the advance of technological development, students have started to reach information everywhere and every time. These features attract students in order to use e-learning education instead of teacher centered education and we can examine the increase in numbers of e-learning based lectures in the universities. Throughout the integration period of e learning, universities frequently suffer with various problems such as framework, lack of qualified academic staff for content creation step, low levels for interactive education systems and etc. At the same time, advanced mobile communication tools are spreading rapidly with the high technology in today's world and Turkey has the youngest generations with highly capable of technological improvements and high ratio mobile phone usages. This research covers the transformation period for the academic institutions throughout the mobile learning integration with examining the barriers and tradeoffs in Turkey. Our aim is to look at the factors which affect the integration period of e-learning programs and measure the drivers. After framing the situation, research will provide suggestions to increase the level of mobile learning integration success. C1 [Yildirim, Fazli] Okan Univ, Informat Syst & Technol, Istanbul, Turkey. RP Yildirim, F (reprint author), Okan Univ, Informat Syst & Technol, Istanbul, Turkey. CR Basoglu E. B., 2010, TOJET TURKISH ONLINE, V9 Berge Z. L., 2004, DEOSNEWS, P13 Cakir H., 2011, EGITIM FAKULTESI DER, V40 Demiray U., 2011, MOBIL OGRENME TEKNOL, P361 Demirbilek M., 2010, J INFORM TECHNOLOGY, V9 Hancer A., 2011, TURKIYEDE E OGRENMEN, P421 Hancer A., 2011, TURKIYEDE E OGRENMEN, P429 Laouris Y., 2005, WE NEED ED RELEVANT Tezci E, 2009, PROCD SOC BEHV, V1, P1285, DOI 10.1016/j.sbspro.2009.01.228 Valiathan P., 2002, BLENDED LEARNING MOD Waterhouse S., 2004, IMPORTANCE POLICIES Yamamoto G. Telli, 2010, ICEGEG 2010 INT C EG Yengin I, 2010, PROCD SOC BEHV, V2, P5762, DOI 10.1016/j.sbspro.2010.03.940 Yildirim F., 2011, UZAKTAN EGITIM SISTE, P20 Yildirim F., 2010, J US CHINA PUBLIC AD, V7 Yildirim F., 2010, INT J SOCIAL SCI HUM, V2 NR 16 TC 0 Z9 0 U1 0 U2 0 PU INT INST INFORMATICS & SYSTEMICS PI ORLANDO PA 14269 LORD BARCLAY DR, ORLANDO, FL 32837 USA BN 978-1-936338-44-3 PY 2011 BP 14 EP 18 PG 5 WC Computer Science, Cybernetics; Computer Science, Interdisciplinary Applications; Education & Educational Research; Education, Scientific Disciplines SC Computer Science; Education & Educational Research GA BG8OW UT WOS:000392561700004 DA 2019-08-01 ER PT B AU Berena, AJ Ueno, H He, Z Sriprasertsuk, P Chunwijitra, S AF Berena, Arjulie John Ueno, Haruki He, Zheng Sriprasertsuk, Pao Chunwijitra, Sila BE Callaos, N Chu, HW Horne, J Welsch, F TI e-Meeting Solution for Higher Education on the WebELS Platform SO ICEIC 2011/ IRE&PS 2011: INTERNATIONAL CONFERENCE ON EDUCATION, INFORMATICS, AND CYBERNETICS/ INTERNATIONAL SYMPOSIUM ON INTEGRATING RESEARCH, EDUCATION, AND PROBLEM SOLVING LA English DT Proceedings Paper CT International Conference on Education, Informatics, and Cybernetics / International Symposium on Integrating Research, Education, and Problem Solving CY NOV 29-DEC 02, 2011 CL Orlando, FL SP Int Inst Informat & Syst DE e-Learning; e-Meeting; online presentation; video conference; virtual collaborative learning AB With the advancements of information technology and the informatization of society, there is a paradigm shift of teaching methodologies in higher education, where a virtual collaborative learning system is being sought for not just as an extension of traditional classroom-based methodology, but also to meet the social demands for a flexible and internationalized educational system. To achieve an effective virtual collaborative learning system, features like online presentation, online annotation, chat messaging and video conference system are required, and the system must support the concept of "anytime and anywhere" system. This paper introduces the e Meeting system built on the Web-based e-Learning System (WebELS) platform designed for higher education in science and engineering. The system supports easy content authoring, online slide presentation, online annotation, chat messaging and video conferencing. These features effectively demonstrate the usefulness with higher performance of the system in supporting collaborative learning for higher education in domestic and international organizations and universities. C1 [Berena, Arjulie John; Ueno, Haruki; He, Zheng; Sriprasertsuk, Pao] Natl Inst Informat, Chiyoda Ku, 2-1-2 Hitotsubashi, Tokyo 1018430, Japan. [Chunwijitra, Sila] Grad Univ Adv Studies, Chiyoda Ku, Tokyo 1018430, Japan. RP Berena, AJ (reprint author), Natl Inst Informat, Chiyoda Ku, 2-1-2 Hitotsubashi, Tokyo 1018430, Japan. FU Science Research Foundation of Japan; Telecommunications Advancement Foundation; Amada Foundation for Metal Work Technology; Japan Science and Technology (JST); Graduate University of Advanced Study (SOKENDAI) FX The authors would like to express sincere thanks to all persons who supported the WebELS project of NH Japan, especially to Dr. Vuthichai Ampornarambeth for contributions in designing and implementing the WebELS system in the initial stage. The project is funded by Science Research Foundation of Japan, The Telecommunications Advancement Foundation, Amada Foundation for Metal Work Technology, Japan Science and Technology (JST) and The Graduate University of Advanced Study (SOKENDAI). We express sincere thanks to Ohmsha for a collaborative development, and to the e-Learning Project of UNESCO Jakarta Office and the Sahara Solar Breeder (SSB) Project for collaborations using WebELS. CR Ampornaramveth V, 2006, PROCEEDINGS OF THE FIFTH IASTED INTERNATIONAL CONFERENCE ON WEB-BASED EDUCATION, P388 Berena A. J., 2009, IEICE TECHNICAL REPO, V109, P33 Berena Arjulie John, 2010, P APSCE 18 INT C COM, P280 Blinco K., 2004, TRENDS ISSUES E LEAR Chunwijitra S., 2011, 1 INT C ADV COLL NET, P62 He Z, 2009, 2009 INTERNATIONAL CONFERENCE ON COMPUTER ENGINEERING AND TECHNOLOGY, VOL I, PROCEEDINGS, P177, DOI 10.1109/ICCET.2009.108 Lin T, 2005, IEEE T IMAGE PROCESS, V14, P993, DOI 10.1109/TIP.2005.849776 Ueno H., 2008, P INT WORKSH ENG ED Ueno H., 2002, J INFORM SYSTEMS ED, V1, P45 Ueno H, 2009, LECT NOTES COMPUT SC, V5613, P246, DOI 10.1007/978-3-642-02583-9_28 NR 10 TC 0 Z9 0 U1 0 U2 1 PU INT INST INFORMATICS & SYSTEMICS PI ORLANDO PA 14269 LORD BARCLAY DR, ORLANDO, FL 32837 USA BN 978-1-936338-44-3 PY 2011 BP 19 EP 24 PG 6 WC Computer Science, Cybernetics; Computer Science, Interdisciplinary Applications; Education & Educational Research; Education, Scientific Disciplines SC Computer Science; Education & Educational Research GA BG8OW UT WOS:000392561700005 DA 2019-08-01 ER PT S AU Mansor, AZ AF Mansor, Ahmad Zamri BE Rahmat, RAAOK Osman, K Basri, H TI Reflective Learning Journal Using Blog SO KONGRES PENGAJARAN DAN PEMBELAJARAN UKM, 2010 SE Procedia Social and Behavioral Sciences LA English DT Proceedings Paper CT Congress on Teaching and Learning CY DEC 13-15, 2010 CL Natl Univ Malaysia (UKM), Bangi, MALAYSIA HO Natl Univ Malaysia (UKM) DE Educational blogs; e-learning; Web 2.0; reflective learning; learning journal; higher education; Malaysia AB Getting students to write reflective journal is a good way for them to learn new concepts. This approach is also useful in order for the lecturer to gain feedback on the concepts that the students learned. The question that the author wishes to pursue is "How best the journal is going to be managed?" To manage the reflective learning journal assignment, the author has been experimenting with the use of special blog called 'Jurnal Pengurusan Emosi'. All registered students in Managing Emotion, an elective course in the Centre for General Studies, Universiti Kebangsaan Malaysia were required to submit their journal on weekly basis using e-mail and their journal entries are automatically published in the blog. The feedback of the students were very good, among the reasons quoted in relation to the use of the blog were in terms of facilitating their expression of thoughts, learning and sharing of each other's knowledge, and enhancing their understanding of concepts that they learned in class. This paper aims to share author's experience in managing Jurnal Pengurusan Emosi. 2010 (C) 2011 Published by Elsevier Ltd. Selection and/or peer-review under responsibility of Kongres Pengajaran & Pembelajaran UKM, 2010 C1 [Mansor, Ahmad Zamri] Univ Kebangsaan Malaysia, Ctr Gen Studies, Ukm Bangi 43600, Malaysia. EM azamri@ukm.my CR Armstrong L., 2004, BLOGS ELECT LEARNING Biggerstaff M. A., 2005, Journal of Technology in Human Services, V23, P245, DOI 10.1300/J017v023n03_06 Brockbank A, 2007, FACILITATING REFLECT Coughlan A., 2008, LEARNING LEARN REFLE Hourigan T, 2010, AUSTRALAS J EDUC TEC, V26, P209 Jensen L. P., 2009, P 37 SEFI C 2009 ATT Murugaiah P, 2010, INT REV RES OPEN DIS, V11, P21, DOI 10.19173/irrodl.v11i3.842 Thorpe K., 2004, REFLECTIVE PRACTICE, V5, P327, DOI DOI 10.1080/1462394042000270655 Williams J. B., 2004, Australasian Journal of Educational Technology, V20, P232 Yang SH, 2009, EDUC TECHNOL SOC, V12, P11 NR 10 TC 6 Z9 6 U1 0 U2 0 PU ELSEVIER SCIENCE BV PI AMSTERDAM PA SARA BURGERHARTSTRAAT 25, PO BOX 211, 1000 AE AMSTERDAM, NETHERLANDS SN 1877-0428 J9 PROCD SOC BEHV PY 2011 VL 18 DI 10.1016/j.sbspro.2011.05.074 PG 10 WC Education & Educational Research; Education, Scientific Disciplines SC Education & Educational Research GA BYH09 UT WOS:000298728900074 OA Other Gold DA 2019-08-01 ER PT S AU Mansor, AZ AF Mansor, Ahmad Zamri BE Rahmat, RAAOK Osman, K Basri, H TI The Use of Blog in Decision Making Skills Course SO KONGRES PENGAJARAN DAN PEMBELAJARAN UKM, 2010 SE Procedia Social and Behavioral Sciences LA English DT Proceedings Paper CT Congress on Teaching and Learning CY DEC 13-15, 2010 CL Natl Univ Malaysia (UKM), Bangi, MALAYSIA HO Natl Univ Malaysia (UKM) DE Educational blogs; e-learning; Web; online learning experience; educational technology; higher education; Malaysia AB Blogs are normally used as a personal online journal. In the context of teaching and learning, blogs serve as an important tool to facilitate students' learning. Decision Making Skills is one of the courses that utilises blogs as part of teaching. In comparison with webpages, the blogs are more interactive, userfriendly and can be easily updated. It also can be embedded in SPIN learning management system and can be made more interesting using online forms, hyperlinks, video and audioclips, and widgets. In order to investigate the use of blog in managing an academic course, a case study of Decision Making Skills elective course was used as a case study. A blog called ZT2263 Kemahiran Membuat Keputusan was created. Learning materials such as lecture slides, relevant articles and students' tutorial answers were placed The blog also embeds widgets for communication. This new approach received positive feedback from students. This paper aims to report the author's experience in using the blog. (C) 2010 Published by Elsevier Ltd. Selection and/or peer-review under responsibility of Kongres Pengajaran & Pembelajaran UKM, 2010 C1 [Mansor, Ahmad Zamri] Univ Kebangsaan Malaysia, Ctr Gen Studies, Ukm Bangi 43600, Malaysia. EM azamri@ukm.my CR Abu Bakar Nadzrah, 2009, K PENG DAN PEMB UKM Bianco T., 2009, QUALITY STANDARDS LE Blau Ina, 2009, Interdisciplinary Journal of e-Learning and Learning Objects, V5, P233 Blogstar, 2006, BLOG HIST TIM FORM Boulos MNK, 2006, BMC MED ED Breinstein E., 2006, J COLL SCI TEACH, V35, P18 Cooper C. D., 2005, 1 INT C ENH TEACH LE DUFFY Peter, 2006, P ONL LEARN TEACH C, P31 Goldman RH, 2008, AM J PUBLIC HEALTH, V98, P1658, DOI 10.2105/AJPH.2008.133694 Hughes J., 2008, P 6 INT C NETW LEARN O'Donnell M., 2006, ASIA PACIFIC MEDIA E, V17, P5 Rahim Supli Effendi, 2009, 13 UNESCO APEID INT Royal Pingdom, 2009, MOST REL UNR BLOGG S Wijnia E., 2005, ED POT WEBLOGS Wijnia Elmine, 2005, BLOGTALKS 2 0, P38 Williams J. B., 2004, Australasian Journal of Educational Technology, V20, P232 NR 16 TC 4 Z9 4 U1 0 U2 3 PU ELSEVIER SCIENCE BV PI AMSTERDAM PA SARA BURGERHARTSTRAAT 25, PO BOX 211, 1000 AE AMSTERDAM, NETHERLANDS SN 1877-0428 J9 PROCD SOC BEHV PY 2011 VL 18 DI 10.1016/j.sbspro.2011.05.072 PG 10 WC Education & Educational Research; Education, Scientific Disciplines SC Education & Educational Research GA BYH09 UT WOS:000298728900072 OA Other Gold DA 2019-08-01 ER PT S AU Razali, N Tawil, NM Zaharim, A Bahaludin, H Asshaari, I Nopiah, ZM AF Razali, Noorhelyna Tawil, Norngainy Mohd Zaharim, Azami Bahaludin, Hafizah Asshaari, Izamarlina Nopiah, Zulkifli Mohd BE Rahmat, RAAOK Osman, K Basri, H TI The Implementation of Wiley-Plus (R) in Vector Calculus SO KONGRES PENGAJARAN DAN PEMBELAJARAN UKM, 2010 SE Procedia Social and Behavioral Sciences LA English DT Proceedings Paper CT Congress on Teaching and Learning CY DEC 13-15, 2010 CL Natl Univ Malaysia (UKM), Bangi, MALAYSIA HO Natl Univ Malaysia (UKM) DE E-Learning; Wiley-Plus (R); Vector Calculus AB E-learning is a web-based training which resides on a server or host computer that is connected to the World Wide Web. E-learning has been implemented at the higher education level in Malaysia to help students in certain subjects. The difficulties in the learning of mathematics, as an instance, are well-known and the use of new technologies specifically by using e-learning is an important inducement for both lecturers and students in order to obtain an adequate, or more importantly, an effective transmission of the knowledge. The objective of this research is to identify the significance of implementing e-learning i.e. Wiley-Plus in Vector Calculus at the Faculty of Engineering and Built Environment, Universiti Kebangsaan Malaysia. A set of questionnaire has been distributed to 193 respondents for all four departments and the results show that students are satisfied with the use of Wiley-Plus (R) in learning process. (C) 2011 Published by Elsevier Ltd. Selection and/or peer-review under responsibility of Kongres Pengajaran & Pembelajaran UKM, 2010 C1 [Razali, Noorhelyna; Tawil, Norngainy Mohd; Zaharim, Azami; Bahaludin, Hafizah; Asshaari, Izamarlina; Nopiah, Zulkifli Mohd] Univ Kebangsaan Malaysia, Fac Engn & Built Environm, Ukm Bangi 43600, Selangor, Malaysia. EM helyna@eng.ukm.my CR Berge Z. L., 1995, COMPUTER MEDIATED CO Che S. M., 2006, MALAYSIAN ONLINE J I, V3, P11 Cheng-Yao L, 2008, EURASIA J MATH SCI T, V4, P135 Eng L.S., 2009, C SCI SOC RES Karim Muhammad Rais Abdul, 2004, MALAYSIAN ONLINE J I, V1, P50 National Council of Teachers of Mathematics, 2000, PRINC STAND SCH MATH Singh H., 2001, WHITE PAPER ACHIEVIN Tawil N.M, 2009, P SEM ENG MATH 2009 Willey P, 2009, BLENDED LEARNING CON Wong N. Y., 2001, ED J, V29, P37 Yushau B., 2006, MONTANA MATH ENTHUSI, V3, P176 NR 11 TC 0 Z9 0 U1 0 U2 0 PU ELSEVIER SCIENCE BV PI AMSTERDAM PA SARA BURGERHARTSTRAAT 25, PO BOX 211, 1000 AE AMSTERDAM, NETHERLANDS SN 1877-0428 J9 PROCD SOC BEHV PY 2011 VL 18 DI 10.1016/j.sbspro.2011.05.033 PG 6 WC Education & Educational Research; Education, Scientific Disciplines SC Education & Educational Research GA BYH09 UT WOS:000298728900033 OA Other Gold DA 2019-08-01 ER PT B AU Zsido, J Durand-Guerrier, V AF Zsido, Julianna Durand-Guerrier, Viviane BE Pytlak, M Rowland, T Swoboda, E TI TRANSITION SECONDARY-TERTIARY LEVEL EDUCATION VIA MATH-BRIDGE SO PROCEEDINGS OF THE SEVENTH CONGRESS OF THE EUROPEAN SOCIETY FOR RESEARCH IN MATHEMATICS EDUCATION (CERME 7) LA English DT Proceedings Paper CT 7th Congress of the European-Society-for-Research-in-Mathematics-Education (ERME) CY FEB 09-13, 2011 CL Rzeszow, POLAND SP European Soc Res Math Educ DE secondary-tertiary transition; bridging courses; e-learning; European project AB With the poster presenting the Math-Bridge project we would like to draw attention to this multilingual resource for online mathematics courses and training exercises that aims to help the transition for students between secondary school and higher education. This resource is developed in an ongoing European project. The poster presents briefly the specifics of the project and possible usage modalities. C1 [Zsido, Julianna; Durand-Guerrier, Viviane] Univ Montpellier II, Montpellier, France. RP Zsido, J (reprint author), Univ Montpellier II, Montpellier, France. CR Barton B, 2005, INT J MATH EDUC SCI, V36, P721, DOI 10.1080/00207390500270950 Melis E, 2009, AI SOC, V24, P251, DOI 10.1007/s00146-009-0215-4 Mercat C. (, 2009, MATHEMATICE NR 3 TC 0 Z9 0 U1 1 U2 1 PU UNIV RZESZOW PUBLISHING HOUSE PI RZESZOW PA UL PROF ST PIGONIA 6, RZESZOW, 35-310, POLAND BN 978-83-7338-683-9 PY 2011 BP 2978 EP 2979 PG 2 WC Education & Educational Research; Education, Scientific Disciplines SC Education & Educational Research GA BH3JK UT WOS:000399737704125 DA 2019-08-01 ER PT J AU Munoz-Organero, M Ramirez, GA Merino, PM Kloos, CD AF Munoz-Organero, Mario Ramirez, Gustavo A. Munoz Merino, Pedro Delgado Kloos, Carlos TI Analyzing Convergence in e-Learning Resource Filtering Based on ACO Techniques: A Case Study With Telecommunication Engineering Students SO IEEE TRANSACTIONS ON EDUCATION LA English DT Article DE ant colony optimization (ACO) techniques; convergence analysis in e-learning; educational technology; higher education; learning systems; resource filtering in e-learning; student experiments ID ALGORITHM AB The use of swarm intelligence techniques in e-learning scenarios provides a way to combine simple interactions of individual students to solve a more complex problem. After getting some data from the interactions of the first students with a central system, the use of these techniques converges to a solution that the rest of the students can successfully use. This paper uses a case study to analyze how fast swarm intelligence techniques converge when applied to solve the problem of e-learning resource filtering. Some modifications to traditional ant colony optimization (ACO) algorithms based on student filtering are also introduced in order to improve convergence. C1 [Munoz-Organero, Mario; Ramirez, Gustavo A.; Munoz Merino, Pedro; Delgado Kloos, Carlos] Univ Carlos III Madrid, Madrid 28913, Spain. RP Munoz-Organero, M (reprint author), Univ Carlos III Madrid, Madrid 28913, Spain. EM munozm@it.uc3m.es RI Munoz-Organero, Mario/F-6891-2016; Munoz-Merino, Pedro/E-1678-2011; Ramirez-Gonzalez, Gustavo/K-2021-2012; Ramirez-Gonzalez, Gustavo/P-6331-2019; Delgado Kloos, Carlos/C-2876-2011 OI Munoz-Organero, Mario/0000-0003-4199-2002; Munoz-Merino, Pedro/0000-0002-2552-4674; Ramirez-Gonzalez, Gustavo/0000-0002-1338-8820; Ramirez-Gonzalez, Gustavo/0000-0002-1338-8820; Delgado Kloos, Carlos/0000-0003-4093-3705 CR Beni G, 1996, IEEE T ROBOTIC AUTOM, V12, P485, DOI 10.1109/70.499830 DEZA E., 2006, DICT DISTANCES Dorigo M., 1997, IEEE Transactions on Evolutionary Computation, V1, P53, DOI 10.1109/4235.585892 DRON J, 2002, THESIS BRIGHTON U BR Gutierrez S., 2007, P 7 IEEE INT C ADV L, P136 HLAOITTINUN O, 2007, P IEEE INT C IND ENG, P1004, DOI DOI 10.1109/IEEM.2007.4419343 Jain A. 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PD NOV PY 2010 VL 53 IS 4 BP 542 EP 546 DI 10.1109/TE.2009.2032168 PG 5 WC Education, Scientific Disciplines; Engineering, Electrical & Electronic SC Education & Educational Research; Engineering GA 676TI UT WOS:000283941100003 DA 2019-08-01 ER PT J AU Munoz-Organero, M Munoz-Merino, J Kloos, CD AF Munoz-Organero, Mario Munoz-Merino, J. Delgado Kloos, Carlos TI Student Behavior and Interaction Patterns With an LMS as Motivation Predictors in E-Learning Settings SO IEEE TRANSACTIONS ON EDUCATION LA English DT Article DE Educational technology; higher education; learning systems; pattern recognition; prediction methods; student experiments ID INTRINSIC MOTIVATION; ACADEMIC MOTIVATION; EDUCATION AB Student motivation is an important factor for the successful completion of an e-learning course. Detecting motivational problems for particular students at an early stage of a course opens the door for instructors to be able to provide additional motivating activities for these students. This paper analyzes how the behavior patterns in the interaction of each particular student with the contents and services in a learning management system (LMS) can be used to predict student motivation and if this student motivation can be used to predict the successful completion of an e-learning course. The interactions of 180 students of six different universities taking a course in three consecutive years are analyzed. C1 [Munoz-Organero, Mario; Delgado Kloos, Carlos] Univ Carlos III Madrid, Dept Telemat Engn, Madrid 28911, Spain. RP Munoz-Organero, M (reprint author), Univ Carlos III Madrid, Dept Telemat Engn, Madrid 28911, Spain. EM munozm@it.uc3m.es; pedmume@it.uc3m.es; cdk@it.uc3m.es RI Munoz-Merino, Pedro/E-1678-2011; Delgado Kloos, Carlos/C-2876-2011; Munoz-Organero, Mario/F-6891-2016 OI Munoz-Merino, Pedro/0000-0002-2552-4674; Delgado Kloos, Carlos/0000-0003-4093-3705; Munoz-Organero, Mario/0000-0003-4199-2002 FU Spanish project Learn3 within the Spanish "Plan Nacional de I+D+I" [TIN2008-05163/TSI] FX Manuscript received March 17, 2009; revised June 30, 2009. First published October 02, 2009; current version published August 04, 2010. This work was supported in part by the Spanish project Learn3 TIN2008-05163/TSI within the Spanish "Plan Nacional de I+D+I." 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PD AUG PY 2010 VL 53 IS 3 BP 463 EP 470 DI 10.1109/TE.2009.2027433 PG 8 WC Education, Scientific Disciplines; Engineering, Electrical & Electronic SC Education & Educational Research; Engineering GA 679ME UT WOS:000284164700015 DA 2019-08-01 ER PT J AU Pfefferle, PI Van den Stock, E Nauerth, A AF Pfefferle, Petra Ina Van den Stock, Etienne Nauerth, Annette CA E-Learning Assistant-Project Grp TI The LEONARDO-DA-VINCI pilot project "e-learning-assistant" - Situation-based learning in nursing education SO NURSE EDUCATION TODAY LA English DT Article DE LEONARDO-DA-VINCI programme; Blended learning; E-learning platform; Systemic situation-based learning approach; Web-based learning; Nursing education ID STUDENTS AB E-learning will play an important role in the training portfolio of students in higher and vocational education. Within the LEONARDO-DA-VINCI action programme transnational pilot projects were funded by the European Union, which aimed to improve the usage and quality of e-learning tools in education and professional training. The overall aim of the LEONARDO-DA-VINCI pilot project "e-learning-assistant" was to create new didactical and technical e-learning tools for Europe-wide use in nursing education. Based on a new situation-oriented learning approach, nursing teachers enrolled in the project were instructed to adapt, develop and implement e- and blended learning units. According to the training contents nursing modules were developed by teachers from partner institutions, implemented in the project centers and evaluated by students. The user-package "e-learning-assistant" as a product of the project includes two teacher training units, the authoring tool "synapse" to create situation-based e-learning units, a student's learning platform containing blended learning modules in nursing and an open sourced web-based communication centre. (C) 2009 Elsevier Ltd. All rights reserved. C1 [Pfefferle, Petra Ina] Univ Marburg, Dept Clin Chem & Mol Diagnost, Biomed Res Ctr, D-35043 Marburg, Germany. [Van den Stock, Etienne] Katholieke Hogesch St Lieven Belgium, B-9320 Ghent, Belgium. [Nauerth, Annette] Univ Appl Sci Bielefeld, Dept Nursing, D-33069 Bielefeld, Germany. RP Pfefferle, PI (reprint author), Univ Marburg, Dept Clin Chem & Mol Diagnost, Biomed Res Ctr, Hans Meerwein Str 2, D-35043 Marburg, Germany. FU European Union [D/04/13/F/PP-146 172] FX This project was supported by the European Union, LEONARDO-DA-VINCI programme from 2004 to 2006. Grant D/04/13/F/PP-146 172 "Schulung von Lehrkraften im Gesundheitsbereich zum Einsatz und zur Entwicklung von e-learning-Materialien". Acronym: "e-learning-assistant".; We thank Dr. Leigh Matthew Marsh for the critical review of the manuscript. 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Today PD JUL PY 2010 VL 30 IS 5 BP 411 EP 419 DI 10.1016/j.nedt.2009.09.014 PG 9 WC Education, Scientific Disciplines; Nursing SC Education & Educational Research; Nursing GA 622TS UT WOS:000279689300006 PM 19883959 DA 2019-08-01 ER PT S AU Findik, D Ozkan, S AF Findik, Duygu Oezkan, Sevgi GP IEEE TI Identifying Success Factors for WBLMS Use by Instructors of Engineering Departments SO 2010 IEEE FRONTIERS IN EDUCATION CONFERENCE (FIE) SE Frontiers in Education Conference LA English DT Proceedings Paper CT 40th Annual Frontiers in Education Conference CY OCT 27-30, 2010 CL Arlington, VA SP IEEE DE E-learning in higher education; Technology acceptance; Web-based learning management system ID TECHNOLOGY ACCEPTANCE MODEL; SELF-EFFICACY; BEHAVIORAL INTENTIONS; COURSE WEBSITES; PERCEIVED EASE; ATTITUDES; EDUCATION; TEACHERS; ADOPTION; BELIEFS AB Implementation of web-based learning management systems as a supportive tool in higher education has become so popular with the rapid expansion of information technologies. However, users' acceptance is the primary issue to be considered for the successful implementation and management processes of the systems. In this context, this study aims to understand behavioral intentions of engineering instructors towards web-based learning management systems and further to identify the influencing factors based on the Theory of Planned Behavior, Technology Acceptance Model, Innovation Diffusion Theory, and Social Cognitive Theory. A comprehensive survey was conducted with 123 engineering instructors and evaluated using structural equation modeling to verify the proposed theoretical model. As a result, the relationships between the factors are detected to explain and predict the adoption of engineering academicians towards web-based learning management system through discussing the implication of this study and future research directions. C1 [Findik, Duygu; Oezkan, Sevgi] Middle E Tech Univ, Inst Informat, Ankara, Turkey. 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Y., 2004, J INFORM SYSTEMS ED, V15 Yi MY, 2003, INT J HUM-COMPUT ST, V59, P431, DOI 10.1016/S1071-5819(03)00114-9 YUEN AHK, 2008, ASIA PASIFIC J TEACH, V46, P229 Zhang D., 2004, COMMUNICATIONS ACM, V47 NR 47 TC 0 Z9 0 U1 0 U2 5 PU IEEE PI NEW YORK PA 345 E 47TH ST, NEW YORK, NY 10017 USA SN 0190-5848 BN 978-1-4244-6259-9 J9 PROC FRONT EDUC CONF PY 2010 PG 7 WC Education & Educational Research; Education, Scientific Disciplines; Engineering, Multidisciplinary SC Education & Educational Research; Engineering GA BTJ30 UT WOS:000287083200242 DA 2019-08-01 ER PT S AU Pastor, R Hernandez, R Ros, S Read, T Castro, M Hernandez, R AF Pastor, Rafael Hernandez, Roberto Ros, Salvador Read, Timothy Castro, Manuel Hernandez, Rocael GP IEEE TI A Complex Tutoring System for e-Learning: The New Evaluation Model SO 2010 IEEE FRONTIERS IN EDUCATION CONFERENCE (FIE) SE Frontiers in Education Conference LA English DT Proceedings Paper CT 40th Annual Frontiers in Education Conference CY OCT 27-30, 2010 CL Arlington, VA SP IEEE DE Course planning; educational practices; adaptation; postgraduate courses AB UNED (Spanish University for Distance Education) is the largest public distance education university in Spain with over 220,000 students, 1600 lecturers and 2000 administrative staff. Currently, the EHEA (European Higher Education Area) adapted new degrees have just started, so focusing on personal activities for the evaluation model is very important. In UNED, the number of students (near of 42000 students in the 120 subjects of its first course) makes the role of tutors who assist lecturers in the new evaluation model proposed by EHEA very important. Also, tutors must use the same e-learning platform tools as lecturers, in order to have a course evaluation control panel that follows a student's learning process. In this paper, the course evaluation system will be presented and how it is implemented in order to enable tutors to access only the grades of their students. As a result, some indicators will be presented in order to validate the approach of the new evaluation system for EHEA degrees: tutors with "activity" in their personal subgroups, number of degrees undertaken by the tutors, etc. C1 [Pastor, Rafael; Hernandez, Roberto; Ros, Salvador; Read, Timothy; Castro, Manuel; Hernandez, Rocael] Spanish Univ Distance Educ\, Madrid, Spain. RP Pastor, R (reprint author), Spanish Univ Distance Educ\, Madrid, Spain. EM rpastor@scc.uned.es; roberto@scc.uned.es; sros@scc.uned.es; tread@lsi.uned.es; mcastro@ieec.uned.es; roc@galileo.edu RI ROS, SALVADOR/C-4829-2015; Vargas, Rafael Pastor/D-9033-2013 OI ROS, SALVADOR/0000-0001-6330-4958; Vargas, Rafael Pastor/0000-0002-4089-9538 FU National Plan RD [TIN2008-06083- C01/TSI, TIN2008-06083-C03/TSI]; mobile Performance Support for Vocational Education and Training Project [142788-2008-BG-LE0NARD0-LMP mPSS]; IPLECS Project - Internet-based Performance-centered Learning Environment for Curricula Support Project ERASMUS [141944-LLP-2008-1-ES- ERASMUS-ECDSP]; e-Madrid Project [S2009/TIC-1650] FX The authors wish to thank the Spanish Ministry of Science and Innovation and the National Plan R&D TIN2008-06083- C01/TSI and TIN2008-06083-C03/TSI s-Labs: Integration of open services for remote and distributed virtual laboratories, reusable and safe.; Also authors would like to acknowledge the support of the Project 142788-2008-BG-LE0NARD0-LMP mPSS mobile Performance Support for Vocational Education and Training Project and IPLECS Project - Internet-based Performance-centered Learning Environment for Curricula Support Project ERASMUS 141944-LLP-2008-1-ES- ERASMUS-ECDSP.; Finally, the authors want to acknowledge the support provided by e-Madrid Project, S2009/TIC-1650, Investigacion y Desarrollo de tecnologias para el e-learning en la Comunidad de Madrid CR Pastor R., 2009, HCI 2009 INT C HUM C Pastor R., 2008, 7 OOP LRN C VAL Read T., 2009, 23 ICDE WORLD C OP L Ros S., 2007, INT OP SOFTW C BAD S NR 4 TC 0 Z9 0 U1 0 U2 0 PU IEEE PI NEW YORK PA 345 E 47TH ST, NEW YORK, NY 10017 USA SN 0190-5848 BN 978-1-4244-6259-9 J9 PROC FRONT EDUC CONF PY 2010 PG 6 WC Education & Educational Research; Education, Scientific Disciplines; Engineering, Multidisciplinary SC Education & Educational Research; Engineering GA BTJ30 UT WOS:000287083200295 DA 2019-08-01 ER PT S AU Ros, S Hernandez, R Read, T Pastor, R Castro, M Rodriguez-Artacho, M Robles-Gomez, A AF Ros, Salvador Hernandez, Roberto Read, Timothy Pastor, Rafael Castro, Manuel Rodriguez-Artacho, Miguel Robles-Gomez, Antonio GP IEEE TI The UNED's Interoperable Virtual Campus Service Management Architecture SO 2010 IEEE FRONTIERS IN EDUCATION CONFERENCE (FIE) SE Frontiers in Education Conference LA English DT Proceedings Paper CT 40th Annual Frontiers in Education Conference CY OCT 27-30, 2010 CL Arlington, VA SP IEEE DE e-learning; standards; evaluation; Learning management systems AB The creation and maintenance of a virtual campus is a task that not only implies the deployment of sophisticated hardware and software but also requires considerable effort in the integration of the main university management systems with the chosen teaching tools present in the campus. Such integration requires the definition of a range of services tailored for the different user profiles. Hence, it has been necessary to develop a management environment for the virtual campus that enables it to be manipulated and controlled in an efficient manner where new services (above and beyond the basic e-Learning platform tools) can be integrated in a seamless fashion. The implementation of these services should guarantee a large degree of interoperability among virtual learning environments, VLEs and tools. To this end, some of these services have been implemented using the IMS Enterprise standard. This standard essentially contributes to the organization of a given e-Learning platform in terms of users, courses and roles therein; leaving to one side the formalization of other services more specific to the European Higher Education Area (EHEA) together with the current technological framework. C1 [Ros, Salvador; Hernandez, Roberto; Read, Timothy; Pastor, Rafael; Castro, Manuel; Rodriguez-Artacho, Miguel; Robles-Gomez, Antonio] UNED Univ, Madrid, Spain. EM sros@scc.uned.es; roberto@scc.uned.es; tread@lsi.uned.es; rpastor@scc.uned.es; mcastro@ieec.uned.es; miguel@lsi.uned.es; arobles@scc.uned.es RI Robles-Gomez, Antonio/D-5589-2015; ROS, SALVADOR/C-4829-2015; Vargas, Rafael Pastor/D-9033-2013 OI Robles-Gomez, Antonio/0000-0002-5181-0199; ROS, SALVADOR/0000-0001-6330-4958; Vargas, Rafael Pastor/0000-0002-4089-9538 CR *IMS GLC, 2003, IMS ABSTR FRAM APPL *IMS GLC INC, 2006, IMS TOOLS INT GUID *IMS GLC INC, 2002, IMS ENTR SERV *IMS GLC INC, 2004, IMS ENTR SPEC PASTOR R, 2009, C 13 INT C HUM COMP PASTOR R, 2005, 1 JORN TIC UNED ROS S, 2005, 1 JORN TIC UNED MADR ROS S, 2007, SEM INT REG ED SUP A ROS S, 2007, 4 S INT TEL ED FORM SANTANACH F, CAMPUS ARCHITECTURE Santanach F., CAMPUS PROJECT E LEA Weller M., 2007, VIRTUAL LEARNING ENV NR 12 TC 0 Z9 0 U1 0 U2 0 PU IEEE PI NEW YORK PA 345 E 47TH ST, NEW YORK, NY 10017 USA SN 0190-5848 BN 978-1-4244-6259-9 J9 PROC FRONT EDUC CONF PY 2010 PG 6 WC Education & Educational Research; Education, Scientific Disciplines; Engineering, Multidisciplinary SC Education & Educational Research; Engineering GA BTJ30 UT WOS:000287083200193 DA 2019-08-01 ER PT S AU Silva, NSA Costa, GJM Prior, M Rogerson, S Stahl, BC AF Silva, Nuno Sotero Alves Costa, Goncalo Jorge Morais Prior, Mary Rogerson, Simon Stahl, Bernd Carsten BE Dondon, P Martin, O TI Knowledge Authoring in E-learning: An Ethicultural Diagnosis SO LATEST TRENDS ON ENGINEERING EDUCATION SE Mathematics and Computers in Science and Engineering LA English DT Proceedings Paper CT 7th WSEAS International Conference on Engineering/International Conference on Education and Educational Technologies CY JUL 22-24, 2010 CL Corfu, GREECE DE Knowledge; knowledge authoring; e-learning; ethical issues; cultural issues; diagnosis AB The intent of this manuscript is to emphasize if distributed knowledge creation within higher education encompasses an ethical and cultural sensitivity. This research problem resumes the ethical and social dilemmas that e-learning evolution imposes to knowledge "creators". For that, under enquiry will be empirical examples through Silva's framework, namely the knowledge/content management layer. Therefore, this contribution is divided into five sections: theoretical assumptions; knowledge dimensions (political, economical, social/cultural and digital); knowledge development cycle; knowledge authoring in e-learning; and discussion (ethicultural: the meaning, framework design and practical examples). C1 [Silva, Nuno Sotero Alves; Costa, Goncalo Jorge Morais; Prior, Mary; Rogerson, Simon; Stahl, Bernd Carsten] De Montfort Univ, Ctr Comp & Social Responsibil, Leicester LE1 9BH, Leics, England. RP Silva, NSA (reprint author), De Montfort Univ, Ctr Comp & Social Responsibil, Leicester LE1 9BH, Leics, England. EM nsas@lis.ulusiada.pt OI Stahl, Bernd Carsten/0000-0002-4058-4456; Silva, Nuno/0000-0003-0157-0710; Costa, Goncalo/0000-0002-1507-1667; Rogerson, Simon/0000-0003-0681-4921 FU ISLA Leiria, Portugal FX Nuno Silva and Goncalo Costa would like to distinguish the remarkable endeavour of Ms. Mary Prior, Professor Simon Rogerson and Professor Bernd Carsten Stahl regarding their support and supervision throughout his PhD project. Goncalo Costa also thanks to ISLA Leiria, Portugal for its financial assistance about EE 2010. CR Adams N. B, 2007, INT J SOCIAL SCI, V2, P71 Amghar Y., 2004, INNOVATIVE E LEARNIN Anderson T., 2004, THEORY PRACTICE ONLI, P33 Antonelli C., 2001, MICROECONOMICS TECHN Antonelli C, 2005, J I ECON, V1, P51, DOI DOI 10.1017/S1744137405000044 Arias-Oliva M., 2004, ETHICOMP 2004 CHALLE, V1, P38 Barnes C., 2007, RES LEARNING TECHNOL, V15, P189, DOI [10.1080/09687760701673568, DOI 10.1080/09687760701673568] Bebeau M J, 1985, J Dent Educ, V49, P225 Bonifacio M, 2002, J UNIVERS COMPUT SCI, V8, P652 Carrillo JE, 1999, ANN INTERN MED, V130, P829, DOI 10.7326/0003-4819-130-10-199905180-00017 Chodorow S., 2000, EDUCAUSE Review, V35, P86 Costa G. J. M., 2010, CENTERIS 20 IN PRESS Costa G. J. M., 2009, INFORM SYSTEMS FRONT Dan G., 2003, NEW TRENDS COMPUTER, P159 DOLOG P, 2004, WWW ALT 04 P 13 INT, P170 Duderstadt J. J., 2001, EDUCAUSE REV JAN, P48 Foss K., 2008, 0308 DAN RES UN IND Foucault M., 1969, B SOC FRANCAISE PHIL, P73 HASLAM N, 1992, J EXP SOC PSYCHOL, V28, P441, DOI 10.1016/0022-1031(92)90041-H Jenkins H., 2006, CONVERGENCE CULTURE Jowett B., 1899, PROTAGORAS DIALOGUES Kreijns K, 2003, COMPUT HUM BEHAV, V19, P335, DOI 10.1016/S0747-5632(02)00057-2 Maier R., 2007, P 4 C PROF KNOWL MAN, P325 Maison K. B., 2007, CHALLENGES ED GHANA, P248 Mason Robin, 2008, E LEARNING SOCIAL NE NONAKA I, 1994, ORGAN SCI, V5, P14, DOI 10.1287/orsc.5.1.14 Nooteboom B., 2002, TRUST FORMS FDN FUNC Nowotny H., 2001, RETHINKING SCI KNOWL Richards C., 2004, SOCIOL EDUC, V2, P337, DOI DOI 10.1080/1476772042000252470 Salmon G., 2004, E MODERATING KEY TEA Siemens G., 2004, LEARNING MANAGEMENT Silva N. S. A., 2008, ETHICOMP 2008 LIVING, P705 Silva N. S. A., 2007, INVESTIGATION IMPACT Silva N. S. A., 2010, ETHICOMP 2010 BACKWA, P500 Simmons J., 2008, CULTURAL SENSITIVITY Slevin J., 2005, INTERNET SOC Stahl BC, 2005, INTERACT TECHNOL SMA, V2, P19, DOI 10.1108/17415650580000030 Weaver K, 2007, NURS ETHICS, V14, P141, DOI 10.1177/0969733007073694 WEBER M, 1946, M WEBER ESSAYS SOCIO, P267 Wenmonth D., 2006, OLE SCOPE Wheeler S, 2009, E LEARNING 3 0 World Bank, 2009, INF COMM DEV 2009 EX Wright J., 2007, PRIMARY ICT E LEARNI NR 43 TC 1 Z9 1 U1 0 U2 0 PU WORLD SCIENTIFIC AND ENGINEERING ACAD AND SOC PI ATHENS PA AG LOANNOU THEOLOGOU 17-23, 15773 ZOGRAPHOU, ATHENS, GREECE SN 1792-4308 BN 978-960-474-202-8 J9 MATH COMPUT SCI ENG PY 2010 BP 48 EP + PG 3 WC Education & Educational Research; Education, Scientific Disciplines; Engineering, Multidisciplinary SC Education & Educational Research; Engineering GA BYS67 UT WOS:000299968900013 DA 2019-08-01 ER PT S AU Prepelita-Raileanu, B AF Prepelita-Raileanu, Brandusa BE Dondon, P Martin, O TI Resources for a Modern Society and Grants for Democracy. ICT in Technical Higher Education SO LATEST TRENDS ON ENGINEERING EDUCATION SE Mathematics and Computers in Science and Engineering LA English DT Proceedings Paper CT 7th WSEAS International Conference on Engineering/International Conference on Education and Educational Technologies CY JUL 22-24, 2010 CL Corfu, GREECE DE teaching/learning methods; interactive feature; education-research-innovation; curricula; knowledge society; peer production; e-learning AB The paper presents the Romanian expertise in ICT-based education in technical universities. It is emphasized that the master orientation of the entire Romanian society regarding the European values and standards has triggered the political decision made by the Romanian Ministry of Education and Research to implement the ICT-based Education Program. Using examples from the educational activity developed in the University Politehnica of Bucharest, the paper focuses on learning and teaching as processes which have always been closely related to technology. Discussing the fact that the introducing of ICT in education is a significant investment for the future, the paper shows the impact of the instructional strategies assisted by computer on the achievement of learning objectives. C1 [Prepelita-Raileanu, Brandusa] Univ Politehn Bucuresti, Dept Commun Modern Languages, Bucharest 060042, Romania. RP Prepelita-Raileanu, B (reprint author), Univ Politehn Bucuresti, Dept Commun Modern Languages, Bucharest 060042, Romania. EM brandusaraileanu@yahoo.com CR Anastasiou V., 2000, P EDEN 4 OP CLASSR C Dewey J., 1952, DEMOCRACY ED INTRO P Ministry of Education Research and Innovation, 2007, PROJ PROF DES ED SOF Miroiu A., 2002, POLITICI PUBLICE, P158 Mungiu-Pippidi A., 2001, PUBLIC POLICIES THEO Paun E, 1999, SCH SOCIOPEDAGOGICAL Project, 2007, PROJECT TEACHER DEV NR 7 TC 0 Z9 0 U1 0 U2 0 PU WORLD SCIENTIFIC AND ENGINEERING ACAD AND SOC PI ATHENS PA AG LOANNOU THEOLOGOU 17-23, 15773 ZOGRAPHOU, ATHENS, GREECE SN 1792-4308 BN 978-960-474-202-8 J9 MATH COMPUT SCI ENG PY 2010 BP 110 EP + PG 2 WC Education & Educational Research; Education, Scientific Disciplines; Engineering, Multidisciplinary SC Education & Educational Research; Engineering GA BYS67 UT WOS:000299968900023 DA 2019-08-01 ER PT S AU Lepadatescu, B Popa, L Nedelcu, A AF Lepadatescu, Badea Popa, Luminita Nedelcu, Anisor BE Dondon, P Martin, O TI Romanian Higher Education Human Resource Management And IT Revolution SO LATEST TRENDS ON ENGINEERING EDUCATION SE Mathematics and Computers in Science and Engineering LA English DT Proceedings Paper CT 7th WSEAS International Conference on Engineering/International Conference on Education and Educational Technologies CY JUL 22-24, 2010 CL Corfu, GREECE DE human resource management; higher education; ICT; research and innovation AB Using ICT in faculty member's self-education is more and more popular. Education via Internet is necessary in age of Lifelong Learning and global education. Blended learning and e-learning in Romanian higher education system are on stage of intensive development and probably each month, year and other period will bring new achievements in this field. Many universities managers have said: "People are our most important asset." People determine the success and failure of organizations and projects. In order to give justice to the use of the equipment, the personnel are to be motivated and are to have a high morale. In addition, they are to be functionally well-trained and are to have good leadership and managerial qualities when in those positions. This paper highlights the various impacts of ICT on Romanian higher education system and explores potential future developments. The paper presents the role of ICT in transforming Romanian teaching and learning process and seeks to explore how this will impact on the way programs will be offered and delivered in the Romanian higher education system. C1 [Lepadatescu, Badea; Nedelcu, Anisor] Transylvania Univ Brasov, Dept Dept Technol Engn, Brasov 500185, Romania. [Popa, Luminita] Transylvania Univ Brasov, Dept Elect Engn & Comp Sci, U Brasov 500185, Romania. RP Lepadatescu, B (reprint author), Transylvania Univ Brasov, Dept Dept Technol Engn, Brasov 500185, Romania. EM danlep2000@yahoo.com; mluminita2001@yahoo.com; a.nedelcu@unitbv.ro CR [Anonymous], 2006, SECT OP PROGR HUM RE [Anonymous], 2009, REPORT UNESCO FORUM Collis B., 2002, INFORM TECHNOLOGIES Duffy T., 1996, HDB RES ED TELECOMMU Freeman M., 1997, AUSTR J ED TECHNOLOG, V13 Jonassen D., 1996, HDB RES ED ED COMMUN Kennedy D., 1997, AUSTR J ED TECHNOLOG, V13 Oliver R., 2002, ROLE ICT HIGHER ED 2 Simiyu A.M., 1999, LEAD PRES REG WORKSH NR 9 TC 0 Z9 0 U1 0 U2 0 PU WORLD SCIENTIFIC AND ENGINEERING ACAD AND SOC PI ATHENS PA AG LOANNOU THEOLOGOU 17-23, 15773 ZOGRAPHOU, ATHENS, GREECE SN 1792-4308 BN 978-960-474-202-8 J9 MATH COMPUT SCI ENG PY 2010 BP 223 EP + PG 3 WC Education & Educational Research; Education, Scientific Disciplines; Engineering, Multidisciplinary SC Education & Educational Research; Engineering GA BYS67 UT WOS:000299968900043 DA 2019-08-01 ER PT S AU Popa, L Danila, A AF Popa, Luminita Danila, Adrian BE Dondon, P Martin, O TI Using E-learning In Romanian Knowledge Based Society SO LATEST TRENDS ON ENGINEERING EDUCATION SE Mathematics and Computers in Science and Engineering LA English DT Proceedings Paper CT 7th WSEAS International Conference on Engineering/International Conference on Education and Educational Technologies CY JUL 22-24, 2010 CL Corfu, GREECE DE e-learning; knowledge based society AB Building an information society (which will be passing us on the knowledge society) can not be done without research and investment projects, both in ICT and education. Competence is the ultimate desire in Romanian higher education system and not even technologies or theories or other kind of approach will not eliminate/neglect professor-student relationship, in this paper, we will analyze the roles higher education is expected to play with the help of new technologies. E-learning technologies that are popular today are the result of evolution, both pedagogical and psychological methods of education and ICT technologies (Web technologies, multimedia technologies, communication technologies). Virtual Learning (Virtual Learning - eLearning and Educational software) should be shaped like a very attractive, useful and effective learning method. C1 [Popa, Luminita; Danila, Adrian] Transilvania Univ Brasov, Dept Elect Engn & Comp Sci, Brasov 500185, Romania. RP Popa, L (reprint author), Transilvania Univ Brasov, Dept Elect Engn & Comp Sci, Brasov 500185, Romania. EM mluminita2001@yahoo.com; adrian.danila@unitbv.ro CR Fat S., 2009, EFFICIENCY ICT USE E Gabureanu S., 2009, TRAINING TEACHERS A Ilia F., 2003, AEL A TOP TECHNOLOGY Istrate O., 2004, ROMANIAN KNOWLEDGE S Jugureanu R., 2006, USING AEL E CONTENT Martin W, 2003, INTEL TEACH FUTURE L Ministry of Education and Research, 2006, SEI PROGR FROM REF D Noveanu E., 2004, FORMATIVE IMPACT AEL Pedagogical Design of Educational Software, E LEARNING TECHNOLOG Potolea D., 2008, USING ICT ROMANIAN E Toma Steliana et alii, 2009, TEACHING KNOWLEDGE S Velea L. S., 2009, ETWINNING PROJECT RO Vlada Marin, 2009, ELEARNING ROMANIA NR 13 TC 0 Z9 0 U1 0 U2 0 PU WORLD SCIENTIFIC AND ENGINEERING ACAD AND SOC PI ATHENS PA AG LOANNOU THEOLOGOU 17-23, 15773 ZOGRAPHOU, ATHENS, GREECE SN 1792-4308 BN 978-960-474-202-8 J9 MATH COMPUT SCI ENG PY 2010 BP 237 EP + PG 3 WC Education & Educational Research; Education, Scientific Disciplines; Engineering, Multidisciplinary SC Education & Educational Research; Engineering GA BYS67 UT WOS:000299968900046 DA 2019-08-01 ER PT J AU Kim, KJ Kee, C AF Kim, Kyong-Jee Kee, Changwon TI Reform of medical education in Korea SO MEDICAL TEACHER LA English DT Article AB There are 41 medical schools in South Korea with over 3500 students graduating from the medical schools annually with the appropriate qualifications to practice medicine. Korean medical educators have made significant efforts to enhance the effectiveness of medical education by preparing students for the rapidly changing global environment of medicine and healthcare. This article outlines the reform efforts made by Korean medical schools to meet such demands, which includes the adoption of student-centered and competency-based education, e-learning, and authentic assessment of clinical performance. It also discusses the recent reform of the medical education system, driven by the Government's policy to prepare Korean higher education for an increasingly knowledge-based society.3.3.CO;2-A Martin VL, 2004, ACAD PSYCHIATR, V28, P209, DOI 10.1176/appi.ap.28.3.209 Uranus Selman, 2004, Stud Health Technol Inform, V104, P147 NR 9 TC 45 Z9 45 U1 0 U2 6 PU BLACKWELL PUBLISHING PI OXFORD PA 9600 GARSINGTON RD, OXFORD OX4 2DQ, OXON, ENGLAND SN 0308-0110 J9 MED EDUC JI Med. Educ. PD FEB PY 2007 VL 41 IS 2 BP 168 EP 172 DI 10.1111/j.1365-2929.2006.02669.x PG 5 WC Education, Scientific Disciplines; Health Care Sciences & Services SC Education & Educational Research; Health Care Sciences & Services GA 132KI UT WOS:000243941300008 PM 17269950 DA 2019-08-01 ER PT B AU Sieck, J Herzog, M AF Sieck, J. Herzog, M. BE Pudlowski, ZJ TI Lifelong-learning strategies: teaching material production and course development at FHTW Berlin SO 10th UICEE Annual Conference on Engineering Education, Conference Proceedings: REINFORCING PARTNERSHIPS IN ENGINEERING EDUCATION SE MONASH ENGINEERING EDUCATION SERIES LA English DT Proceedings Paper CT 10th UICEE Annual Conference on Engineering Education CY MAR 19-23, 2007 CL Bangkok, THAILAND AB In this paper, the authors investigate the usage and benefits of e-learning systems, multimedia teaching materials and different devices for electronic and mobile learning. The integration of this technology into the Mobile Computing course at FHTW Berlin is presented. The curriculum was developed in spring 2006 and the first course offered in the 2006/2007 winter semester. The teachers and students used the e-learning management system eCampus, which offers a wide range of communication tools like chat, forum, blackboard, mail and videoconferencing. There is also a complete collection of e-learning material, such as pdf files for reviewing recent lectures, Flash and html files for interactive lectures, television-like video materials and enhanced podcasts in three different formats. There is also a collection of self-tests produced in Flash with score and analysis features. These e-learning materials offer rich media learning materials, including mobile usage. The production process and the technical support for teachers is discussed to produce rich media courseware with minimal resources in a higher education environment. The results allow multiple conclusions about the additional value from the student's perspective and future optimising potentials regarding the production process. C1 Univ Appl Sci, Fachhsch Tech & Wirtschat, Berlin, Germany. CR FIEDLER A, 2006, P 1I INT C EUR U INF, P347 HERZOG MA, 2006, P WIR COMM INF 2005, P121 HERZOG MA, 2006, P 10 BALT REG SEM EN, P689 HOEPFNER C, 2005, K EVA 2005 BERL GERM, P180 SIECK J, 2006, P 10 BALT REG SEM EN, P65 SIECK J, 2006, KULTUR INFORMATIK EN NR 6 TC 0 Z9 0 U1 0 U2 0 PU UICEE, FACULTY ENGINEERING PI CLAYTON PA MONASH UNIVERSITY, CLAYTON, MELBOURNE VIC 3168, AUSTRALIA BN 978-0-7326-2260-2 J9 MONAS ENGN EDUC SER PY 2007 BP 151 EP 154 PG 4 WC Education & Educational Research; Education, Scientific Disciplines SC Education & Educational Research GA BFW65 UT WOS:000245119700031 DA 2019-08-01 ER PT B AU Vicent, L Bou, G Avila, X Riera, J Montero, JA Anguera, J AF Vicent, Lluis Bou, Guillem Avila, Xavier Riera, Jordi Montero, Jose A. Anguera, Jaume BE Spector, JM Sampson, DG Okamoto, T Kinshuk, X Cerri, SA Ueno, M Kashihara, A TI Which are the best e-learning tools for an Engineering Degree in the European Higher Education Area? SO 7TH IEEE INTERNATIONAL CONFERENCE ON ADVANCED LEARNING TECHNOLOGIES, PROCEEDINGS LA English DT Proceedings Paper CT 7th IEEE International Conference on Advanced Learning Technologies CY JUL 18-20, 2007 CL Niigata, JAPAN SP IEEE TCLT, IEEE Comp Soc, Univ Electro Commun AB In Europe, a unified Higher Education Area is being created, with the aim of establishing a homogeneous system of University degrees in all member states. In this context, the use of virtual campus or LMS's will be generalized Currently , LMS's are offering more and more capabilities for teaching and learning. However, engineering degrees present some specific problems since typical learning in engineering is based on synchronous communication, graphical drawing and labs. In this paper we investigated which educational resources, both online and on campus, are needed in order to develop an Engineering University degree in this new scenario. An opinion survey of Spanish University Faculty was collected and the survey results analyzed and presented. Based on the results of this study, we defined a group of minimum tools of a LMS that enables the development of the students' expected competences. This study is a continuation of some previous studies by the same authors on the efficiency of e-learning tools. C1 [Vicent, Lluis; Bou, Guillem; Avila, Xavier; Riera, Jordi; Montero, Jose A.; Anguera, Jaume] Univ Ramon Llull, Engn & Aquitectura La Salle, Barcelona, Spain. RP Vicent, L (reprint author), Univ Ramon Llull, Engn & Aquitectura La Salle, Barcelona, Spain. EM vicent@salle.url.edu; gbou@salle.url.edu; xavieram@blanquerna.url.edu; jordirr@blanquerna.url.edu; monteto@salle.url.edu; jaumean@salle.url.edu RI Anguera, Jaume/K-3085-2019 OI Anguera, Jaume/0000-0002-3364-342X; Montero, Jose Antonio/0000-0001-6358-8938 CR *ED, PROV DEC TOOLS E D U University of Deusto, TUNING ED STRUCTURES VICENT L, 2006, P FRONT C IEEE SAN D VICENT L, 2006, P FRONT C FIE2006 IE NR 4 TC 2 Z9 2 U1 0 U2 0 PU IEEE COMPUTER SOC PI LOS ALAMITOS PA 10662 LOS VAQUEROS CIRCLE, PO BOX 3014, LOS ALAMITOS, CA 90720-1264 USA BN 978-0-7695-2916-5 PY 2007 BP 882 EP + DI 10.1109/ICALT.2007.285 PG 2 WC Computer Science, Interdisciplinary Applications; Education & Educational Research; Education, Scientific Disciplines SC Computer Science; Education & Educational Research GA BGQ95 UT WOS:000249886800249 DA 2019-08-01 ER PT B AU Duan, XY Jiang, P AF Duan, Xinyu Jiang, Ping BE Luo, Q Gong, M Xiong, F Yu, F TI Research of a virtual 3D study pattern based on constructive theory in e-learning SO FIRST INTERNATIONAL WORKSHOP ON KNOWLEDGE DISCOVERY AND DATA MINING, PROCEEDINGS LA English DT Proceedings Paper CT 1st International Workshop on Knowledge Discovery and Data Mining CY JAN 23-24, 2008 CL Adelaide, AUSTRALIA SP Univ Adelaide, Inst Comp Sci, Social Informat & Telecommun Engn, E Forensics, Ningbo Univ, Wuhan Univ Sci & Technol, Zhongan Branch, Assoc Comp Mach DE e-learning; virtual study; constructive theory; entity AB E-learning is most important by its role in distance teaching, and as supplementary learning material, it's mainly used in higher education area. Paper first introduced the significance of e-Learning and application of constructive theory. In contrast with traditional education, its application possesses broad prospects. Then we made a systematic exposition of interrelated theory basis, discussed a new 3D virtual study pattern. Lastly, it presented two application systems that we developed One is a virtual audio-video multimedia teaching center which has good immersion feelings; another is a virtual music appreciation environment which has dynamic interaction performance. C1 [Duan, Xinyu] Anyang Normal Univ, Med Res Inst, Anyang, Henan Province, Peoples R China. [Jiang, Ping] Anyang 20th Middle Sch, Exp Sec, Anyang, Peoples R China. RP Duan, XY (reprint author), Anyang Normal Univ, Med Res Inst, Anyang, Henan Province, Peoples R China. EM dxy@aynu.edu.cn CR Brooks J., 1995, SEARCH UNDERSTANDING CHEN SM, 2002, J COMPUTER APPL, V22, P111 Collins A., 1989, ED RES, V18, P32 DALGARNO BJ, 1998, IN PRESS DEV CONSTRU *ISO IEC, 1997, 1477211997 ISO IEC V ROACH MP, 1998, SOFTWARE ENG ED SALJO R, LEARNING UNDERSTANDI SZEDMINA L, 2004, 2 SERB HUNG JOINT S ZHU JJ, 2004, J COMPUTER AIDED DES, P1003 NR 9 TC 0 Z9 0 U1 0 U2 0 PU IEEE COMPUTER SOC PI LOS ALAMITOS PA 10662 LOS VAQUEROS CIRCLE, PO BOX 3014, LOS ALAMITOS, CA 90720-1264 USA BN 978-0-7695-3090-1 PY 2007 BP 235 EP + DI 10.1109/WKDD.2008.91 PG 2 WC Business; Business, Finance; Computer Science, Artificial Intelligence; Computer Science, Information Systems; Computer Science, Interdisciplinary Applications; Economics; Information Science & Library Science; Management SC Business & Economics; Computer Science; Information Science & Library Science GA BHO08 UT WOS:000254692200048 DA 2019-08-01 ER PT B AU Prabowo, H AF Prabowo, Harjanto BE Iskander, M TI The concept and strategy of ICT integration in teaching and learning process at Bina Nusantara University - Jakarta SO INNOVATIONS IN E-LEARNING, INSTRUCTION TECHNOLOGY, ASSESSMENT, AND ENGINEERING EDUCATION LA English DT Proceedings Paper CT International Conference on Engineering Education, Instructional Technology, Assessment, and E-Learning CY DEC 04-14, 2006 CL ELECTR NETWORK DE teaching and learning; multi channel learning; ICT integration AB This paper discusses ICT integration in leaching and learning process at Bina Nusantara University (UBiNus). The presentation starts with an introduction clarifying background of ICT implementation in higher education, e-Lerning definition and implementation models, and the internal factors that supporting UBiNus to integration ICT for teaching and learning process. Next, clarification of Multi Channel Learning Model designed for classroom activities, e-Learning activities, and self study. Initiatives policy describes class meeting, course materials, content development team, leaching certificate, and scoring policy. Programs related to MCL preparation for both lecturers and students, units, and IT supports are presented The paper also discusses Learning Management System (LMS), infrastructure condition, and performances that will be achieved. It is concluded that ICT implementation in Bina Nusantara University supports not only administration and management activities, but also in teaching and learning activities. CR Abas Z. W., 2004, ELEARNING READINESS EMPY E, 2005, ELEARNING *ICT, 2004, DEV GAT KURNIAWAN O, MENGEMBANGKAN KOMPET LUHUKAY J, 2005, IT ED TRAINING MARIA A, 2004, ELEARNING PRACTICE I Martyn M., 2003, HYBRID ONLINE MODEL MORRISON D, 2003, ELEARNING STRATEGIES NAGY A, 2004, ELEARNING ECONTENT R PRABOWO H, 2004, IT HIGHER ED I PRABOWO H, 2005, CRM MODELS SERVICE I SOERYANINGSIH W, 2004, MODEL PENGELOLAAN PE *U BINA NUS, 2005, PET PENG BIN UNT DOS NR 13 TC 2 Z9 2 U1 0 U2 0 PU SPRINGER PI DORDRECHT PA PO BOX 17, 3300 AA DORDRECHT, NETHERLANDS BN 978-1-4020-6261-2 PY 2007 BP 127 EP 131 DI 10.1007/978-1-4020-6262-9_23 PG 5 WC Education & Educational Research; Education, Scientific Disciplines SC Education & Educational Research GA BHH69 UT WOS:000253309900023 DA 2019-08-01 ER PT B AU Abbasi, S Dastghaibyfard, G AF Abbasi, Sedigheh Dastghaibyfard, Gholamhossein BE Iskander, M TI An architecture for a SCORM-Conformant content delivery system in an e-learning solution SO INNOVATIONS IN E-LEARNING, INSTRUCTION TECHNOLOGY, ASSESSMENT, AND ENGINEERING EDUCATION LA English DT Proceedings Paper CT International Conference on Engineering Education, Instructional Technology, Assessment, and E-Learning CY DEC 04-14, 2006 CL ELECTR NETWORK AB This paper proposes an architecture for a SCORM (Sharable Content Object Reference Model)-conformant content delivery system in an e-learning solution. Since the most important purpose of e-learning technology is to deliver highest quality education and training cost-effectively anytime and anywhere, in this paper we focus on learning content delivery as an online and asynchronous manner. On the other hand, in order to build an interoperable system, it is clear that we should utilize e-learning standards and specifications. For this reason, various available solutions have been evaluated and it has been found out that SCORM, as a comprehensive collection of e-learning specifications and standards, has some unique features which are useful specially for employing in a content delivery system. Eventually, we turn to the implementation perspective of our proposal. In particular, what is important to this study is that how an LMS (Learning Management System) employs the sequencing strategy defined by content author to deliver the appropriate piece of content at any given time and how to pave the way for communicating with content object at run time based on SCORM criteria in order to make proper decisions about delivery of next content object to the learner. C1 [Abbasi, Sedigheh; Dastghaibyfard, Gholamhossein] Shiraz Univ, Coll Engn, Dept Comp Sci & Engn, Shiraz, Iran. CR *ADL TECHN TEAM, 2004, SCORM SEQ NAV *ADL TECHN TEAM, 2004, SCORM 2004 OV *ADL TECHN TEAM, 2004, SCORM CONT AGGR MOD *ADL TECHN TEAM, 2004, SCORM RUN TIM ENV Brusilovsky P., 2001, COURSE DELIVERY SYST CHEW LK, USE XML ELEARNING CO Collier G., 2002, E LEARNING INTEROPER Flanagan D., 2000, JAVA EXAMPLES NUTSHE QU C, INTEROPERABILITY REU NR 9 TC 0 Z9 0 U1 0 U2 0 PU SPRINGER PI DORDRECHT PA PO BOX 17, 3300 AA DORDRECHT, NETHERLANDS BN 978-1-4020-6261-2 PY 2007 BP 347 EP 350 DI 10.1007/978-1-4020-6262-9_60 PG 4 WC Education & Educational Research; Education, Scientific Disciplines SC Education & Educational Research GA BHH69 UT WOS:000253309900060 DA 2019-08-01 ER PT J AU Barchino, R Gutierrez, JM Oton, S Jimenez, L AF Barchino, Roberto Gutierrez, Jose M. Oton, Salvador Jimenez, Lourdes TI Experiences in applying mobile technologies in an e-learning environment SO INTERNATIONAL JOURNAL OF ENGINEERING EDUCATION LA English DT Article DE mobile technologies; PDA; learning management system; mobile assessment AB The present paper introduces two computer science projects related to experiences in the use of mobile technologies in higher education and training, particularly in e-learning systems. The first project, called 'Learning Messages Notification System', is a new communication tool that can be added to any learning management system. With this tool the students will receive educational messages in their mobile devices: phone or PDA. The second project is the 'Mobile Assessment System', which can help us in the assessment process of the knowledge acquired by the student in a virtual environment. C1 Univ Alcala De Henares, Tech Sch Comp Sci Engn, Dept Comp Sci, Madrid 28871, Spain. RP Barchino, R (reprint author), Univ Alcala De Henares, Tech Sch Comp Sci Engn, Dept Comp Sci, Madrid 28871, Spain. EM roberto.barchino@uah.es RI Oton Tortosa, Salvador/H-3111-2016; Barchino Plata, Roberto/G-5837-2011; Rodriguez, Maria Lourdes Jimenez/Y-9763-2018 OI Oton Tortosa, Salvador/0000-0002-6417-1779; Barchino Plata, Roberto/0000-0002-5657-5191; Rodriguez, Maria Lourdes Jimenez/0000-0003-4398-5404 CR BARCHINO R, P IADIS VIRTUALMULTI BARCHINO R, P ES INT C IADIS 200 *BIRKB U LOND, 2006, GLOSS TERMS *EUROPA, 2006, ED TRAIN EL DES TOM *MOBIGAME, 2006, V JORN PROGR DISP MO INT C UB COMP APPL T NR 6 TC 3 Z9 3 U1 0 U2 0 PU TEMPUS PUBLICATIONS PI DUBLIN PA DUBLIN INST TECHNOLOGY, BOLTON ST, DUBLIN, IRELAND SN 0949-149X J9 INT J ENG EDUC JI Int. J. Eng. Educ PY 2007 VL 23 IS 3 BP 454 EP 459 PG 6 WC Education, Scientific Disciplines; Engineering, Multidisciplinary SC Education & Educational Research; Engineering GA 195DD UT WOS:000248391800006 DA 2019-08-01 ER PT B AU Bueno, FJ Alonso, MG del Castillo, JRF AF Javier Bueno, F. Goretti Alonso, M. Fernandez del Castillo, J. Raul GP ACM TI Assisting Lecturers to Adapt E-learning Content for Deaf Students SO ITICSE 2007: 12TH ANNUAL CONFERENCE ON INNOVATION & TECHNOLOGY IN COMPUTER SCIENCE EDUCATION: INCLUSIVE EDUCATION IN COMPUTER SCIENCE LA English DT Proceedings Paper CT 12th Annual Conference on Innovation and Technology in Computer Science Education CY JUN 25-27, 2007 CL Univ Dundee, Dundee, SCOTLAND SP SIGCSE, SIGACCESS, British HCI Grp, Univ Dundee, Sch Comp HO Univ Dundee DE Content adaptation; deafness; e-learning; literacy skills AB Deaf Students hardly ever finish higher studies. One of the biggest difficulties they have to face in studying for their degrees is reading comprehension due to their poor literacy skills. It is believed that though deaf people cannot hear,, nothing impedes them being able to read because, in general they are not blind. Unfortunately this is not true as showed in [1]. This results in another barrier to their integration process in the education system, given that most of the contents delivered by a lecturer in a standard Course are written., whether they are printed, downloaded or accessed in an e-learning platform. There are some questions to be considered if we want to find a solution for the problem depicted above. Firstly, it can be affirmed that each deaf person learns at his own pace and, what it is more important, that this pace is clearly different to his or her hearing classmates' pace [1]. Secondly, a number of studies show that deaf people whose main way of communication is sign language process images in art easier and more efficient way than words [2]. Thirdly, nowadays e-learning systems are used world-wide due to its ease of access and the pace being determined by the learner. Taking all these factors into account we should deduce that e-learning systems could constitute an appropriate way of learning for deaf people if courses were adequately adapted. Unfortunately, the vast majority of lecturers do not know about the problems that deaf people have to face when reading. Therefore, nearly all the written resources for education, including e-learning courses, are written for hearing people without any kind of adaptation. For the reasons depicted above it is necessary to adapt texts used in web pages or e-learning courses so they can understand them. In a previous work submitted and accepted to this conference, we have referred that we have obtained a knowledge database with several hundreds of words and expressions related to Computing Science and terms in common use that deaf people do not understand. Once we have this information, one of the following steps to adapt a text or is to enrich that vocabulary with visual resources like pictures or videos in sign language in order to translate or to explain the concepts expressed by that set of words. Nevertheless, this work is really heavy even if you have the knowledge database to hand. For this reason, we present a tool able to assist, lecturers to adapt texts in a semiautomatic way. When given a text this tool highlights words or expressions difficult to understand for a deaf person with intermediate literacy skills and links them to some visual resources like the above mentioned. In addition, each image or video incorporates a short description of the word or concept to be explained with the visual resource. The tool is a light-weight, easy to use, accessible web application that can be used not only by teachers but also by deaf persons who want to expand the knowledge database inserting more words or expressions that they do not understand. C1 [Javier Bueno, F.; Goretti Alonso, M.; Fernandez del Castillo, J. Raul] Univ Alcala de Henares, Dept Ciencias Computac, Alcala De Henares, Spain. RP Bueno, FJ (reprint author), Univ Alcala de Henares, Dept Ciencias Computac, Alcala De Henares, Spain. EM fjavier.bueno@uah.es CR ALVIRA F, 1999, SERIE ESTUDIOS IMSER, V1 Santos J. M. R., 1990, DEFICIENCIA AUDITIVA NR 2 TC 2 Z9 2 U1 0 U2 3 PU ASSOC COMPUTING MACHINERY PI NEW YORK PA 1515 BROADWAY, NEW YORK, NY 10036-9998 USA BN 978-1-59593-610-3 PY 2007 BP 335 EP 335 PG 1 WC Computer Science, Interdisciplinary Applications; Education, Scientific Disciplines SC Computer Science; Education & Educational Research GA BJX71 UT WOS:000267363900090 DA 2019-08-01 ER PT B AU Logofatu, B Logofatu, M AF Logofatu, Bogdan Logofatu, Michaela BE SanchezTorrubia, MG TI University of Bucharst e-learning experience SO PROCEEDINGS OF THE 6TH WSEAS INTERNATIONAL CONFERENCE ON E-ACTIVITIES: E-ACTIVITIES: NETWORKING THE WORLD SE Electrical and Computer Engineering Series LA English DT Proceedings Paper CT 6th WSEAS International Conference on E-Activities CY DEC 14-16, 2007 CL Puerto de la Cruz, SPAIN SP WSEAS DE e-learning; e-communities AB Established since 1864, the University of Bucharest is one of the oldest universities in Romania. As it concerns the number of students finishing their studies, University of Bucharest ranks second among Romanian universities. This paper is aiming to present the achievements of the University of Bucharest in the area of promoting the e-learning technologies in higher education. The first step was to promote the public private partnership with companies providing ICT e-learning training programs. The next step was to develop e-learning technologies and resources in agreement with our own curricula and training programs. C1 [Logofatu, Bogdan; Logofatu, Michaela] Univ Bucharest, Dept Technol, Bucharest 050701, Romania. RP Logofatu, B (reprint author), Univ Bucharest, Dept Technol, Bucharest 050701, Romania. EM logofatu@credis.ro CR CASCUBERTA D, 2007, ELEARNING PAPERS *DG ED CULT, 2004, VIRT MOD EUR U JUNGE K, 2007, ELEARNING PAPERS *SOC ER CURR DEV P, 2006, BIT2010 SOC ER CURR NR 4 TC 0 Z9 0 U1 0 U2 0 PU WORLD SCIENTIFIC AND ENGINEERING ACAD AND SOC PI ATHENS PA AG LOANNOU THEOLOGOU 17-23, 15773 ZOGRAPHOU, ATHENS, GREECE BN 978-960-6766-22-0 J9 ELE COM ENG PY 2007 BP 316 EP + PG 2 WC Business; Business, Finance; Computer Science, Artificial Intelligence; Computer Science, Interdisciplinary Applications; Education & Educational Research; Telecommunications SC Business & Economics; Computer Science; Education & Educational Research; Telecommunications GA BHH47 UT WOS:000253296700056 DA 2019-08-01 ER PT B AU Olazar, I AF Olazar, Idoia BE Remenyi, D TI The use of online games in business education: The IE business school experience SO PROCEEDINGS OF THE EUROPEAN CONFERENCE ON GAMES-BASED LEARNIN G LA English DT Proceedings Paper CT European Conference on Games-Based Learning CY OCT 25-26, 2007 CL Univ Paisley, Paisley, SCOTLAND HO Univ Paisley DE business education; simulations; games; online learning; executive education AB This paper describes the experience of Instituto de Empresa Business School (IE) using games, simulations and interactive cases for supporting both online and face-to-face learning processes. Instituto de Empresa Business School is a Spanish private institution of graduate business education, founded 1973. IE has some 35,000 alumni in 85 countries, produces over 1600 master graduates per year and has a main urban campus in Madrid and offices in ten countries. The elearning department was created in 2000 and was responsible for the support to on-line classes and for the preparation of interactive learning materials. The paper will show some examples of success in the use of simulations and games in business education. Multimedia content was originally developed for online education but has proved to be also useful in teaching regular face-to-face courses and for executive education. One hundred and sixty five modules (for all business areas) have been developed already internally in the e-learning department. These modules can include interactive cases, simulations and games. The teaching strategy can vary as the professors can use these modules as additional visual aids for regular class discussion, as an exercise for the preparation of in-class discussion, or for direct in-class discussion, both for face-to-face or for on-line teaching. The use of games and simulations at IE has been a largely successful experience, with high learner satisfaction which has been measured since the beginning. The team responsible of the creation of the materials and the authors (almost always IE professors), have daily access to the comments of the students. These results are very useful for continuous improvement. The paper will finally analyse the initial problems that the school managers had to face in order to achieve the implementation of the new learning methodology and a new learning materials among the traditional faculty and how they are being solved. C1 [Olazar, Idoia] Inst Empresa, Sch Business, Madrid, Spain. EM idoia.olazar@ie.edu CR Calhoun C., 1980, MANAGING LEARNING PR DUNCAN G, 2007, GAME 10 REASON COMPA FEINSTEIN AH, 2002, J MANAGEMENT DEV, V21, P732, DOI DOI 10.1108/02621710210448011 Harton HC, 2002, TEACH PSYCHOL, V29, P10, DOI 10.1207/S15328023TOP2901_03 KELLY T, 2005, BUSINESS CASE E LEAR Proserpio L, 2007, ACAD MANAG LEARN EDU, V6, P69, DOI 10.5465/AMLE.2007.24401703 Ruben B. D., 1999, SIMULATION GAMING, V30, P8 SUMMERFIELD B, 2004, CLO SPECIAL REPORT S WHITNEY K, 2006, SIMULATIONS MANAGEME NR 9 TC 1 Z9 1 U1 0 U2 0 PU ACAD CONFERENCES LTD PI NR READING PA CURTIS FARM, KIDMORE END, NR READING, RG4 9AY, ENGLAND BN 978-1-905305-63-6 PY 2007 BP 205 EP 214 PG 10 WC Computer Science, Interdisciplinary Applications; Computer Science, Software Engineering; Education & Educational Research; Education, Scientific Disciplines; Management SC Computer Science; Education & Educational Research; Business & Economics GA BHI29 UT WOS:000253413800027 DA 2019-08-01 ER PT B AU Rahman, M Hidoyuki, S Ampornaramveth, V Ueno, H AF Rahman, Mahfuzur Hidoyuki, Sato Ampornaramveth, Vuthichai Ueno, Haruki BE Filipe, J Cordeiro, J TI WebELS e-learning platform and proposal for automatic video support SO WEBIST 2007: PROCEEDINGS OF THE THIRD INTERNATIONAL CONFERENCE ON WEB INFORMATION SYSTEMS AND TECHNOLOGIES, VOL SEBEG/EL: SOCIETY, E-BUSINESS AND E-GOVERNMENT, E-LEARNING LA English DT Proceedings Paper CT 3rd International Conference on Web Information Systems and Technologies CY MAR 03-06, 2007 CL Barcelona, SPAIN SP Inst Syst & Technologies Informat, Control & Commun, Open Univ Catalonia, Int WWW Conf Comm DE video contents; web-based education; e-Learning and post-graduate education AB This paper discusses video contents in WebELS e-learning platform for post-graduate education and proposes ideas for automatic video support. WebELS provides a web-based, multi-platform tool, by which traditional instructors can archive their learning materials on the web and students can do their personal learning over the Internet. Uploaded contents can be used either in standalone or group learning in real-time with discussion. WebELS supports contents with text, images, audio and video. However, VIDEO, because of its nature and high volume of involved data causes series of problems regarding its capturing, uploading, transmission, downloading, viewing, code conversion, compression and so on. The vision of this paper is to discuss the WebELS editor and propose ideas to support PowerPoint presentation material with video created by standard PowerPoint presentation editor, for example Microsoft PowerPoint with an explanation of video pre-processing and video handling. C1 [Rahman, Mahfuzur; Hidoyuki, Sato; Ampornaramveth, Vuthichai; Ueno, Haruki] Natl Inst Informat, Principle Informat Div, Chiyoda Ku, 2-1-2 Hitotsubashi, Tokyo 1018430, Japan. RP Rahman, M (reprint author), Natl Inst Informat, Principle Informat Div, Chiyoda Ku, 2-1-2 Hitotsubashi, Tokyo 1018430, Japan. EM mahfuz@nii.ac.jp; sato@nii.ac.jp; vuthi@nii.ac.jp; ueno@nii.ac.jp FU ROIS research fund; SOKENDAI Taylor made education system project; Science Research Foundation of JSPS FX First of all, special thanks goes to Open Source developers who developed useful tools and authors found useful for implementing this system. Authors are highly delighted to acknowledge that the research is supported by ROIS research fund, SOKENDAI Taylor made education system project, Science Research Foundation of JSPS and so on. Finally, authors would like to thank Yiyuan Gong, Prof. Nobuo Shimamoto and so on for their contribution with many important comments. CR Ampornaramveth V, 2006, PROCEEDINGS OF THE FIFTH IASTED INTERNATIONAL CONFERENCE ON WEB-BASED EDUCATION, P388 GONG Y, 2006, P TECHN M KNOWL BAS KURTZ BL, 2002, P 33 SIGCSE TECHN S LAWHEAD PB, 1997, ITICSE 97 WORK GROUP UENO H, 2002, INFORM SYSTEMS ED NR 5 TC 0 Z9 0 U1 0 U2 0 PU INSTICC-INST SYST TECHNOLOGIES INFORMATION CONTROL & COMMUNICATION PI SETUBAL PA AVENIDA D MANUEL L, 27A 2 ESQUERDO, SETUBAL, 2910-595, PORTUGAL BN 978-972-8865-79-5 PY 2007 BP 512 EP + PG 2 WC Business; Computer Science, Hardware & Architecture; Computer Science, Information Systems; Computer Science, Interdisciplinary Applications; Computer Science, Software Engineering; Computer Science, Theory & Methods; Education & Educational Research; Public Administration; Social Issues; Social Sciences, Interdisciplinary SC Business & Economics; Computer Science; Education & Educational Research; Public Administration; Social Issues; Social Sciences - Other Topics GA BGR33 UT WOS:000250085200079 DA 2019-08-01 ER PT J AU Rodriguez, D Sicilia, MA Cuadrado-Gallego, JJ Pfahl, D AF Rodriguez, Daniel Sicilia, Miguel Angel Cuadrado-Gallego, Juan Jose Pfahl, Dietmar TI e-Learning in project management using simulation models: A case study based on the replication of an experiment SO IEEE TRANSACTIONS ON EDUCATION LA English DT Article DE management education; simulation software; software engineering education; student experiments; system dynamics ID SOFTWARE; EDUCATION AB Current e-learning systems are increasing their importance in higher education. However, the state of the art of e-learning applications, besides the state of the practice, does not achieve the level of interactivity that current learning theories advocate. In this paper, the possibility of enhancing e-learning systems to achieve deep learning has been studied by replicating an experiment in which students had to learn basic software engineering principles. One group learned these principles using a static approach, while the other group learned the same principles using a system-dynamics-based approach, which provided interactivity and feedback. The results show that, quantitatively, the latter group achieved a better understanding of the principles; furthermore, qualitatively, they enjoyed the learning experience. C1 Univ Alcala de Henares, Dept Comp Sci, Alcala De Henares 28871, Madrid, Spain. Univ Calgary, Schulich Sch Engn, Calgary, AB T2N 1N4, Canada. RP Rodriguez, D (reprint author), Univ Alcala de Henares, Dept Comp Sci, Alcala De Henares 28871, Madrid, Spain. EM drg@ieee.org; msicilia@uah.es; jjcg@uah.es RI Sicilia, Miguel-Angel/F-5002-2012; Pfahl, Dietmar/H-3084-2015; Rodriguez, Daniel/N-8939-2018 OI Pfahl, Dietmar/0000-0003-2400-501X; Rodriguez, Daniel/0000-0002-2887-0185 CR Abdel-Hamid T, 1991, SOFTWARE PROJECT DYN Biggs J., 1999, TEACHING QUALITY LEA BOEHM B, 2001, IEEE COMPUT, V34, P135, DOI DOI 10.1109/2.962984 BOEHM BW, 1984, IEEE T SOFTWARE ENG, V10, P4, DOI 10.1109/TSE.1984.5010193 Boehm BW, 1981, SOFTWARE ENG EC BROCKBANK A, 1999, FACILITATING REFLECT Cohen J., 1988, STAT POWER ANAL BEHA Drappa A., 2000, Proceedings of the 2000 International Conference on Software Engineering. ICSE 2000 the New Millennium, P199, DOI 10.1109/ICSE.2000.870411 Forrester J. 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PD NOV PY 2006 VL 49 IS 4 BP 451 EP 463 DI 10.1109/TE.2006.882367 PG 13 WC Education, Scientific Disciplines; Engineering, Electrical & Electronic SC Education & Educational Research; Engineering GA 107TX UT WOS:000242195000005 DA 2019-08-01 ER PT S AU Vicent, L Avila, X Riera, J Badia, D Anguera, J Montero, JA AF Vicent, Llufs Avila, Xavier Riera, Jordi Badia, David Anguera, Jaume Montero, Jose A. GP IEEE TI Appropriateness of e-learning resources for the development of transversal skills in the new European higher education area SO 36TH ANNUAL FRONTIERS IN EDUCATION, CONFERENCE PROGRAM, VOLS 1-4: BORDERS: INTERNATIONAL, SOCIAL AND CULTURAL SE Frontiers in Education Conference LA English DT Proceedings Paper CT 36th Annual Frontiers in Education (FIE 2006) CY OCT 28-31, 2006 CL San Diego, CA SP Amer Soc Engn Educ, ERM Div, IEEE Comp Soc, IEEE Educ Soc, Univ San Diego, San Diego State Univ DE competences; e-learning; European higher education area; technological resources; LMS AB The new European Higher Education Area (EHEA) implies not only a change in the content, length and name of the university degrees, but also a change in the pedagogical methodology. In this study, e-learning possibilities in the new scenario, where the main actor is the student, have been analyzed. Students must acquire specific knowledge of their profession, but also transversal skills for the work they will develop in their, jobs. So, interpersonal, teamwork, learning, communication or computing skills must be essential pieces of the instructional designs of the university degrees, The paper is focused on the analysis of the technological tools most frequently used in the Learning Management Systems (LMS's), and of how these tools facilitate the development of the transversal skills mentioned in the Tuning Project. Tools are divided into contents tools (text, videos, simulators, e-labs, etc) and communication tools (forums, e-mail, virtual classrooms, etc.). Opinion polls to professors from engineering and humanities degrees from different Spanish Universities, most of them with experience in distance education, have been used in the analysis. C1 [Vicent, Llufs; Badia, David; Anguera, Jaume; Montero, Jose A.] Univ Ramon Llull, Engn & Arquitectura, Ps Bonanova 8, Barcelona 08022, Spain. [Avila, Xavier; Riera, Jordi] Univ Ramon Llull, Fdn Blanquerna, Barcelona 08022, Spain. RP Vicent, L (reprint author), Univ Ramon Llull, Engn & Arquitectura, Ps Bonanova 8, Barcelona 08022, Spain. EM vicent@salle.url.edu; xavieram@blanquema.url.edu; jordirr@blanquerna.url.es; david@salle.url.edu; jaumean@salle.url.edu; montero@salle.url.edu RI Anguera, Jaume/K-3085-2019 OI Anguera, Jaume/0000-0002-3364-342X FU Spanish Ministerio de Educacion y Ciencia [EA2005-0196]; Enginyeria i Arquitectura La Salle (Universitat Ramon Llull) FX We would like to thank the Spanish Ministerio de Educacion y Ciencia for their support under grant EA2005-0196. We would also like to thank Enginyeria i Arquitectura La Salle (Universitat Ramon Llull) for its support to our research . CR BOU G, 2004, E LEARNING SCHANK RC, LESSONS LEARNING E L VICENT L, ESTUDIO METODOLOGICO NR 3 TC 0 Z9 0 U1 0 U2 0 PU IEEE PI NEW YORK PA 345 E 47TH ST, NEW YORK, NY 10017 USA SN 0190-5848 BN 978-1-4244-0256-4 J9 PROC FRONT EDUC CONF PY 2006 BP 1139 EP + PG 2 WC Computer Science, Information Systems; Computer Science, Interdisciplinary Applications; Education & Educational Research; Education, Scientific Disciplines SC Computer Science; Education & Educational Research GA BGC22 UT WOS:000245981400281 DA 2019-08-01 ER PT S AU White, S Liccardi, I AF White, Su Liccardi, Ilaria GP IEEE TI Harnessing insight into disciplinary differences to refine e-learning design SO 36TH ANNUAL FRONTIERS IN EDUCATION, CONFERENCE PROGRAM, VOLS 1-4: BORDERS: INTERNATIONAL, SOCIAL AND CULTURAL SE Frontiers in Education Conference LA English DT Proceedings Paper CT 36th Annual Frontiers in Education (FIE 2006) CY OCT 28-31, 2006 CL San Diego, CA SP Amer Soc Engn Educ, ERM Div, IEEE Comp Soc, IEEE Educ Soc, Univ San Diego, San Diego State Univ DE disciplinary differences; e-learning; higher education; technology affordances ID SUBJECT MATTER AB Many different teaching methods are used to support learning in higher education. Research into the relationship between the knowledge traditions of fields of study and their most appropriate teaching methods identifies clear differences between the appropriate which are the most suitable in different disciplines. Increasingly, blended approaches to education are being introduced, integrating e-learning with face-to face methods. However, major influences on our understanding of the potential of e-learning have come from psychological and educational perspectives, which are not, of themselves, clearly associated with specific disciplinary needs. This paper identifies e-learning approaches which particularly suit specific disciplinary preferences. It surveys students to identify methods which they believe are particularly relevant to their studies. Their responses support the case for taking a disciplinary perspective when developing blended approaches. C1 [White, Su; Liccardi, Ilaria] Univ Southampton, Southampton SO17 1BJ, Hants, England. RP White, S (reprint author), Univ Southampton, Southampton SO17 1BJ, Hants, England. EM saw@ecs.soton.ac.uk; il05r@ecs.soton.ac.uk CR BECHER T, 1994, STUD HIGH EDUC, V19, P151, DOI 10.1080/03075079412331382007 BIGLAN A, 1973, J APPL PSYCHOL, V57, P204, DOI 10.1037/h0034699 BIGLAN A, 1973, J APPL PSYCHOL, V57, P195, DOI 10.1037/h0034701 Entwistle N., 2004, 3 WORKSH EUR NETW PO Entwistle N., 1997, EXPERIENCE LEARNING Entwistle N, 2005, CURRIC J, V16, P67, DOI 10.1080/0958517042000336818 Gaver W. W., 1991, P SIGCHI C HUM FACT HAMMOND N, 2004, IMPR U TEACH 29 ANN HAMMOND N, 2004, INT SOC SCHOL TEACH HAMMOND NV, 2001, ONL C ARTS HUM P HAN Jonassen D., 1993, DESIGNING ENV CONSTR, P231 JONES C, 2004, NEWT LEARN KNUTH, 1993, DESIGN CONSTRUCTIVIS Laurillard D., 1993, RETHINKING U TEACHIN MAYES JT, 1995, HYP WORK PRACT THEOR MCDOWELL E, 2004, EUROPEAN J ENG ED, V29, P173 Neumann R, 2002, STUD HIGH EDUC, V27, P405, DOI 10.1080/0307507022000011525 NEUMANN R, 2001, STUDIES HIGHER ED, V26, P136 Schank R., 1994, ENG ED WHITE S, 1998, BRING INF TECHN ED B WRIGHT V, 2001, SUPPORTING LIFELONG NR 21 TC 1 Z9 1 U1 0 U2 0 PU IEEE PI NEW YORK PA 345 E 47TH ST, NEW YORK, NY 10017 USA SN 0190-5848 BN 978-1-4244-0256-4 J9 PROC FRONT EDUC CONF PY 2006 BP 1546 EP + PG 2 WC Computer Science, Information Systems; Computer Science, Interdisciplinary Applications; Education & Educational Research; Education, Scientific Disciplines SC Computer Science; Education & Educational Research GA BGC22 UT WOS:000245981400378 DA 2019-08-01 ER PT S AU Klett, F Martins, MJ Pharow, P AF Klett, Fanny Martins, Maria Joao Pharow, Peter GP IEEE TI Work in progress: European education without borders and the challenges for technology as mediator SO 36TH ANNUAL FRONTIERS IN EDUCATION, CONFERENCE PROGRAM, VOLS 1-4: BORDERS: INTERNATIONAL, SOCIAL AND CULTURAL SE Frontiers in Education Conference LA English DT Proceedings Paper CT 36th Annual Frontiers in Education (FIE 2006) CY OCT 28-31, 2006 CL San Diego, CA SP Amer Soc Engn Educ, ERM Div, IEEE Comp Soc, IEEE Educ Soc, Univ San Diego, San Diego State Univ DE globalization; human-centered design; future technologies for e-learning; trust; security; privacy AB The immediate future for European education, training and lifelong learning is intimately connected with the Bologna process. The main objectives of the Bologna process are to obtain convergence of European higher education systems, and to improve student and teaching staff mobility within Europe. Against this background, the European Association far Education in Electrical and Information Engineering takes part in several Thematic Network projects financially supported by the European Union (EU). These actions are also supported by several IEEE Education Society European Chapters. By encountering the difficulties and showing possible solutions, this currently performed work aims at providing overview of the specific orientation in the field of Electrical and Information Engineering Education in Europe. Using new technologies for new purposes is the core of its target. C1 [Klett, Fanny] Fraunhofer Inst Digital Media Technol, Ilmenau, Germany. [Martins, Maria Joao] Inst Super Tecn, Lisbon, Portugal. [Pharow, Peter] Univ Regensburg, Med Ctr, eHlth Competence Ctr, D-93053 Regensburg, Germany. RP Klett, F (reprint author), Fraunhofer Inst Digital Media Technol, Ilmenau, Germany. EM fanny.kIett@idmt.fraunhofer.de; pcjoaom@mail.ist.utl.pt; peter.pharow@klinik.uni-regensburg.de CR KLETT F, 2003, 33 ASEE IEEE FRONT E KLETT F, 2006, 7 INT C INF TECHN BA MARTINS MJ, 2006, 7 INT C INF TECHN BA NR 3 TC 0 Z9 0 U1 0 U2 3 PU IEEE PI NEW YORK PA 345 E 47TH ST, NEW YORK, NY 10017 USA SN 0190-5848 BN 978-1-4244-0256-4 J9 PROC FRONT EDUC CONF PY 2006 BP 1685 EP + PG 2 WC Computer Science, Information Systems; Computer Science, Interdisciplinary Applications; Education & Educational Research; Education, Scientific Disciplines SC Computer Science; Education & Educational Research GA BGC22 UT WOS:000245981400414 DA 2019-08-01 ER PT B AU Jefferies, P Stahl, BC McRobb, S AF Jefferies, Pat Stahl, Bernd Carsten McRobb, Steve BE Elleithy, K Sobh, T Mahmood, A Iskander, M Karim, M TI A framework for exploring the relationships among pedagogy, ethics & technology SO ADVANCES IN COMPUTER, INFORMATION, AND SYSTEMS SCIENCES AND ENGINEERING LA English DT Proceedings Paper CT International Joint Conference on Computer, Information and Systems Sciences and Engineering (CISSE 2005) CY DEC 10-20, 2005 CL ELECTR NETWORK SP Univ Bridgeport, IEEE AB The 'political push' and technological 'pull' currently prevalent in many higher education (HE) institutions encourages educationalists to experiment with tools that promote c-learning in the belief that this will help in the development of more autonomous, responsible learners. This paper, therefore, explores the relationship between pedagogy, ethics and technology, which are three important constructs for the development of an e-learning strategy. It then proposes a framework that will allow future research to define more clearly the areas where these concepts overlap, and to identify how they affect each other. As a consequence, the framework provides insight into the mutual dependencies of pedagogy, ethics and technology, with the aim of avoiding ethical risks in e-teaching and e-learning. C1 [Jefferies, Pat; Stahl, Bernd Carsten; McRobb, Steve] De Montfort Univ, Ctr Comp & Social Responsibil, Gateway, Leicester LE1 9BH, Leics, England. RP Jefferies, P (reprint author), De Montfort Univ, Ctr Comp & Social Responsibil, Gateway, Leicester LE1 9BH, Leics, England. OI Stahl, Bernd Carsten/0000-0002-4058-4456 CR BEATY L, 1997, SEDA SPECIAL PUBLICA Bernstein Basil, 1977, CLASS CODES CONTROL, V3 Bligh D. 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A., 1983, REFLECTIVE PRACTITIO SCRIMSHAW P, 1983, PURPOSE PLANNING CUR Sfard A., 1998, ED RES, V27, P4, DOI DOI 10.3102/0013189X027002004 Stahl BC, 2005, ELECTRONIC MONITORING IN THE WORKPLACE: CONTROVERSIES AND SOLUTIONS, P50 Stahl Bernd Carsten, 2004, J INFORM SYSTEMS ED, V15, P155 TAHL BC, 2005, FREE OPEN SOURCE SOF, P259 TAYLOR PH, 1987, INTRO CURRICULUM STU VandenHoven J, 1997, METAPHILOSOPHY, V28, P234, DOI 10.1111/1467-9973.00053 VEERMAN A, 2001, P COMP SUPP COLL LEA VOSNIADOU S, 1994, TECHNOLOGY BASED LEA, P11 Vygotsky L. S., 1978, MIND SOC DEV HIGHER Weizenbaum J., 1976, COMPUTER POWER HUMAN Wertsch J., 1985, VYGOTSKY SOCIAL FORM Wiener N, 1954, HUMAN USE HUMAN BEIN WINNER L, 1993, SCI TECHNOL HUM VAL, V18, P362, DOI 10.1177/016224399301800306 NR 41 TC 3 Z9 3 U1 0 U2 0 PU SPRINGER PI DORDRECHT PA PO BOX 17, 3300 AA DORDRECHT, NETHERLANDS BN 1-4020-5260-X PY 2006 BP 433 EP + PG 4 WC Computer Science, Information Systems; Computer Science, Interdisciplinary Applications; Education, Scientific Disciplines; Engineering, Industrial; Telecommunications SC Computer Science; Education & Educational Research; Engineering; Telecommunications GA BFE13 UT WOS:000241418900067 DA 2019-08-01 ER PT J AU Sancho, P Corral, R Rivas, T Gonzalez, MJ Chordi, A Tejedor, C AF Sancho, Pilar Corral, Ricardo Rivas, Teresa Gonzalez, Maria Jesus Chordi, Andres Tejedor, Carmen TI A blended learning experience for teaching microbiology SO AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION LA English DT Article DE microbiology; blended learning experience; Internet-based instruction ID COMPETENCE; EDUCATION AB Objectives. To create a virtual laboratory system in which experimental science students could learn required skills and competencies while overcoming such challenges as time limitations, high cost of resources, and lack of feedback often encountered in a traditional laboratory setting. Design. A blended learning experience that combines traditional practices and e-learning was implemented to teach microbiological methods to pharmacy students. Virtual laboratory modules were used to acquire nonmanual skills such as visual and mental skills for data reading, calculations, interpretation of the results, deployment of an analytical protocol, and reporting results. Assessment. Learning achievement was evaluated by questions about microbiology case-based problems. Students' perceptions were obtained by assessment questionnaire. Conclusion. By combining different learning scenarios, the acquisition of the necessary but otherwise unreachable competences was achieved. Students achieved similar grades in the modules whose initiation was in the virtual laboratory to the grades they achieved with the modules whose complete or partial initiation took place in the laboratory. The knowledge acquired was satisfactory and the participants valued the experience. C1 Univ Salamanca, Dept Genet & Microbiol, Salamanca 37007, Spain. RP Tejedor, C (reprint author), Univ Salamanca, Dept Genet & Microbiol, Plaza Doctores Reina S-N, Salamanca 37007, Spain. 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E., 2002, INT AC INF MAN ANN C Papo W., 2001, Educational Media International, V38, P95, DOI 10.1080/09523980110041908 Ravert P, 2002, CIN-COMPUT INFORM NU, V20, P203, DOI 10.1097/00024665-200209000-00013 SAUNDERS G, 2003, ACTIVE LEARNING HIGH, V1, P74 Schober B, 2004, MED TEACH, V26, P451, DOI 10.1080/01421590410001698847 Segers M. D, 1996, ALTERNATIVES ASSESSM, P201 Song L., 2004, Internet and Higher Education, V7, P59, DOI 10.1016/j.iheduc.2003.11.003 SORG S, 2000, FLOR ED TECHN C ORL TYNJALA P, 1999, INT J EDUC RES, V33, P355, DOI DOI 10.1016/S0883-0355(99)00012-9 van den Boom G, 2004, COMPUT HUM BEHAV, V20, P551, DOI 10.1016/j.chb.2003.10.001 NR 23 TC 31 Z9 32 U1 0 U2 23 PU AMER ASSOC COLL PHARMACY PI ALEXANDRIA PA 1426 PRINCE STREET, ALEXANDRIA, VA 22314-2815 USA SN 0002-9459 EI 1553-6467 J9 AM J PHARM EDUC JI Am. J. Pharm. Educ. PY 2006 VL 70 IS 5 AR 120 DI 10.5688/aj7005120 PG 9 WC Education, Scientific Disciplines; Pharmacology & Pharmacy SC Education & Educational Research; Pharmacology & Pharmacy GA 098WK UT WOS:000241553400025 PM 17149449 OA Green Published DA 2019-08-01 ER PT B AU Li, D Shao, PJ AF Li, Ding Shao, Peiji BE Duserick, FG TI Study on the e-learning of Self-taught Higher Education Examinations in China SO Fifth Wuhan International Conference on E-Business, Vols 1-3: INTEGRATION AND INNOVATION THROUGH MEASUREMENT AND MANAGEMENT LA English DT Proceedings Paper CT 5th Wuhan International Conference on E-Business CY MAY 27-28, 2006 CL Wuhan, PEOPLES R CHINA SP Huazhong Univ Sci & Technol, Coll Management, Wuhan Univ, Business Sch, WU, Technol, Coll Business, WU, Coll Informat Management, Zhongnan Univ Econ & Law, Sch Business & Adm, Zhongnan Univ Econ & Law, Xinhua Sch Banking & Insurance, Univ N Dakota, Dept Informat Syst & Business Educ, NJ Inst Technol, Sch Management, Ankara Univ, Cent China Normal Univ, Informat Management Dept, Huzahong Univ Technol & Sci, Chinese Journal Management, Int Journal Elect Markets, Int Journal Informat Technol & Management, Int Journal Management & Decis Making, Int Journal Mobile Learning & Org, Int Journal Revenue Management, China Assoc Informat Syst DE e-learning; Self-taught Higher Education Examinations; survey AB Self-taught Higher Education Examinations (SHEE) is an innovation in Chinese education. This system is an educational model of lifelong dispersed learning. Emerging technology of e-learning such as Web Based Learning (WBL) has given SHEE both a challenge and an opportunity. Over the last decade, the Chinese government has adopted an information strategy on education. Many information projects were conducted such as digital campus, distance education, etc. How to innovate the system of SHEE through adopting emerging technology is an important topic for SHEE. Here we survey the accessibility and availability of selected information posted on state and local government web sites in China. We also assess the presentation and explanation of the public information, and make suggestions on e-learning solutions for SHEE. C1 Univ Elect Sci & Technol, Chengdu 610051, Peoples R China. CR Cappel JJ, 2004, J COMPUT INFORM SYST, V44, P49 Cheng K., 2006, J AM ACAD BUSINESS, V8, P265 FENELLA G, 2005, E LEARNING AGE TWYFO, P26 Gunasekaran A., 2002, IND COMMER TRAIN, V34, P44, DOI DOI 10.1108/00197850210417528 Homan G., 2005, Journal of European Industrial Training, V29, P75, DOI 10.1108/03090590510576226 JIA HF, 2004, MORDEN DISTANCE ED, V91, P19 Kathawala Y, 2004, TRAINING MANAGEMENT, V18, P501 KUKULSKAHULM A, 2004, INT J DISTANCE ED TE, V2, P1 Mutula S. M., 2002, Campus-Wide Information Systems, V19, P99, DOI 10.1108/10650740210431916 PISKURICH GM, 2006, IMPROVEMENT SILVER S, V45, P18 Schweizer H., 2004, J MANAGEMENT ED, V28, P674, DOI DOI 10.1177/1052562903252658 Sridhar Sangeetha, 2005, J AM ACAD BUSINESS, V7, P258 Vicere A. A., 2000, HUMAN RESOURCE PLANN, V23, P34 WANG XM, 2004, ED RES LIAONING, V2, P56 Yin R., 2003, CASE STUDY RES DESIG NR 15 TC 0 Z9 0 U1 0 U2 0 PU ALFRED UNIV PI ALFRED PA ONE SAXON DR, ALFRED, NY 14802 USA BN 0-9604962-8-9 PY 2006 BP 343 EP 349 PG 7 WC Business; Business, Finance; Computer Science, Information Systems; Computer Science, Interdisciplinary Applications; Management SC Business & Economics; Computer Science GA BET48 UT WOS:000239446400055 DA 2019-08-01 ER PT B AU Kabouridis, G AF Kabouridis, G BE Pudlowski, ZJ TI Leadership qualifications under transition circumstances when implementing e-learning techniques for engineering education SO 4th Asia-Pacific Forum on Engineering and Technology Education, Forum Proceedings SE MONASH ENGINEERING EDUCATION SERIES LA English DT Proceedings Paper CT 4th Asia-Pacific Forum on Engineering and Technology Education CY SEP 26-29, 2005 CL Bangkok, THAILAND AB There has been a recent and considerable investment in the installation of equipment for enhanced understanding and use of information and communications technology. New technology would not provide value for money without changing pedagogy and teaching approaches and the variety of learning styles favoured by individuals and groups in the educational community. E-learning programmes in higher education have been the target of intense focus and controversy in recent years. Universities worldwide began offering courses and degree programmes in rapidly increasing numbers. Engineering education has been transformed under the implementation of new technologies. The Faculty of Engineering at the Technological Educational Institute of Patras (TEI Patras) in Patras, Greece, has started to implement new e-learning courses by integrating principles of active learning with unique features of the Web. Over the past three years, the rate and process of change has been monitored within the 13 departments of the TEI Patras. The key point for success was highly dependent upon the leadership of the Institution. It required the establishment of a clear vision with articulated values and an identifiable link between leading and learning based on transformational management. C1 Technol Educ Inst Patras, Patras, Greece. RP Kabouridis, G (reprint author), Technol Educ Inst Patras, Patras, Greece. CR ALMON G, 2000, E MODERATING KEY TEA ARASON B, 1990, PREDICTABLE FAILURE BETTS KS, 1998, TECHNOLOGY SOURCE Cook DA, 2004, J GEN INTERN MED, V19, P698, DOI 10.1111/j.1525-1497.2004.30029.x CORNFORD FM, 1923, MICROCOSMOGRAPHIA AC HACHE D, 2000, ONLINE J DISTANCE LE, V1 Kemp J. E, 2000, ED DISTANCE, V14 Kerr C, 1972, USES U KRUG S., 2000, DONT MAKE ME THINK C Leithwood K., 1999, CHANGING LEADERSHIP McCormick R., 2001, ED COMMUNICATION INF, V1, P37 Palloff M., 1999, BUILDING LEARNING CO SAVROCK JT, 2001, AM J DISTANCE ED, V15, P70 Schifter C., 2000, EDUC TECHNOL, P43 SMITH JW, 2002, INT STUDIES ED ADM, V30 Tyack D. B., 1995, TINKERING UTOPIA Tye Barbara B., 2000, HARD TRUTHS UNCOVERI WEBBER FC, 2003, J EDUC ADMIN, V41, P119 Weigel V., 2000, CHANGE, V32, P10 NR 19 TC 0 Z9 0 U1 0 U2 0 PU UICEE, FACULTY ENGINEERING PI CLAYTON PA MONASH UNIVERSITY, CLAYTON, MELBOURNE VIC 3168, AUSTRALIA BN 0-7326-2280-8 J9 MONAS ENGN EDUC SER PY 2005 BP 111 EP 114 PG 4 WC Education, Scientific Disciplines SC Education & Educational Research GA BDN86 UT WOS:000234537300023 DA 2019-08-01 ER PT J AU Davis, LE Harrison, MC Palipana, AS Ward, JP AF Davis, LE Harrison, MC Palipana, AS Ward, JP TI Assessment-driven learning of mathematics for engineering students SO INTERNATIONAL JOURNAL OF ELECTRICAL ENGINEERING EDUCATION LA English DT Article; Proceedings Paper CT International Conference on Innovation, Good Practice and Research in Engineering CY JUN 07-09, 2004 CL Univ Wolverhampton, Wolverhampton, ENGLAND HO Univ Wolverhampton DE assessment; e-learning; engineering undergraduates; HELM project; mathematics AB HELM (Helping Engineers Learn Mathematics) is a three-year curriculum development project undertaken by a consortium of five universities (Loughborough, Hull, Reading, Sunderland and UMIST) which aims to enhance the mathematical education of engineering undergraduates by the provision of flexible learning resources. HELM makes extensive use of a computer aided assessment (CAA) regime, available in web- and CD-based versions, to drive student learning. This paper first describes the HELM learning resources and outlines the project's assessment philosophy; the HELM assessment regime and how it can be successfully used for both formative and summative assessment are then described. Finally, the viability of the HELM assessment regime across the higher education sector is examined. C1 Univ Loughborough, Math Educ Ctr, Loughborough, Leics, England. RP Davis, LE (reprint author), Univ Loughborough, Math Educ Ctr, Loughborough, Leics, England. EM A.S.Palipana@lboro.ac.uk CR Engineering Council, 2000, MEAS MATH PROBL James G., 1995, MATH MATTERS ENG Lawson Duncan, 1997, TEACHING MATH ITS AP, V16, P151, DOI [10.1093/teamat/16.4.151, DOI 10.1093/TEAMAT/16.4.151] Roberts G., 2002, SET SUCCESS Sutherland R., 1995, CHANGING MATH BACKGR NR 5 TC 10 Z9 10 U1 2 U2 5 PU SAGE PUBLICATIONS LTD PI LONDON PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND SN 0020-7209 EI 2050-4578 J9 INT J ELEC ENG EDUC JI Int. J. Elec. Eng. Educ. PD JAN PY 2005 VL 42 IS 1 BP 63 EP 72 DI 10.7227/IJEEE.42.1.8 PG 10 WC Education, Scientific Disciplines; Engineering, Electrical & Electronic SC Education & Educational Research; Engineering GA 986QE UT WOS:000233464000008 DA 2019-08-01 ER PT S AU Lutz, M Kern, J AF Lutz, Michael Kern, Johannes BE Fleuren, H denHertog, D Kort, P TI Presentation of an extensible Selbstlernumgebung "operations research" as an example for exploratory, web-based e-learning in a higher education environment SO OPERATIONS RESEARCH PROCEEDINGS 2004 SE Operations Research Proceedings LA German DT Proceedings Paper CT Annual International Conference of the German-Operations-Research-Society CY SEP 01-03, 2004 CL Tilburg, NETHERLANDS SP German Operat Res Soc, Netherlands Soc Operat Res C1 [Lutz, Michael; Kern, Johannes] Fachbereich Informat, Fachhsch Augsburg, D-86161 Augsburg, Germany. EM michael.lutz@fh-augsburg.de; mail@johannes-kern.de NR 0 TC 0 Z9 0 U1 0 U2 0 PU SPRINGER-VERLAG BERLIN PI BERLIN PA HEIDELBERGER PLATZ 3, D-14197 BERLIN, GERMANY SN 0721-5924 BN 978-3-540-27679-1 J9 OPERAT RES PROCEED PY 2005 BP 443 EP 451 PG 9 WC Business; Management; Operations Research & Management Science SC Business & Economics; Operations Research & Management Science GA BLA32 UT WOS:000269743500056 DA 2019-08-01 ER PT B AU Hu, PJ Milton, J Hui, W Ma, W Clark, THK Tam, KY AF Hu, Paul J. Milton, John Hui, Wendy Ma, Will Clark, Theodore H. K. Tam, Kar Yan GP PACIS TI Examining e-Learning Effectiveness, Outcomes and Learning Style: A Longitudinal Field Experiment SO PACIFIC ASIA CONFERENCE ON INFORMATION SYSTEMS 2005, SECTIONS 1-8 AND POSTER SESSIONS 1-6 LA English DT Proceedings Paper CT 9th Pacific Asia Conference on Information Systems (PACIS 2005) CY JUL, 2005 CL Bangkok, THAILAND DE E-learning; Kolb's Learning Style Model; Longitudinal Field Experiment ID HYPERMEDIA NAVIGATION; EDUCATION AB The use of information technology (IT) in education has accelerated rapidly. From the learner's perspective, e-learning is self-service and allows an individual great flexibility and control as well as access to hyperlinked interactive multimedia contents while learning at preferred paces and times. Prior information systems (IS) research has investigated different effectiveness and aspects of e-learning: however, the cumulating evidences of its relative outcomes have been largely equivocal. In this study, we conducted a longitudinal quasi field experiment to comparatively examine e-learning and conventional classroom based learning in the context of English learning. Our evaluative study used relatively comprehensive effectiveness and outcome measurements and involved 507 undergraduate university students. In addition to assessing the effectiveness and outcomes associated with e-learning, we examined the effect of learning style on the effectiveness and outcome improvements resulting from the use of e-learning based as opposed to conventional classroom based learning. Overall, our analysis shows that learning effectiveness (measured objectively and subjectively) associated with e-learning is significantly higher than that observed in the conventional classroom. Subjects supported by e-learning are also more sati, fled with the course contents than their conventional classroom counterparts. Personalized learning support appears to be stronger in e-learning than in the conventional classroom setting but the difference is not significant statistically. Anchored using the Learning Style Model by Kolb (1976), our analysis results suggest that the exact magnitude and signficance of the differential learning effectiveness and outcomes resulting from e-learning appear to be contingent upon the individual's learning style. In particular, assimilators may benefit more from e-learning than accommodators, whereas e-learning effectiveness and outcomes seem comparable between convergers and divergers. C1 [Hu, Paul J.] Univ Utah, David Eccles Sch Business, Salt Lake City, UT 84112 USA. EM actph@business.utah.edu; lcjohn@ust.hk; huiwyw@ust.hk; will@ust.hk; tclark@ust.hk; kytam@ust.hk CR ALAVI M, 1994, MIS QUART, V18, P159, DOI 10.2307/249763 ALAVI M, 1995, MIS QUART, V19, P293, DOI 10.2307/249597 Allen M., 2002, American Journal of Distance Education, V16, P83, DOI 10.1207/S15389286AJDE1602_3 Andrewartha G., 2001, Australian Journal of Educational Technology, V17, P1 Aragon S. R., 2002, American Journal of Distance Education, V16, P227, DOI 10.1207/S15389286AJDE1604_3 Beck AT, 1979, NASSPS STUDENT LEARN, P1 Bernard RM, 2004, REV EDUC RES, V74, P379, DOI 10.3102/00346543074003379 BRADSHAW D, 2001, SOME PAINFUL LESSONS BRADSHAW D, 2001, BANKRUPT IDEA GREAT Chen SY, 2002, J AM SOC INF SCI TEC, V53, P3, DOI 10.1002/asi.10023 CHIN KL, 1999, HERDSA ANN INT C MEL Chute A. G., 1999, MCGRAWHILL HDB DISTA Cohen V. 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It is argued that IT, although very much part of the infrastructure of the modern university has yet to make its full impact on teaching and learning processes. The expectations of students and demands for improved flexibility and access make it inevitable that IT will become an integral part of teaching and learning despite inherent resistance to change. The potential benefits of IT are identified as: transmission of high quality content, support of life-long learning, flexibility of access and enhanced opportunities for communication. These concepts are explored in the context of health professional education. It is argued that universities cannot survive without harnessing the power of IT to improve the educational experience of students but lecturers should ensure that this is underpinned by sound educational theory. The works of Salmon, G. (2002a). Future Learning Encounters: keynote presentation Eurocall Dr. Gilly Salmon Centre for Innovation, Knowledge Et Enterprise Open University Business School Milton Keynes, Salmon, G. (2002b). E-tivities: the key to active online learning Kogan Page, London, Laurillard, D. (2002). Rethinking university teaching: a framework for the effective use of learning technologies. Routledge/Falmer, London and Winnips, K. (2001). Scaffolding-by-design as a mode( for online learner support Koos Winnips, Faculty of Educational Science and technology, University of Twente, Netherlands, http://scaffolding.edte.utwente.nt/ are explored to provide guidance on how to use IT and particularly e-learning to enhance students' learning experience. (C) 2004 Elsevier Ltd. All rights reserved. C1 Univ Bradford, Sch Hlth, Bradford BD5 0BB, W Yorkshire, England. RP Haigh, J (reprint author), Univ Bradford, Sch Hlth, 25 Trinity Rd, Bradford BD5 0BB, W Yorkshire, England. EM jhaigh3@bradford.ac.uk CR AYERS EL, 2003, EDUCAUSE REV, V38, P41 CARR NG, 2003, EDUCAUSE REV, V38, P14 *DEP HLTH, 2001, WORK TOG LEARN TOG E DEWHIRST DG, 2003, BEEJ, V1, P1 KAPLAN, 2003, STRATEGIES COLLABORA KARPATI A, 2003, NET GENERATION ATTIT KEARNEY N, 2003, MODEL REASONABLE COS Kinshuk, 1998, P ED MEDIA ED TELECO, P715 Lau F, 2000, J AM MED INFORM ASSN, V7, P361, DOI 10.1136/jamia.2000.0070361 Laurillard D., 2002, RETHINKING U TEACHIN LEEDER D, 2003, UCEL REUSABLE LEARNI McCredie J., 2003, EDUCAUSE REV, V38, P14 *NHS, 2003, NHS NAT NURS LEAD PR PANSINIMURRELL J, 1996, BRIT J MIDWIFERY, V4, P479 SALMON G, 2002, FUTURE LEARNING ENCO Salmon G., 2002, E TIVITIES KEY ACTIV SCOTT G, 2003, EDUCAUSE REV, V38, P64 Singh H., 2001, WHITE PAPER ACHIEVIN *U COLL E LEARN, 2003, UCEL PEER REV DOC Wanless D., 2002, SECURING OUR FUTURE WINNIPS K, 2001, SCAFFOLDING BY DESIG 2002, LEARNECDL USING LEAR NR 22 TC 28 Z9 28 U1 0 U2 0 PU CHURCHILL LIVINGSTONE PI EDINBURGH PA JOURNAL PRODUCTION DEPT, ROBERT STEVENSON HOUSE, 1-3 BAXTERS PLACE, LEITH WALK, EDINBURGH EH1 3AF, MIDLOTHIAN, SCOTLAND SN 0260-6917 J9 NURS EDUC TODAY JI Nurse Educ. Today PD OCT PY 2004 VL 24 IS 7 BP 547 EP 552 DI 10.1016/j.nedt.2004.07.008 PG 6 WC Education, Scientific Disciplines; Nursing SC Education & Educational Research; Nursing GA 865QF UT WOS:000224716900007 PM 15465170 DA 2019-08-01 ER PT B AU Miller, M AF Miller, M TI Psycho-social implications of online learning: A journey through goals of higher education, the "total person" concept, and inherent conflicts SO EISTA '04: International Conference on Education and Information Systems: Technologies and Applications, Vol, 2, Proceedings: EDUCATION AND TRAINING SYSTEMS, TECHNOLOGIES AND APPLICATIONS LA English DT Proceedings Paper CT International Conference on Education and Information Systems - Technologies and Application CY JUL 21-25, 2004 CL Orlando, FL AB Institutions of Higher Learning are both a reflection of changes in society and catalysts for change. The advent of mass usage of technology has been fast and dramatic. Although it is apparent that technology use provides incredible benefits to individuals, societies, and the global community, there may be psychosocial implications related to greater amounts of time on-line, alone, and with little person to person contact. Are "face to face "interactions necessary for learning and more importantly are they vital to our continuation as social beings and to the ongoing development of the human spirit and of the collective consciousness of the world? This paper will examine the psycho-social implications of the movement toward learning via online formats, examining factors such as relationship systems, personal differentiation, anonymity, interlocking processes of learning and personal growth and maturation, emotional distancing, process versus content, modulation of reactivity, increasing need for immediate responses and results from the environment, exercising personal responsibilities and accountabilities to others outside of our family constellations, the awareness of repeating patterns and their role in. improving social prediction skills, ongoing reciprocal functioning, identity formation, mental and emotional flexibility and modulation, and general interactive social consciousness experiences. This paper suggests ways in which E-learning and other technological approaches to higher education can be designed to provide opportunities for face to face interactions, even for courses which are designed solely for isolated, self paced, and technology driven programs. C1 Gallaudet Univ, Dept Psychol, Washington, DC 20002 USA. CR Azmitia M., 1996, INTERACTIVE MINDS LI, P133 BERNS RM, 2001, CHILD FAMILY SCH COM, P47 Compas B. E., 2002, INTRO CLIN PSYCHOL S DAMON W, INTERACTIVE MINDS LI, P198 MAGOLDA MBB, 1997, CNT HIGHER ED INT IS, P117 SLEEK S, APA MONITOR, V29, P30 NR 6 TC 0 Z9 0 U1 0 U2 0 PU INT INST INFORMATICS & SYSTEMICS PI ORLANDO PA 14269 LORD BARCLAY DR, ORLANDO, FL 32837 USA PY 2004 BP 289 EP 294 PG 6 WC Computer Science, Interdisciplinary Applications; Education & Educational Research; Education, Scientific Disciplines SC Computer Science; Education & Educational Research GA BBX16 UT WOS:000228210300055 DA 2019-08-01 ER PT B AU Haas, C Hoppe, U AF Haas, C Hoppe, U BE Malpica, F Welsch, F Tremante, A TI From project to product: Ensuring sustainability in e-learning projects by means of transfer and active marketing measures SO EISTA '04: International Conference on Education and Information Systems: Technologies and Applications, Vol 3, Proceedings: EDUCATION/TRAINING AND INFORMATION/COMMUNICATION TECHNOLOGIES AND APPLICATIONS LA English DT Proceedings Paper CT International Conference on Education and Information Systems - Technologies and Application CY JUL 21-25, 2004 CL Orlando, FL DE sustainability; transfer; marketing; E-learning projects AB In order to guarantee the sustainability of steaming courses generated within a university development project it does not suffice to integrate them into the teaching provided by the chairs involved in the project. The objective should be to make the knowhow gained and the generated learning material accessible to a wider user group through targeted transfer activities and marketing strategies, and furthermore, to achieve the commercial use of the learning content. This paper demonstrates the prerequisites, objectives and measures required to achieve sustainability, against the background of german higher education. These are illustrated using the example of the IMPULSEC project. C1 Univ Osnabruck, Business Adm Org & Informat Syst, Osnabruck, Germany. CR DUNCAN A, DEFINITION SUSTAINAB ECKELMANS F, 2002, 4 INT C NEW ED ENV L, P19 ECKELMANS F, 2003, TAG WORKSH MULT BILD EULER D, 2001, DOSSIER TRANSFERFORD GROBER U, 2003, ERFINDER NACHHALTIGK, P98 HOPPE U, 2003, DIGITALER CAMPUS MED HOPPE U, 2003, DSOR BEITRAGE WIRTSC, V1 JUNGMANN B, 2002, 2 IMPULS KLAUSER F, 2002, 3 IMPULS KLAUSER F, 2003, 5 IMPULS TROHA FJ, 2003, USDLA J, V16 NR 11 TC 0 Z9 0 U1 0 U2 5 PU INT INST INFORMATICS & SYSTEMICS PI ORLANDO PA 14269 LORD BARCLAY DR, ORLANDO, FL 32837 USA PY 2004 BP 237 EP 241 PG 5 WC Computer Science, Information Systems; Computer Science, Interdisciplinary Applications; Education & Educational Research; Education, Scientific Disciplines SC Computer Science; Education & Educational Research GA BBX20 UT WOS:000228210700046 DA 2019-08-01 ER PT B AU Kumar, AR Aljasmi, H Alnaqbi, H Albraiki, K Odhabi, H Nathan, S AF Kumar, AR Aljasmi, H Alnaqbi, H Albraiki, K Odhabi, H Nathan, S BE Malpica, F Welsch, F Tremante, A TI Introducing IP telephony at Abu Dhabi Men's College (ADMC) SO EISTA '04: INTERNATIONAL CONFERENCE ON EDUCATION AND INFORMATION SYSTEMS: TECHNOLOGIES AND APPLICATIONS, VOL 3, PROCEEDINGS: EDUCATION/TRAINING AND INFORMATION/COMMUNICATION TECHNOLOGIES AND APPLICATIONS LA English DT Proceedings Paper CT International Conference on Education and Information Systems - Technologies and Application CY JUL 21-25, 2004 CL Orlando, FL DE education technology; IP telephony; e-learning; student information system; XML; web technologies; cisco AB IP Telephony technology is a consequence of the merger of infrastructure for circuit switched telephony and data communication. This paper explores the use of IP Telephony technology as an educational technology in the college learning and teaching environment at Abu Dhabi Men's College (ADMC), Higher Colleges of Technology (HCT), where a number of technologies are already being used to enhance student learning. An IP Phone Application is developed to retrieve and display, on Cisco IP Phones, student transcript, GPA, Schedule, Attendance and Logo information from the college web site. There is benefit to accessing academic and student information through IP Phones. Small display screen size and impact of web site changes are drawbacks; furthermore, students at ADMC are required to have wireless laptops as part of the e-Learning laptop program. Third generation mobile phones that use IP technology provide the added benefit of mobility. IP Phones would be useful in the college environment if a common infrastructure is used carrying for voice and data: a partial feasibility study has been done as a student graduation project that could pave the way to introduce IP Telephony as an educational technology at ADMC and in the system of HCT colleges. C1 Higher Coll Technol, Abu Dhabi Mens Coll, Dept Engn Technol, Abu Dhabi, U Arab Emirates. CR *CISC IP PHON SERV, 2000, CISC IP PHON SERV AP *CISC IP SERV, CISC IP SERV SDK VER NR 2 TC 1 Z9 1 U1 0 U2 1 PU INT INST INFORMATICS & SYSTEMICS PI ORLANDO PA 14269 LORD BARCLAY DR, ORLANDO, FL 32837 USA PY 2004 BP 242 EP 247 PG 6 WC Computer Science, Information Systems; Computer Science, Interdisciplinary Applications; Education & Educational Research; Education, Scientific Disciplines SC Computer Science; Education & Educational Research GA BBX20 UT WOS:000228210700047 DA 2019-08-01 ER PT B AU McGee, P Robinson, J AF McGee, P Robinson, J BE Malpica, F Welsch, F Tremante, A TI The digital divide: Making a case for open source SO EISTA '04: International Conference on Education and Information Systems: Technologies and Applications, Vol 3, Proceedings: EDUCATION/TRAINING AND INFORMATION/COMMUNICATION TECHNOLOGIES AND APPLICATIONS LA English DT Proceedings Paper CT International Conference on Education and Information Systems - Technologies and Application CY JUL 21-25, 2004 CL Orlando, FL DE digital divide; e-learning; open source; 21st century technology AB Meeting the increasing cost demands and evolving needs of the 21st century educational marketplace has strained the capacities of higher education that must serve an increasingly diverse population. Open source software initiatives have the potential of helping to bridge the digital divide that exists between generations, economics, and countries. This paper illustrates the potential of open source, identifies issues driving and hindering the development of open source, and explains how open source can serve populations that may be marginalized in increasingly technology-sophisticated learning environments. C1 Univ Texas, Dept Interdisciplinary Studies & Cucciculum & Ins, San Antonio, TX 78249 USA. CR *ADV TECHN PROGR, 2003, ATP FOC PROGR AD LEA BATSON T, P ACM SIGUCCS SANT F Chen YS, 2002, IEEE INTERNATIONAL WORKSHOP ON WIRELESS AND MOBILE TECHNOLOGIES IN EDUCATION, PROCEEDINGS, P15, DOI 10.1109/WMTE.2002.1039216 CORNELL N, SAKAI PROJECT LAUNCH Davis S., 1995, MONSTER BED GLADIEUX LE, AAHE B GLOSH RA, FREE LIBRE OPEN SOUR JOHNSON J, 2000, GUI BLOOPERS DONTS D KAPOR M, CHANDLER COLLABORATI KERSTEN GE, J GLOBAL INFORMATION, V10, P86 KINSHUK, 2004, ADAPTIVE MOBILE LEAR LEVIN D, 2002, DIGITAL DISCONNECT W LONG M, STATE BUDGET CRISIS MCCREDIE JW, EDUCAUSE Q MEYER KA, 2002, BEDI03102161 ASHE ER, V29, P1 *MOSAIC, 2003, UB LEARN TECHN EXP L OREILLY, 2001, PARLEZ VOUS JAVA WRI *OSI, EDUCAUSE Q *OSI, OP SOURC DEF VERS 1 *PROMETEUS, NEW APPL UB LEARN Rheingold H., 2002, SMART MOBS NEXT REVO ROBINSON SP, 1997, BUILDING KNOWLEDGE N SAKAI, PROJECT SUMMARY *SPARC, SCH PUBL AC RES COAL STERLING B, 1993, MAGAZINE FANTASY SCI Trombley W., 2003, COLL AFFORDABILITY J *US DEP COMM, 2002, NATION ONLINE AM AR Wheeler D. A., 2003, WHY OPEN SOURCE SOFT WHEELER DA, AAHE B WRIGHT G, OPEN SOURCE GLOBAL I 3 STAGES SELF SUFFIC BLACKBOARD ANOUNCES NR 32 TC 0 Z9 0 U1 0 U2 0 PU INT INST INFORMATICS & SYSTEMICS PI ORLANDO PA 14269 LORD BARCLAY DR, ORLANDO, FL 32837 USA PY 2004 BP 289 EP 293 PG 5 WC Computer Science, Information Systems; Computer Science, Interdisciplinary Applications; Education & Educational Research; Education, Scientific Disciplines SC Computer Science; Education & Educational Research GA BBX20 UT WOS:000228210700055 DA 2019-08-01 ER PT B AU Lauer, T Trahasch, S Muller, R AF Lauer, T Trahasch, S Muller, R BE Akpinar, Y TI Web technologies and standards for the delivery of recorded presentations SO ITHET 2004: PROCEEDINGS OF THE FIFTH INTERNATIONAL CONFERENCE ON INFORMATION TECHNOLOGY BASED HIGHER EDUCATION AND TRAINING LA English DT Proceedings Paper CT 5th International Conference on Information Technology Based Higher Education and Training CY MAY 31-JUN 02, 2004 CL Istanbul, TURKEY AB Computer-based recording of live presentations has become a widespread way of producing content material for e-learning in both higher education institutions and companies. The success of e-learning projects crucially depends on the acceptance by the end-users working with these materials, i.e., learners but also administrators. From their point of view, the choice of formats used for distribution is a crucial issue, regarding network delivery and web-based replay. We present the key factors from the end-user's perspective and discuss a number of widespread and standard formats with respect to their suitability for today's web-based e-learning. C1 Univ Freiburg, D-79110 Freiburg, Germany. CR ABOWD GD, 1999, IBM RES J, V38 HURST W, 1999, P ACM MULT 99 ORL FL *IBM, IBM TOOLK MPEG 4 DOW LAUER T, 2002, P E LEARN 2002 MONTR LIENHART R, 2000, ACM SPRINGER MULTIME, V8 Muller R., 2000, ACM SPRINGER MULTIME, V8 MULLER R, 2003, P ITHET 03 MARR MOR TRUONG KN, 1999, P S US INT SOFTW TEC WILCOX LD, 1997, P CHI 97 ATL GEORG M NR 9 TC 0 Z9 0 U1 0 U2 0 PU IEEE PI NEW YORK PA 345 E 47TH ST, NEW YORK, NY 10017 USA BN 0-7803-8596-9 PY 2004 BP 104 EP 110 DI 10.1109/ITHET.2004.1358146 PG 7 WC Computer Science, Interdisciplinary Applications; Education & Educational Research; Education, Scientific Disciplines SC Computer Science; Education & Educational Research GA BAX38 UT WOS:000224078100021 DA 2019-08-01 ER PT J AU Friedman, RS Deek, FP AF Friedman, RS Deek, FP TI Innovation, and education in the digital age: Reconciling the roles of pedagogy, technology, and the business of learning SO IEEE TRANSACTIONS ON ENGINEERING MANAGEMENT LA English DT Article DE asynchronous learning network (ALN); e-learning; information and communication technology (ICT); multimedia technology; pedagogy AB Terms such as "digital divide," normally understood to mean the gap in access between technologically disenfranchised populations and the information elite, take on a different resonance when the focus of university faculty, administrators, and an increasing number of potential students is on how education is to be conducted. This paper discusses the pedagogical, technological, and business trends that together affect the direction of innovation in virtual education. A discussion is presented on how traditional higher education (campus-based, lecture-bound, and faculty-driven) can benefit from the explosion of opportunities born of technological innovation and development by adopting changes in operational models-both administrative and pedagogical. Also addressed are the scope of services that comprise the engagement of information technology in academic environments necessary to fulfill evolving charters and missions that respond to current trends and future demands of educational innovations in the digital age where education and business-in their operational models and management styles-are moving toward complementary, even comparable strategies. C1 New Jersey Inst Technol, Coll Comp Sci, Newark, NJ 07102 USA. 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B., 1999, J ASYNCHRONOUS LEARN, V3, P98 WEGNER SB, 1999, ED TECHNOL SOC, V2 WHEELER S, 19 WORLD C OP LEARN Worley R., 2000, BUSINESS COMMUNICATI, V63, P93 NR 43 TC 33 Z9 33 U1 1 U2 32 PU IEEE-INST ELECTRICAL ELECTRONICS ENGINEERS INC PI PISCATAWAY PA 445 HOES LANE, PISCATAWAY, NJ 08855 USA SN 0018-9391 J9 IEEE T ENG MANAGE JI IEEE Trans. Eng. Manage. PD NOV PY 2003 VL 50 IS 4 BP 403 EP 412 DI 10.1109/TEM.2003.819650 PG 10 WC Business; Engineering, Industrial; Management SC Business & Economics; Engineering GA 767GV UT WOS:000188432600003 DA 2019-08-01 ER PT J AU Roberts, C Lawson, M Newble, D Self, A AF Roberts, C Lawson, M Newble, D Self, A TI Managing the learning environment in undergraduate medical education: the Sheffield approach SO MEDICAL TEACHER LA English DT Article ID STUDENTS AB This paper describes one possible model for e-learning in undergraduate medical education with an emphasis on supporting and managing curriculum development. The University of Sheffield School of Medicine is undergoing a major revision of its undergraduate medical curriculum, prompted by requirements of the professional regulatory body, the General Medical Council (GMC), and the Quality Assurance Agency for Higher Education (QAA). A computer-based system was developed to provide more efficient administration of the current course and more effective delivery of educational materials to students. The Sheffield Networked Learning Environment (NLE) has been developed in collaboration with other medical schools. A new 'revised' curriculum, due to start in 2003, will be intensively supported by an NLE which has been extensively tested and modified through pilot studies in the current curriculum. C1 Univ Sheffield, Dept Med Educ, Sheffield S10 2TN, S Yorkshire, England. RP Roberts, C (reprint author), Univ Sheffield, No Gen Hosp, Dept Med Educ, Coleridge House, Sheffield S5 7AU, S Yorkshire, England. RI Roberts, Chris/L-3346-2013 OI Roberts, Chris/0000-0001-8613-682X CR BOGGIS CRM, 2002, UNPUB MED ED Carlile S, 1998, INT J MED INFORM, V50, P225, DOI 10.1016/S1386-5056(98)00073-2 CASE SM, 2001, CONSTRUCTING WRITTEN Coffey M., 2001, ASSESS EVAL HIGH EDU, V26, P89, DOI [10.1080/02602930020022318, DOI 10.1080/02602930020022318] COOK J, 2001, 623 JTAP U BRIST I L Davis MH, 2001, MED TEACH, V23, P441, DOI 10.3109/01421590109177941 Davis MH, 2001, MED TEACH, V23, P357, DOI 10.1080/01421590120063349 EVERETT R, 2001, MLE INFORMATION PACK Flexner Abraham, 1910, MED ED US CANADA Fox N, 2001, MED EDUC, V35, P803, DOI 10.1046/j.1365-2923.2001.00974.x *GEN MED COUNC, 2002, REV *GEN MED COUNC, 1998, REP VIS U SHEFF FAC Henry RC, 2001, ACAD MED, V76, P871, DOI 10.1097/00001888-200109000-00006 JORDAN RK, 2001, 86 U NEWC FAC NETW L Juran J.M, 1951, QUALITY CONTROL HDB, P37 NEWBLE DI, 2002, REVISED MED CURRICUL *QUAL ASS AG HIGH, 1999, Q6099 QUAL ASS AG HI ROBERTS C, 2002, MED EDUC, V36, P889 *U SHEFF MED SOC, 2002, U SHEFF MED SOC WEBS Zuber-Skerritt O., 1996, NEW DIRECTIONS ACTIO NR 20 TC 3 Z9 4 U1 0 U2 3 PU CARFAX PUBLISHING PI BASINGSTOKE PA RANKINE RD, BASINGSTOKE RG24 8PR, HANTS, ENGLAND SN 0142-159X J9 MED TEACH JI Med. 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PD MAY PY 2003 VL 25 IS 3 BP 282 EP 286 DI 10.1080/0142159031000100364 PG 5 WC Education, Scientific Disciplines; Health Care Sciences & Services SC Education & Educational Research; Health Care Sciences & Services GA 694JU UT WOS:000183772100011 PM 12881051 DA 2019-08-01 ER PT B AU Chuchalin, AI Soloviev, MA AF Chuchalin, AI Soloviev, MA GP IEEE IEEE TI Innovative masters degree programs in high-tech SO KORUS 2003: 7TH KOREA-RUSSIA INTERNATIONAL SYMPOSIUM ON SCIENCE AND TECHNOLOGY, VOL 4, PROCEEDINGS: LIFE SCIENCE, BIOTECHNOLOGY, MEDICINE ENVIRONMENTAL TECHNOLOGY, ARCHITECTURE ENGINEERING EDUCATION SOCIAL SCIENCE LA English DT Proceedings Paper CT 7th Korea/Russia International Symposium on Science and Technology (KORUS 2003) CY JUN 28-JUL 06, 2003 CL UNIV ULSAN, ULSAN, SOUTH KOREA SP Univ Ulsan, Res Ctr Mach Parts & Mat Proc, Tomsk Polytech Univ, Novosibirsk State Tech Univ, Ulsan Metropolitan City, Hyundai Heavy Ind Co Ltd, Univ Ulsan, Network Based Automat Res Inst, Univ Ulsan, Res Inst Basic Sci HO UNIV ULSAN DE masters degree program; e-learning studies; WebCT; innovative technology of studies AB One of the world trends in education evolution is innovative international educational programs development and implementation. Since 1998 Tomsk Polytechnic University actively pursues a policy of integration in world educational space. The year 2000 saw the initial preparation of Masters Degree Programs in High-Tech for the international market. The basis of new programs is integration of the scientific and educational potential of TPU (the oldest technical university in Eastern part of Russia) and academic research institutes in Tomsk, international cooperation with the foreign universities (use of TPU branches on the basis of foreign universities) and innovative technology of studies. The technology of studies assumes an element of distance learning (1st year) and laboratory practicum with preparation of a master's thesis based at TPU (2nd year). Distance learning assumes direct contact between student and professor at adjusting lectures and examinations (10% of the total time for distance learning) and independent work on the part of the student with teaching materials (textbook, tasks, testing materials), which are available in an Internet teaching environment - WebCT (Web Course Tools). Now TPU calls students' attention to six M.Sc. Programs in High-Tech: in Material Science (Computer Design of New Materials, MegaElectronics), in Electrical Engineering (Discharge and Plasma Technology, Methods and Instruments for Non-Destructive Quality Testing), in Applied Physics (Physics of Condensed Matter, Generation and Application of Electromagnetic Radiation). C1 Tomsk Polytech Univ, Tomsk 634034, Russia. RP Chuchalin, AI (reprint author), Tomsk Polytech Univ, Lenin Av,30-210, Tomsk 634034, Russia. OI Chuchalin, Alexander/0000-0003-2807-0185 CR POKHOLKOV YP, 2002, 5 UICEE ANN C ENG ED, P201 POKHOLKOV YP, 2001, P 4 UICEE ANN C ENG, P47 NR 2 TC 0 Z9 0 U1 0 U2 0 PU IEEE PI NEW YORK PA 345 E 47TH ST, NEW YORK, NY 10017 USA PY 2003 BP 254 EP 258 PG 5 WC Architecture; Biotechnology & Applied Microbiology; Economics; Education, Scientific Disciplines; Engineering, Environmental SC Architecture; Biotechnology & Applied Microbiology; Business & Economics; Education & Educational Research; Engineering GA BX52X UT WOS:000185613900051 DA 2019-08-01 ER PT J AU Harden, RM Hart, IR AF Harden, RM Hart, IR TI An international virtual medical school (IVIMEDS): the future for medical education? SO MEDICAL TEACHER LA English DT Article ID OUTCOME-BASED EDUCATION; GUIDE NO-7; PART 1; AMEE; CURRICULUM; UNDERGRADUATE; POSTGRADUATE; STRATEGY; TOOL AB The introduction of new learning technologies, the exponential growth of Internet usage and the advent of the World Wide Web have the potential of changing the face of higher education. There are also demands in medical education for greater globalization, for the development of a common core curriculum, for improving access to training, for more flexible and student-centred training programmes including programmes with multi-professional elements and for maintaining quality while increasing student numbers and working within financial constraints. An international virtual medical school (IVIMEDS) with a high-quality education programme embodying a hybrid model of a blended curriculum of innovative e-learning approaches and the best of traditional face-to-face teaching is one response to these challenges. 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PD MAY PY 2002 VL 24 IS 3 BP 261 EP 267 DI 10.1080/01421590220141008 PG 7 WC Education, Scientific Disciplines; Health Care Sciences & Services SC Education & Educational Research; Health Care Sciences & Services GA 559XM UT WOS:000176051600007 PM 12098412 DA 2019-08-01 ER PT B AU Pearshouse, I Sharples, M AF Pearshouse, I Sharples, M BE Jesshope, C Okamoto, T TI CETADL: A research and development facility for e-learning SO IWALT 2000: INTERNATIONAL WORKSHOP ON ADVANCED LEARNING TECHNOLOGIES: ADVANCED LEARNING TECHNOLOGY: DESIGN AND DEVELOPMENT ISSUES LA English DT Proceedings Paper CT International Workshop on Advanced Learning Technologies (IWALT 2000) CY DEC 04-06, 2000 CL MASSEY UNIV, PALMERSTON NORTH, NEW ZEALAND SP IEEE, Learning Technol Task Force, IEEE, Comp Soc HO MASSEY UNIV AB Just as most large companies have a research and development unit to promote innovation, develop new products and services, and evaluate designs, so universities entering the global market for electronic learning need facilities to research, develop and test new approaches to technology-mediated teaching and learning. This is the function of the Centre for Educational Technology and Distance Learning (CETADL) at the University of Birmingham. This paper gives an overview of the Centre, in terms of how its structure and operation address general requirements for the design of a research facility for e-learning in higher education. C1 Univ Birmingham, CETADL, Birmingham B15 2TT, W Midlands, England. RP Pearshouse, I (reprint author), Univ Birmingham, CETADL, Birmingham B15 2TT, W Midlands, England. 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