Lecture Preparation Research Articles

The long-term impact of team-based learning on medical students’ team performance scores and on their peer evaluation scores

Background: The Faculty of Medicine at the American University of Beirut implemented a new medical curriculum, which included 90 team-based learning (TBL) sessions in years 1 and 2 of medical school.Methods: A validated team performance scale (TPS) and peer evaluation of communication skills, professionalism and personal development were collected at different time points during the two years. Grades on the individual and group readiness assurance tests and an evaluation form were collected after every TBL session.Results: Students generally positively evaluated most TBL sessions as promoters of critical thinking and appreciated the self-learning experience, though they preferred and had better individual grades on those that entailed preparation of didactic lectures. There was a sustained and cumulative improvement in teamwork skills over time. Similar improvement was noted with peer evaluations of communication skills, professionalism, and personal development over time.Conclusions: This is the first report about such a longitudinal follow-up of medical students who were exposed to a large number of TBL sessions over two years. The results support the suggestion that TBL improves medical students’ team dynamics and their perceived self-learning, problem solving and communication skills, as well as their professionalism and personal development.

A novel mentorship programme for residents integrating academic development, clinical teaching and graduate medical education assessment.

IntroductionMentorship fosters career development and growth. During residency training, mentorship should support clinical development along with intellectual and academic interests. Reported resident mentoring programmes do not typically include clinical components. We designed a programme that combines academic development with clinical feedback and assessment in a four-year emergency medicine residency programme.MethodsIncoming interns were assigned an advisor. At the conclusion of the intern year, residents actively participated in selecting a mentor for the duration of residency. The programme consisted of quarterly meetings, direct clinical observation and specific competency assessment, assistance with lecture preparation, real-time feedback on presentations, simulation coaching sessions, and discussions related to career development. Faculty participation was recognized as a valuable component of the annual review process. Residents were surveyed about the overall programme and individual components.ResultsOver 88 % of the respondents said that the programme was valuable and should be continued. Senior residents most valued the quarterly meetings and presentation help and feedback. Junior residents strongly valued the clinical observation and simulation sessions.ConclusionsA comprehensive mentorship programme integrating clinical, professional and academic development provides residents individualized feedback and coaching and is valued by trainees. Individualized assessment of clinical competencies can be conducted through such a programme.

ASSOCIATIVE EXPERIMENT BY A. NAZAROV-R. SOKOLOV’S PROCEDURE “SERIES OF THEMATIC ASSOCIATIONS” WITH STIMULUS “CONTEMPORARY RUSSIAN CULTURAL ELITE” AMONG STUDENTS OF SIBERIAN FEDEAL UNIVERSITY

The article analyses associative experiment as one of the promising directions of social phenomena studies. The present research aims at gathering empirical data with the help of А. Nazarov-R. Sokolov’s procedure “series of thematic associations” which renders it possible to determine particular aspects of comprehension of the concept of contemporary Russian cultural elite among young people and analyze verbal manifestation of the current idea of this phenomenon. Associative experiment was being worked out throughout 20th century and has strong traditions now. The word associate test was developed in the USA in the nineties of the last century and has been used by many a scientist in their diverse fields including researches at SibFU where it is an established tradition. As a result of our research we collected a hundred and three students’ answers and reduced them to fourteen categories of associates. We developed a diagram of a collective semantic spectrum of thematic associations and a table of eleven major associates and analyzed individualities of the answers of students majoring in different subjects. Subsequently, the reflection of good and weak points of con￾temporary Russian cultural elite in students’ minds’ eye were revealed and the following conclusions can help with the correction of students’ educational process, preparation of study guides and lectures and literal perception of the youth and student environment.

Knowledge, Skills and Values: Balancing Legal Education at a Transforming Law Faculty in South Africa

Determining curriculum content for legal education is difficult having to consider the value of universal foundational teaching-learning as opposed to dedicated practical legal education; emphasizing generic skills development as opposed to accumulation of knowledge or practical skills. Finding an equilibrium between these competing forces and having to consider ‘non-educational’ forces, including expectations of transformation and redress, make the task more complex. This article illuminates challenges regarding the balanced development of knowledge, skills, values, and transformation, and introduces specific initiatives to help students develop especially their ability to write well. It contends that any adversary stances of the academe versus the professions will only be solved by clarity and agreement on the meanings, scope and contextual application of concepts like general and subject knowledge, generic skills and practical skills, and scholarly and professional values. Skills training as a generally accepted outcome should be dissected to clearly indicate the generic or specific purpose thereof, implying a narrower definition of outcomes but also preparation of lecturers to be competent to attain these outcomes with educational expertise.

The problem resident behavior guide: strategies for remediation.

In 2012, the ACGME supplemented the core competencies with outcomes-based milestones for resident performance within the six competency domains. These milestones address the knowledge, skills, abilities, attitudes, and experiences that a resident is expected to progress through during the course of training. Even prior to the initiation of the milestones, there was a paucity of EM literature addressing the remediation of problem resident behaviors and there remain few readily accessible tools to aid in the implementation of a remediation plan. The goal of the "Problem Resident Behavior Guide" is to provide specific strategies for resident remediation based on deficiencies identified within the framework of the EM milestones. The "Problem Resident Behavior Guide" is a written instructional manual that provides concrete examples of remediation strategies to address specific milestone deficiencies. The more than 200 strategies stem from the experiences of the authors who have professional experience at three different academic hospitals and emergency medicine residency programs, supplemented by recommendations from educational leaders as well as utilization of valuable education adjuncts, such as focused simulation exercises, lecture preparation, and themed ED shifts. Most recommendations require active participation by the resident with guidance by faculty to achieve the remediation expectations. The ACGME outcomes-based milestones aid in the identification of deficiencies with regards to resident performance without providing recommendations on remediation. The Problem Resident Behavior Guide can therefore have a significant impact by filling in this gap.

The complexities of assessments in professional hospitality education

Purpose – The purpose of this paper is to highlight some inadequacies of the position of lecturers’ qualifications to design assessments within hospitality curricula while meeting the requirements of international and national quality frameworks.The Framework for Qualifications of the European Higher Education Area leaves the responsibility for designing appropriate teaching and assessment strategies in the hands of educators without fully recognizing the complexity of formulating the desired learning outcomes. Additionally, the subject-oriented background of the majority of educators within universities of applied sciences seems to be ignored in respect of its influence on assessment design. Design/methodology/approach – This paper reflects on the author’s experience in designing courses, teaching and assessment strategies at the NHTV University of Applied Sciences in The Netherlands, as well as observations of processes at other universities of applied sciences. Findings – The author argues for a uniform delineation of hospitality professional qualifications which integrates learning outcomes from international, national and industry profiles. It is proposed that course design should start with assessment design to achieve alignment with learning outcomes and instructional strategies. Universities of applied sciences will have to train course designers in advanced assessment methods and encourage all faculty to acquire appropriate didactical training in assessing students. Practical implications – This paper offers a view on the strategy necessary to ensuring adequate preparation of lecturers in the areas of writing–learning outcomes and preparing assessment. Originality/value – The value of the paper lies in the fact that it is a unique critique of pedagogy in Dutch universities of applied sciences.

Flipping the Biostatistics Classroom, With a Twist

For ecology faculty members not directly involved in pedagogical research, it can be daunting to decide among the many new tools and approaches available to improve teaching and learning. Problem-based learning (Edens 2000), blended learning (Garrison and Kanuka 2004), case-based teaching (Herreid et al. 2011), active learning (Bean 2011), MOOCs (Daniel 2012), and flipping the classroom (Bergmann and Sams 2008, Bergmann and Sams 2012, Fulton 2012, Tucker 2012, Bishop and Verleger 2013, Herreid and Schiller 2013) are just a few of the new methods being evaluated and implemented in educational theory and practice. Flipping the classroom is the process of moving traditional lecture content teaching to videos watched by students outside the class, while simultaneously moving activities such as homework and group projects into the classroom (Bergmann and Sams 2008, 2012). At our university, replacement of traditional introductory biology lectures with recorded “talking head” videos in the late 1970’s and early 1980’s was an abysmal failure, one that damaged the reputation of our department long after the practice was abandoned. How does “flipping the classroom” differ from this? In what context might it make sense to move content delivery outside the classroom, while moving homework and group exercises into the traditional lecture period?

Pemberdayaan Dosen Fakultas Ekonomi untuk Meningkatkan Produktivitas Kerja Melalui Kerjasama dengan Stakeholder di Kota Medan

The aim of this research is to empower the lecturers for improving the working productivity of FacultyEconomic of Lecturers in Medan, beside that, through this research there is a cooperation among thelecturers, a cooperation between the lecturers and the stakeholders and there are preparation of learningmaterials base on market’s needs.The research is done by surveying (the lecturers visit to some companies), interviewing (thelecturers interviewed and made discussion with the companies to improved the preparation of learningmaterials) and documented study. The sample of this research are the lecturers of ManagementDepartment of Faculty Economic of State University of Medan and the stakeholders are PT Telkom, PT SinarSosro and PT Socfin Indonesia.The lecturers who teach Human Resource Management I and Human Resource Management II,Organizational Behaviour, Marketing Management and Agribusiness Management have visit and discussedwith the stakeholders related on preparation of learning materials. The results are there are somepreparation of learning materials (the contract of lecture, syllabus, and the preparation of lecture ) .

TF-15 The Problem Resident Behavior Guide: Strategies for Remediation

In 2012, the ACGME supplemented the core competencies with outcomes-based milestones for resident performance within the six competency domains. These milestones address the knowledge, skills, abilities, attitudes, and experiences that a resident is expected to progress through during the course of training. Even prior to the initiation of the milestones, there was a paucity of EM literature addressing the remediation of problem resident behaviors and there remain few readily accessible tools to aid in the implementation of a remediation plan. The goal of the “Problem Resident Behavior Guide” is to provide specific strategies for resident remediation based on deficiencies identified within the framework of the EM milestones. The “Problem Resident Behavior Guide” is a written instructional manual that provides concrete examples of remediation strategies to address specific milestone deficiencies. The more than 200 strategies stem from the experiences of the authors who have professional experience at three different academic hospitals and emergency medicine residency programs, supplemented by recommendations from educational leaders as well as utilization of valuable education adjuncts, such as focused simulation exercises, lecture preparation, and themed ED shifts. Most recommendations require active participation by the resident with guidance by faculty to achieve the remediation expectations. The ACGME outcomes-based milestones aid in the identification of deficiencies with regards to resident performance without providing recommendations on remediation. The Problem Resident Behavior Guide can therefore have a significant impact by filling in this gap.

Evaluation of satisfaction with information system

Methods The study was conducted on a sample of 29 medical professionals with secondary school qualification and higher expertise education (Bachelor of Science) by using the method of a structured questionnaire, which was anonymous. In addition to demographic data, the questions were aimed to find out the length of work experience, professional qualification and satisfaction and benefit of using the existing information program. Results 83% of employees were surveyed. Only one respondent was male, while the remaining respondents were women. A total 17/29 (58%) of respondents have the higher expertise education and 12/29 (41%) have the secondary school qualification. Most of the respondents (19/29; 66%) have more than 20 years of experience and are over 40 years of age. The majority of the respondents (20/29; 69%) have attended some IT course, and the majority (25/29; 86%) have a computer at home, which they commonly use for emailing (26/29; 98%), listening to music (24/29; 83%), education in medical contents (23/29; 79%), browsing the Internet and reading news (21/29; 72%), watching movies (20/29; 69%), and for browsing professional medical journals, preparation of articles and lectures (11/29; 40%). The existing information system is used by almost all respondents when entering patients data for examinations and cardiovascular diagnostics. Nurses and physical therapists rarely browse patients' findings (10/29; 35%), and use the IT system to write medical records very rarely (5/29; 17%). Only a quarter of respondents (7/29; 24%) considers the existing information system adapted to their daily work. A large number of respondents (23/29; 79%) find additional IT training and information system training necessary.

Exploring tablet PC lectures: Lecturer experiences and student perceptions in biomedicine

<p>Lecturers using tablet PCs with specialised pens can utilise real-time changes in lecture delivery via digital inking. We investigated student perceptions and lecturer experiences of tablet PC lectures in large-enrolment biomedicine subjects. Lecturers used PowerPoint or Classroom Presenter software for lecture preparation and in-lecture pen-based inking. Using surveys and lecturer interviews, students and lecturers were asked to reflect on their tablet PC lectures in comparison to non-tablet lectures that used prepared images and a laser pointer. Quantitative survey responses suggested that students felt that the tablet lectures were more interesting, that they were more capable of keeping up with the lecturer, and they enhanced their understanding of the lecture content. Qualitative analysis of written comments indicated that students appreciated the real-time writing and drawings, particularly because these were visible on lecture recordings. When reflecting on their non-tablet lectures, most lecturers used the pen-based writing, drawing and highlighting tablet functions and reduced lecture pace and content for their tablet lectures. Long-term tablet use led to lecturers making more use of digital inking, with less use of prepared images. Our results support the idea that tablet PC-supported lectures are conducive to improved management of cognitive load via reduced lecture pace and content.</p><p> </p>

Developing autonomy through portfolios and networks in CLIL lectures

This study has explored the use of portfolios and of awareness-raising of literacy networks in a CLIL lecture preparation class for first-year undergraduates in a Japanese university. It is argued that CLIL-related literature has a paucity of practical studies investigating these two elements essential to autonomy-building, particularly for students who have been previously mostly exposed to teacher-centered modes of instruction. Questionnaires asking students their perceptions of portfolio use and self-study were gathered over three years and were coupled with a one year small-scale data set of student-drawn ‘literacy maps’ exploring who and what materials students had consulted to produce a final lecture-related report. Findings revealed increased awareness of the importance of portfolio and self-study and even their cross-fertilization over to other classes across the language and content curricula; however, some reticence was evident regarding self-scoring in self-study mode, showing that the transition from traditional teacher-centredness at high school had not yet been overcome. Also, of importance was the initially extensive use of self-access center advisors which, when withdrawn, may have negatively impacted students’ literacy networks. Implications to be drawn from this study lie primarily in the expanded use of portfolios and increased awareness-raising of student networks as important means towards the development of autonomous study skills and literacy. Questions do, however, remain as to the extent that this approach actually mirrors English-medium instruction in content classes at the university.

An exploratory study of student pharmacists’ perceived value of specific and general learning objectives

ObjectiveAlthough experts in higher education recommend use of specific, measurable objectives, little is known about students’ perception of their value. The aim of this pilot study is to determine whether student pharmacists prefer to use general or specific learning objectives for exam preparation. MethodsAfter receiving general and specific sets of objectives for a therapeutics lecture, students were given a pre-assessment questionnaire to assess preferences, and post-assessment questionnaire designed to elicit information regarding which objectives they used and whether they found them useful. Secondary outcomes included examining the difference in exam scores when students use specific vs. general objectives. ResultsIn the pre-test questionnaire, over 75% of students who were surveyed believed it important to use detailed learning objectives prior to preparation of lecture and examinations. Data from the post-test questionnaire revealed that two-thirds of students found more value in the specific vs. general objectives. ConclusionsOur pilot study reveals that students value the use of specific learning objectives, particularly when related to broader outcomes. Academicians should consider aligning specific learning objectives into over-arching goals in lesson and exam preparation.

A blended learning lecture delivery model for large and diverse undergraduate cohorts

A blended learning model was developed to enhance lecture delivery in a large, diverse introductory psychology unit, introducing the use of an online, personalized learning system for lecture preparation and using lecture time to extend students' understanding. Changes to the assessment included diagnostic, formative and summative online quizzes. Using hierarchical multiple regression to account for the variance associated with prior achievement and background knowledge, the results show that students who completed the online formative assessments had significantly higher scores on summative assessment tasks, and that scores were even higher for students who used these resources repeatedly. Changes to future implementations of the model are suggested to improve student engagement in formative assessment, and to facilitate lecturer's use of reports on student progress to focus and improve the quality of discussion in the face-to-face lectures.

Paediatric Neurology2nd edn Oxford Specialist Handbooks in Paediatrics Edited by RobForsyth and RichardNewtonOxford: Oxford University Press, 2012.£39.99 (Paperback), pp 672. ISBN: 978‐0‐19‐960363‐3 Pediatric Neurology A Color Handbook Edited by James FBaleJr, Joshua LBonkowsky, Francis MFilloux, Gary LHedlund, Paul DLarsen, Denise MNielsenLondon: Manson Publishing, 2012.£49.95 (Paperback), pp 352. ISBN: 978‐1‐84076‐134‐4

These two handbooks are described as being aimed at similar audiences – trainees in paediatric neurology and the more experienced physician. The Color Handbook (Bale et al.) also declares to be of interest to paediatricians, primary care physicians, and accident and emergency physicians in training. Yet these titles are, however, very different – not least in weight and appearance. The Oxford Specialist Handbook (Forsyth and Newton) is typically concise and compact; pocket or small handbag-sized; and weighs in at 320 gm approximately. The Color Handbook is larger, more fully illustrated, has just more than half as many pages, and weighs more than twice as much! Both books have introductory sections describing neurological examination and investigations, followed by sections describing the approach to a child presenting with particular symptom complexes. The Oxford Specialist Handbook then goes on to give detailed descriptions of specific conditions and a chapter guiding the reader to the likely problems encountered when asked to consult or liaise with other paediatric specialties, together with a chapter on paediatric neurological emergencies. Furthermore, it has a wonderful abbreviation list which is easy to find near the beginning. The Color Handbook gives a textbox of main points at the beginning of every chapter and is beautifully illustrated (anatomical diagrams, clinical photos, examples of imaging, and other investigations). So my test as to the relative value of each title: How to examine the neurology of a child? The Oxford Specialist Handbook starts off with ‘The Consultation’ and I was struck how the authors set the tone of the book right the start, firmly placing it in the context of the real world and the working clinic. What the consultation means for the family first and the doctor second. Tips on the use of language when giving bad news are helpful and not condescending. The chapter then goes on to provide details and tables for history taking, examining cranial nerves, dermatome maps, a brachial plexus diagram, and so on, with all the reference detail needed when faced with an unfamiliar clinical anatomy question. The Color Handbook contains good summaries and the text is accompanied by photographs illustrating examination technique. Seizures and other paroxysmal disorders. The description in the Color Handbook is extremely superficial. A chapter of ten pages only includes cardiac arrhythmias and other important differentials in the diagnosis of a seizure. Epilepsy syndromes are limited to brief discussions of infantile spasms, febrile seizures, childhood absence epilepsy, and juvenile Rolandic epilepsy, with reference only to American Academy of Neurology and Child Neurology Society practice parameters. The text box in Chapter 22 gives recommended drug doses, but not in accordance with UK National Institute for Health and Clinical Excellence (NICE) guidelines and it includes drugs which do not have a UK license for use in children. The Oxford Specialist Handbook by contrast is 30 pages long, includes an account of diagnostic approach, individual epilepsy syndromes according to the latest International League Against Epilepsy classification, a very useful section entitled ‘Am I missing an underlying cause?’, and management guidelines adapted from this year's updated NICE guideline CG 137. Psychogenic non-epileptic events. There is only a brief mention in the Color Handbook, alongside autistic spectrum disorder and other disorders of cognition and behavior. In contrast, in the Oxford Specialist Handbook there is a very helpful and informed discussion of the many issues surrounding ‘Functional Illness’ (including seizures): the diagnosis, the language used to describe and explain such conditions to children and families, and therapeutic principles all with the common sense and down-to-earth approach characteristic of this handbook. Auto-immune encephalitides. These increasingly recognized and important conditions receive no attention in the Color Handbook, whereas there is an up-to-date practical summary detailing symptoms, investigations, and therapeutic options in the Oxford Specialist Handbook. In summary, the Oxford Specialist Handbook is a book for aspiring and working neurologists with emphasis on the ‘touchy-feely’ but with no lack of up-to-date information and clear guidance to inform current practice in UK Children's Neurology Services – an essential handbook for trainees and well worth the established neurologist ‘dipping into’ for on-calls, lecture preparation, and general refreshment! The authors should be commended. The Color Handbook may act as a supplement or as a revision guide for UK general paediatric trainees, but is not sufficiently detailed to meet the needs of today's trainees in paediatric neurology.

The hidden cost of medical student education: an exploratory study

To examine the hidden cost of medical education at the Sydney Medical School, for which the University of Sydney does not pay. All face-to-face teaching provided for students in the Sydney University Postgraduate Medical Program was listed under two headings: teaching by university employed staff; and teaching by other health providers not paid by the university. All teaching hours in 2010 were extracted from detailed timetables and categorised under these headings. Time spent in lecture preparation and exam marking was included. Students were sampled to obtain information about additional teaching that was not timetabled. Teaching by university paid staff accounted for 59 and 61% of face-to-face teaching costs in years 1 and 2 of the 4-year Graduate Program, but only 8% in the final 2 years. The cost of medical education provided by the university, including infrastructure costs was $56250 per student per year in 2010. An additional $34326 worth of teaching per student per year was provided by teachers not paid by the university. The true cost of medical education is the cost of education met by the university plus the value of teaching currently provided by government funded health providers and honorary teachers. In 2010, 38% of the medical education cost at Sydney University was provided at no cost to the University. As government health departments seek to trim rising health expenditure, there is no guarantee that they will continue to contribute to medical education without passing this cost on to universities. WHAT IS KNOWN ABOUT THIS TOPIC? Some medical student teaching is provided by teachers who may be employed by a government health provider or who are honorary teachers. There is no cost to the university for this teaching. WHAT DOES THIS PAPER ADD? An estimate of the total value of teaching provided to students at Sydney Medical School, for which the university does not pay, is approximately $34000 per student per year, compared with the total cost of approximately $56000 per student per year incurred by the university. WHAT ARE THE IMPLICATIONS? Medical education is a partnership between the university, the government health sector and honorary teachers. Without contributions by non-university paid staff, the cost of medical education would be unsustainable.

Engagement of students with lectures in biochemistry and pharmacology

Academic staff at universities have become concerned about the decrease in student attendance at lectures and the implication of this on student achievement and learning. Few studies have measured actual lecture attendance in a coherent or comprehensive way. The aim of this study was to measure actual lecture attendance of students over two year levels enrolled in two separate science disciplines, biochemistry and pharmacology. The study further sought to determine the factors that influence lecture attendance. Attendance at lectures in four units of study was monitored over a 12-week semester. Attendance at lectures decreased over the semester and was lower at early morning lectures (8 A.M.; 9 A.M.). A questionnaire surveying students about their preparation for lectures, their compensation for missed lectures and the factors influencing their nonattendance was administered at the end of the semester. Students reported that the major factors influencing their attendance at lectures related to timetable issues and the quality of lecturing. If students missed lectures, the majority read the lecture notes and listened to the online recordings. The availability of online recordings of lectures was not a major influence on attendance at lectures. In three of the four units studied there was no correlation between self-reported lecture attendance and exam performance. The results of the study indicate that universities should dedicate more resources to timetabling and to supporting staff to improve the quality of their lectures.

Developing Generic Competences in the European Higher Education Area: a proposal for teaching the principles of economics

The participation of Spain in the European Higher Education Area (EHEA) involves a number of important challenges for academics. Adapting to an educational model that is characterised by competence‐based teaching is a difficult task, yet it is of paramount importance in the context of current reforms. In an educational system in which the traditional lecture prevails, learning‐centred teaching represents a major cultural change with significant consequences. The objective of this study is to offer economics lecturers some practical techniques for use in the classroom. Specifically, it includes suggestions for the planning, preparation and teaching of lectures, seminars, tutorials, case studies, debates, and computer‐based learning. It also provides practical advice on student assessment.

Piero Sraffa's early views on classical political economy

The present paper outlines the building blocks for a reconstruction of Piero Sraffa's early views on classical political economy. Besides discussing some of the basic conjectures for a plausible reconstruction (in the context of the current debate on the issues involved), the paper focuses on evidence gathered from a selection of documents concerning the preparation of Sraffa's lectures on value delivered in the second half of the 1920s. Whilst full discussion of Sraffa's early scientific and intellectual development would fall outside the scope of this paper, the treatment directs the reader's attention to some elements of potential interest, and it supports the interpretation advanced by Pasinetti. It is hoped that the present analysis will contribute to a discussion on new perspectives concerning the scientific work of Piero Sraffa. Copyright , Oxford University Press.

IMPLEMENTING E-LEARNING ENVIRONMENT IN REAL VOCATIONAL SCHOOL

Students in vocational schools in Macedonia are less motivated and both enter and finish with ever decreasing knowledge. Teachers are still keeping to conventional ways of teaching. How to improve this situation? Is it possible that a Moodle eLearning environment will do this? Тhe project, by itself, will lead to easier communication between students and teachers, 24-hour support for the students learning needs, modern e-learning and improvement of the teachers Information and Communication Technology (ICT) competences. With implementation of this educational plan, both teachers and students will increase their use of ICT (e-tests and quizzes, online teaching, preparation of electronic multimedia lectures) and improvement of the group and team work among teachers and students as well. In surveys, teachers and students confirmed that they want to be trained to begin to use the eLearning environment, and underwent training. Also, video tutorials are prepared for that purpose. The results can be seen through observations and interviews in which students are asked if this project started to improve their knowledge skills and whether teachers have started to prepared electronic resources and activities for them. Key words: eLearning, ICT, moodle, teachers, school, students, surveys, vocational.