E-learning Course Research Articles

Evaluation of primary care physicians' competence in selective skin tumour triage after short versus long dermoscopy training: arandomized non-inferiority trial.

Although primary care physicians (PCPs) play a key role in skin cancer screening, their skills in detecting malignant tumours is suboptimal. To determine whether a short dermoscopy e-learning course (4 h) in skin tumour diagnosis for PCPs is non-inferior to a long course (12 h) in selective triage of skin lesions. Secondly, to evaluate whether regular refresher training sessions are necessary to maintain the PCPs' skills in the medium term. A randomized 2 × 2 factorial non-inferiority trial was conducted online over an 8-month period among 233 PCPs including 126 certified general practitioners, 94 PCPs in training, and 13 occupational physicians, all without prior advanced dermoscopy training. Participants were randomized 1:1:1:1 to receive short training and mandatory refreshers (n = 58), short training and optional refreshers (n = 59), long training and mandatory refreshers (n = 58), or long training and optional refreshers (n = 58). PCPs' skills were evaluated before training (T0), immediately after training (T1) to test the non-inferiority, and after 5 months (T2) to evaluate the impact of the refreshers. The primary endpoint was the difference in the change of score after short and long training. The non-inferiority margin was set at -28%. Among the 233 randomized participants, 216 (93%) completed T1 and 197 (84.5%) completed T2. For short versus long training, the primary endpoint was 1.392 (95% CI: 0.138; 2.645) in the per-protocol population (p < 0.001) and 1.016 (95% CI: -0.224; 2.256) in the modified intention-to-treat population (p < 0.001). After training, the type of refresher showed no impact on the score (p = 0.840). However, PCPs who completed all refreshers showed the best mean overall score at T2 (p < 0.001). These findings confirm that short dermoscopy e-learning is non-inferior in training PCPs to triage skin lesions compared to long training. After training, regular refreshers are important to maintain the PCPs' acquired skills over time.

Development of electronic courses for training employees in business organizations

Introduction. Intensive changes in the information space necessitate employee's regular knowledge and skills improvement, which is promoted by most organizations. The creation of an electronic course involves a complete re-evaluation, decomposition of available information, training programs in the organization, which were created for training with the personal participation of training specialists. Aim. Based on the author's experience in creating electronic training courses, to analyze the process, main stages and model of creating electronic training courses for business organization employees. Results. Creation of an electronic course (E-learning course) in a business organization has a project format. The principles and models of Instructional Design, ID are used to create electronic courses. The model for creating an electronic course consists of five stages: 1. Request; 2. Designing; 3. Creation+pilot; 4. Implementation; 5. Assessment of learning outcomes. The role of each specialist involved in the electronic course creation is analyzed in detail: electronic course customer; expert in the field of knowledge which the course will be created (Subject Matter Experts - SME); instructional designer (or methodologist); typewriter; graphic designer. The author discusses the importance of the Matrix of Competences as a tool for request clarifying and educational material structuring, as well as describes in detail the Authoring Tools used in course creation. An e-course focus group and electronic education platforms (Learning Management System - LMS) were shown to play an important role in effective business organization personnel's training. Conclusions: The author analyzes his experience in creating electronic courses, which can be used in training business organization personnel.

Communication Tools and E-Learning: A Revolution in the Research Methodology of Communication for a Pedagogical Scenario

Communication is a source of motivation and cohesion, so knowing how to communicate is a way to facilitate e-learning interactions and group/class dynamics through various communication tools. Communication tools and e-learning have brought major changes to teaching and learning. These tools include online learning platforms, forums, webinars, online videos, podcasts, social media, and other advanced communication technologies. They allow learners and teachers to communicate and collaborate remotely, offering increased flexibility and accessibility. It is important to design instructional programs that effectively integrate these online learning and communication tools into the instructional scenario. E-learning allows teachers to choose from a variety of synchronous and asynchronous methods. Asynchronous methods allow for additional communication, while real-time or synchronous methods allow for in-process communication. The choice of communication tools associated with the training modules depends on the learning activity the trainer wants to perform. In this case, we recommend that you offer a variety of communication tools and design your e-learning course to meet the needs of your learners.

Custom Reporting Framework for Moodle LMS Based E-Learning

This paper aims to provide moodle LMS based instructors with real-time insights into their learner data. The project involves requirements analysis, design, data integration, user testing, deployment and evaluation, considering factors such as ease of use, data accuracy, and scalability. The framework is integrated with Moodle’s data sources to ensure that the reports generated are accurate and up to date. The framework will be tested with a sample group of moodle users to ensure it meets their reporting needs and requirements. Upon successful testing, the framework will be deployed on the moodle platform for all instructors to access. The framework is maintained to ensure it continues to work correctly and meets the evolving needs of moodle instructors. The framework’s effectiveness is evaluated, and any necessary improvements are made based on feedback from moodle instructors. This paper aims to provide moodle instructors with real-time insights into their data, making it easier for them to make informed decisions and monitor the progress of their e-learning courses.

Оценка цифровых образовательных технологий преподавателями вузов

&lt;p&gt;A comparative analysis of the assessments of digital educational technologies by teachers (mean age &amp;ndash; 49&amp;plusmn;12 years) of various Russian Federation universities who have experience in using them in their professional activities (N=110) and teachers who do not have such experience (N=40) is carried out. The samples are equivalent in gender, academic titles and degrees, age, and work experience. The main advantages are the following: access to information at any convenient time; flexible schedule and the ability to organize independent work. Among the difficulties technical failures, lack of personal contacts, inconvenience of working with an electronic course and the need to spend a long time at the computer were noted. Teachers with experience in the development of e-learning courses rate work in an electronic environment much more positively, in contrast to teachers without experience who exaggerate the frequency of technical failures, point out the lack of technical and legal support, and the difficulties in monitoring assignments. All the teachers can be divided into &amp;ldquo;skeptics&amp;rdquo; and &amp;ldquo;enthusiasts&amp;rdquo; in relation to the acceptance of digital environment. &amp;ldquo;Enthusiasts&amp;rdquo;, unlike &amp;ldquo;skeptics&amp;rdquo;, have a positive attitude to innovations, believe that the educational process becomes more flexible and intense, emphasize the growth of student involvement and independence, individualization of training, support from management, colleagues, technical support, transparency of interaction. Most teachers with experience in using e-learning courses turned out to be &amp;ldquo;enthusiasts&amp;rdquo;. The groups of &amp;ldquo;enthusiasts&amp;rdquo; and &amp;ldquo;skeptics&amp;rdquo; do not differ in gender, age, and professional experience, which indicates the possible presence of &amp;ldquo;second order&amp;rdquo; barriers: pedagogical beliefs that prevent the acceptance of e-learning.&lt;/p&gt;

Scale to Measure Medical, Nursing and Midwifery Students&amp;#8217; Engagement in an E-learning Histology Course

Scale to Measure Medical, Nursing and Midwifery Students&amp;#8217; Engagement in an E-learning Histology Course

Скаффолдинг как особый вид педагогической поддержки обучающихся при изучении иностранного языка в электронной образовательной среде вуза

The aim of the study is to reason the usage of scaffolding as a specific kind of pedagogical support in university e-learning environment. The research paper describes the essence, functions, strategies and forms of pedagogical support of students learning a foreign language. The special features of foreign language training e-course based on scaffolding principles of e-learning environment are considered. The efficiency of teaching students according to scaffolding principles to develop foreign language communicative competence is examined by the example of using the e-learning course ‘Empower A2-B2’ in university e-learning environment ‘do.sevsu.ru’. The novelty of this study consists in the definition of the three main forms of scaffolding – individual scaffolding, affiliate scaffolding and computer-based scaffolding. As a result, the e-learning foreign language course ‘Empower A2-B2’ was worked out on scaffolding principles and introduced into the educational process of Sevastopol State University.

Обучение английскому языку студентов специалитета морского института в электронной образовательной среде вуза

The article is devoted to the topical problem of educational process organization in e-learning university environment. The aim of the study is to describe the experience of teaching the English language to the Marine university students. In this paper the standard structure of the English courses has been introduced, the pedagogical experiment on revealing the efficiency of e-learning English courses focused on the increasing of motivation and formation of foreign language competence of specialist degree students at the Marine university by the example of Sevastopol State University has been represented. The scientific novelty of the research article consists in clarifying the notion “foreign language training of the Marine university students in e-learning educational environment” and identifying the criteria of assessment and levels of formation of foreign language competence of specialist degree students at the Marine university. As a result, the growth of students’ level of foreign language proficiency in the sphere of navigation has been observed owing to the use of e-learning courses. E-learning courses assist the students to increase the understanding of professionally oriented material and improve their skills of working in e-learning university environment.

Prognostic model for assessing the success of subject learning in conditions of digitalization of education

Problem statement. One of the approaches to solving the problem of predicting the academic performance of students is displayed. Unlike existing studies in this area, which are mainly aimed at predicting the effectiveness of graduation, that is, based on the results of intermediate certifications that allow us to assess the chances of students to successfully graduate from a university, the results of this study are aimed at predicting the success of education in the early stages of the educational process. Methodology. A feature and novelty of the proposed prognostic model is the forecasting of student performance based on the Markov model, the data sources of which are universal predictors of an e-learning course that determine the success of subject education based on the personal characteristics of the student. Results. The authors present a description of a predictive model for assessing the success of subject education in the context of digitalization of education, reveal their experience of its approbation for students of the Siberian Federal University in the field of study “Informatics and Computer Engineering” and the results of a qualitative assessment of the model. Conclusion. The prospects for building a digital service for predicting the academic performance of students in the electronic information and educational environment of the university based on the results of the study are stated.

Development and implementation of a continuing medical education program on non-alcoholic fatty liver disease for primary care practitioners in Europe.

Primary care has a crucial role to play in the prevention, early detection, referral, and risk factor management of non-alcoholic fatty liver disease and non-alcoholic steatohepatitis (NAFLD/NASH). In 2021, a team of European collaborators developed a continuing medical education (CME) program on NAFLD/NASH that consolidates evidence and clinical best practices tailored to the primary care setting. This article reports on the methodology used to design and develop the CME and the results of a feasibility study. An expert advisory group representing both European specialists and general practitioners supported the design of the CME to be implemented in three European settings (Greece, Spain, and Netherlands). The CME features four training modules and problem-based learning using clinical case studies. The CME was tested regarding feasibility and acceptability among a sample of primary care providers (PCPs) in Greece (n = 28) with measurements occurring before, immediately after, and 1 month following the training. Outcome measures included satisfaction with the CME, changes in PCPs' knowledge, attitudes, confidence, and self-reported clinical practices related to NAFLD/NASH. The CME is available as an open-access e-learning course on the European Society for Primary Care Gastroenterology education platform in English, Greek, Spanish, and Dutch. The feasibility study documented high levels of satisfaction, with 96% of PCPs reporting they were extremely or very satisfied with the overall training. Statistically significant increases in PCPs' confidence in NAFLD/NASH-related clinical practices were documented between the pre- and post-assessments. At the follow-up, 62% of GPs reported that the CME had changed their clinical practices related to NAFLD/NASH to a great extent. This CME intervention developed by experts and tailored to PCPs in European settings may serve as an asset for increasing knowledge, confidence, and practice behaviors related to NAFLD/NASH.

Effectiveness analysis of e-learning implementation models and resource support in higher education institutions: case studies and insights amidst the COVID-19 pandemic

The COVID-19 pandemic has accentuated the need for comprehensive analysis of the effectiveness of e-learning implementation models and the supporting resources in higher education institutions. This article provides an overview of solutions and case studies, focusing on the selection and evaluation of individual services and learning management platforms. To gauge the effectiveness of electronic resources in meeting students’ educational needs, the study recommends employing quantitative indicators in conjunction with students’ performance descriptions. This includes leveraging educational analytics to gather data on students’ frequency and duration of engagement with specific e-resources. The functionality modules “Course Comparison” of the Moodle Learning Management System (LMS) and “Statistics”, along with the optional Analytics module, are reviewed. The article presents the results of applying these modules to analyze e-learning courses at the National University of Life and Environmental Sciences of Ukraine and Boris Grinchenko Kyiv University. Furthermore, the study investigates the factors contributing to students’ limited usage of individual e-courses. By examining these case studies and shedding light on the reasons behind students’ reduced engagement, this article contributes valuable insights to enhance the efficacy of e-learning implementation and resource support in higher education institutions.

Cognitive behavioural therapy to treat stress and insomnia: A randomized wait list-controlled trial of two online courses.

This randomized, wait list-controlled trial aimed to evaluate the efficacy of the cognitive behavioural therapy-based online e-learning course stressfit for better stress management and the cognitive behavioural therapy for insomnia-based online course SweetDreams for coping with insomniac problems. The course modules offer state of the art psychoeducation and cognitive behavioural strategies concerning different aspects of stress, sleep and insomnia. They provide practice-oriented exercises for self-reflection, as well as a variety of evidence-based methods and measures to increase self-efficacy when dealing with stress or insomnia. Study participants were randomly assigned to the three test conditions stressfit, SweetDreams or a wait list. Participants filled in questionnaires on a wide range of scales relevant to stress and insomnia at three points in time (before, 4 weeks after, and 3 months after the treatment). Of the 588 participants in total, data from 347 participants (59%) were finally included in the data analyses. Data analyses showed that both courses yielded significant positive effects compared with the wait list condition 4 weeks and to some degree 3 months after completion in relation to insomnia symptoms, physical and psychological wellbeing, life satisfaction and general health (General Health Questionnaire), as well as on satisfaction with and effectiveness of coping with stress and sleep disorders. In conclusion, SweetDreams and stressfit proved to be feasible and effective online cognitive behavioural therapy (for insomnia) tools to reduce insomnia and stress symptoms on a broad variety of scales at the 4-weeks measurement point as well as at the 3-months follow-up.

Design Principles of Learning Messages in E-Learning

Some things still need more attention in the content or messages contained in e-learning. Therefore, good message planning or arrangement is needed concerning the principles of learning message design. This scientific study aims to analyze the application of learning message design principles in e-learning media. This study uses a qualitative descriptive approach with the type of research that is descriptive content analysis. The stages of content analysis research include formulating analysis objectives, conceptualization, and operationalization, coding sheet or instrument grids, population and sample determination, coding process, data input, and analysis. Data collection in the research was carried out using the document study method, with the research instrument in the form of coding sheets based on the definition of applying the principles of learning message design. The data analysis technique uses descriptive qualitative analysis. The results of the research analysis show that the contents of the message illustrate that in e-learning besmart, the e-learning development course has applied the principles of readiness and motivation, the principle of using the object of focus of attention, the principle of student participation, the principle of iteration, and the principle of feedback. However, it has not implemented the initial ability test as a form of readiness principle.

Designing an ontology of the e-learning course content

Knowledge modeling, closely related to ontologies, is an important semantic technology and research area. The article deals with the e-learning course content model concept. The content model is based on structuring the content into separate fragments, called learning elements. These learning elements integrate into a tree directed graph. The content model is defined as a combination of such a graph and a table of attributes of educational elements with requirements for didactic indicators of their study. The rules for building models of the electronic educational content are formulated. The mathematical properties of these models are discussed and their integral characteristics are introduced. The proposed approach to content modeling is in line with the SCORM specifications for international e-learning, complements them with targets, didactic design algorithms and analysis of educational materials. Formation algorithms and methods of presenting the content model make it possible to automate the process of its construction and didactic analysis in the form of a visual interactive dialogue between developers of electronic educational resources in instrumental author's environments.

In-store assortment training to the distribution manpower of dairy companies using gamification

The aim of this study is to design and implement an e-learning course for distributors of fast-moving consumer goods using gamification. In the first step, the components of the in-store assortment are extracted using a systematic literature review, and customer preferences in each of these factors were determined as users’ opinions of 387 customers. In the next step, the game is designed based on the persuasive game design (PGD) model, and the mechanics, dynamics, and aesthetics (MDA) of the game were determined by an experts’ panel, and a mobile app is designed as a learning tool. In the following step, the designed game was carried out by the distributors and the game prizes are awarded to the winners. Finally, the effects of the gamified e-learning are evaluated using the IMI questionnaire and analyzing the players’ points. Findings show that enjoyment, perceived competence, effort importance, pressure tension, perceived choice, and usefulness of this course are significantly higher than average. Besides, the average of points gets higher during repetition rounds while the dispersion of the points gets lower. As a result, it seems that gamification could be a valuable alternative to learning operational tricks for marketing staff, especially distributors.

Exploratory analysis of an e-learning course based on micro-videos to improve the preparation of the undergraduate dissertation in Spanish context

The Bologna Declaration (1999) and the implementation of the European Higher Education Area have opened a new panorama of learning. In Spanish Universities, an Undergraduate Dissertation (UD) is the final step on the developmental period of undergraduate students. However, there are usually no previous subjects during the undergraduate course that prepare the skills required at the UD, especially autonomy. Therefore, there are great difficulties for students. To end this training gap, a face-to-face training course was designed, and another one based on micro-videos was designed in 2019–2020. Based on the Self-Determination Theory, the aim was to know if a training course based on micro-videos is more effective for making students feel more prepared for UD, than the face-to-face method. A quasi-experimental method has been used with a comparative approach between groups. A mixed methodological approach has developed. For exploratory data analysis, independent two-sample t-tests and Pearson’s bivariate correlations were performed. An hermeneutic analysis of the content of the interviews was carried out. All the students (n = 34) in both groups showed an improvement in the preparation to successfully pass the UD. The main difference found between the two modalities of the course was the more analytical and concrete organization. Qualitatively, more perceived autonomy was found in the micro-video group. However, the results were inconclusive. A blended modality could be considered in the future, with the most flexible and aesthetic structure of micro-videos but with the advantages of face-to-face communication.

Use of existing systematic reviews for the development of evidence-based vaccination recommendations: Guidance from the SYSVAC expert panel.

National immunization technical advisory groups (NITAGs) develop immunization-related recommendations and assist policy-makers in making evidence informed decisions. Systematic reviews (SRs) that summarize the available evidence on a specific topic are a valuable source of evidence in the development of such recommendations. However, conducting SRs requires significant human, time, and financial resources, which many NITAGs lack. Given that SRs already exist for many immunization-related topics, and to prevent duplication and overlap of reviews, a more practical approach may be for NITAGs to use existing SRs. Nevertheless, it can be challenging to identify relevant SRs, to select one SR from among multiple SRs, or to critically assess and effectively use them. To support NITAGs, the London School of Hygiene and Tropical Medicine, Robert Koch Institute and collaborators developed the SYSVAC project, which consists of an online registry of systematic reviews on immunization-related topics and an e-learning course, that supports the use of them (both freely accessible at https://www.nitag-resource.org/sysvac-systematic-reviews). Drawing from the e-learning course and recommendations from an expert panel, this paper outlines methods for using existing systematic reviews when making immunization-related recommendations. With specific examples and reference to the SYSVAC registry and other resources, it offers guidance on locating existing systematic reviews; assessing their relevance to a research question, up-to-dateness, and methodological quality and/or risk of bias; and considering the transferability and applicability of their findings to other populations or settings.

Evaluation of the Training in Early Detection for Early Intervention (TEDEI) e-learning course using Kirkpatrick’s method

BackgroundEarly intervention in cerebral palsy could improve motor outcome but is only possible following early identification of those affected. There is a need for training of healthcare professionals (HCPs) in early detection of atypical motor development. We developed a video-based e-learning course - Training in Early Detection for Early Intervention (TEDEI) - to address this need. We evaluated whether participation in the course improved knowledge and changed behaviour of HCPs.MethodsParticipants were 332 HCPs (38% physiotherapists, 35.8% occupational therapists), predominantly UK-based (83.7%). Analysis of training effects used mixed methods and followed Kirkpatrick’s model, first assessing “Reaction” through a feedback questionnaire involving Likert scale and free text responses (n = 141). “Learning” was assessed through multiple choice questions (MCQs): all 332 HCPs completed a pre-course quiz of 6 MCQs followed by the course, then a 16 item post-course quiz including the 6 pre-course questions. “Behaviour” was assessed through in-depth qualitative interviewing of 23 participants.Results“Reaction”: TEDEI was found to be effective, engaging and well structured. “Learning”: Scores improved significantly between the pre-course and post-course quiz, median improvement 1/6 (z = 5.30, p < 0.001). HCPs also reported a perceived improvement in their knowledge, confidence and ability. “Behaviour”: HCPs could see how TEDEI would improve their clinical practice through having an assessment framework, ways of working better with parents, and developing observational skills useful for tele-health assessments.ConclusionOur brief e-learning course on early detection for early intervention was viewed positively, improved knowledge and showed potential for positive changes in practice. Kirkpatrick’s model provided a useful framework for undertaking this evaluation.

SG-APSIC1063: Building and application of e-learning software for infection control, Cho Ray Hospital

Objectives: In the context of the COVID-19 pandemic over the past 2 years, training regarding infection and prevention control (IPC) has become essential in responding promptly to the pandemic. Many healthcare workers from Cho Ray Hospital and provincial hospitals need IPC training; however, human resources and facilities for continuous education and training are lacking. Therefore, IPC e-learning has become necessary for medical staff, and we designed IPC e-learning courses to meet healthcare workers’ needs for efficient, time and cost-saving training to ensure safety during the COVID-19 pandemic. Methods: All medical staff of Cho Ray Hospital were invited to participate in the infection control e-learning study. The software was developed based on the existing lectures from practical infection control protocols. Healthcare workers were asked to study the software and take a test on the their training. Results: We built the e-learning course of IPC for 5,000 participants as well as management software to manage lessons, member data, and test results. After implementation for 2 months in the hospital, 207 participants had taken the exam 2,234 times. Overall, 70.5% of participants were nurses and 14.9% were doctors. Moreover, 66.4% of participants passed the test the first time they took it, and 33.6% took the test a second time. After the second test, the percentage of members who passed the exam was 100%. Conclusions: Building and applying e-learning software for IPC training has brought about efficiency and quality of training, has reduced the use of human resources for training, and has decreased costs. The software application is being expanded to all hospitals in Vietnam.

Distance learning technologies in a higher educational institution: experience in using and implementing e-learning courses in the educational process

Distance learning technologies occupy a strong position in the higher education system: they can serve as an instrumental basis for organizing distance learning, they can be actively used in combination with traditional forms and methods of teaching, and they can be used to build networking between universities and employer organizations. There is much experience in using distance learning technologies by university teachers when working with students, which needs to be rethought.&#x0D; The purpose of this study was to show how an educational platform, such as the S. Kuznets KNEU Personal Learning Systems, can be used to provide educational services in the face of unpredictable barriers in the current circumstances in Ukraine to substantiate the importance and feasibility of developing and implementing distance learning courses on this platform to increase the efficiency of distance learning.&#x0D; The study reveals the importance of using distance learning technologies in the educational process. Distance learning offers many advantages, such as geographical diversity, efficiency, continuity, individual approach and personalized program. The article analyzes the experience of using distance learning technologies on the example of Simon Kuznets Kharkiv National University of Economics. The existing difficulties of using distance learning technologies are specified. The algorithm for using the Moodle distance learning system as a tool environment for developing online courses by teachers, distinguished by its functionality, flexibility, reliability and ease of use, is prescribed.&#x0D; However, Ukraine's education system must catch up with the fundamentals underlying distance learning courses. It is necessary to train highly qualified teaching staff capable of working with students remotely to ensure the effectiveness of distance learning, provide students with updated learning materials, and make courses comprehensive, engaging, and easy to understand. However, the prospects in this area of education in Ukraine are prominent