E-learning Strategies Research Articles

Advances in e-learning in undergraduate clinical medicine: a systematic review

BackgroundE-learning is recognised as a useful educational tool and is becoming more common in undergraduate medical education. This review aims to examine the scope and impact of e-learning interventions on medical student learning in clinical medicine, in order to aid medical educators when implementing e-learning strategies in programme curricula.MethodsA systematic review compliant with PRISMA guidelines that appraises study design, setting and population, context and type of evaluations. Specific search terms were used to locate articles across nine databases: MEDLINE/PubMed, ScienceDirect, EMBASE, Cochrane Library, ERIC, Academic Search Complete, CINAHL, Scopus and Google Scholar. Only studies evaluating e-learning interventions in undergraduate clinical medical education between January 1990 and August 2021 were selected. Of the 4,829 papers identified by the search, 42 studies met the inclusion criteria.ResultsThe 42 studies included varied in scope, cognitive domain, subject matter, design, quality and evaluation. The most popular approaches involved multimedia platforms (33%) and case-based approaches (26%), were interactive (83%), asynchronous (71%) and accessible from home (83%). Twelve studies (29%) evaluated usability, all of which reported positive feedback. Competence in use of technology, high motivation and an open attitude were key characteristics of successful students and preceptors.ConclusionsMedical education is evolving consistently to accommodate rapid changes in therapies and procedures. In today’s technologically adept world, e-learning is an effective and convenient pedagogical approach for the teaching of undergraduate clinical medicine.

PANDEMI COVID19 DAN IMPLEMENTASI PEMBELAJARAN ONLINE DI SDIT PERSIS CIGANITRI

This article discusses the covid19 pandemic outbreak that has occurred throughout the world, especially in Indonesia, which has implications for several government regulations and policies in various lines of social movement, especially in the field of education, one of which is schools. The teaching and learning process during the pandemic is carried out at home through distance learning or known offline through various media platforms or information technology devices such as E-learning, Quizzis, Google Classroom, Google Meet, Whatsapp, and others. The use of these devices has been applied at SDIT Persis Ciganitri, especially in the subjects that the author is researching, namely Islamic Religious Education (PAI). The research method used in this study is a qualitative approach while the type of this research method is descriptive. Aims to obtain in-depth and comprehensive information about the implementation of online learning on PAI subjects at SD Islam Terpadu Persis. As a result, the PAI learning process takes place using an E-learning strategy with the application of blended learning models such as lectures, exercises, assignments and demonstrations. There are three evaluation programs implemented, namely an assessment at the end of learning activities in the form of structured assignments and questions and answers, daily assessments carried out when one theme or KI/KD has been implemented, and end-of-semester and year-end assessments which are carried out at the end of each semester using google forms. Based on interviews and observations with schools, especially principals and PAI teachers, online learning is not without obstacles. There are supporting and inhibiting factors including teaching and learning activities that continue to run with the support of technological devices, but poor networks, large quotas, no parental guidance role, and the mentality of children who are not ready to learn online are the biggest obstacles in teaching and learning activities at home.
 
 Keywords: pandemic covid, PAI, SDIT Persis, online learning
 
 
 
 
 
 
 
 
 
 
 
 

Effects of remote learning during the COVID-19 lockdown on children’s visual health: a systematic review

ObjectivesIncreased exposure to digital devices as part of online classes increases susceptibility to visual impairments, particularly among school students taught using e-learning strategies. This study aimed to identify the impact...

Moving school-based CSA prevention education online: Advantages and challenges of the “new normal”

One of the many outcomes of the COVID-19 pandemic was a shift in the delivery of elementary (primary) education. Schools transitioned swiftly to e-learning and prioritized education that was already or could be easily adapted to virtual formats. Given the paucity of online content available, it is not likely that child sexual abuse (CSA) prevention education was prioritized.Given that CSA prevention education has demonstrated success in increasing knowledge, protective behaviors, and disclosures, and the potential long-term need for e-learning options, there is a demand for an exploration of how CSA prevention can be implemented using e-learning strategies. In the current discussion, we explore how school-based CSA prevention education could be implemented in a “new normal” context of e-learning. We first present the existing e-learning content for CSA prevention education. We then describe how best practices for prevention education can be applied to e-learning. Finally, we present considerations for the use of e-learning specifically for CSA prevention education.In short, implementing CSA prevention programs through e-learning offers many affordances for program accessibility and reach, flexibility in implementation and opportunities for greater exposure to content, and a wide range of ways to demonstrate effective skills and engage children in cycles of practice and feedback. E-learning, may also, however, limit important conversations between children and trained instructors that lead to disclosures.The extant literature leaves us unsure as to whether implementing CSA prevention programs through e-learning will result in better or worse outcomes for children. However, given the increasing demand for e-learning options, and the promise of some new e-learning programs, further research on the effectiveness of e-learning CSA prevention programs is warranted.

COVID-19: the impact on oral health care.

The COVID-19 pandemic has highlighted the economic, social, and oral care health inequities in societies, especially in the developing world. Severe restrictions have been imposed on dental practices, limiting prophylactic and routine oral care health, allowing treatment only for emergencies. Since dental care includes procedures that generate aerosols, the risk of infection for dental personnel has increased significantly. In this review, a comprehensive and updated source of information about SARS-CoV-2/COVID-19 and the impacts it is having on oral health care is presented. The ongoing repercussions in dental practice and in dental education, including the opportunities for practice innovation that are evolving, are also indicated. Also, a discussion of the psychosocial factors that affect health and the quality of life of an individual, such as stress, depression, and anxiety, is provided. This pandemic may be an opportunity to promote the inclusion of well-established prevention measures, together with the use of teledentistry in academic dental curricula, encourage the implementation of new perspectives for the effective instruction and interactions with students, and foster the transition toward e-learning strategies in dental education.

STRATEGY E-LEARNING FACILITATES STUDENT CONCEPT UNDERSTANDING ON HEAT MATERIAL AND ITS TRANSFER DURING THE COVID-19 PANDEMIC

<p>This study aims to analyze e-learning strategies to facilitate students' understanding of the concept of heat and its transfer in class XI during the Covid-19 pandemic. This research method uses a qualitative descriptive method. The subjects in this study were students of SMA Negeri 2 Teluk Keramat class XI MIPA 2, totaling 28 people. This research instrument uses interview guidelines for teachers and students, and documentation of the results of students' conceptual understanding tests. From this research, it can be concluded that the e-learning strategy that has been used does not make it easier for students to understand the concept well. This is evidenced from the results of teacher and student interviews and the results of understanding the concepts obtained are low where there are 61% of students at the level of concept understanding and it is also proven based on each indicator, namely interpreting 35.71%, exemplifying 83.93%, classifying 85.71%, summarized 42.86%, concluded 0.00%, compared 62.50%, and explained 60.71%.</p>

Technical practices used by information literacy and media information literacy services to enable academic libraries to handle the COVID-19 pandemic

This study analyses the techniques and procedures that were developed and the changes that took place in the National Autonomous University of Mexico (UNAM) and the Autonomous University of Puebla (BUAP), both in Mexico, and the University of Minnesota Duluth (UMD), in the United States of America. To face the crisis of the COVID-19 pandemic, librarians in these institutions improved their Information Literacy (IL) and Media Information Literacy (MIL) programmes. Design / methodology / approach: This study has a mixed methodology with a comparative analysis. For this purpose, data shows the universities’ contexts: the communities of students, teachers, researchers, and librarians, and the e-learning strategies of IL and MIL programmes. Findings: As part of the results of the crowdsourcing collaboration between the UMD, UNAM and BUAP, the study shows the different online learning communities and their innovations. Originality: Although there is theoretical knowledge about IL and MIL in Mexican universities and University of Minnesota Duluth, the e-learning strategies used by their librarians in this document sought to provide technical solutions and other options for a virtual work scheme that responded to the specific problems presented by COVID-19. In this case, the framework for creating online library services was designed by their librarians for their communities in the context of the current crisis, even when online services had already been established for more than ten years. Research limitations / implications: The technological infrastructure, the professionalisation of the library staff and a lack of knowledge of the new virtual teaching-learning needs. Practical implications: Analysis of tools for virtual teaching-learning services, description of strategies used by library staff, results and feedback. Social implications: IL and MIL strategies created in a variety of contexts can be enhanced by library collaboration in a fully virtual setting. Libraries with better technological infrastructure play a decisive role.

Obstacles in using the E-learning strategy in teaching high school courses (Tawjihi class) from the point of view of educational supervisors in Al-Balqa governorate

This study aimed to reveal the obstacles in the use of e-learning strategies in the teaching of high secondary school courses from the point of view of educational supervisors, and its relationship to the variables years of experience and training courses (ICDL, INTEL & ICDL). The study sample consisted of (64) supervisors who work in the directorates of education in Al-Balqa governorate. To collect data, the study tool (the questionnaire) was applied electronically to all of them. The results of the study showed that the obstacles to using the e-learning strategy in teaching high school courses from the educational supervisors’ point of view came to a high degree, while at the level of the scale domains they came in succession as follows in the first order: Related to the administrative, financial and infrastructure aspect of the school environment, then the obstacles related to the educational content of the high school course, followed by the obstacles related to high school students, finally the obstacles related to high school teachers. And there were statistically significant differences in the obstacles related to the administrative, financial and infrastructure aspects of the school environment, and the differences in favor of the group of less than five years. The study recommended equipping school environments with the requirements of e-learning and providing support from various societal bodies to enhance and improve e-learning for students and teachers in government schools. 
 Keywords: Obstacles; e-learning strategy; high school class; educational supervisors.

Design of a web-based learning model: Shifting the accent from knowledge transmission to knowledge construction

The aim of this work is to design a web-based learning model using learning techniques based on knowledge construction in order to increase learners’ competency in higher education.
 Since knowledge is under a change as a result of improvements in the technology, the learning approaches that levitate around students’ learning activities could be considerably improved by web-based learning environments that switched education from knowledge transmission to knowledge construction. In addition to the development of learning patterns, educational technologies are constantly expanding. Changes produced by universities, course content, quality assurance, educational leadership, cultural and ethical occurrences have to be considered in the development of web-based learning in order to meet their requirements. But even now, much of the web-based learning environments are accomplished without embedding pedagogical considerations based on learning issues and learner-centred paradigm.
 This paper analyses and states the principles that could be implemented in a web-based learning model relying on the combination of various aspects of e-learning strategies, pedagogical insights, as well managerial and technological techniques. The key point is the cognitive change that shapes learning behaviour from simple information transmission to a constructivist way. Acting as a present-day educational framework of approaches for effective web-based learning, the research presents a set of steps following the exploration of instructional context concerning learning theories and pedagogical principles of the web-based learning paradigm.
 The approaches investigated by this research are settled on the base of specific references, European recommendations, theoretical researches regarding the vision of web-based learning environments, and literature relevant case studies. The paper proposes that, as a part of the shared technology environment, more attention need to be concentrated on developing and reinforcing the collaborative and constructive web-based learning system in higher education. As well, the author brings out the lack of the researches regarding web-based learning applied in higher education of the Republic of Moldova and proposes a particular and modern web-based learning paradigm.

Shifting focus to online learning during the COVID-19 pandemic in Saudi Universities: Challenges and opportunities

Since 2020, Saudi administrations have provisionally closed educational institutions to mitigate the spread of COVID-19. At the time, employing technology was imperative to accelerate learning efforts and offer methods of enhancing interactions between learners and among learners and tutors. In this review, I first describe the e-learning systems that were used in higher education before the pandemic. Then, I investigate the impact of COVID-19 on Saudi higher education and how universities and public educational institutions responded to the pandemic. In the conclusion, I argue that policymakers, university sectors, and syllabi developers should unify national e-learning strategies, integrate technology in a systematic way, and design e-learning curricula to meet the needs of an ever-advancing world and revolutionise the learning process.

Assessment of the effects of Covid-19 pandemic on the prospects of e-learning in higher learning institutions: The mediating role of academic innovativeness and technological growth

This paper assesses the antecedents (prospects) geared toward the implementation of e-learning strategy in the HLI’s of Ghana (a developing country) amidst the Covid-19 pandemic. The study again espouses the enabling factors that influence the e-learning system usage during the Covid-19 pandemic in a less digitalized economy. In doing so, the authors relied wholly on a quantitative research paradigm by leveraging on structural equation modelling (SEM) technique to achieve the study goal(s). The findings from 563 valid responses showed that the outbreak of the novel Covid-19 has positively and significantly strengthened the adoption of e-learning strategies across HLI’s in Ghana. It also revealed that “academic innovativeness” and “technological growth & development” have a significant mediation effect on the relationship between the Covid-19 pandemic and the adoption of e-learning strategy. In practice, the study offers contributions for universities’ management and policymakers to understand the relevant factors needed urgently by students and instructors of HLI’s for ensuring the successful usage of e-learning systems. The conclusion and future research direction has been presented in the paper.

Pembelajaran Flipped Classroom Konten E learning

In addition to adopting the bloom taxonomic system that was reversed in the initial process, flipped classroom also adopted blended learning strategies. In flipped classroom learning that uses blended learning strategies that contain the meaning of mixing elements, or combining one pattern with another pattern. Blended learning is a variety of e-learning strategies based on e-learning. In flip classroom itself blended learning in question is a mixture of several strategies, such as: (1) face to face learning; (2) m-learning; (3) project base learning; (4) problem base learning; (5) peer learning; (6) individualized learning, and (7) group learning. Implementing the flip classroom learning model in e learning needs to be understood that there are two stages, namely the out class and in class stages.

COVID-19 ONLINE CROSS-TRAINING PROGRAM

Background:The need for continuity in medical education with the advent of COVID -19, has been highlighted in light of the current global pandemic situation. As the risks posed by COVID -19 must be balanced against the need to care for patients and protect health care workers, cross-training of various health care professions is now more important than ever. In response to the global pandemic and in line with current practice, the Ministry of National Security, King Abdul-Aziz Medical City-Jeddah, has established a cross-training working task force comprising medical educational specialists from various specialtiesto develop an educational platform that includes up-to-date learning resources to provide healthcare professionals with the knowledge they need to treat critical, suspected, and confirmed COVID -19 patients.The main objective of this manuscript is to describe and discuss the implementation process of the cross-training modules. In addition, the manuscript aims to address the knowledge gap related to COVID -19 management by measuring the perceptions of medical students and healthcare professionals. Methods:A qualitative, descriptive study was conducted in the King Abdul-Aziz Medical City (KAMC) National Guard using the COVID -19 cross-training e-learning platform. The training participants were primarily physicians, then health care workers, students and interns from different universities (KSAU-HS) to be able to treat COVID -19 patients in different areas. This platform was equipped with all the necessary functions to create e-learning training courses. The content of the educational material was to be delivered using two main teaching methods: (1) Virtual learning modules consisting of basic and advanced courses. (2) Simulation-based instruction, consisting of computer-based and simulation manikin-based courses. First, a needs assessment survey was distributed to approximately 150 medical students and health professionals. Then, another self-assessment survey was distributed to approximately 1000 participants. Results: In the needs assessment survey, the majority of participants (22.3%) were from the Department of Internal Medicine. In the feedback survey, the majority of participants were from the Department of Nursing (15.7%). Overall, participants consider the Cross-Training Module/Unit Content & Structure to be adequate in terms of its purpose (P 0.908) results also indicate that participants are satisfied with the provisions (P 0.374) and that the Cross-Training was relevant and helpful to the circumscribed and included professions (P 0.731). Conclusion: As synthesis research, this study revealed the perceptions of health professionals and medical students regarding the implementation of an e-learning strategy for cross-training as a teaching tool. Participants indicated that the training program was most helpful because the course materials were strongly tailored to their areas of expertise.

Perceptions of Pharmacy Students on the E-Learning Strategies Adopted during the COVID-19 Pandemic: A Systematic Review.

Background: E-learning strategies were globally adopted by academies because of the COVID-19 pandemic. The characterization of students’ perception of online learning is fundamental to design appropriate models for pharmacy curricula. The study aim was to carry out a systematic review about the perception of pharmacy students on the e-learning strategies adopted during the COVID-19 pandemic. Methods: The Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) checklist was followed. PICOS criteria were applied. Five databases were screened: PubMed, Cochrane Library, DOAJ—Directory of Open Access Journals, SciELO—Scientific Electronic Library Online and b-on—Online Library of knowledge (Biblioteca do conhecimento online). Keywords: “pharmacy and (distant or remote or e-learning or online or zoom or education or training or digital) and (COVID or SARS and (student or undergraduate) and (opinion or satisfaction or perception or attitude)”. Results: 23 out of 176 papers were selected (28 duplicated and 125 excluded). Selected papers were classified, as follows: studies exclusively involving pharmacy students (n = 8); studies simultaneously involving pharmacy students and other healthcare students (n = 6); and studies related to the involvement of pharmacy students in specific courses (n = 9). Conclusions: In general, the perception of pharmacy students on e-learning strategies adopted during the COVID-19 pandemic was positive. However, an expressive proportion of undergraduates reported negative issues about online education, which seems to support the necessity of optimizing e-learning strategies in the future.

The Response of Tanzania Higher Learning Institutions to e- Learning during Covid-19 Pandemic

This study examined how the Tanzanian Higher Learning Institutions (HLIs) responded to the e-learning implementation during the COVID-19 pandemic period. It employed the Actor Network Theory that informs the socio-technical interactions. The study employed an explorative case study design with qualitative techniques, involving a total of 13 participants from selected HLIs. A thematic analysis framework was used to analyze data. The study revealed that HLIs in Tanzania have partially implemented e-learning systems and there is limited use of e-learning technology among HLIs in Tanzania. The e-learning implementation is in terms of tuition fee payment, examination results, online learning and presentation of research proposals through mobile technologies and Zoom. It is important for the government to make more emphasis on development of e-learning policies which will increase participation, commitment and accountability in HLIs. It is also important for HLIs to redefine e-learning strategies and develop facilities that will enhance transformations in teaching and learning amidst the Covid 19 Pandemic. This requires good internet networks as well as availability of robust learning management systems. Furthermore, HLIs should establish collaboration with other learning institutions within and outside the country for sustainable e-learning outcomes.

The Implementation of E-Learning to Support Learning and Teaching Foreign Language: A Case Study in Ukrainian Higher Education

The research paper examines current tendencies in implementing e-learning as an integral part of the educational process, particularly in foreign language learning in higher education. The scholar attempts to answer the following question: How can e-learning contribute to effective foreign language learning? We have identified how e-learning is applied, the different existing e-learning strategies students prefer to learn with, and the extent to which learners are satisfied with the support offered by e-learning to assist the process of foreign language learning. The study is significant because understanding the learners’ preferences and support of these up-dated methods would help to find effective teaching practices within e-learning, fostering student-centered approaches. The contribution of this research is to estimate the new experiences of university students due to e-learning implementation. We used a quantitative method to collect research data by online tools (Google forms). It was achieved due to analyzing responses to the survey-based questionnaire of 35 learners of Vinnytsia Institute of Trade and Economics of Kyiv National University of Trade and Economics, Ukraine. Within our research, we have found out that students usually use e-learning as it helps them to develop lots of soft skills besides the four basic language skills. It has also been proved that students are delighted with the e-learning application. We concluded that e-learning is an effective and innovative educational technology that can improve both the teaching and learning process in educational institutions.

Research on the Relationship between Learning Engagement and Learning Completion of Online Learning Students

With the deep integration of the Internet and education, new educational models, such as micro classrooms, large-scale open online courses, and flipped classrooms have gradually appeared. In the information age, online learning has become popular in most countries all over the world, especially in the face of public crises such as the COVID-19 pandemic. Online learning can effectively connect teachers and students through the Internet. However, the low participation and low cognitive level of e-learning also affect the quality of e-learning, which depends largely on the learning investment of students. Based on self-efficacy theory and exploratory community theory, this paper puts forward the hypothesis that students’ e-learning investment affects learning completion and tests the mediating effect of incorporating self-efficacy into students’ e-learning investment on learning completion. The results show that the Cronbach’s α coefficient is 0.968, which has high reliability. KMO value is 0.880, indicating that data information can be extracted effectively. The three aspects of students’ e-learning input (behavioral investment, cognitive input, and emotional input) constructed in this paper can significantly improve the learning completion level of students. The results of this study have positive value for understanding the advantages and disadvantages of e-learning, promoting the reform of e-learning methods in universities, and implementing e-learning strategies for students familiar with different e-learning years.

Brave new E-world: Medical students' preferences for and usage of electronic learning resources during two different phases of their education.

E‐learning strategies have become an important part of biomedical education. However, why and how medical students select hardware tools and software formats during their preclinical education has not been sufficiently evaluated. These aspects should be considered when designing or offering new e‐learning modalities to learners. Two medical school classes at a major US medical school were surveyed about their use of e‐learning resources during their first year of medical school or their preparation for their first licensing examination (USMLE® Step 1), respectively. Their responses were analyzed for patterns and significant changes. Students’ answers indicated that computers and tablets were considered the most important hardware devices to support students’ learning. During the first year, students often preferred resources that were tailored to the specific courses in their curriculum. In contrast, some preferences changed when students prepared for the USMLE Step 1, with students shifting almost exclusively to a solitary learning strategy using commercial e‐learning resources. Across all phases of medical school education queried, peer advice was the major determinant influencing e‐learning resource selection with faculty only playing a minor role. Videos were the most popular e‐learning modality, and students cited efficient acquisition of knowledge and preparation for examinations as major reasons for e‐learning tool utilization. These factors should be considered when offering e‐learning resources to medical students during different phases of their preclinical training.

E-learning strategies from a bioinformatics postgraduate programme to improve student engagement and completion rate.

E-learning is the standard solution adopted in transnational study programmes for which multiple face-to-face learning places are not an option. Bioinformatics is compatible with e-learning because its resource requirements are low. Online learning, however, is usually associated with high dropout rates because students start from a very low computational level and/or they need support to conduct practical analyses on their own. In this article, we analyse the academic results of an online bioinformatics educational programme based on learning communities. The programme has been offered by the Spanish Pablo de Olavide University for more than 5 years with a completion rate of close to 90%. Learning bioinformatics requires technical and operational competencies that can only be acquired through a practical methodology. We have thus developed a student-centred and problem-based constructivist learning model; the model uses faculty and peer mentoring to drive individual work and retain students. Regarding our innovative learning model, the recruitment level (i.e. the number of applicants per available places and international origin), the results obtained (i.e. the retention index and learning outcomes) as well as the satisfaction index expressed by students and faculty lead us to regard this programme as a successful strategy for online graduate learning in bioinformatics. All data and results for this article are available in the figures and supplementary files. The current syllabus (Supplementary File S7) and other details of the course are available at: https://www.upo.es/postgrado/Diploma-de-Especializacion-Analisis-Bioinformatico and https://www.upo.es/postgrado/Master-Analisis-Bioinformatico-Avanzado. Supplementary data are available at Bioinformatics Advances online.

An Assessment of E-Learning Strategies in Enhancing Quality Education in Cameroon During the COVID-19 Pandemic in Cameroon: Case of Government Bilingual High School Yaoundé

E-learning had been adopted to facilitate the teaching-learning process during the COVID-19 pandemic in Cameroon. This paper examines the effectiveness of the e-learning strategies vis-à-vis quality education in Government Bilingual High School (GBHS) Yaoundé. To achieve this objective, the exploratory method has been adopted, which is both qualitative and quantitative. Using a purposive sampling technique, 258 teachers and 750 students were selected for the study. The Statistical Package for Social Sciences (SPSS) was used for data analyses and the following results were obtained: e-learning strategies were ineffective in fostering the quality of education in G.B.H.S Yaoundé. In effect, e-learning exerted a mere 33.8 percent influence on quality education. Based on these findings, this study sees global investment in digital pedagogy as a privileged form in strengthening the resilience of school systems when faced with possible future educational emergencies such as those caused by the COVID ̵19 pandemic.