Constructivist On-Line Learning Environment Survey Research Articles

Constructivist On-line Learning Environment Survey (COLLES): avaliação do ensino híbrido em Programas de Residência

Abstract The research aimed to assess the effectiveness of blended learning in the Medical Residency Programs in Family and Community Medicine and Multiprofessional Residency in Family Health at the SESAU/Fiocruz. A cross-sectional observational study was conducted, utilizing a mixed-methods approach with the Constructivist Online Learning Environment Survey (COLLES) among enrolled residents in the first and second years. The study included 88 residents who showed a high level of agreement regarding the relevance of the programs to their professional practices, highlighting significant challenges in the process. Implementing blended learning emerged as an innovative and effective strategy in Residency Programs, evidencing a positive connection between theory and practice. Despite challenges in interactivity, the results suggest the need for strategies to enhance collaboration among residents, streamlining the learning experience. The use of blended learning is a promising tool in Residency Programs, contributing significantly to professional development.

Constructivist Online Learning Environment Survey (COLLES): evaluating of hybrid learning in Residency Programs

Resumo A pesquisa buscou avaliar a efetividade do ensino híbrido nos Programas de Residência Médica em Medicina de Família e Comunidade e Residência Multiprofissional em Saúde da Família da SESAU/Fiocruz. Foi realizado um estudo transversal e observacional, de abordagem mista, utilizando-se o Constructivist On-line Learning Environment Survey (COLLES) com os residentes matriculados, do primeiro e segundo ano, que realizaram atividades em um modelo de ensino híbrido proposto pelos Programas. Participaram da pesquisa 88 residentes, que revelaram alta concordância sobre a relevância dos Programas para suas práticas profissionais, apontando desafios importantes sobre o processo. A implementação do ensino híbrido destacou-se como estratégia inovadora e eficaz nos Programas de Residência, evidenciando uma conexão positiva entre teoria e prática. Apesar dos desafios na interatividade, os resultados sugerem a necessidade de estratégias para uma maior colaboração entre os residentes, otimizando a experiência de aprendizado. A utilização do ensino híbrido pode ser uma ferramenta promissora em Programas de Residência, contribuindo significativamente para o desenvolvimento da formação profissional.

Constructivist Online Learning Environment Survey (COLLES): evaluating of hybrid learning in Residency Programs

Resumen La investigación buscó evaluar la efectividad de la enseñanza híbrida en los Programas de Residencia de Medicina Familiar y Comunitaria y Salud Familiar Multiprofesional del SESAU/Fiocruz. Se realizó un estudio transversal, observacional, de métodos mixtos, utilizando la Encuesta Constructivista de Entornos de Aprendizaje en Línea (COLLES, en inglés) con residentes inscritos en primer y segundo año que realizaron actividades en un modelo de enseñanza híbrida propuesto por los programas. Participaron en la investigación 88 residentes, quienes mostraron altos niveles de concordancia sobre la relevancia de los Programas para sus prácticas profesionales, señalando desafíos importantes sobre el proceso. La implementación de la docencia híbrida se destacó como una estrategia innovadora y eficaz en los Programas de Residencia, mostrando una conexión positiva entre teoría y práctica. A pesar de los desafíos en la interactividad, los resultados sugieren la necesidad de estrategias para una mayor colaboración entre los residentes, optimizando la experiencia de aprendizaje. El uso de la enseñanza híbrida puede ser una herramienta prometedora en los Programas de Residencia, contribuyendo significativamente al desarrollo de la formación profesional.

Survey of Knowledge Transformation Among Nursing Students During The Online Learning Methods

ABSTRACT Introduction: Learning from conventional methods is transformed into online methods. These changes encourage new adaptations of technology to support the continuity of the learning process. The online learning process in Indonesia has not been implemented optimally, due to the unpreparedness of teachers and learners. The adaptation process that there are obstacles has an impact on the transformation of student knowledge with online learning methods. Aim: The purpose of this research to describe the knowledge transformation among nursing students during the online learning methods.Methods: Research method was descriptive survey. The total sample of Sampling with total 128 bachelor students at nursing program, Faculty of Medicine, Universitas Diponegoro. The data was taken using the Constructivist Online Learning Environment Survey (COLLES) questionnaire, includes relevance, reflective thinking, inter-activeness, tutor support, peer support, and interpretation. Data analysis used distribution frequency, boxplot, and quartile.Results: The highest components were in the relevance component (16.90 ± 1.915) and the lowest reflective thinking component (14.55 ± 2.255) and inter-activeness (14.55 ± 2,559). Overall, the transformation of nursing students' knowledge with the majority of online learning methods in the category of less than 70 respondents (54.7%). Conclusion: The nursing students can increase their knowledge transformation by being more active in giving and responding to opinions, improving critical thinking skills and praising each other's contributions between friends during learning. Lecturers can enhance the ability to create a creativity, innovative, and interactive learning process.

Comparison of the Level of Collaborative Learning in a Distance Course

In this research, collaborative learning was compared in four versions of a distance course, identified as V1, V2, V3, and V4, each designed with various learning strategies. This study aimed to achieve the following objectives: 1) Compare the level of collaborative learning obtained from a distance course over time. 2) Compare the level of collaborative learning obtained in the different versions of a distance course. 3) Identify the elements that influenced collaborative learning over time. 4) Identify if the modifications in the strategies carried out in the distance course impacted the level of collaborative learning. The study design was of the non-experimental evolutionary type, with a trend and group comparison. The instrument was administered at the end of each version of the course. This instrument was named Constructivist On-Line Learning Environment Survey, or COLLES, whose dimensions measure collaborative learning in a virtual learning environment. The results showed that both Interactivity and Relevance dimensions had an upward trend during the duration of the research, while in comparing the versions of the course, V3 had the highest scores in the six dimensions of collaborative learning, in addition to this. The version had a significant impact on Interactivity, Relevance, and Peer Support dimensions. In general, all versions of the course had satisfactory results at the level of collaborative learning. However, it is concluded that, due to its structure and strategies used, V3 is the one that favored collaborative learning the most.

Micro-credentials in leveraging emergency remote teaching: the relationship between novice users\u2019 insights and identity in Malaysia

Micro-credentials have gained much popularity in recent years, and their popularity has skyrocketed due to emergency remote teaching instigated by the pandemic. It has been defined as a platform that provides credentials based on validated competencies. Nevertheless, in Malaysian HEI, such a concept is still novel and identifying insights on the benefits, challenges, and application are still scarce. Similarly, it was observed that there is a lack of observation on how students’ digital learning identity and their perception of professional relevance are influenced by such platform. Henceforth, based on the adapted enriched virtual model approach, a micro-credentials course was implemented to complement the new “normal” classes for a pre-service teacher’s instructional design course. A mixed-method triangulation design was used to explore the qualitative findings operationalized by open-ended questions (N = 74) with data obtained from the Digital Learning Identity Survey (DLIS) and Constructivist On-Line Learning Environment Survey (COLLES) (N = 72). The findings indicated that respondents had an overall positive perception of the use of micro-credentials to complement and overcome online learning challenges mainly due to substandard internet connectivity; nevertheless, they are unaware of the value of such credentials in their future profession. Conversely, their new identity as digital learners and experiences with a blended approach of online learning, especially with micro-credentials, was successful in shaping their identity as aspiring educators that embrace technology for teaching and learning.

Ethics education in pediatrics: Implementation and evaluation of an interactive online course for medical students.

The COVID-19 pandemic has catalyzed the development of online learning formats in virtually all areas of medical education. In pediatric ethics, online learning may not only substitute but also offer specific advantages over traditional classroom teaching. Many pediatricians rate their ethics education as poor and medical ethics education lacks evaluation, especially regarding the students' needs. The aim of this project was to implement and evaluate a novel interactive distance learning approach to engage medical students in pediatric ethics education. An online ethics course was designed and delivered between May and June 2020. Core item of this course was a moderated, written forum discussion spanning several days. Evaluation was mixed methods. We evaluated the effectiveness of the course in terms of quality of the learning environment with a particular focus on relevance to students as well as interactive learning and reflective thinking. The Constructivist On-Line Learning Environment Survey (COLLES) was used to evaluate six different domains of the course. Data are presented as mean (standard deviation [SD]). The respective score range is 1-5, whereby a score of 4 or 5 means that the participants indicated the corresponding item as frequently or almost always present. Responses were available from 104 (78.3%) of the 133 participating students. "Relevance" yielded a score of 4.17 (0.83), "reflective thinking" a score of 4.22 (0.83). "Interactivity" was scored 3.76 (0.99) and "tutor support" 4.72 (0.53). "Peer support" and "interpretation" scored 3.87 (0.98) and 4.49 (0.60), respectively. In qualitative analysis, students particularly valued the structure of the course, the relevance for their professional practice, their active participation and the incentive to reflective thinking. Students also indicated that this was an innovative and exciting format, which fills a current educational gap and should hence be continued beyond the pandemic. In conclusion, students actively engaged in online learning and perceived this ethics course as highly relevant for their professional practice.

Expectations on online orthopedic course using constructivism theory: A cross-sectional study among medical students

BackgroundMedical education in this era has been disturbed by coronavirus disease. Our faculty has quickly adapted the curricula to online formats. The online format seems to be more advantageous in terms of content material and virtual activities, but the results of these adjustments will require subsequent evaluation. The aim of this study was to evaluate medical student expectations of online orthopedics learning that was created based on social constructivism theory. Materials and methodsA cross-sectional survey was carried out to assess the fifth-year medical student expectations of our newly developed online orthopedics course during the outbreak. Constructivist Online Learning Environment Survey (COLLES) was applied for evaluating the expectations during orthopedic rotation. The survey contains six aspects based on social constructivist principles: relevance, reflection, interactivity, tutor support, peer support, and interpretation. All students responded to the preferred COLLES before starting the online course, and the actual COLLES was filled out when the online course was completed. Before and after attending the online course, the scores were compared and interpreted to assess student expectations. ResultsA total of 126 fifth-year medical students studied the online orthopedic course. The preferred COLLES were completed by 125 students, while 120 students replied to the actual COLLES. The overall scores from the post-course survey in all aspects were significantly higher than scores from the pre-course with P-value < 0.01. The comparison between the preferred and actual scores showed this online course fulfilled student expectations. ConclusionThe outbreak of coronavirus disease 19 has disrupted medical student education. The online orthopedic learning course in our department has been developed to deal with the current situation. Using the various activities based on social constructivism theory in the online platform was able to fulfill medical student expectations.

Students’ Perceptions about Social Constructivist Learning Environment in E-learning

Abstract: Aim/Background: Pharmacy educators often incorporate electronic learning or e-learning to facilitate learning among pharmacy students. E-learning can be designed based on the Social Constructivism Theory (SCT). The learning outcomes of e-learning that is developed based on the SCT should be assessed continuously and they should include the evaluation of students’ perceptions on the Social Constructivist Learning Environment (SCLE) of their e-learning. The present study aims to investigate pharmacy students' expectations for their e-learning and evaluate the extent to which e-learning fulfils their expectations. Methods: A cross-sectional survey was carried out among the second- and third-year undergraduate pharmacy students in a Malaysian public university to assess the students’ perceptions on the SCLE of two e-learning components offered in two core courses: Principle of Pathology (PP) and Pharmaceutical Care (PC) using the Constructivist Online Learning Environment Survey (COLLES). Results: All students who were invited to participate in the study responded to the survey (response rate = 100%, n = 336). In general, students had positive but moderate expectations and satisfaction towards e-learning. Students mostly expected e-learning to be relevant to their professional practice. The second-year PP students were satisfied with their e-learning, but the third year PC students rated their experience to be lower than their expectations. Conclusion: As a conclusion, although e-learning that was developed based on the SCT can resulted in SCLE, the expectations of the third-year pharmacy students were harder to fulfil compared to their younger counterparts. This warrants innovation in e-learning content and processes for the third-year students. Key words: Constructivist Online Learning Environment Survey, E-learning, Pathology, Pharmaceutical Care, Social Constructivist Learning Environment.

Avaliação do curso online na educação permanente sobre aleitamento materno para enfermeiros

Objetivo: avaliar o uso da Plataforma Moodle sobre o aleitamento materno na educação permanente de profissionais enfermeiros da microrregião de Alfenas-MG. Método: quantitativo, descritivo e transversal, com encontros presenciais e a distância. Participaram 54 enfermeiros. Houve a aplicação de dois questionários: um com caracterização sociodemográfica, de informatização e uso da internet pelos participantes e o Inquérito COLLES (Constructivist On-Line Learning Environment Survey) da Plataforma Moodle. Resultados: predominância do sexo feminino, média de idade de 33 anos e tempo médio de atuação de 7 anos. Referentemente ao Inquérito COLLES, os principais resultados mostram que 64,81% responderam que frequentemente focalizam em assuntos interessantes; 66,67% frequentemente refletem sobre a própria aprendizagem e 48,15% disseram que algumas vezes os colegas apreciam suas contribuições. Considerações finais: A Plataforma Moodle contribui para a educação permanente dos enfermeiros uma vez que possibilita a ampliação do conhecimento e a troca de experiências.

Avaliação da qualidade de aprendizagem no ambiente virtual (Moodle) em saúde bucal, na perspectiva dos discentes

A oferta de cursos a distância implica no acompanhamento e na avaliação de seu processo de ensino. A avaliação de processos educacionais visa capturar suas lacunas e permitir, através de um ciclo de reflexão e ação estratégica, avançar na qualidade de sua construção. O objetivo deste estudo foi descrever a percepção da qualidade do processo de aprendizagem realizada por meio de pesquisa de opinião. Participaram 332 alunos concluintes de seis cursos de educação permanente a distância em áreas obrigatórias aos Centros de Especialidades Odontológicas. O instrumento utilizado foi o Constructivist On-Line Learning Environment Survey (COLLES), que consiste em 24 questões agrupadas em seis dimensões: relevância, reflexão crítica, interação, apoio dos tutores, apoio dos colegas e compreensão. As respostas foram em escala do tipo Likert, de cinco pontos, variando de quase nunca a quase sempre. Os dados foram computados e apresentados como frequências absolutas e relativas. Os resultados revelaram que, para maioria (85,3%) dos participantes, os cursos foram relevantes para a prática da profissão. A reflexão crítica foi realizada frequentemente (43,2%) sobre o conteúdo do curso. De acordo com 39,1% dos estudantes, o tutor estimulou a reflexão sobre as atividades do curso. Resultados piores foram obtidos em interatividade, dimensão na qual apenas 13,5% se dispuseram a explicar suas ideias e 44,3% quase nunca pediram explicações sobre as ideias dos colegas. O estudo permitiu observar que os alunos percebem favoravelmente quatro das seis dimensões, entretanto há necessidade de reorientação das atividades para melhoria da interatividade e de movimento colaborativo.

Learning online, offline, and in-between: comparing student academic outcomes and course satisfaction in face-to-face, online, and blended teaching modalities

The purpose of this study was to conduct a three-way comparison of face-to-face, online, and blended teaching modalities in an undergraduate Child Development course to determine if there were differences in student academic outcomes and course satisfaction across modalities. Student academic outcomes were measured by three examinations, one research paper assignment, and the overall course total grade. Course satisfaction was measured by administering the Student Opinion Questionnaire (SOQ) across the three teaching modalities and the Constructivist On-Line Learning Environment Survey (COLLES) to online and blended modalities. Results indicated that students performed equally well on all three examinations, research paper, and the overall course total grade across three teaching modalities, allaying traditional reservations about online and blended teaching efficacy. The SOQ and COLLES analysis found students from the three modalities were equally satisfied with their learning experiences. A Two-Factor Model identifying Face-to-Face Interaction and Learn on Demand (Flexibility) as factors determining student academic outcomes was proposed. Implications, limitations, and future research direction were discussed.

English

Mobile learning implementation at school is a must and meets what students currently need. To facilitate those conditions, teachers also need to have competencies in managing online learning. This research is a descriptive research to find out the experience of students who are prospective teachers when attending the mobile learning course supporting Moodle open source application on the topic of ‘designing online learning’. Constructivist On-Line Learning Environment Survey (COLLES) questionnaire which is installed on learning management system was used to find out the learning experience. This poll includes six aspects which are relevance level, the reflective level for students, student interactivity level, tutor support level, peer support level and communication level of student and tutor (interpretation). Each aspect consists of 4 items, so there are 24 items in total. Learning strategy used is project-based learning. The final product is online learning design for physics. Analyzing data from the questionnaire, the highest score is relevance (86.54%), followed by peer support (83.65%), tutor support (78.85%), reflective thinking (73.08%), interpretation (70.19%), and the lowest one is interactivity (69.23%). This result shows that altogether students experience positive learning through online learning. Key words: Teacher training, e-learning, mobile learning, learning management system, physics education, project-based learning.

Penerapan Knowledge Management System pada E-Learning dengan Metode COLLES Untuk meningkatkan hasil belajar siswa

ABSTRACT - Knowledge Management in this time become an important system to be applied by organizational company and in order to improving Competitive Advantage and manage company or organisation asset having the character of it’s intellectual. Important of management of good management knowledge is way of to obtain; get knowledge and also way of the transfer of knowledge, becoming attention from Primagama.Primagama is a tuition institute learn owning duty develop study materials and items for educative student of. Existence of demarcation of time for the process of study in class grow to feel unsatisfaction to student to share knowledge among the other student and also with teacher. In this research the problem of study related to Knowledge Management exploiting maximally will be found by correct solution so that in the end can quicken process of its transfer of knowledge, creation of study items development innovation and knowledge use 10 step roadmap method of KMS .In this research will be made by Knowledge Management System able to be exploited to support application exploiting and implementation of make-up the study process, used application by being based on Learning Management System (LMS) Moodle and Constructivist Online Learning Environment Survey method (COLLES) to test freshment usage of Learning e-smart application. Key words : Development Prototype, Knowledge Management System, COLLES Method

Virtual Learning Environment in Continuing Education for Nursing in Oncology: an Experimental Study.

Nurses working in oncology require continuing education and nowadays distance education is a possibility. To compare learning outcomes of the professionals participating in classroom learning versus distance learning; describing the sociodemographic characteristics and digital fluency of participants; comparing learning outcomes with independent variables; assessing the adequacy of educational practices in Virtual Environment Moodle Learning through the constructivist online learning environment survey. An experimental, randomized controlled study; conducted at the A C Camargo Cancer Center, located in São Paulo, SP, Brazil. The study included 97 nurses, with average training of 1 to 2years. A control group (n = 44) had face to face training and the experiment group (n = 53) had training by distance learning, both with identical program content. The dependent variable was the result of learning, measured by applying a pre-assessment questionnaire and post-intervention for both groups. The sociodemographic and digital fluency data were uniform among the groups. The performance of both groups was statistically significant (p 0.005), and the control group had a greater advantage (40.4%). Distance education has proven to be an effective alternative for training nurses, especially when they have more complex knowledge, more experience in the area and institutional time. Distance Education may be a possibility for the training of nurses for work in oncology. The association of age, training time and the institution, and the experience in Oncology interfered in the performance of both groups.

Use of E-Learning in the Process of Knowledge Sharing in IAIN Kendari, Southeast Sulawesi, Indonesia

This study aims to find out how the process of knowledge sharing as a means of delivering information and knowledge submitted to other people in learning. The process of learning lasts by using synchronous (face-to-face)and asynchronous (e-learning) methods. There are four activities in e-learning, namely: (a) individualized self-paced e-learning online; (b) individualized self-paced e-learning offline; (c) group-based e-learning synchronously; and (d) group-based e-learning asynchronously. In this study, the Constructivist Online Learning Environment Survey (COLLES) was used, namely, a questionnaire that specifically aimed to know the use of the online learning system (e-learning) by teachers and students in supporting the process of knowledge sharing. COLLES covers six things: relevance, reflection, interaction, tutor support, peer support, and making sense. Overall, the students conducting knowledge sharing have a high degree of relevance of 3.98% on materials provided, then amounting 3.96% on reflection, tutor support, peer support, and making sense, and the interaction aspects amounting 3.95%. It shows that the students are still feel comfortable with synchronous learning. However, asynchronous learning through e-learning needs to be improved by existing discussion forums, emails, chats, blogs,and SlideShare.

Social Constructivist Learning Environment in an Online Professional Practice Course

To assess the online social constructivist learning environment (SCLE) and student perceptions of the outcomes of the online introductory module of pharmacy professional practice that was designed based on social constructivism theory. The online introductory module of pharmacy professional practice in pharmaceutical marketing and business was carefully designed by organizing various activities, which were intended to encourage social interaction among students. The Constructivist Online Learning Environment Survey (COLLES) was applied to assess the SCLE. Course evaluation questionnaires were administered to assess student perceptions of this online module. The result from the COLLES illustrated the development of SCLE in the course. The students reported positive perceptions of the course. An online introductory module of pharmacy professional practice in pharmaceutical marketing and business was effective in promoting SCLE.

Internationalising a learning environment instrument for evaluating transnational online university courses

This article describes the adaptation and validation of the Constructivist OnLine Learning Environment Survey (COLLES) for use in the transnational higher education context. As higher education becomes a more global phenomenon, ‘borderless’ education, either online or by distance education, is becoming a reality and there is a need for remote evaluation of course delivery and student learning. Curtin University of Technology is managing supported online delivery of Business Studies Degree and Diploma courses to four partner institutions of the African Virtual University, an initiative based in Nairobi, Kenya. Evaluation of students’ learning has included an online survey about the provision of resources and the quality of the learning environment in the various computer-based classrooms. Embedded in this instrument has been the adapted COLLES, providing a concomitant opportunity to test the properties and usefulness of the learning environment instrument. Problematic issues surrounding adaptation of the instrument have included the consequences of modifying the wording and establishing or confirming the meaning of the latent constructs in partially online courses and for transnational students. The process of establishing the validity and reliability of the scales is discussed.