Internet-based Courses Research Articles

Disruptive Technologies transforming lives with reference to COVID 19 Online Education: A Review Paper

The wave of innovation and logical progression continues unabated and on multiple fronts. Almost every breakthrough is lauded as a step forward, and the list of "next great things" continues to increase. Nonetheless, a few innovations have the potential to completely transform the situation, altering how people live and work, reshaping value pools, and creating entirely new products and services. The present Coronavirus pandemic is unexpectedly and drastically changing how individuals work, live, and communicate on an overall scale. The educational system is undergoing rapid transformations. The instructive framework is going through quick changes. These powerful moves can be deciphered according to the point of view of the problematic development hypothesis, which expresses that past associations were taken out from their areas because of their laziness in embracing innovation. Gigantic open internet-based courses (MOOCs), which were as of late presented, are considered as an incredible innovative power changing the instruction climate. The role of "disruptive" novel technology in higher education is examined in this research. These intriguing innovations, according to Disruptive Innovation theory given by Christensen's, are not expressly meant to improve advanced education learning and instruction, but they do have instructive potential. The motivation behind this review is to exhibit how advanced education foundations are going through key adjustments because of the need to digitize education and preparing exercises. The conversation and end unite central issues that can be utilized to the digitalization of education in the near future. Key

Conceptual framework for telehealth strategies to increase family involvement in treatment and recovery for youth opioid use disorder.

With opioid use at crisis levels, it is imperative to support youth ages with opioid use disorders (OUD) in taking medication and accessing behavioral services over long periods. This article presents a conceptual framework for telehealth strategies that can be adopted to increase family involvement across a four-stage continuum of youth OUD treatment and recovery: Treatment Preparation, Treatment Initiation, Treatment Stabilization, OUD Recovery. It first identifies provider-delivered tele-interventions that can enhance OUD services in each of the four stages, including family outreach, family engagement, family-focused intervention, and family-focused recovery maintenance. It then introduces several types of direct-to-family tele-supports that can be used to supplement provider-delivered interventions. These include both synchronous tele-supports (remote interactions that occur in real time) such as helplines, peer-to-peer coaching, and online support groups; and asynchronous tele-supports (communications that occur without participants being simultaneously present) such as automated text messaging, self-directed internet-based courses, and digital web support.

Improving the Students’ Motivation in Learning English through Google Meet during the Online Learning

The increase number of Covid-19 outbreak has profoundly changed our education system. This condition has led the teachers to alter the face-to-face learning into online learning. Online learning emphasizes on the internet-based courses synchronously and asynchronously. Besides its technical problems, conducting online learning was said to be monotonous since the teachers preferred doing online tasking to providing effective learning experience. Further, this condition led to low students’ motivation in learning English. In other words, the students might be in boredom to participate and engage in the teaching- learning process owing to the monotonous learning. Most students were said to be late or even reluctant to complete the assignments. Therefore, the researcher conducted the Classroom Action Research dealing with the use of Google meet to improve the students’ motivation in learning English during the online learning. The research subject was the 7th grade students of SMP Negeri Satu Atap Jarit. The research was conducted in two cycles. In cycle I, it showed that there was an increase of students’ motivation in learning English. The increase of students’ motivation was 61, 8%. Meanwhile, in cycle II, the researcher found that the Google meet significantly improved the students’ motivation in learning English. The increase of students’ motivation was 79, 4%. The result showed that the students actively participate and engage in the teaching-learning process. The students were very enthusiastic to respond and answer the some questions, and share their ideas related to the topic of the meeting. In addition, the increase of students’ motivation influence the students to compose sentences correctly related to the given assignments. Based on the result of data analysis, the researcher drew a conclusion that the use of Google meet significantly improved the students’ motivation in learning English during the online learning.Keywords: Google meet, Learning English, Students’ Motivation

Paediatric continuing medical education needs and preferences of UNRWA physicians in Jordan

Most physicians who work in the United Nations Relief and Works Agency (UNRWA) infant and child health programme in Jordan are general practitioners with no postgraduate training in paediatrics. Furthermore, in resource-poor or remote settings, the ability to deliver live continuing medical education (CME) is often limited. A questionnaire exploring the resources available for accessing CME, preferences for types of CME, current sources of CME and topics of interest in the field of paediatric care was sent to all 92 physicians practising in UNRWA clinics in Jordan. Of the 89 respondents 80% had attended live medical lectures for CME and 70% CME meetings. Despite most physicians having access to the Internet only 52.8% were interested in Internet-based courses for accessing CME. There was a statistically significant relationship between year of graduation from medical school and preference for Internet-based CME. Implications for CME participation and paediatric CME topics are discussed.

Introducing E-learning in Epidemiology Course for Undergraduate Medical Students at the Faculty of Medicine, University of Belgrade: A Pilot Study

The aim of this study was to determine whether e-learning as a new teaching concept was acceptable for second-year undergraduates and to compare attitudes and exam results of students who followed electronic compared with classroom seminars. The electronic seminars (e-seminars) were developed several months prior to start of the epidemiology course for second-year students at the Faculty of Medicine, University of Belgrade. The students who applied for e-seminars accessed their content during summer semester (February–May) 2014. E-seminars were set according to the existing topics in practical workbook and designed using Moodle, a free, open-source, personal home page web application for producing modular internet-based courses. To evaluate the motives for enrollment and satisfaction with seminars, two surveys (pre- and post-course) were administered. Students’ exam grades were registered over 4 exam sessions (June–October 2014) and compared according to seminar program. Out of 516 students in the second year, 60 (11.6 %) applied for e-seminars (mean age 21 years). Students considered the reason “It’s easier to do assignments from home” as the strongest motive to participate. When compared to classroom seminars, students in e-seminars had significantly more fun (p = 0.003), thought that e-seminars were better mode to learn epidemiology (p = 0.030) and would recommend them to other colleagues (p = 0.001). There was no significant difference in average grade received at the oral exam in epidemiology (t = 0.071, p = 0.944). E-seminars in undergraduate epidemiology course add a novel, easy-to-follow and amusing mode of learning. Based on this pilot study, e-seminars in epidemiology will be available for next generations of students, while further improvement of e-seminars could include expansion of seminar syllabus and development of discussion fora.

Online Learning in Thoracic Surgical Training: Promising Results of Multi-Institutional Pilot Study

Cardiothoracic surgical education faces numerous challenges, including reduced duty hours and diminishing prioritization of teaching, in the setting of rapidly advancing knowledge, skills, and case complexity. Pass rates on the American Board of Thoracic Surgery exam remain suboptimal, and new training formats are being evaluated. We hypothesize that Internet-based courses can be developed and implemented to supplement learning of basic topics in cardiothoracic surgery. After a needs assessment, 4 online self-study courses were developed by content experts using a Moodle [modular object-oriented dynamic learning environment] platform. As a pilot cohort, students from 4 thoracic surgery training programs participated, accessing courses at their own pace. Each course included general and detailed readings, multimedia content, discussion forum, and a question-bank supported quiz (90% required to pass, multiple attempts allowed). Utilization and exam data were tracked electronically. The t tests were used to compare first versus final-year traditional track trainees. Post-course surveys collected data on trainee attitudes. Nineteen students completed 4 courses on tracheal disease. Mean time spent per course and quiz attempts to pass were 1.35 hours and 2.86, respectively. Scores improved with successive attempts. Senior trainees showed a trend toward less time per course and fewer quiz attempts. Post-course surveys uniformly demonstrated perceived benefits from the content and quizzes in an easy-to-navigate format. Online courses can be developed and integrated within cardiothoracic training programs. This pilot demonstrates evidence of active learning as shown through the embedded assessments. Internet-based courses may serve as a means of supplementing modern thoracic surgical training. Further development and evaluation are warranted.

MOOCs and Legal Education: Valuable Innovation or Looming Disaster?

Massive open online courses (MOOCs) have spread across the landscape of higher education like an invasive plant species. Although few people had heard of MOOCs before 2012, these internet-based courses, taught by university professors, are now routinely offered simultaneously to tens of thousands or in some cases, hundreds of thousands of people. Most MOOCs are still provided free of charge, but the two companies and one non-profit entity that promote MOOCs and provide the software have recently created partnerships with institutions of higher education in order to realize substantial revenues by offering MOOCs for academic credit to tuition-paying students at colleges and universities. Despite resistance from professors at some institutions, MOOCs for credit are proliferating rapidly. This development has great significance for the future of legal education, because most law schools are experiencing an economic crisis and are searching for ways to cut costs and lower tuition so that they can fill their classes and remain viable. Already, some law schools are offering academic credit for distance learning, within limits permitted by the Section of Legal Education of the American Bar Association — limits that may soon be relaxed. Within ten years, MOOCs could replace traditional law school classes altogether, except at a few elite law schools that produce lawyers to serve large corporations and wealthy individuals. However, most law schools might survive by embracing rather than resisting internet-based learning. They could cut costs by reducing faculty and staff positions, using MOOCs for the delivery of most of the legal information that students need, hiring part-time lawyers to help students with exercises to supplement the MOOCs, and concentrating the remaining full-time faculty on first-semester offerings, writing seminars, and clinics. Sadly, the result will be a watered-down form of legal education compared to the three years of interactive experiences that law schools have offered students for the last century. But it may be the only way in which most law schools can survive.

The Analysis and Design of Internet Course Teaching System for Operation System

Based on the design theory of internet course teaching, combined with the course of operation system, some key technology has been introduced, such as the development process of teaching, network system, the curriculum and various network elements: learners, teaching objective, contents of teaching, learning environment, teaching strategies, evaluation, etc. Some construction of network course building should be noted, which all has strong and practical significance for others. With the rapid development of Internet and the gradual perfection of the modern education technology, the education philosophy and approaches have been keeping innovated. The Internet-based courses have aroused many people’s concern. Compared with traditional courses, it is much more flexible, efficient, interactive, and convenient. It can also meet the need of individual-tailored service. With regards to the target learners, forms of the contents, course arrangement and studying methods, online education is incomparably superior. Thus the application of online teaching is one of the most effective ways to improve the teaching level. Based on the online courses teaching design theories, combined with the course of the computer operation system, the paper introduces the key technologies related to online course design and development, which is suggestive to other online courses studies.

Improvements To The E-Learning Environment: Meeting Student Needs

Universities are changing delivery methods for courses in order to meet the demands of today’s college students. The increasing usage of internet-based courses has significant implications for institutions of higher education. With a goal of expanding enrollment, many are interested in delivering online instruction. At the same time, the proliferation of internet courses leads to questions concerning the quality of online learning. This study focuses on students’ perceptions of internet-based courses and the reasons students take such courses. Recommendations to deliver quality learning experiences in the virtual classroom are discerned.

NETLab: An Online Laboratory Management System

Online hardware-based educational laboratories are increasingly being deployed in traditional on-campus as well as Web-based distance-learning courses around the world. An online laboratory generally will consist of several hardware-based remote experiments. However, one particular experiment can be performed at a time by an individual student or a group of students which require a careful scheduling of the experiments. For the proper implementation of an online laboratory an efficient laboratory management system (LMS) is thus essential. Also for an online laboratory, the students need to fully understand the experimental system setup and feel comfortable as in an actual laboratory environment which, however, can be effectively done by adding suitable videos and animations etc. Besides, the students should be able to run the remote experiments, extract, save and analyze the data and submit laboratory reports online. The front end of the laboratory management system should be made browser-based so that one can use the laboratory facility from anywhere. Also, for the teachers, the laboratory management system should include an online evaluation for the quiz/viva-voce, checking experimental data, grading of submitted laboratory reports and feedback for the students. 
 In this paper, we describe the design and prototype implementation of an online laboratory management system (for use with shared hardware-based remote laboratory resources) which may be employed for running internet-based online laboratory courses for geographically dispersed Institutions.

WEBSECAT: A low-overhead internet-based traching and courses evalutation system

WEBSECAT: A low-overhead internet-based traching and courses evalutation system

Cultural Immersion as a Learning Method for Expanding Intercultural Competencies

This article presents an overview of the development and utilization of a cultural immersion experience assignment in courses that focus on expanding the knowledge and skill set of counselors and other counseling professionals for working with culturally diverse client populations. The utility of this method and specific suggestions for its use in three instructional formats: traditional on-campus courses, study-abroad program courses, and 100% Internet-based courses are examined.

Predictors of First-Year Student Retention in the Community College

This study analyzed predictors of fall-to-spring and fall-to-fall retention for 9,200 first-time-in-college students who enrolled in a community college over a four-year period. Findings highlight the impact of developmental education programs and internet-based courses on student persistence. Additional predictors include financial aid, parents' education, the number of semester hours enrolled in and dropped during the first fall semester, and participation in the Student Support Services program.

The online learning environment—A new model using social constructivism and the concept of ‘Ba’ as a theoretical framework

Organisations that provide education are businesses and, as such, are not immune from the impact that the Internet has had in recent years, both on the way organisations conduct their business and as a business supporting technology. Indeed, the use of the Internet as a facilitating mechanism for educational course delivery has been growing steadily over the last 5–8 years and, although there are some significant issues that have arisen in that time in relation to the quality of learning that can be achieved, there is no doubt that it will continue to be developed as an educational tool. The real issue for educators is, therefore, not whether the Internet will be used in course delivery, or if it is a useful tool, but rather how can a teacher make best use of it to enhance learning? This article documents a study that has analysed five years of student reflections on the scaffolding mechanisms used to promote and encourage learning in five Internet-based courses at the University of Queensland run between 2001 and 2005. The courses involved include three Internet-delivered Masters coursework courses and two Internet-delivered undergraduate courses in three different discipline areas. The outcomes of the study are: (1) a Report Card documenting student evaluations of the scaffolding mechanisms used; (2) a What, Why, How, Where framework of scaffolding mechanisms that are best suited to enabling deep learning through the online environment, and (3) a proposed new model of knowledge acquisition in online learning environments entitled ESCIE, which is based on Nonaka’s SECI and Ba models of knowledge creation.

Teaching Basic Medical Sciences at a Distance: Strategies for Effective Teaching and Learning in Internet-Based Courses

In recent years, the Internet has become an effective and accessible delivery mechanism for distance education. In 2003, 81% of all institutions of higher education offered at least one fully online or hybrid course. By 2005, the proportion of institutions that listed online education as important to their long-term goals had increased by 8%. This growth in available online courses and their increased convenience and flexibility have stimulated dramatic increases in enrollment in online programs, including the Veterinary Technology Distance Learning Program (VT-DLP) at Purdue University. Regardless of the obvious benefits, distance learning (DL) can be frustrating for the learners if course developers are unable to merge their knowledge about the learners, the process of instructional design, and the appropriate uses of technology and interactivity options into effective course designs. This article describes strategies that we have used to increase students' learning of physiology content in an online environment. While some of these are similar, if not identical, to strategies that might be used in a face-to-face (f2f) environment (e.g., case studies, videos, concept maps), additional strategies (e.g., animations, virtual microscopy) are needed to replace or supplement what might normally occur in a f2f course. We describe how we have addressed students' need for instructional interaction, specifically in the context of two foundational physiology courses that occur early in the VT-DLP. Although the teaching and learning strategies we have used have led to increasingly high levels of interaction, there is an ongoing need to evaluate these strategies to determine their impact on students' learning of physiology content, their development of problem-solving skills, and their retention of information.

Using Critical Thinking in a Web-Based Public Budgeting Course

Although the use of Internet-based courses continues to grow in the field of public administration education, evidence about the use of critical thinking in Internet-based course discussion questions is still sparse. Studies suggest that many Internet-based courses fail to incorporate critical thinking into the discussion. This article examines use of critical thinking in an electronic Discussion Board in an internet-based course. The author finds that Discussion Questions, in conjunction with Case Assignments and examinations have the potential to provide a forum for developing critical thinking skills since students have more time to reflect on their response than they do in a regular classroom setting.

CMS-based simulations in the writing classroom: Evoking genre through game play

Abstract The incarnation of many Internet-based courses is informed by traditional notions of classroom instruction in which course/content management systems (CMSs) like WebCT™ and Blackboard™ are used to reproduce actions undertaken in brick-and-mortar classrooms. In this article, I argue that the way in which the CMS is configured and deployed can provide students with the sense that they are immersed in a social activity other than taking a college course. Elaborating on a simulation-building methodology developed by Clark Aldrich, I show how we have created a CMS that helps communication instructors evoke and immerse students in discourse-demanding situations. This sense of immersion is especially important for communication-intensive courses in which students seek to practice disciplinary and workplace genres whose social motive may not be readily reproducible within the confines of the (computer) classroom.

On Different Teaching Delivery Methods: What Happens to Instructor Course Evaluations?

This study investigates how students’ evaluation of an instructor's teaching skills, rapport with students, grading policies, knowledge of materials and presentation skills are affected when different delivery methods are used. MBA students'course evaluations in traditional, two-way interactive television, and Internet-based Marketing Management classes taught by the same instructor were compared. Results suggest that assessment of the instructor varied depending on the instructional delivery mode. Students enrolled in the traditional class consistently ranked the instructor the highest in the five evaluative criteria. Except for grading policies, no differences were found between students'responses in the ITV and Internet-based courses.

Effectiveness of workshop training for psychosocial addiction treatments: A systematic review

Workshop training for psychosocial substance abuse treatment has been an important part of the transfer of evidence-based approaches into larger practice. Although they are widely used, training methods such as self-study reading, internet-based courses, and educational workshops have not traditionally been the focus of empirical investigations. Based on electronic and manual searches of the literature, we summarize 17 evaluations of workshop training that describe the training program and the educational outcomes. In general, training tends to improve attendees' knowledge, attitudes, and confidence in working with clients who have substance abuse problems. Some skill improvements, when measured, are usually seen immediately after training but are less often maintained over a longer time. Extended contact, through follow-up consultation, supervision, or feedback, appears to be necessary for the long-term adoption of skills. There are also a number of institutional factors that may influence the extent to which providers adopt new practices. Given the popularity of this training format, the role of workshop training needs to be a focus of future evaluative research.

ED<SUP align=right>4</SUP> process for design and development of engineering courses presented as IPSS_EE

Internet-based performance support systems with educational elements (IPSS_EE) is an innovative approach for task-performance independent e-learning and the development of new instruments in instructional design of internet-based courses for engineering education. The IPSS_EE research is a two-year project (www.ipss-ee.net) within the European program Socrates/Minerva. This study presents the main steps of the ED4 process in the case of IPSS_EE design and development. The results from the analysis, activities, decisions taken and solutions found, presented in tables, on each of the ED4 steps, led to a definition of IPSS_EE model.