Distance Learning Materials Research Articles

DISTANCE LEARNING FOR HEALTH CARE PROFESSIONALS – CHALLENGES, OPPORTUNITIES AND SOLUTIONS

The research was done in the framework of internal scientific project grant of Riga Medical College of the University of Latvia. The study took place between 01.04.2016.- 01.11.2016. Aim of the research. To evaluate feasibility and necessity for further education courses for medical personnel in form of distance learning and to assess the newly developed distance learning course methodological material for continuing education. Methodology: quantitative – 2 surveys, where the results apply to the focus group only. Results. There is a low supply of vocational further education in medicine in form of distance learning and the majority - 61% of nurses and physician assistants have never used such materials, while 77% of respondents acknowledge that distance learning is necessary. The main barriers, interfering with successful learning according to 33% of respondents are lack of time and 28% lack of self-motivation. Distance learning materials, are very interesting and of high quality, as the respondents evaluated with 5 and 6 points (in 6-point scale). Conclusion. Distance learning is needed not only for broadening the supply, but the necessity is also determined by the demand, which is attributed to the time and financial savings.

Instance-Based Ontology Matching For Open and Distance Learning Materials

<p class="3">The present work describes an original associative model of pattern classification and its application to align different ontologies containing Learning Objects (LOs), which are in turn related to Open and Distance Learning (ODL) educative content. The problem of aligning ontologies is known as Ontology Matching Problem (OMP), whose solution is modeled in this paper as a binary pattern classification problem. The latter problem is then solved through the application of our new proposed associative model. The solution proposed here allows the alignment of two different ontologies —both in the Learning Objects Metadata (LOM) format— into a single ontology of LOs for ODL in LOM format, without redundant objects and with all inherent advantages for handling ODL LOs. The proposed model of pattern classification was validated through experiments, which were done on data taken from the Ontology Alignment Evaluation Initiative (OAEI) 2014 campaign, as well as on data taken from two known educative content repositories: ADRIADNE and MERLOT. The obtained results show a high performance when compared against some of the classifier algorithms present in the state of the art.</p>

Modelo de Produção de Material Didático: O Uso da Notação BPMN em Curso a Distância

The article at hand aims to analyze the Process of Production of Didactic Courseware (PPDC) in the distance learning program at the Federal University of Santa Catarina (UFSC). We present its main steps and define the role of the main agents involved through Business Process Model and Notation (BPMN) in order to provide suggestions for improvement. In the methodology, we used a descriptive case study and a qualitative approach to primary and secondary data. The origin of the primary data was direct observation and unstructured interviews, through which it was possible to communicate with those involved in the production of material on the subject under study. These research subjects were selected for accessibility, and comprised a non-probabilistic sample composed of 5 members of the graphics team and 5 teachers of the course. The secondary data were taken from the guides and manuals available in the course. For analysis of the case, we examined the distance learning course in Administration offered by UFSC through the Open University of Brazil (UAB). In the data analysis, the planning and preparation of teaching materials were examined. These processes have their beginnings in course planning and in the subjects offered, so it was necessary to verify some previous indicators and to trace directions to the managers, such as the goals of each discipline, targets, technologies and format of the Virtual Environment for Teaching and Learning (AVEA). The knowledge and attitudes with which the program aims to imbue the students are two other important factors at this stage of the course. These indicators are the basis for the modeling of PPDC by BPMN notation, and they describe the main functions of the main agents involved in this process: teachers, instructional designers, charts, reviewers of Portuguese and the editorial board. The final considerations were observed constantly in the planning stage of PPDC in order to understand and detail the main flows of information included in the process. Modeling by the BPMN was used to ensure a better graphical representation of the process, thus creating a model accessible to all professionals involved in developing, implementing and controlling the production of teaching materials for distance learning.

Tutorials about pedagogic principles for print and digital distance learning materials: A developmental activity of e-CoMeT Laboratory of the Hellenic Open University

Στο Εργαστήριο Εκπαιδευτικού Υλικού και Εκπαιδευτικής Μεθοδολογίας (ΕΕΥΕΜ) του Ελληνικού Ανοικτού Πανεπιστημίου (ΕΑΠ) έχει αναπτυχθεί μία σειρά από Οδηγούς ή αλλιώς Εγχειρίδια Εκπαιδευτικών Προδιαγραφών που απευθύνονται σε συντελεστές ανάπτυξης έντυπου και ψηφιακού εκπαιδευτικού υλικού. Οι Οδηγοί αυτοί, με τρόπο απλό και περιεκτικό, προσπαθούν να κατευθύνουν τους συντελεστές δημιουργίας εκπαιδευτικού υλικού στην εκπλήρωση των βασικών παραμέτρων που απαιτεί η φύση του εκάστοτε υλικού, προκειμένου να πληροί της αρχές της εκπαίδευσης από απόσταση.

DESIGNING LEARNING OBJECTS FOR ITALIAN PUBLIC ADMINISTRATION: A CASE STUDY

This research aims at analyzing the effectiveness of SCORM-based e-learning material in introducing companies to innovative practices, specifically the use of Digital Signature and Certified Electronic emails. These two tools have recently become mandatory in the Italian Public Administration, thus forcing them to pursue innovation through dematerialization processes. This innovation involves millions of Italian citizens and companies that now have the opportunity to interact with public bodies in a more efficient and effective way. Nevertheless, neither the Public Administration nor most of the companies (especially Small and Medium-Sized Enterprises - SME) were ready for this radical change in the use of electronic communication. A significant training effort has been delivered to allow end-users to absorb the concepts, tools, methods and procedures that take advantage of citizen-to-government and business-to-government communication. Most of this effort relied on e-learning and virtual communities’ tools and services, providing support to citizens and organizations facing this new technical and organizational challenge. The authors present the successful experience in the design, creation and delivery of the distance learning materials designed for these purposes, together with the best practices and lessons learned. Key words: e-learning, public administration, dematerialization, learning objects.

Training on the use of a bespoke continuing professional development framework improves the quality of CPD records.

Using continuing professional development (CPD) as part of the revalidation of pharmacy professionals has been proposed in the UK but not implemented. We developed a CPD outcomes framework ('the framework') for scoring CPD records, where the score range was -100 to +150 based on demonstrable relevance and impact of the CPD on practice. This exploratory study aimed to test the outcome of training people to use the framework, through distance-learning material (active intervention), by comparing CPD scores before and after training. Pharmacy professionals were recruited in the UK in Reading, Banbury, Southampton, Kingston-upon-Thames and Guildford in 2009. We conducted a randomised, double-blinded, parallel-group, before and after study. The control group simply received information on new CPD requirements through the post; the active intervention group also received the framework and associated training. Altogether 48 participants (25 control, 23 active) completed the study. All participants submitted CPD records to the research team before and after receiving the posted resources. The records (n = 226) were scored blindly by the researchers using the framework. A subgroup of CPD records (n = 96) submitted first (before-stage) and rewritten (after-stage) were analysed separately. Scores for CPD records received before and after distributing group-dependent material through the post. Using a linear-regression model both analyses found an increase in CPD scores in favour of the active intervention group. For the complete set of records, the effect was a mean difference of 9.9 (95 % CI 0.4-19.3), p value = 0.04. For the subgroup of rewritten records, the effect was a mean difference of 17.3 (95 % CI 5.6-28.9), p value = 0.0048. The intervention improved participants' CPD behaviour. Training pharmacy professionals to use the framework resulted in better CPD activities and CPD records, potentially helpful for revalidation of pharmacy professionals.

Comparison of the Proficiency Level of the Course Materials (Animations, Videos, Simulations, E-books) Used in Distance Education

Activities in the field of distance education have shown a significant improvement in the world and Turkey in parallel with the technology. Activities in this field started through newspapers and letters and they were improved by using printed material, radio, television and internet. Recently, as well as the use of computer and internet have become widespread in the world, web- based distance education systems have been used more than the other teaching tools. In Turkey, departments of distance education attached to the Council of Higher Education were opened in large number and they are still continued to be opened. In this paper, in terms of quality and interactivity it is aimed to evaluate the course materials used by the institutions of distance education. Through the surveys applied to the institutions of distance education determined by choosing from the different regions of Turkey, it was aimed to find out the faults and defects of the course materials in terms of quality and interactivity. By sharing the obtained outputs with related institutions, formation of more efficient distance learning materials will be possible.

Aulas Web dialogam: uso da abordagem freireana na elaboração de materiais didáticos online

A elaboração de materiais didáticos para a Educação a Distância Online contempla aspectos relevantes que precisam ser considerados para que correspondam às expectativas de aprendizagem daqueles que buscam por esta modalidade educacional. Compartilhando com Freire (2006, 2007) a necessidade de refletir nesses materiais os princípios da Educação Dialógica, este artigo analisa as características dialógicas da edição mais atual de um curso de formação para professores-tutores iniciantes, ofertado online. Participaram do estudo 114 cursistas que para fins de análise foram agrupadas em cinco áreas de conhecimento, de acordo com os conteúdos estudados. Os materiais didáticos foram analisados a partir de categorias construídas com base no referencial teórico de Paulo Freire sobre o diálogo: afetividade, mediação, colaboração, autonomia e criticidade. Os participantes responderam a um questionário investigativo sobre a sua percepção em relação ao alinhamento das aulas com essas características. Os resultados apontam a presença marcante de elementos dialógicos neste curso de formação, segundo a visão dos cursistas. A dialogicidade foi verificada através de aspectos como o uso da linguagem cordial, a promoção da aprendizagem colaborativa, o incentivo ao desenvolvimento da autonomia dos alunos e a presença de situações que favoreçam a reflexão dos cursistas sobre conhecimentos teóricos e práticos ligados à sua área de formação.

E-learning in foreign language instruction in Turkey: Curriculum Models and Course Design Guidelines

Nowadays, the implementation of e-learning, blended learning and distance learning in foreign language instruction has become widespread all over the world, including Turkey. With the generation of Digital Natives learning at schools, instructors face the challenge of providing distance learning courses and materials that would meet necessary standards. The re-evaluation of curriculum models and evaluation criteria is thus needed to ensure high quality of distance instruction. The present paper will report on different models of distance learning courses, reflecting on their applicability for English language teaching in Turkey. Moreover, course design guidelines will be provided to facilitate effective authoring of online programs.

Knowledge and barriers related to reporting of acute transfusion reactions among healthcare workers in Namibia

Knowledge and barriers related to reporting of acute transfusion reactions among healthcare workers in Namibia

Learning styles and preferences for live and distance education: an example of a specialisation course in epidemiology

BackgroundDistance learning through the internet is increasingly popular in higher education. However, it is unknown how participants in epidemiology courses value live vs. distance education.MethodsAll participants of a 5-day specialisation course in epidemiology were asked to keep a diary on the number of hours they spent on course activities (both live and distance education). Attendance was not compulsory during the course and participants were therefore also asked for the reasons to attend live education (lectures and practicals). In addition, the relation between participants’ learning styles (Index of Learning Styles) and their participation in live and distance education was studied.ResultsAll 54 (100%) participants in the course completed the questionnaire on attendance and 46 (85%) completed the questionnaire on learning styles. The number of hours attending live education was negatively correlated with the number of hours going studying distance learning materials (Pearson correlation −0.5; p < 0.001). The most important reasons to attend live education was to stay focused during lectures (50%), and to ask questions during practicals (50%). A lack of time was the most important reason not to attend lectures (52%) or practicals (61%). Learning styles were not association with the number of hours spent on live or distance education.ConclusionDistance learning may play an important role in epidemiology courses, since it allows participants to study whenever and wherever they prefer, which provides the opportunity to combine courses with clinical duties. An important requirement for distance learning education appears to be the possibility to ask questions and to interact with instructors.

Improving the Development of Learning Materials for Open and Distance Learning

Planning and writing learning materials for open and distance learning is a true challenge no matter the type of academic institution. The purpose of the present study was to show that open and distance learning materials for the teaching-learning of “Introduction to Tourism” should be adapted so as to create a holistic educational experience for our students, to promote active, effective learning print, and to allow assessment of effectiveness. In this context, particular attention should be given to assessment, a type of activity that differs widely from classical academic education.

Distance Learning Materials for the Teaching of English as a Language for Specific Purposes

Planning and writing learning materials for distance learning is difficult when teaching English for Specific Purposes in a technical university. The purpose of the present study was to show that distance learning materials should be adapted so as to create a holistic educational experience for our learners, to promote active, effective learning print, and to allow assessment of effectiveness. The main argument in doing so is that the philosophy of most distance learning systems aims at removing all barriers to education and at allowing learners to study what, when, and where they want, i.e. increasing educational access and educational choice.

A ‘roll-on, roll-off’ preceptorship pathway for new registrants

The need to support high numbers of new registrants simultaneously at the Royal United Hospital, Bath, led to the development of a preceptorship pathway. The 'roll-on, roll-off' structure allows newly registered nurses and allied health professionals to start preceptorship as soon as they take up their roles. Essential competencies are negotiated with managers and achieved through subject-focused teaching sessions, workplace preceptorship, reflection, peer support and the use of distance-learning materials that link to the NHS knowledge and skills framework and appraisal requirements. Evaluation suggests that the pathway provides a high standard of learning and support, but development will continue, particularly in relation to monitoring and recording new practitioners' involvement in clinical incidents and their completion rates.

CAPACITY BUILDING OF TEACHERS THROUGH DISTANCE MODE USING TELECONFERENCEING AS AN INNOVATIVE TOOL

Sarva Shiksha Abhiyan (SSA) is a national programme to the goals of Universalization of Elementary Education in India. Distance Education Programme (DEP) plays a major role in providing technical support to the states in building capacity among institutions and people at national, state, district and sub-district levels to design, develop, produce and deliver distance learning inputs and materials in a recurrent manner. Rajasthan Council of Primary Education, Jaipur and DEP-SSA, IGNOU, New Delhi has organized 07 content based teleconferences during the period January, 2005 to October, 2005 for the capacity building of elementary school teachers. The main Objective of the study was to find out the effectiveness of the capacity building of teachers through distance mode using teleconferencing as an innovative tool. Method: the researcher was used survey method under descriptive research for investigating the impact of teleconference programmes organized on different topics and areas. Sample: The sample consists of 4775 elementary school teachers as participants from the different learning ends of the Rajasthan were selected for the study. Tools: The DEP-SSA, IGNOU developed structured opinionnaire/feedback format to know the effectiveness of teleconference programme. Data analysis: The collected data were tabulated and analyzed with the percentage techniques and it is presented in table. Finding: Most of the teacher respondents agreed on the positive contribution of teleconferencing towards capacity building of teachers.

Tailoring GIS materials for distance learning in geoscience

Nurturing spatial literacy is a key component of any geoscience course, and the difficulty of this task is magnified for distance educators. This paper describes the context, challenges, and achiev...

An Exploration on Applying Digital Learning Materials to Information Literacy Class: A Hybrid Approach at Taipei Medical University

The Ministry of Education in Taiwan designed 3 information literacy (IL) related digital learning materials in 2008 and conducted a series of promotion activities. The MoE aims to encourage general education teachers in the universities to utilize these digital learning materials, and to resolve the deficiency of IL teachers. In September 2010, the author participated in a pilot testing group of one of these new digital learning materials, called “Library and Information Utilization”. This paper addressed Chiu's approach in merging these new materials into curriculum, outlined the key processes on content selections and techniques used. Six out of eighteen chapters from the digital learning material were selected and arranged for asynchronous distance learning. One hundred and ninety eight learning journals of feedbacks and comments, as well as system accessing logs were collected and analyzed to examine learning outcomes of using the distance learning materials. The statistics showed that students enjoyed asynchronous distance learning, especially during midterm and final exam week. They split one chapter into 2-6 online visits. The time frames were mostly during the period of 18:00-24:00. For each chapter they spent 0.99 to 1.7hours in average and answered 7.2 to 7.9 out of 10 after-chapter quizzes correctly. Finally, comments on the material were adopted by the program authority and they already scheduled for a material revision. Hope this hybrid approach can be a reference for other general education teachers.

Pedagogic Practices Promoted by Distance Learning Educational Material on Adult Education

Abstract The paper analyses distance learning material used in the ‘Continuing Education & Lifelong Learning’ module of the Open University of Cyprus and the ‘Adult Education’ module of the Hellenic Open University. For this purpose, the Bernsteinian concept of framing, involving hierarchical and instructional rules was used in order to reveal the type of pedagogical practices promoted within the two institutions. Results of analysis reveal tensions between the principles of distance education and adult education, with the former implying explicit and rather ‘tight’ direction of study, and the latter advocating flexibility in adult learning.

Distance Learning Material for Adult Education: The Case of the Open University of Cyprus

Distance Learning Material for Adult Education: The Case of the Open University of Cyprus

An evaluation of the out-segment component of the initial teacher training programme in Ghana

The study examined the out-segment component of the 3-Year Teacher Training College Programme with the intent of identifying its prospects and challenges The survey method involving the use of questionnaire and interviews were used to collect data on views on the out-segment as perceived by some stakeholders namely; teacher trainees, headteachers, Principals, of Teacher Training Colleges, mentors, link coordinators and community members. A sample of 510 stakeholders comprising 56 link coordinators, 56 mentors, 42 Principals, 100 headteachers, 168 mentees, 84 community members and 10 Regional Education officers were selected through purposive and random sampling techniques. The study concluded that in spite of challenges facing the out-segment programme(namel:y accommodation/financial problems, poor community relations, absence of textbooks/late supply of Distance Learning Materials etc) majority of stakeholders perceived it as a more effective approach to the training of teachers in the initial teacher training colleges.Keywords: initial teacher training, teacher trainees, internship, mentoring