Online Seminar Research Articles

Sistem Informasi Penjualan Kosmetik

Web-based Cosmetic Sales Information System is an information system that provides or sells cosmetic products. However, many websites only sell cosmetics but do not meet the needs of consumers. Even though there is a cosmetics sales information system, consumers continue to attend seminars or classes held offline by the organizer to increase knowledge about cosmetics. This study aims to create a Sales Information System that can solve the constraints experienced by consumers. These system needs include consumers being able to take part in online seminars, being able to interact with fellow consumers through cyberspace and consumers being able to take beauty classes online. The results of this study are Cosmetic Sales Information Systems which include sales catalogs, online seminar features, online beauty class features, online discussion forum features, and payments.

Eurasia, Russia and Latin America after the pandemic. Overview of presentations at the CRIES online seminar

Eurasia, Russia and Latin America after the pandemic. Overview of presentations at the CRIES online seminar

Web-Based Educational Seminars Compare Favorably with In-House Seminars for Bariatric Surgery Patients.

Comprehensive preparative patient education is a key element in bariatric patient success. The primary objective of this study was to compare attrition rates, demographics, and surgery outcomes between patients who participated in the online vs in-house preparative seminars. A retrospective chart review was performed involving patients who chose to participate in online vs in-house educational seminar between July of 2014 and December of 2016. The patients were divided into two groups based on their choice of educational seminar and tracked to see how many made it to an initial visit and to surgery. In those who had bariatric surgery, data was collected on age, type of insurance, length of stay (LOS), longest follow-up, and change in body mass index. Total of 1230 patients were included in this study. There was no difference in attrition rate to initial consultation visit (29.1% vs 29.9%), but there was a statistically higher attrition to surgery in the in-house seminar attendees (72.9%) compared to online participants (66.6%, p < 0.05). Between January 2015 and December 2016, 291 patients underwent primary bariatric surgery. The online group was on average 3years younger which was statistically significant. There were no differences in LOS, longest follow-up, and weight loss at 12months between the groups. When comparing attrition rates and bariatric surgery outcomes, no overall difference was noted between patients who received web- or hospital-based preparative education. Bariatric programs should provide access to online seminars to attract younger population and save resources and cost.

Progression to surgery: online versus live seminar

ObjectiveThe objective of this study was to evaluate progression to surgery rates for live and online seminar and assess weight loss outcome comparisons at 1-year postoperation. SettingUniversity Hospital Network, Allentown, PA, USA. MethodsThe entry point into our program was an information seminar where prospective patients are educated about obesity, bariatric surgery, indications and contraindications, risks and benefits, and our center's process. Between January of 2009 and November of 2011, only live information seminars were offered. In November of 2011, we started offering an online information seminar to reach those who are unable to attend a live seminar. Tracking of live versus online seminar attendance was documented in our database. ResultsBetween November 1, 2011 and September 30, 2015, 3484 people completed an information seminar. Of those, 2744 attendees came to a live seminar while 740 completed the online seminar. A significantly higher number of live seminar attendees, 78.1% (2144/2744) progressed to an office visit compared with online seminar attendees 66.5% (492/740), P<.0001. Similarly significant, 40.1% (1101/2744) of live seminar attendees progressed to surgery versus 29.7% (220/740) of online attendees (P<.0001). Sex (78.2% female for live seminar versus 79.5% female for online seminar, P = .65) and initial body mass index (46.3 ± 7.4 for live seminar versus 45.3 ± 7.1 for online seminar, P = .09) were very similar between the groups. Online seminar attendees' age (42.7 ± 12.1) was younger than that of the live seminar attendees' (47.3 ± 12.3) (P<.0001) but has little clinical value. ConclusionOur results demonstrated that live seminar attendees are more likely to progress to surgery and therefore should continue to be offered.

WEBINAR IN THE CONTEXT OF ENGLISH-SPEAKING EDUCATIONAL AREA

Due to the internetization and globalization of society, modern education has to adjust and follow the latest trends in the development of modern technologies. As a result, traditional methods of education began to be supplemented with new teaching methods, which are based on the use of Internet and telecommunication technologies. Thus, distance education or education in a virtual environment came to the fore and began to occupy a leading position among other educational facilities. One of the most popular virtual educational tools is a webinar. Webinar - eng. webinar is a lecture or a seminar organized with the help of web-technologies both in live and off-line mode. Webinars are very similar to the usual lectures or lessons held in educational institutions, since they have a clear structure, retain the status of the student-teacher relationship, use the same language facilities that representatives of the institute of education use. Among the distinctive features of English-language webinars for journalists in the educational environment, it is possible to single out: 1) the way of implementing communicative interaction (any texts are generated using Internet technologies or other means that provide for interactivity); 2) communicative orientation (the text used in the online seminar may involve feedback, or it may be a one-way process); 3) specific chronotop (communication of participants in the webinar can take place both online and offline).

Webinar | Multiplexed immunohistochemistry: Illuminating the tumor microenvironment to study cancer-immune mechanisms

As immuno-oncology takes center stage in the battle against cancer, the need for biomarkers has become even more acute, with response rates continuing in the 20%–30% range and the menu of options, including combination therapies, growing at an accelerating pace. The specific immunoarchitecture characteristics of the microenvironment in which a particular tumor grows may be both prognostic and predictive of response to these new immunotherapies. Multiplex immunofluorescence is the most effective, efficient way to identify specific immune cell types, their location, and their state of activation, as well as the presence of immunoactive molecular expression, all at the same time. This method is highly beneficial for exploring immune evasion mechanisms and finding potential biomarkers that allow researchers to assess the mechanism of action and predict and track response. This live, online seminar will take the viewer through validation of this multiplexing technique, including a comparison with singleplex immunofluorescence and standard (chromogenic) immunohistochemistry, as well as an assessment of intersite reproducibility and the influence of staining order on quantitation. View the Webinar

Using a Virtual Tablet Machine to Improve Student Understanding of the Complex Processes Involved in Tablet Manufacturing

Objective. To develop and implement a virtual tablet machine simulation to aid distance students' understanding of the processes involved in tablet production. Design. A tablet simulation was created enabling students to study the effects different parameters have on the properties of the tablet. Once results were generated, students interpreted and explained them on the basis of current theory. Assessment. The simulation was evaluated using written questionnaires and focus group interviews. Students appreciated the exercise and considered it to be motivational. Students commented that they found the simulation, together with the online seminar and the writing of the report, was beneficial for their learning process. Conclusion. According to students' perceptions, the use of the tablet simulation contributed to their understanding of the compaction process.

OOPS! Or, Designing an Intercultural Online Participatory Seminar in the Spirit of Highlander Folk School

Seeking to build a relational, reflexive, dialogical, and praxis-oriented open, online learning space to engage intercultural teaching and learning, an experienced educator of future teachers and a graduate student in youth leadership developed an online seminar that embodied its content (intercultural, inclusive learning and teaching) in praxis. This paper outlines the process of designing the seminar, briefly examines how it functioned, and closes with ideas for exploration with NCL participants.

Opportunities and Challenges for Students in an Online Seminar-Style Course in LIS Education: A Qualitative Case Study

Online enrollments in U.S. higher education programs continue to grow, a trend that is also seen in LIS education where in some cases entire MLIS programs are being offered online. Synchronous online seminar-style courses present interesting challenges for both radical inclusion and innovation. This qualitative case study explored the effectiveness of a synchronous, online seminar conducted via Google Hangout in an online program. The findings revealed similarities and differences between a face-to-face seminar and a synchronous online seminar. Factors such as meaningful interactions, group collaborations, and technology literacy—hallmarks of a social constructivist learning environment, play critical roles in optimizing the experience. These findings emphasize the need for a stronger pedagogical framework to guide online LIS education.

Developing Critical Social Justice Literacy in an Online Seminar

The purpose of this article is to report on an effort to cultivate a critical social justice perspective and critical social justice praxis among educators enrolled in an online graduate program. Although the entire program was organized around themes of equity, collaboration, and leadership, this study focused on educators’ perspectives of the purposes, pedagogy, and outcomes of one course, Critical Pedagogy. Fourteen of the 19 students enrolled in the online course participated in one of six online focus groups following the conclusion of the course. Using constructivist grounded theory methods, the researchers identified the different ways in which students responded to the course, what they learned, and how they enacted their learning as well as the features of the course that the students believed contributed to their learning and practice. The study provides insight into features of online pedagogy that appear to facilitate transformative learning. It further provides insight into the kinds of content and assignments that may promote critical social justice praxis among educators.

Online seminar will discuss why there is a lack of BME nurse leaders

Online seminar will discuss why there is a lack of BME nurse leaders

A Study on Constructing On-line Seminar Based on the Mind Map

The mind map is an effective and efficient tool of organizing information. It demonstrates the information in the visible way highly similar to human thinking. The introduction of mind map into on-line seminar solves the defects and assists the members in on-line seminar to collect, select, sort out, share and present the information logically and clearly.

Design for Collaboration

Online learning environments offer new opportunities for learning and over the last decade or so a variety of online learning environments have been developed by researchers to facilitate collaborative learning among students. In this paper we will present a case study of a successful collaborative learning design. This involves a near synchronous online seminar where students work in small groups to produce a report that examines media coverage of controversial science, using archives of television news reports. We will analyze the activity's task design features by employing a framework of collaboration enabling design approach proposed by Kirschner et al (2004). We will start with an analysis of the collaborative processes and interaction among participants in this online activity. Then we will examine the features of the task used in this learning environment with respect to the interaction design ideas proposed by Kirschner et al. They suggest that the use of appropriately designed and implemented educational, social and technological affordances is the foundation for stimulating, motivating and maintaining collaboration among learners. We use the framework to identify factors contributing to the success of the activity.

7. Enquiry, Engagement and eLearning: Three Perspectives on a Student-Centred, Online, Enquiry-Based Course

In the 2011 Winter semester, the University of Guelph engaged in a pedagogical experiment: an online first-year seminar. This article is a conversation about the learning journey that surrounds this seminar, as experienced by three participants: Jacqueline Murray (JM), Professor of History and Director of the First-Year Seminar Program (FYS); Natalie Giesbrecht (NG), Manager, Distance Education and a Distance Learning Specialist; and Samuel Mosonyi (SM), an undergraduate student who was enrolled in the course. We reflect upon the online seminar and discuss the technology and pedagogy, student learning experience, and process of online interaction. We conclude that this seminar, an innovation in both enquiry-based learning and first-year seminars, is arguably comparable with classroom-based offerings.

Analysing Collaborative Processes and Interaction Patterns in Online Discussions

This paper deals with collaborative, networked learning in a graduate distance learning course. We are interested in understanding how learning is affected by the quality of collaborative processes and the patterns of interaction in collaborative online discussion environments. For the purposes of this paper we are focusing on the interactions and collaborative processes occurring in an asynchronous online seminar which is about the design of teaching/learning software in the context of a science education course. The participants in the study, a total of nine students are mainly science teachers and they took part in this online seminar over a two week period to discuss the design of some selected pieces of software used for teaching and learning of science at various levels of schooling. In our analysis, we used a classification system validated in our earlier work and extended our approach for the purposes of this study using a rating scheme developed for assessing the quality of computer supported collaboration processes by other researchers (see Meier et al., 2007; and Rummel et al., 2011). Content analysis of the contributions to the online seminar showed that the two categories, namely 'acknowledging a fellow student by replying and or referring to their contribution' and 'motivation of students (indicated by a mention of their individual commitment to group task)' were the biggest categories. The frequency of 'joint knowledge building category' in this analysis indicates that students are committed to the task. During the activity they presented reports on their analyses with an aim to critically review the issues and themes arising form these analyses. When we compared this online seminar to a comparable one in the previous year, we noticed that both acknowledgment and motivational categories were much smaller. In addition to content analysis, we carried out an interaction analysis of the first online seminar to identify the patterns of relationship between students and visualise the relationship by using the connections between members. This study may indicate the importance of motivation/individual commitment of students during a collaborative task and we are in the process of analysing other conferences in the same course to see the effect of motivation on the quality of collaborative learning/processes and the interaction patterns in the online seminar.

Tempus Demed project and operational solutions for online distance education

Lps-Diped - Universitŕ Roma Tre chaired the Tempus Demed - Development of Master Study Programmes in Education (2009-2011) - project. The project's main objective was the renovation of the Masters courses in Education in certain Balkan countries (Macedonia, Albania e Kosovo). The basic intention involved the adaptation of the higher education provided in the cultural reference area to the principles established within the European context. In particular, during the Dublin Conference in 2004, the so-called Bologna follow up group drew a number of indicators. As already mentioned, at different times, EU policy has highlighted the need to carry out actions aimed at a renovation of higher education cycles, but not much was provided in terms of definition of the curricula, especially for the second cycle of studies. The Demed project also attempted to fill a gap in this regard, operating an indepth revision of this level of studies in the Education sector in Albania, Kosovo e Macedonia. This intervention, moreover, was always carried out working in close cooperation with the partner countries, so that the support provided by Lps Diped, as leader, by Cdell - Centre for Developing and Evaluating Lifelong Learning - University of Nottingham (UK) and by DPU - Arhus University (DK) was realized with an actual collaboration programme, and never resulting as an imposition of certain Western models. The present contribution, therefore, is intended to give a general overview regarding the Tempus funding programme, a description of the Demed project itself, a synthetic report of the online seminar broadcasted to Seeu staff during the project period and of the data collected while evaluating the same experience.

Standards I'd Like to See

Standards I'd Like to See

Developing a fully online course for senior medical students

In 2002 the University of Michigan Medical School created a one-month course in advanced medical therapeutics (AMT). All senior medical students were required to complete the course. To provide some flexibility for students who were interviewing for residency positions the AMT course was created using a distance-learning model, and in the 2008–2009 academic year it was offered in a fully online format. The components of the course are weekly case-based modules, a weekly online seminar, quizzes based on modules and seminars, and a research project based on a therapeutic question. The paper discusses the development and components of the AMT course, a survey of fourth-year medical students who participated in the course between 2007 and 2010, and how the course evolved over three years.

Calderas Bottom‐to‐Top: An Online Seminar and Field Trip

Caldera‐related processes have deep implications in Earth science and are important to the general public. To the geologist, calderas are surface manifestations of large magma reservoirs and the source of some of the largest eruptions on Earth. For society, these volcanoes represent not only an extreme volcanic hazard but also a potential source of abundant geothermal energy and metal ore deposits.During February–April 2009, an innovative, online course entitled “Calderas: Bottom‐to‐top” was offered across several universities to students interested in investigating caldera‐forming processes associated with “supervolcanoes.” Supervolcanoes have the ability to spew hundreds to thousands of cubic kilometers of material from large magma chambers pooled in the Earth's crust. A caldera‐forming eruption results from overpressurization of the chamber and leads to formation of large depressions, tens of kilometers in diameter.

Marian Tolpin: Forward Edge Thinker, Clinician, and Teacher

In this tribute to Marian Tolpin, I suggest that her concept of forward and trailing edge transferences is compatible with an intersubjective systems view of development and psychoanalysis. Certainly in keeping with this approach was her insistence that the analyst monitor her countertransference and that she also interpret forward and trailing edge transference phenomena in the context of the analyst's here-and-now failures, as well as in the context of their origins in the patient's history. Marian pointed out that forward edge transference interpretations, in particular, can help the patient make sense of his or her experience, or can “make it comprehensible.” I also include a brief excerpt from an online seminar led by Marian in 2004, in which participants discussed Marian's 2002 article, “Doing Psychoanalysis of Normal Development: Forward Edge Transferences.” I describe some of the special qualities that Marian brought to her teaching, suggesting that as a teacher no less than as an analyst, she fun...