Virtual Learning Programs Research Articles

Building Mental Health Capacity: Exploring the Role of Adaptive Expertise in the ECHO Virtual Learning Model.

With the proliferation of virtual learning programs during the COVID-19 pandemic, there is increased need to understand learner experiences and impact on developing expertise. Project Extension for Community Healthcare Outcomes (Project ECHO®) is an established hub-and-spoke tele-education model aimed at building capacity and expertise in primary care providers. Our qualitative study explored how learning experiences within an ECHO mental health care program supported provider learning and ability to solve complex clinical problems. We sampled ECHO sessions across a 34-week cycle and analyzed audio transcribed data. Two individuals coded participant interactions during 2-hour recorded sessions using an iterative, constant comparative methodology. The authors identified four key mechanisms of learning in ECHO: (1) fostering participants' productive struggle with cases, (2) development of an integrated understanding, (3) collaborative reformulation of cases, and (4) generation of conceptual solutions based on a new understanding. Throughout the ECHO sessions, learning was observed to be multidirectional from both the hub-to-spoke and between spoke sites. Despite the widespread implementation of Project ECHO and other virtual learning models, a paucity of research has focused on mechanisms of virtual learning within these models. Our study demonstrated a bidirectional exchange of knowledge between hub specialist teams and primary care provider spokes that aligned with the development of adaptive expertise through specific learning experiences in Project ECHO. Moreover, the ECHO structure may further support the development of adaptive expertise to better prepare participants to address patients' complex mental health needs.

Using Virtual Learning to Build Pediatric Palliative Care Capacity in South Asia: Experiences of Implementing a Teleteaching and Mentorship Program (Project ECHO).

Palliative care is an important component of pediatric cancer treatment that provides holistic support for children and their families. In low- and middle-income countries, where 98% of the children needing palliative care reside, access to palliative care services is often very limited. Training opportunities for healthcare professionals are essential to improve access to palliative care in these settings. Virtual learning, which brings training and mentorship directly to learners, can improve access to educational opportunities for staff in resource-limited settings. In this report, we describe a novel and evolving model of building pediatric palliative care (PPC) capacity in South Asia. We describe the design, implementation, challenges, and subsequent modifications of our program, as well as the impact of the program for participants and for PPC service delivery in South Asia. Our teleteaching and mentoring program (Project ECHO) [Extension for Community Healthcare Outcomes] consisted of biweekly videoconference sessions with didactic teaching and case-based discussions. The program focused on engaging participants in meaningful learning by focusing on opportunities for participant interaction through teachings and case discussions. Participants identified the program as particularly beneficial for improving their knowledge and confidence in managing seriously ill children. Project ECHO is a novel model of building PPC capacity that is suitable for resource-limited settings. Key modifications to the Project ECHO model include a course-specific leadership team, developing learning plans to address the specific learning needs of participants, focusing on ensuring learner participation during sessions, and using social media and electronic resources to create opportunities for further learning outside of ECHO sessions. These adaptations may improve the efficacy of Project ECHO and others using virtual learning programs in resource-limited settings.

Exploring the residents’ perspective on smart learning modalities and contents for virtual urology education: Lesson learned during the COVID-19 pandemic

PurposeThe COVID-19 outbreak has substantially altered residents’ training activities.While several new virtual learning programs have been recently implemented, the perspective of urology trainees regarding their usefulness still needs to be investigated. MethodsA cross-sectional, 30-item, web-based Survey was conducted through Twitter from April 4th, 2020 to April 18th, 2020, aiming to evaluate the urology residents’ perspective on smart learning (SL) modalities (pre-recorded videos, webinars, podcasts, and social media [SoMe]), and contents (frontal lessons, clinical case discussions, updates on Guidelines and on clinical trials, surgical videos, Journal Clubs, and seminars on leadership and non-technical skills). ResultsOverall, 501 urology residents from 58 countries completed the survey. Of these, 78.4, 78.2, 56.9 and 51.9% of them considered pre-recorded videos, interactive webinars, podcasts and SoMe highly useful modalities of smart learning, respectively. The contents considered as highly useful by the greatest proportion of residents were updates on guidelines (84.8%) and surgical videos (81.0%). In addition, 58.9 and 56.5% of responders deemed seminars on leadership and on non-technical skills highly useful smart learning contents.The three preferred combinations of smart learning modality and content were: pre-recorded surgical videos, interactive webinars on clinical cases, and pre-recorded videos on guidelines. ConclusionOur study provides the first global “big picture” of the smart learning modalities and contents that should be prioritized to optimize virtual Urology education. While this survey was conducted during the COVID-19 outbreak, our findings might have even more impact in the future.

Pengembangan Desain Model Pembelajaran Virtual Flipped Classroom

This study aims to develop a virtual learning model design in the form of a flipped classroom virtual learning program application. This research and development is carried out to improve the quality of learning by developing a flipped classroom virtual learning design that is easy to understand, easy to use so that students can quickly understand the teaching material in the online lecture process. The research and development approach used in this research was purposive sampling technique for students who participated in the online system learning process. To describe the result of research from the improvement of learning design of flipped classroom based on virtual media, this research utilised a descriptive method, with a purposive sampling technique that studied active students in Early Childhood Teacher Education Program (henceforth-ECTE Program). Faculty of Education, Universitas Pendidikan Indonesia. Data from students’ final examination scores, questionnaires, interviews were analyzed using quantitative and qualitative approach. The final products were a flipped classroom software along with its virtual based classroom design.

Explorando la perspectiva de los residentes sobre las modalidades y contenidos de aprendizaje inteligente para la educación virtual de urología: lección aprendida durante la pandemia de la COVID-19

PurposeThe COVID-19 outbreak has substantially altered residents’ training activities.While several new virtual learning programs have been recently implemented, the perspective of urology trainees regarding their usefulness still needs to be investigated. MethodsA cross-sectional, 30-item, web-based Survey was conducted through Twitter from April 4th, 2020 to April 18th, 2020, aiming to evaluate the urology residents’ perspective on smart learning (SL) modalities (pre-recorded videos, webinars, podcasts, and social media [SoMe]), and contents (frontal lessons, clinical case discussions, updates on Guidelines and on clinical trials, surgical videos, Journal Clubs, and seminars on leadership and non-technical skills). ResultsOverall, 501 urology residents from 58 countries completed the survey. Of these, 78.4, 78.2, 56.9 and 51.9% of them considered pre-recorded videos, interactive webinars, podcasts and SoMe highly useful modalities of smart learning, respectively. The contents considered as highly useful by the greatest proportion of residents were updates on guidelines (84.8%) and surgical videos (81.0%). In addition, 58.9 and 56.5% of responders deemed seminars on leadership and on non-technical skills highly useful smart learning contents.The three preferred combinations of smart learning modality and content were: pre-recorded surgical videos, interactive webinars on clinical cases, and pre-recorded videos on guidelines. ConclusionOur study provides the first global «big picture» of the smart learning modalities and contents that should be prioritized to optimize virtual Urology education. While this survey was conducted during the COVID-19 outbreak, our findings might have even more impact in the future.

Defining Interactive Virtual Learning in Museum Education: A Shared Perspective

ABSTRACTThe authors will discuss how all cultural institutions can benefit from a top-notch virtual learning program in terms of outreach, diversity, and promotion of collection. We’ll provide ways to maintain an outstanding virtual program, and discuss data collected from museum educators from a wide range of diverse cultural centers to discuss the history and current state of Interactive Virtual Learning programming in informal and formal education.

Don’t Lose the Connection: Virtual Visits for Older Adults

ABSTRACTLittle research is available concerning the use of technology to connect non-mobile senior adults with museums. This paper explores the viability of Interactive Virtual Learning (IVL) programs to gauge the interests, preferences, and needs of the older adults. The authors drew from personal experiences presenting such programs to seniors and held focus groups with past participants to craft a survey. Seniors living in residential retirement communities answered the surveys as did their activity directors who act as coordinators for these IVL programs. Additional input was solicited from educators experienced in facilitating virtual visits (IVL) for seniors. This information was compared with the findings and comments from the returned surveys. Among the three groups, (seniors, activity directors and educators) many common ideas emerged which are offered as recommendations for organizations interested in developing similar IVL programs or conducting further research.

Construction of public policy of higher education with participation of the academic community, Colombian, case for recognition of virtual and distance learning programs

As of this date, 8641 academic programs are authorized by Colombia’s National Ministry of Education. Of these, 7923 are in-person, 404 are virtual, and 314 are offered at distance. Of the total number of virtual and at-distance programs, only 26 (3.62%) are accredited in the high-quality rank. This low accreditation figure is attributed to a lack of evaluation instruments encompassing criteria to recognize high quality of virtual and at-distance programs. Given the previous, the academic community joined efforts to design and develop the program “Collective construction of criteria aimed at enabling recognition of high quality virtual and at-distance learning programs in Colombia”. Regional workshops were conducted that succeeded in gathering representatives of around 100 Higher Education Institutions representing nearly 95% of institutions offering virtual and at-distance learning programs in Colombia. The product of those workshops was consolidated and brought to the consideration of the Principals of those institutions for their respective validation. The validated version was submitted to the National Ministry of Education as a technical document that will support the public policy that rules accreditation of virtual and at-distance learning programs in Colombia.

Working out the Bugs: Piloting Library Instruction in an Online Entomology Graduate Program

Like most of its peer institutions, the University of Nebraska-Lincoln Libraries faced the challenge of meeting the needs of a growing number of students taking online courses. The author, hired as the new Virtual Learning Librarian in January 2016, was charged with creating a new Virtual Learning Program. This tutorials-based program was first fully implemented in a fully online Entomology graduate program. This paper summarizes the development of the Virtual Learning Program, how it was adapted to the Entomology program, and the initial results from the first semester of implementation.

Impact of a Virtual Learning Program on Social Isolation for Older Adults

The Virtual Learning Program was developed to provide isolated English-speaking older adults in Quebec access to Cummings Centre programming through live webcasting and videos on demand. The objectives of the program were to: increase social engagement and reduce the risk for mental health issues associated with chronic illness and caregiving; and provide opportunities for lifelong learning including access to health promotion and prevention information in English. This paper presents a practice perspective of the innovative and successful use of digital technology to reach and engage older adults experiencing social isolation. Preliminary results show that the program is simple, provides opportunities for lifelong learning, and has the potential to reduce social isolation. Program challenges and suggestions for therapeutic recreation practice will be discussed. Subscribe to TRJ

The supporting roles of academic librarians in virtual education

Information and communication technologies (ICTs) have greatly affected our professional and personal lives in a short time. One of the areas most affected by these technologies is education. The role of ICTs in learning is significant, and today, we can see virtual learning courses in many academic fields. On the other hand, one of the most important functions of academic libraries is supporting the educational programs. With the advances in ICTs, the structure, space, and services provided by academic libraries also changed and we have witnessed a great increase in electronic resources and services in libraries. Due to these changes, libraries managed to continue their support role even in virtual education programs. Since joining libraries, ICTs and education together can have significant effects on virtual learning, this study first investigates the marketing of library services and the role of academic libraries in virtual education programs, and later discusses various library services that can be helpful in virtual learning programs such as preparation and access to information sources, digital reference services, and teaching of information literacy. Finally, the most important skills for librarians in the virtual education environment are investigated.

A systemic model for measuring the effectiveness of virtual learning programs

Although many universities and corporations invest on relevant resources in virtual learning programs, methods and tools for evaluating their success have not been consolidated. This article conducts an extensive literature review and identifies the measures of effectiveness of virtual learning programs and their influencing factors. The key contribution of this study is the proposed systemic model that can be operationally used to measure the effectiveness of virtual learning programs. The model identifies the determinants of effectiveness, namely, 'learner performance' and 'learner satisfaction and confidence', and the factors that influence significantly them. The model has been cross-checked by a panel of field experts and validated through factor and regression analyses involving a sample of university students. Lastly, the model is operationalised using a tool that guides HR managers and practitioners in assessing the effectiveness of their virtual learning programs.

Putting the PLE into PLD: Virtual Professional Learning and Development

The range of affordances that a virtual environment offers can provide opportunities for more formal Professional Learning and Development (PLD) that has flexibility of choice, time and approach for educators. It was this potential that inspired the design of the Virtual Professional Learning and Development (VPLD) program that was instigated in October 2009 by the NZ Ministry of Education, who also funded the project. The findings from the pilot of the VPLD program in 2010 indicated that when professional learning was situated within the practitioner's context, and with complementary, easilyaccessible opportunities for sharing of practice within an online Community of Practice, participants demonstrated high levels of engagement as well as changes in their own teaching practice. The VPLD Programme was facilitated and researched again during 2011, building on findings from 2010. Findings to date suggest that the educators developed a sense of selfefficacy that motivated them to trial alternative approaches, and to initiate iterative cycles of trial, error, and improvement.

ВИКОРИСТАННЯ ВІРТУАЛЬНИХ НАВЧАЛЬНИХ ПРОГРАМ ПРИ ВИВЧЕННІ ІНОЗЕМНОЇ МОВИ ПРОФЕСІЙНОГО СПРЯМУВАННЯ

У статті узагальнено досвід створення освітніх веб-ресурсів вищих навчальних закладів. Розглянуто загальні науково-методичні підходи до використання віртуальних веб-орієнтованих освітніх середовищ для вивчення іноземної мови професійного спрямування у вищих навчальних закладах України. Визначено основні дефініції для вивчення мови у віртуальному телекомунікативному навчальному середовищі: постійна наповненість модуля – поступове заміщення елементів віртуального середовища реальним; універсальність представлення – абсолютне «накладання» віртуального телекомунікативного середовища на реальне; ефект прогнозованого очікування – очікувана різниця між реальною і запропонованою динамікою якісних показників по всіх параметрах; представлено інформаційну модель, структуру та ефективність використання віртуальних навчальних програм.

The World Bank ' s Africa Virtual University Project: a revisit

Purpose – The main purpose of using technology in the delivery of virtual learning programs in higher education in Africa is to ensure access and equity as a strategy to develop human resources. Examining how specific educational innovations in higher education are working is necessary. The purpose of this study is to examine the World Bank ' s education policies in Africa with special focus on AVU Kenyatta University Project. In addition, the paper seeks to critically examine the use of information technology (IT) distance learning project initiated by the World Bank in Kenya. The project served as an important pioneering role to eLearning in Africa. Design/methodology/approach – To achieve the primary purpose of the study, a critical analysis of relevant literature was conducted. The literature search included computerized search of accessible and available material on AVU and distance education in Africa. Findings – The results of the study show that AVU ' s design and implementation in Africa was initially flawed like many other World Bank education projects. While distance learning should lower costs of higher education, this was not the case. The AVU project was initially faced with challenges, but, over a period of 16 years, the Africa Region is now considered one of the most dynamic e-learning markets on the planet. The continent has witnessed increased digitization of universities, booming enrollment in online higher education and the rapid adoption of self-paced learning. Research limitations/implications – The concept of virtual learning if appropriately applied could be of great benefit to universities and students in Africa. Thus, design and implementation of innovations in education should be grounded in the relevant theories of learning and should involve educational experts. Originality/value – There are limited studies that focus on the issues of access, efficiency, equity and use of innovative technologies in the design and successful delivery of virtual learning courses in African universities, hence the importance of this study.

Immersive virtual reality simulations in nursing education.

This article explores immersive virtual reality as a potential educational strategy for nursing education and describes an immersive learning experience now being developed for nurses. This pioneering project is a virtual reality application targeting speed and accuracy of nurse response in emergency situations requiring cardiopulmonary resuscitation. Other potential uses and implications for the development of virtual reality learning programs are discussed.

Análisis sobre la deserción en la educación superior a distancia y virtual: el caso de la UNAD - COLOMBIA

<p>La deserción es quizás uno de los fenómenos que más está afectando los sistemas de educación y, en especial, el esfuerzo por elevar los niveles de formación de los recursos humanos para mejorar la competitividad e ingresar plenamente a la sociedad del conocimiento. Por supuesto, Colombia no es la excepción.</p><p>Existen diversos enfoques metodológicos para analizar la deserción. En Colombia, el Ministerio de Educación Nacional puso al servicio, en el año 2006, el Sistema spadies (Sistema de Prevención y Análisis de la Deserción en las Instituciones de Educación Superior), que toma en consideración la denominada “primera deserción” (first drop out), es decir, el abandono de un programa académico por dos semestres consecutivos, como un servicio de alerta para que las instituciones tomen medidas para evitarla. El presente estudio tuvo en consideración la información disponible en dicho sistema (todavía incompleta, particularmente en instituciones con programas virtuales), pero siguió igualmente la metodología diseñada para el estudio regional, que considera como desertores, luego de un lapso de tiempo suficiente para titularse, a la diferencia entre los inscritos en una cohorte determinada y la sumatoria de los graduados y quienes aún permanecen en la institución.</p>

Virtual learning effectiveness

This study defines, examines, and measures the effectiveness of a corporate virtual learning program. Initially, distinctions between traditional and virtual learning and university and corporate programs are defined. Then, based on the literature, an integrative model of the perceived effectiveness of a virtual learning environment is developed and examined. The demographics, perceptions, and success of participants in a practitioner certification instruction program sponsored by a Fortune 50 firm are found to be related to persistence and success in the program, as well as to the effectiveness of knowledge transfer. Conclusions and recommendations for further study are offered.