Web-based Learning Program Research Articles

DEVELOPING AN IT INFRASTRUCTURE MODEL FOR ENHANCING DIGITAL LITERACY THROUGH WEB-BASED LEARNING: A COMPREHENSIVE FRAMEWORK

In today's rapidly evolving educational landscape, there is a growing need to develop an IT infrastructure model that can effectively support web-based learning environments to enhance digital literacy. The proposed model offers a comprehensive framework for educational institutions to integrate digital technologies into their curricula seamlessly. Key elements of the model include essential hardware, user-friendly software, and advanced security measures, each playing a vital role in creating a seamless, secure, and efficient digital learning experience. This study explores the dynamic interactions among these components and their collective influence on fostering a conducive and productive web-based learning environment. By addressing the need for reliable infrastructure, scalable solutions, and robust security protocols, the model provides a holistic approach to improving digital literacy in educational contexts. The research underscores the critical role of a well-structured IT infrastructure in supporting digital education, offering actionable insights and recommendations for implementation. Moreover, it emphasizes that a well-developed IT infrastructure is foundational for the long-term success of web-based learning programs, enabling institutions to meet diverse learner needs, adapt to technological advances, and ensure sustainability in the digital education landscape.

Effectiveness of a web-based learning program for promoting local healthcare planning competencies.

To determine the effectiveness of a web-based educational program regarding local healthcare planning by public health nurses (PHNs) in Japan. A single-blind randomized controlled trial. Full-time PHNs working for local governments across Japan. The primary outcome was nurses' self-perception of competencies in public health policy. The secondary outcome was self-perception of knowledge, skills, and perspectives regarding local healthcare planning. We analyzed intergroup differences using the intention-to-treat principle and the Mann-Whitney U-test. The intervention group received six web-based learning modules including substantial knowledge and skills regarding local healthcare planning based on the analysis, design, development, implementation, and evaluation model and adult learning theory. Totally, 273 PHNs registered, and 38 were excluded without completing the baseline survey; 235 were randomly allocated to either the intervention (n=118) or control (n=117) groups. Sixty-four participants in the intervention group completed the program. Over 70% of the participants lacked opportunities to learn about local healthcare planning. The intervention group showed significant improvement in self-perception of competencies, knowledge, and skills regarding local healthcare planning, except for items related to evaluation. The web-based learning program effectively improved participants' self-perception of competencies in local healthcare planning.

An idiom-driven learning strategy to improve low achievers’ science comprehension, motivation, and argumentation.

This study aimed to explore the effects of an idiom-driven learning strategy on low achievers' (LAs') motivation, conceptional learning, and argumentation in science. A web-based idiom-driven learning program was developed according to the LAs' needs. The program included scaffoldings such as digital animation, science inquiry simulation, discussion blocks, and sentence templates. A quasi-experimental design was used with 362 8th graders identified as LAs due to their school science scores of the previous semester being in the first quartile. The students were randomly assigned to two experimental groups and one control group. The first experimental group received web-based idiom-driven learning strategy for instruction, and the second group received the same web-based instruction without idiom integration, while the control group received traditional instruction. Three types of science topics—descriptive, hypothetical, and theoretical—were systematically organized as learning materials, accompanied by three respective Chinese idioms: a mantis tries to stop a chariot; many a little makes a mickle; and mental telepathy. After nine weeks of instructions, the first experimental group demonstrated significantly higher performance in science. A number of factors related to the idiom-driven learning strategy—personification, humor, and metaphor—explained the experimental groups' better performance. The problem-solving learning context and the online scaffoldings were other factors that facilitated the students’ multiple ideas and questions for argument. These positive results provide an opportunity for educators to change their traditional viewpoint that science argumentation in theoretical topics is always a difficult task for many LAs.

Effects of web-based learning for nurses on their care for pregnant women with hiesho (sensitivity of hands or feet to cold): A randomized controlled trial.

Hiesho is a condition characterized by having a cold sensation in the hands or feet (i.e., sensitivity of the hands or feet to cold). This condition is common among Japanese women and is an important health problem. In this study, we aimed to evaluate a hiesho intervention program for nurses called "Preventing Hiesho: Intervention Program for Educating Nurses" in terms of its effectiveness in improving the knowledge and perceptions of nurses about the importance of hiesho care. A total of 130 nurses from Japanese hospitals and clinics providing prenatal care participated in our randomized controlled trial. Sixty-eight nurses participated in the "Preventing Hiesho: Intervention Program for Educating Nurses" for 2 weeks (intervention group). Sixty-two nurses received a pamphlet on hiesho care (control group). The responses of the participants to the questionnaire survey were collected by postal mail. An intention-to-treat analysis of the results was conducted. One week after the implementation of the web-based learning program, the scores of knowledge and perceptions of the importance of administering hiesho care were significantly higher in the intervention group than in the control group. A 2-week web-based learning program for educating nurses on preventing hiesho significantly improved their knowledge and perceptions of the importance of hiesho care.

Development and Application of Web-based Machine Learning Program for Automated Assessment Model Generation

Development and Application of Web-based Machine Learning Program for Automated Assessment Model Generation

The perspective of undergraduate dental students on web-based learning in pediatric dentistry during the COVID-19 pandemic: a Korean multicenter cross-sectional survey

BackgroundThe COVID-19 pandemic changed the world and created a shift in the dental education program. This sudden change in the dental education program may have affected the academic standards of dental students. This study aimed to evaluate the overall satisfaction and effectiveness of online learning in pediatric dentistry of undergraduate dental students’ during the COVID-19 pandemic in South Korea.MethodsAn anonymous online survey was sent to three dental schools, and responses were collected from dental school students. Questions included the demographics, perspectives of online classes, comparison of online and offline pediatric dentistry classes and opinions on how dental schools are handling the pandemic. Students’ perspectives on online classes were evaluated based on satisfaction with online education. Data were analyzed using the Kruskal-Wallis test and the Mann-Whitney U test.ResultsMost students took online classes from home (80.9%) using Zoom (50.4%). The majority reported overall program satisfaction (74.1%) and agreed that universities implemented online classes well (55%). Students who were in favor of online classes responded more positively to questions on the effectiveness and safety of online learning (p < 0.05). Regardless of satisfaction with online education, the students agreed that the online education shift was the right decision in pandemic outbreak.ConclusionsDental students in South Korea preferred and adapted well to the web-based learning program in pediatric dentistry during COVID-19 pandemic.

Development of a Web-Based Korean Triage and Acuity Scale Learning Program for Emergency Department Nurses.

The Korean Triage and Acuity Scale is a tool developed to classify severity and urgency of emergency department patients, focusing on their symptoms. Considering the importance of the Korean Triage and Acuity Scale, learning for emergency department nurses who perform the Korean Triage and Acuity Scale must be structured to ensure that the knowledge they gain can be applied to various clinical situations of the emergency department. Moreover, Web-based learning is considered appropriate in this situation. This is a methodological research study that was conducted to develop a Web-based Korean Triage and Acuity Scale learning program for emergency department nurses. The learning program was developed using each of the five phases of the "analysis, design, development, implementation, and evaluation" model, that is, analysis, design, development, implementation, and evaluation. The learning program was composed of 22 cases of emergency situations based on the Korean Triage and Acuity Scale teaching material with an approval from the Korean Triage and Acuity Scale committee in the Korean Society of Emergency Medicine. The developed program was delivered in 4-hour sessions over 4 weeks. Emergency department nurses who were given the Web-based Korean Triage and Acuity Scale learning program showed improvement in work-site transfer and reported satisfactory learning. The findings indicate that the Web-based learning program for nurses can be used as an effective tool that is easily accessible and provides multiple learning opportunities.

Teaching Pupils to Design Comparative Experiments with Web-Based Inquiry Unit During COVID-19 Pandemic: A Pilot Study

The COVID-19 pandemic caused many students away from the classroom. Its affecting region was so large and the inquiry learning had to move to online from offline. Although many studies had investigated the effectiveness of web-based inquiry learning, few of them conducted that under the pandemic. The pandemic took many new characters into education, such as the demand for the Internet. Hence, we conducted the pre-posttest quasi-experiment to investigate the effectiveness of online science inquiry during the pandemic. Under the instruction of teachers online, 30 fifth-grade students (19 males and 11 females) in a Chinese city completed a web-based inquiry learning program in the Web-based Inquiry Science Environment (WISE) platform. The experimental design ability test (EDAT) was conducted before and after web-based inquiry learning as the pre-test and post-test. The students’ attitude to web-based inquiry learning was also measured. The results showed, different from the studies before, the students’ score on experimental design ability decreased after web-based inquiry learning, especially in Asking Questions and Making Hypotheses subscales of EDAT significantly. No significant gender difference was detected. The students showed not a high attitude toward web-based inquiry learning. The possible factors causing that results and implications were discussed.

An Observational Survey to Appraise the Influence of COVID-19 Pandemic on Dermatology Training Programs in India: Residents' Standpoint.

Background:Given the all-encompassing foothold of COVID-19, it is plausible that the pandemic would have a long-lasting impact on medical training programs, including dermatology. We conducted a survey amongst the residents of dermatology (across India) to assess the impact of COVID-19 pandemic on their teaching and education programs.Materials and Methods:An online semi-structured English questionnaire was prepared on the Google-forms platform and the link was circulated among the residents. The questionnaire comprised of five sections (demographic details, impact on clinical training, procedural training, academic curriculum, and research activities). Appropriate statistical tests were carried out to analyze the data obtained.Results:Three-hundred and seventy-eight responses were taken into consideration. A majority of the respondents (63.5%) were engaged in both COVID-19-related duties and departmental work (out-patient and in-patient duty). Around two-thirds of the trainees (65.1%) claimed a reduction in patient footfall (greater than 50% compared to pre-COVID times). Sixty-nine percent reported a decline of more than 50% in in-patient admission; 47.6% felt that the discontinuity in patient care had severely affected their residency training; 50.8% highlighted that no procedures were being performed in their department; 54.5% opined that academic activities were relatively unhampered as regular seminars were being conducted through online web-based applications; and 65.1% of the trainees were not able to devote any time to their thesis-related work.Conclusion:Since the after-effects of this pandemic will last long, it is advisable that residents and faculties adapt themselves to web-based learning programs in the academic curriculum so that the training of the future consultants does not get jeopardized. Our survey, being the first of its kind in dermatology, will throw some light on the perspective of residents and the way forward to combat the untoward consequences on their training programs.

Development of a program to prevent sexual violence among teens in Japan: education using DVD video teaching materials and web-based learning

BackgroundThis study aimed to develop an education system using DVD video-based teaching materials or web-based learning to reduce sexual violence among teens in Japan.MethodsDuring the first stage, June 2018 to March 2019, an education program using DVD video teaching materials was carried out at three high schools and four universities with research consent from the director of the facility. From 1337 high school students and first- and second-year university students, subjects in their teen years were targeted for analysis. A survey was conducted at baseline and after the DVD video teaching. During the second stage, November 2019 to March 2020, web-based learning using improved video teaching materials was developed and carried out. From the adolescents who participated in the web-based learning, subjects in their teen years were targeted for analysis. A survey was conducted at baseline and after the web-based learning.ResultsIn the first stage, 876 students consented to and participated in the education using DVD video teaching materials and baseline and after surveys (collection rate 65.5%). Among these, the number of respondents in their teens both baseline and after education was 705 persons (valid response rate 80.4%). In the second stage, the number of respondents in their teens both baseline and after education was 250 respondents in their teens who received web-based learning using the improved video teaching materials (valid response rate 87.1%). The improvement effect of the two programs was observed in attitudes that lead to physical violence, attitudes that lead to mental violence, attitudes that promote healthy conflict resolution, and dangerous attitudes that lead to sexual violence from persons in the community or through the Internet. The web-based learning program achieved an improvement of preventive attitudes toward sexual violence.ConclusionsThe education program using DVD video teaching materials or web-based learning may help prevent sexual violence among teens in Japan.

COVID-19 and slowdown of residents' activity: Feedback from a novel e-learning event and overview of the literature.

To evaluate the impact of an e-learning online event, created for supporting resident's training during the slowdown of surgical and clinical activities caused by COVID-19 pandemic. An overview of PubMed literature depicting the state of the art of urology residency in the COVID-19 era was performed as well, to contextualize the issue. An online learning event for residents was set up at the beginning of the pandemic; the faculty consisted of experts in urology who provided on-line lectures and videos on surgical anatomy, procedures, updates in guidelines, technology, training. The audience was composed of 30-500 attendees from Italy, USA, India and Belgium. A questionnaire to analyze relevance, satisfaction and popularity of the lessons was mailed to 30 local residents. Almost all residents defined the web environment suitable to achieve the learning outcomes; the method, the number and the competence of the faculty were appropriate/excellent. Most of the younger residents (81.8%) stated their surgical knowledge would improve after the course; 72.7% declared they would take advantage into routine inpatients clinical activity. Nineteen more expert residents agreed that the course would improve their surgical knowledge and enhance their practical skills; almost all stated that the initiative would change their outpatients and inpatients practice. Overall, 44 articles available in PubMed have addressed the concern of urological learning and training during the pandemic from different standpoints; four of them considered residents' general perception towards web-based learning programs. The paper confirms residents' satisfaction with e-learning methods and, to our knowledge, is the first one focusing on a specific event promptly settled up at the beginning of the outbreak. Web-based educational experience developed during the pandemic may represent the very basis for the implementation of prospective on-site training and overall scientific update of future urologists.

Web-based experiential learning strategies to enhance the evidence-based-practice competence of undergraduate nursing students

BackgroundEvidence-based practice (EBP) is considered a key competence for practicing high-quality and safe nursing. However, undergraduate nursing programs continue to provide traditional classroom teaching strategies that have limitations in facilitating the development of critical competences for engaging in EBP in real clinical contexts. Objective and designThe purpose of this study was to develop a web-based experiential learning program aimed at improving the engagement and experience of nursing students in EBP. A quasi-experimental research with non-equivalent control-group with non-synchronized design was used to describe the process of program development and the innovative learning method, and discuss the outcomes of the program. MethodsThe experimental group was exposed to a web-based experiential learning program, while the control group received traditional learning with written material. Self-reported EBP scores (knowledge and skills, attitude, and practice) and clinical-questioning confidence were evaluated to assess the effects of the program. ResultsThe result showed that web-based experiential learning strategies were effective in significantly improving the EBP knowledge and skills score (F = 12.29, p = .001) and the score for confidence in asking clinical questions (F = 12.14, p = .001). The attitudes toward EBP (F = 0.75, p = .389) and practice score (F = 3.22, p = .076) did not show a significant difference between the experimental group and the control group. ConclusionThe web-based experiential learning was found to be an effective method for enhancing the EBP competence of nursing students. Based on the study results, we suggest using web-based experiential learning to supplement the traditional learning method or as the mainstream learning method for nursing students.

Using a Suggested Web-Based Learning Program in Developing EFL Listening Skills of the First-Year Secondary Students

Abstract The current research attempted to investigate the effect of using a suggested web-based learning program on developing EFL listening skills of the first-year secondary students. To achieve this purpose, the researchers constructed and validated a web-based learning program, a listening skills test. Using the quasi-experimental method, a randomly chosen sample of fifteen first-year secondary students at El-Botakh Secondary School was pre-tested using the listening skills test. Then they were engaged in the program. By the end of the program, they were post-tested using the same instrument utilized earlier. The results revealed that the web-based learning program was effective in developing their listening skills. These findings may serve as suggestions for English teachers who intend to benefit from web-based learning.

London calling Gaza: The role of international collaborations in the globalisation of postgraduate burn care education.

Burn injuries represent a significant epidemiological problem, with the vast majority occurring in low- to middle-income countries. These regions also represent areas where lack of socioeconomic growth and geopolitical instability pose additional barriers not only to healthcare provision but also to the acquisition of continuing professional development. Long-distance, web-based learning programmes (‘tele-education’) have been identified as a successful and powerful means of propagating up-to-date medical education and training in poor-resource, isolated or conflict-ridden regions.This report evaluates the role of tele-education in delivering a distance-learning Master’s degree in Burn Care to a group of 11 healthcare professionals working in the occupied Palestinian territories (OPT), which was funded as part of a collaboration between Queen Mary University of London and IMET-Pal (International Medical Education Trust – Palestine).We present our experience in delivering the programme in a conflict-ridden part of the world, which includes the specific adaptations to tailor the programme to regional needs as well the unique challenges faced by students and faculty in enhancing the educational value of this unique initiative.The academic achievements of this group of healthcare professionals were found to be comparable to historical student cohorts from privileged socioeconomic backgrounds and the majority of students felt that participation in the programme contributed to a direct improvement to their daily burn care practices.The successful outcomes achieved by our students support the constantly emerging evidence that targeted, well-delivered, long-distance learning programmes can become powerful tools in combating inequalities in global healthcare and health education.

A Meta-analysis of Web-based Problem-Based Learning Program

A Meta-analysis of Web-based Problem-Based Learning Program

Modification of nstudy Software for Supporting and Assessing Clinical Reasoning Skills in Equine Surgery

The nStudy, a web-based online learning program, was developed to bridge the gap between the classroom and clinic by developing and assessing the clinical reasoning skills of veterinary students. Literature-based clinical reasoning scaffolds were developed to adapt the design of nStudy to support clinical reasoning skills specifically in the context of equine surgery. Process mining (PM) technique was applied to modelling sequences of clinical reasoning learning action patterns. PM provided additional information on the effects of nStudy scaffolds that could not be revealed by a simple analysis of frequencies of learning actions. Using PM technique to deconstruct the clinical reasoning into component parts and processes can help the educator’s assessment to focus on a learner’s reasoning deficit and provide immediate feedback in the future.

웹기반 일본어 교육용 학습프로그램 `JLE Tool`에 대하여 -어휘 용례 수집과 문장 번역 연습 활용을 중심으로-

웹기반 일본어 교육용 학습프로그램 `JLE Tool`에 대하여 -어휘 용례 수집과 문장 번역 연습 활용을 중심으로-

Korean Society of Thoracic Radiology Weekly Chest Cases Website

Korean Society of Thoracic Radiology (KSTR) launched a web-based learning program called the “KSTR Weekly Chest Cases” in November 1997 (http://kstr.radiology.or.kr/weekly/). This program aimed to provide easily accessible, high-quality thoracic radiology education through a case-based approach to a worldwide audience. The website contains over 1000 cases with high-quality images, including cases from KSTR imaging conferences. Currently, the “KSTR Weekly Chest Cases” website has over 2700 members from 90 countries. KSTR members and website editors continue to facilitate communication and provide educationally relevant thoracic imaging worldwide through the “KSTR Weekly Chest Cases,” now also available as an app.

Empirical Investigation into Motives for Choosing Web-based Distance Learning Programs

Today, in association with rapid social and economic changes, there is an increasing level of demand for distance and online learning programs. This study will focus on identifying the main motivational factors for choosing a web-based distance-learning program. Moreover, it will investigate how these factors relate to age, gender, marital status and parenthood. The results are based on a questionnaire, which was conducted amongst students enrolled in the distance-learning programs provided by the E-learning and Distance Education Deanship at Al-Imam Mohammad bin Saud University during the autumn semester of 2013. In addition to their background characteristics, the survey aimed to determine students' motives for undertaking distance learning.

Development and Effectiveness of Web Based Learning Nursing Process Program on Linked NANDA, NOC and NIC

This study was done to develop and evaluate comprehensive web based learning program for improving learning ability in the nursing process of nursing students. We evaluated the contents based on the sufficient teaching materials and developed the process for implementation of the educational system. The study was focused on developing guidelines applicable to any clinical situation using a framework of links among all nursing diagnoses, outcomes, and interventions. This study was used a descriptive study and the participants were 62 nursing students. There were significant differences of achievement of learning objectives, application to work, according to the frequency of program use. Therefore, this results indicate that the web based learning nursing process program is effective in improving will help to strengthen learning calculation ability of nursing students in nursing process. Further study should be done develop additional program for improving application.