Rapid E-learning Research Articles

Learning Using Edmodo Based On The Science, Technology, Engineering, Art and Mathematics (STEAM) Method

This research was motivated by technological developments in the world of education, particularly the increasingly rapid e-learning as one of the media supporting learning. The STEAM approach to learning can improve critical thinking, creative and collaboration skills with good communication. This is very necessary to face the challenges of the Industrial Revolution 4.0. Therefore, this study aimed to assess student response to the learning of the immune system using Edmodo based on the STEAM approach. The study used the Pre Experiment Method with a one-group pretest post-test research design. Data was collected through observations and tests. The instruments used were observation sheets, creative thinking ability tests, validation sheets and questionnaires. This study discovered an increase in students’ creative thinking skills with pretest results of 80.00 and posttest of 97.14. The results of hypothesis testing showed that Asymp Sig. < Sig. 0.05 was 0.002 < 0.05, as such, H0 was rejected, and H1 was accepted, showing a significant increase between the pretest and post-test. In addition, the average value of n-gain was 0.71 in the high category. Student responses to the media and learning approaches were positive, with a percentage of 86.97% in the very good category. Keywords: learning, edmodo, STEAM

The Teachers Experience of Practice-based Education in Hybrid Delivery Mode

Rapid eLearning implementation at a New Zealand-based natural therapies’ college provides space for academic reflection. The aim is to utilise a formative assessment to explore hybrid-delivery through practitioner-educator and somatics lenses. Somathodology, an experiential methodology binds a triquetra of themes and theories, generating memory and reflections of experiencing pedagogy, and where eLearning situates experienced practitioner-come-educators at the border of their field of enquiry. I engage with the methodology to write first-person research. Social theories focus the account on embodied work. Journal writing and imaginary letters are criticality devices; what Laurel Richardson describes as the 5th kind of narrative. Evidence-based healthcare is compared with naturopathy care. Novel insights are discussed about how somatic attributes of awareness, breathing, and listening signal an emerging trend for disciplinary connection, and autonomous identity. Naturopathy clinical education in an eLearning setting become embodying sites of co-construction and livestream formative process, a critical pedagogical event.

Learning During COVID-19: Rapid E-Learning Transition at a Regional Medical School Campus

COVID-19 has changed the day-to-day landscape of education for students, faculty, and staff worldwide, and this is especially true for students in health sciences and medical education programs. This paper explores the effects of the rapid shift to e-learning modalities for students at the University of Arkansas for Medical Sciences Northwest, a regional medical campus located in Northwest Arkansas. A survey and open-ended written interview questions was conducted with a total of 144 student respondents and in-depth follow up interviews were conducted with 29 of those students. Utilizing descriptive statistics and qualitative descriptive analysis, the survey and interviews explored the effects of COVID-19 on the lived experiences of students as part of the transition to e-learning. We found that 64.5% students reported satisfaction with the transition to e-learning as good or very good and the primary themes that influenced e-learning success for students were: Communication, technology, pedagogy, and community.

Rapid E-Learning for professional development in school-based diabetes management

The number of school aged youth in the United States requiring assistance in the management of diabetes has reached over 200,000. School nurses are often charged with the training of personnel and provision of assistance to children with this chronic disease. The need for quick, efficient, and accessible training methods is necessary to ensure school nurses have the most current information necessary to perform their duties. The purpose of this study was to assess the effectiveness of a rapid e-learning module for school nurse professional development in school-based diabetes management. A sample (N = 1977, n = 1127) of school nurses was asked to complete a module addressing current and/or changing information on diabetes management, the training of staff charged with assisting students, and the associated pre- and post-tests for the module. A total of 678 nurses completed the pre-test, while 449 nurses completed the post-test. T-test results for independent samples indicated a significant increase (p < 0.001) in knowledge at post-test. Results support the contention that e-modules are a convenient and effective way to provide professional development opportunities and improve nurses’ knowledge.

Using VAK Assessment to Diagnose Students’ Learning Styles

Improving the Quality of Learning and Teaching was among Malaysia’s National Education Strategic Plan (NESP) that was launched in 2007. As such the revolution in education to spice up learning and teaching can be seen everywhere in Malaysian HEIs. Blended learning, Flipped classes, Webminar and Rapid E-learning are among the famous buzzwords of late in most HEIs in trying to be in sync with the 21st century learning and teaching styles. Most public and private HEIs have even made it a policy for classes to be blended or flipped. However, literature reported that mismatch of learning and teaching styles may account for course slacker, non-success, and anxiety of learners. Hence, this paper intends to first explore the different learning styles. Secondly, identifying the learning styles of diploma students of Multimedia University Malaysia will be the next objective. Finally, this paper intends to recommend relevant solutions for HEIs in Malaysia and MOHE in relation to the objectives above.

Case Study IBT® Learning Content Management. The Conception and Production of E-Learning Content Based on MS Word Templates.

&lt;span lang="EN-US"&gt;This document gives you an overview of the features of the rapid e-learning production tool IBT&lt;sup&gt;®&lt;/sup&gt; Learning Content Management which has been awarded with the IELA 2017 in the section Business Division. To illustrate purpose and possibilities, we describe two examples as show cases. &lt;/span&gt;

Modular Rapid E-Learning Framework (MORELFT) in Desktop Virtualization Environment: An Effective Hybrid Implementation in Nurse Education

Generally it is not easy for an instructor to prepare and deliver electronic courses via e-learning. Therefore it is necessary to work and develop an easy system. In this context module technology was used to for provide modularity in conducting educational development of e-learning course. Then, rapid e-learning was used for more quick and easy course development. In order to implement modular rapid e-learning, a desktop virtual environment was set up. Modular rapid e-learning was used by teachers and students in a one semester course and student success and reactions were evaluated. And also the overall hybrid system cost was calculated and reported. In implementation we combined modular course design with rapid e-learning and desktop virtualization in education of 3rd year nursing students for a one semester course. The effectiveness of this hybrid method was evaluated with respect to students’ success, students’ opinions and over all cost effectiveness. It was seen that the hybrid method was educationally more effective than traditional method comparing with previous year students' success and fit with students’ requirements. The cost reduction was %41 comparing with traditional desktop and e-learning system.

Rapid eLearning: Building a House Without an Architect

According to some, rapid eLearning solutions would allow subject matter experts to create eLearning without the intervention of learning professionals. Of course, this way of doing things may save time and money by reducing the number of steps required to design and develop eLearning, but are the end results worth those savings? Rapid eLearning tools have their place in the eLearning toolset, but it takes more that just mastering a software tool to build learning events: It takes good instructional design. And this does not come boxed with the tool.

Development of Rapid e-Learning System with Animation and Laser Pointer

Development of Rapid e-Learning System with Animation and Laser Pointer

Rapid e-Learning Polarizes Opinion

Rapid e-learning tools offer subject matter experts the opportunity to produce e-learning materials relatively quickly and cost-effectively, at least in the U.K. and U.S. But e-learning experts complain that rapid development tools only help amateurs turn out low-quality and poorly-designed materials that merely pay lip service to the ideals of instructional design. At a recent meeting of the eLearning Networkthe U.K.'s foremost professional association for users and developers of e-learningWilliam Ward, formerly of Cable &amp; Wireless but now an independent consultant, examined the rise of rapid e-learning, which he dates to 2003, when tools such as Qarbon, Breeze, and ToolBook became available. Ward stated that these rapid application tools had changed not only buying patterns within the industry, but also ideas about why and where to use e-learning.

An integrated multimedia e-learning model for vocational training

Building an e-learning environment suitable for vocational training in a non-academic context is challenging. Vocational Education and Training (VET) students normally don’t have the academic background needed to take university e-learning courses. Pedagogical models developed for university e-learning are often adapted to active and collaborating students, who are used to seek out information in textbooks and on Internet. This is not appropriate or must be adjusted with students in vocational training. This paper will present an integrated multimedia model developed for practical training. It focuses on a variety of learning styles, developed to satisfy students with different needs. Oral presentations, web pages, video presentations, animations and a thorough automated assessment are important parts in each module of the learning content. The content is produced by rather simple tools and integrated into a powerful combination. This strategy makes it possible to develop high quality, multimedia e-learning content in a quick and inexpensive way. Team work is a key point in the development of e-learning content, both in the sense of creativeness, distribution of work and competence and quality assurance. TISIP has developed a training course and a corresponding model for a national trade association of Norwegian butcheries, called Animalia. As an e-learning provider, TISIP is not an expert in the industry of butcheries. The customer’s role has been to obtain and deliver the raw material, i.e. subject content. A successful e-learning product is dependent both on the quality of the content but also on an extensive and fruitful communication between the e-learning provider and the customer throughout the entire production phase, also amongst members of the development team. This paper has a practical approach, and is based on experiences gained during the development process. The construction of e-learning models is often based on several pedagogical ideas. In traditional university courses, models with a high level of communication and collaboration, in combination with the students own reading and writing of essays, have been central, i.e. sosio-constructivistic approaches. Nevertheless, the constructivistic approach is not always applicable. Working with students without an academic background often requires a different tradition. We have experienced that an instructional training program, consisting of a great variety of teaching styles improves the learning experience. Students with certain disabilities like dyslexia find this model especially valuable. Rapid e-learning is a methodology expressing the key point in the described e-learning model. By this method, we create practical training programmes in a very short period of time. Multimedia development is often very expensive. Our e-learning model use effective tools that makes it possible to produce rich multimedia content both quickly and with relatively low development costs and without involving professional studios. With these tools teachers and researchers are able to produce the content themselves, in their office.

Websites of note

Websites of note

Evaluating e-learning concepts: the first ERS interactive online course

Information technology develops rapidly, as does the potential for e-learning. Two examples of the new trends that develop year on year include blended learning and rapid e-learning. However, do these new concepts really bring added value to medical education? In order to try to answer this question, the European Respiratory Society (ERS) School has undertaken a two-fold initiative: 1) to identify the preferences of European respiratory specialists and trainees in respiratory medicine with respect to different e-learning concepts; and 2) to explore the acceptance of different approaches for web-based teaching. Within this initiative, the interest in three educational approaches was evaluated: