Design Of E-learning Courses Research Articles

Public Health Workforce training Laboratorium: Pilot e-Learning course on CBE and PBL models

Abstract Background The National Institute of health (ISS), within the G20 Health Working Group, launched at March 2021 an innovative training Laboratorium, to strengthen the capacity and competencies of the Public Health Workforce (PHW) on prevention, preparedness and response to health crises. It was recognised in the G20 Declarations of Ministers of Health and Leaders and it was aimed to the development of training tools suitable for distance learning. ISS proposed the design of e-Learning courses based on an integration of WHO’s Competency-Based Education (CBE) and Problem Based Learning (PBL) models. Objectives Describe the design of a pilot e-Learning course based on CBE- PBL models, focused on Epidemic Intelligence (EI). Results The pilot e-Learning course “Use of Epidemic Intelligence systems with a particular focus on event-based surveillance for pandemic preparedness” will be delivered by ISS e-Learning platform https://www.eduiss.it. By the end of the course participants will be able to evaluate the potential use/applicability of EI systems, focusing on event-based surveillance for preparedness and early warning at country/institutional level. CBE is the basis for articulating the outcomes and identifying the required competencies and PBL for creating learning activities associated to learning outcomes. Interactive tools (exercise, web pages, quiz and other activities) are associated to learning objectives. The course is offered to public health professionals free of charge, in English language. About 16 hours are required to complete all the activities and receive attendance certification. Conclusions Continuously updated training of PHW is a hallmark to better face health challenges. In our proposal, the learning methodology integrates CBE vision with PBL approach, adapting both to e-Learning context. Aknowledement Pietro Carbone, Debora Guerrera, Federica Regini, Licia Bacciocchi, Stefania Bocci, Silvia Stacchini, Giovanna Failla - ISS, Rome Italy Key messages • Design an innovative e-learning course through synergic integration of two educational models crucial in public health, CBE and PBL. • Adapt e valorize CBE and PBL models in the context of e-Learning.

A Moodle-based vocational English course for master’s degree students in nonlinguistic settings: designing and implementing

Problem and goal. The article is devoted to the problem of pedagogical design of e-learning course as an element of innovative system of foreign language professionally oriented training of masters of non-linguistic specialties, analysis of potential opportunities and risks of its implementation. The relevance of the research is connected with the need to accumulate professional experience in the development and piloting of electronic educational resources in the conditions of digitalization of the Russian educational space and the creation of a single, public portal-aggregator of online courses. Methodology. The initial prerequisites of the work were theoretical and applied research in the field of professional and electronic linguodidactics in Russia and abroad. The concept of the considered electronic resource was formed in line with the communicative and competence approaches, the requirements of the modern educational paradigm, philosophy and structural parameters of the virtual learning environment Moodle. Innovative parameters of the content and structure of the course are determined by its design on the principle of reverse design and technology of implementation within the educational paradigm of mixed subject-language integrated learning. Results. The practical significance of the work lies in the fact that the didactic model presented in the study can be considered as a network component of the linguistic professional learning environment, which is formed in line with the trend towards the early professionalization of a foreign language course in a non-linguistic university. Conclusion. This paper presents the concept of innovative educational resource and its implementation using information and communication technologies - e-learning course “English for students of financial and economic specialties enrolled in master’s programs”. It covers topics that involve the development of knowledge gained in the study of related subject areas (financial management, accounting, banking, finance and credit, stock markets, risk management, etc.) and the experience of professional masters.

Beneath a Learning Management System - Understanding the Human Information Interaction in Information Systems

Studies on learning management systems have largely been technical in nature with an emphasis on the evaluation of the human computer interaction (HCI) processes in using the LMS. This paper reports a study that evaluates the information interaction processes on an eLearning course used in teaching an applied Statistics course. The eLearning course is used as a synonym for information systems. The study explores issues of missing context in stored information in information systems. Using the semiotic framework as a guide, the researchers evaluated an existing eLearning course with the view to proposing a model for designing improved eLearning courses for future eLearning programmes. In this exploratory study, a survey questionnaire is used to collect data from 160 participants on an eLearning course in Statistics in Applied Climatology. The views of the participants are analysed with a focus on only the human information interaction issues. Using the semiotic framework as a guide, syntactic, semantic, pragmatic and social context gaps or problems were identified. The information interactions problems identified include ambiguous instructions, inadequate information, lack of sound, interface design problems among others. These problems affected the quality of new knowledge created by the participants. The researchers thus highlighted the challenges of missing information context when data is stored in an information system. The study concludes by proposing a human information interaction model for improving the information interaction quality issues in the design of eLearning course on learning management platforms and those other information systems.

REALIZATION OF REQUIREMENTS OF COMPETENCE MODEL OF GRADUATE IN THE DESIGN OF E-LEARNING COURSE

The problem of designing e-learning courses under the competence approach to preparing students is considered. The competence model is focused on the formation of common cultural and professional competences, which requires processing of traditional training courses in accordance with the new requirements. The article describes the various models used in the design of e-learning courses. The stages of design of the structure and content of the competence-based e-learning course are defined; an example of the design of e-learning course «System Software» is introduced.

Structure, Content, Delivery, Service, and Outcomes: Quality e-Learning in higher education

<P>This paper addresses the need for quality e-Learning experiences. We used the Demand-Driven Learning Model (MacDonald, Stodel, Farres, Breithaupt, and Gabriel, 2001) to evaluate an online Masters in Education course. Multiple data collection methods were used to understand the experiences of stakeholders in this case study: the learners, design team, and facilitators. We found that all five dimensions of the model (structure, content, delivery, service, and outcomes) must work in concert to implement a quality e-Learning course. Key themes include evolving learner needs, the search for connection, becoming an able e-participant, valued interactions, social construction of content, integration of delivery partners, and mindful weighing of benefits and trade-offs. By sharing insights into what is needed to design and deliver an e-Learning experience, our findings add to the growing knowledge of online learning. Using this model to evaluate perceptions of quality by key stakeholders has led to insights and recommendations on the Demand Driven Learning Model itself which may be useful for researchers in this area and strengthen the model.</P> <P>Quality has been defined in terms of the design of the e-Learning experience, the contextualized experience of learners, and evidence of learning outcomes (Carr and Carr, 2000; Jung 2000; Salmon, 2000). Quality and design of e-Learning courses, however, are sometimes compromised in an “ . . . effort to simply get something up and running” in response to pressing consumer demands (Dick, 1996, p. 59). Educators and researchers have voiced concern over the lack of rigorous evaluation studies of e-Learning programs (e.g., Arbaugh, 2000; Howell, Saba, Lindsay, and Williams, 2004; Lockyer, Patterson, and Harper, 1999; Robinson, 2001). McGorry (2003) adds, “although the number of courses being delivered via the Internet is increasing rapidly, our knowledge of what makes these courses effective learning experiences is limited” (p. 160). In an economic environment marked by intensive competition between educational institutions, producing and ensuring quality e-Learning programs will be a competitive advantage to attract learners to post secondary institutions (Daniel, 1996; Duderstadt, 1999).</P> <P>In this study we used a credible model, the Demand-Driven Learning Model (DDLM), (MacDonald, Stodel, Farres, Breithaupt, and Gabriel, 2001) and its companion evaluation tool (MacDonald, Breithaupt, Stodel, Farres, and Gabriel, 2002) to design and evaluate an online course. Several data collection methods were used to understand the experiences of key stakeholders in this case study: learners, design team, and facilitators. In addition to adding to the growing knowledge of online learning, our findings highlight additional elements that could be incorporated into the DDLM to further refine the model.</P>