Web Lectures Research Articles

Integrated primary care in higher education, a qualitative study about the needs and preferences of lecturers to implement new evidence.

Introduction: The policy shift towards stronger primary care systems increases the interest in primary care within different training programs. Implementing new evidence about primary care into education, could be supportive for more integrated and person-centered care. Hence, it could also support the capacity building for integrated primary care. Therefore, the aim of this study is to research if and how lecturers implement new evidence in the curricula and what they need for a successful integrated implementation.
 Method: Thirty three lecturers representing a variety of Flemish higher education healthcare curricula participated in eleven focus groups. Focus groups were organized in two stages and participants were expected to attend both of them. A first stage was about the current state of affairs (e.g. to what extent and how primary care is present in their curricula). The second stage was about how lecturers want to be supported to implement new evidence in their programs.
 Results: Despite that all participants indicated that primary care was already present in their curricula they described a lack of knowledge on how and where it was embedded. Nor where they aware of the presence of a vision on primary care education. They felt a lack of collaboration between the different programs, interprofessional integration and interorganizational integration. Moreover, they indicated that they felt the need for a competence profile for primary care professionals as common framework to guide curriculum development. They need clearly defined competences to define the learning objectives on primary care topics of their training programs. The focus groups suggested the model of the T-shaped professional. A T-shaped professional has the expertise in his own field and the ability to apply knowledge in areas of expertise other than one's own and foster collaboration across disciplines.
 Given the rise of new evidence in healthcare, such as goal-oriented care, self-management and interprofessional collaboration, participants indicated that it was difficult to select concepts that are worthwhile to invest in. They reported that they expect researchers to identify those concepts that need to be sustainably implemented in the training programs of health and welfare professionals. They wanted researchers to translate the scientific results into ‘building blocks’ that could easily be integrated into their curricula, including evidence based content but also materials with suggestions for didactic formats (e.g. course preparation with learning outcomes, presentations, web lecture…). Depending on the learning objectives lecturers want to achieve, they could choose a particular building block.
 Discussion and conclusion: Lecturers are eager to implement new evidence but they lack an overall vision and a competency framework. There is potential for implementing new concepts, when these concepts are translated in building blocks that could be integrated in the curricula. Furthermore, a T shaped competency profile for person centered primary care could support more collaboration between professionals and lead to more integrated care.
 Results indicate the need for more collaboration and integration between research, education and practice. The Primary Care Academy could play a role in the co-creation of educational development and its implementation.

A Review on Human–Computer Interaction Education Based on Active Learning using the DEMATEL Method

The objective of the study was to explore how web lectures could be used to enhance the learning experience in an introductory human-computer interaction course. The researchers introduced web lectures as a method to deliver lecture material prior to class, allowing more interactive learning activities during in-class sessions instead of passive listening. A quasi-experiment was conducted over a 15-week semester, involving 46 students who were divided into two sections of the same course. One section utilized web lectures, while the other followed traditional lectures. To ensure fairness, several control measures were implemented, including the same instructor for both sections and blind grading. The findings revealed that the section using web lectures achieved significantly better grades compared to the section with traditional lectures. Moreover, students in the web lecture section reported increasingly positive attitudes towards this approach throughout the course. This research provides a twofold contribution: firstly, it demonstrates a new way of utilizing existing technology to enhance learning outcomes, and secondly, it presents a comprehensive, quasi-experimental evaluation of web lectures in the specific context of the course. Various undergraduate courses incorporate the field of human-computer interaction (HCI) and emphasize a theoretical approach that encompasses the entire process of creating effective interfaces for end users. However, instructors encounter difficulties in keeping students engaged during the introduction of these concepts and encouraging practical experience in HCI. The aim of this study is to propose a teaching and learning method that enhances student retention and promotes a deeper understanding of HCI. This method consists of two components. The first part focuses on explaining the theoretical concepts of the discipline, while the second part involves implementing problem-based learning (PBL) within The DEMATEL method involves a systematic process of analyzing the relationships between different factors or variables in a system. It aims to uncover the cause-and-effect chains and understand the influence and impact each factor has on others. By employing DEMATEL, decision-makers can gain insights into the interdependencies among factors and determine which components play a significant role in shaping the system's behaviour. This method facilitates a comprehensive evaluation of the relationships, allowing for a more informed decision-making process. This model provides a clear representation of the complex system, highlighting the critical components and their influence on other factors. By visualizing and understanding the cause-effect chains, decision-makers can make informed choices and develop effective strategies for system improvement. Stability (ST), Speed (SP), System integration (SI), Aesthetic visualization (Av), Friendliness other learner (UF), interactive GUI(IG), interface flexibility (IF), User interaction with (IWS) Human–Computer Interaction Education Based on Active Learning Methods IWS is got the first rank whereas is the system integration is having the lowest rank. Human–Computer Interaction Education Based on Active Learning Methods IWS is got the first rank whereas is the system integration is having the lowest rank.

Measuring usage versus preferences for online study materials among business-majored undergraduates

Abstract As online learning becomes a recurrent component of higher education, there have been growing interests in the interaction between students and educational resources within digital environments so as to understand and facilitate students’ initiative in managing those resources. The present study is an explorative inquiry into the relationships between students’ self-reported preferences of study materials, their actual usage of those materials and their learning performances in online learning. It focuses on analysing the learning management system’s log files, test results and students’ responses to an evaluative survey of a bachelor business course at a large Belgian university, which was a blended course turned fully online due to the pandemic circumstance. The first research question concerns how preferences relate to the usage of materials. A cluster analysis was conducted to classify students based on their perceived interest and actual access to learning resources. The results show three clusters of students with different preferences and levels of usage towards the four types of study materials provided in the course. However, the majority showed strong favour for multimedia online learning, with Web lectures being prioritised both in perception and access behaviour, while discussion boards receive mixed opinions and the lowest actual participation. The second question follows these up by linking the preference–usage patterns with academic performances. A multivariate analysis of variance was conducted to compare the learning performances of students with different preference–usage patterns. The results show no significant differences, which means the students’ preferences and/or usage of study materials has little to no impact on their learning performances in the online course.

Study in the Virtual Class: Doings of Feminist Pedagogy and the Covid-19 Crisis

While reflecting on our lecturing practices, many of us feminists wish to deconstruct the ex-cathedra teaching position and its symbolic effects. After initial inquiry into feminist pedagogy, the present discussion combines basic information with the author’s teaching practice: underway in tertiary-level education and involving University of Ljubljana students. Some of the preconceived and some spontaneous, yet informed teaching approaches have been tested with positive results, and are worth sharing. They are accompanied by certain concepts, and their applied use which is presented on the list of teaching/learning topoi. Personal advancement in terms of more knowledgeable, skilled and emotionally fulfilling teaching and learning occurred in the first phase of the anti-Covid-19 regime and the virtual studying. The heavy working overload and new teaching and learning technological mode have pushed me towards the vivified and inventive “moderation” of Zoom and Google study meetings. The flexibility of the web lectures and seminars has promoted the invention of less conventional and coded communication, and the situational introduction of actual socio-political topics not inscribed in the curriculum. One of these outer topics was “gender relations in the anti-Covid-19 regime”. The search for novel teaching and learning practices has induced the need to systematise work practices. Reorganisation has been conceptual: the triangulation of students, the “object” (subject matter, related experience, and embodiment through feelings), the teacher. The quality of studying by way of the two way-transfer of knowledges and transferable skills has been proven while working together with students in research experiment at one of the subjects.

Focus Group: Experience of a Brazilian implementation study on a low resource setting

Abstract Background Developing strategies for health promotion is essential, mainly in remote areas. The Telehealth Network of Minas Gerais, Brazil, developed an implementation study to improve management of patients with hypertension and diabetes - Control of Hypertension and Diabetes in Minas Gerais (CHARMING) Project. Assessing needs and barriers or enablers perceived by local health professionals is of utmost importance to enhance the implementation strategy. Aim To evaluate the perception of health professionals about current health strategies for patients with chronic diseases in primary care settings. Methods Qualitative study: 3 focal groups were conducted, with 18 healthcare professionals from 8 cities from the CHARMING Project, divided according to professional categories: local coordinators, nurses and doctors. Each group, conducted by 2 mediators and observers, lasted 90 minutes. There was a script to guide discussion concerning continued education, and educational and physical activity patient groups. Results Overall, healthcare professionals reported patients have low adherence to health education and physical activity groups. Living in rural and remote areas was perceived as the main barrier. Organizing groups in rural areas and acquiring proper gymnastique items could engage the population. Also, education materials should be adequate for a low-literate population, with interactive tools. Quarrels within the health teams and lack of medications were seen as limitations for properly managing chronic diseases. Concerning professional qualification, nurses reported to prefer short web lectures, physicians preferred studying online books and pre-appraised summaries, while local coordinators preferred presencial lectures. Conclusions Local health professionals were participative and willing to share their experiences within focal groups. They pointed out limitations and made suggestions that were not previously noticed and that will improve our health strategy. Key messages Listening to local health professionals is essential for developing more effective health strategies, mainly on low resource settings. Focal Groups are an effective qualitative method of research and should be implemented.

Actions of a Brazilian public telehealth service to help coping with the new coronavirus

BackgroundIn January/2020 the respiratory disease caused by the new coronavirus was declared as an international public health emergency. In Brazil, until June 22nd there were 1,11 million confirmed cases. In this context, the Telehealth Network of Minas Gerais (TNMG), a large-scale public telehealth service, acted quickly to assist professionals and the population in coping with the disease, mainly in low resource settings.AimTo report the experience of a Brazilian public telehealth service in actions to manage COVID-19 and its impacts.MethodsExperience report.ResultsThe TNMG developed 15 infographics and 16 web lectures for health professionals and general population about key themes, such as respiratory syndromes, personal care and ventilatory support. Two of them were live, seen in real time by 13,422 professionals, mainly nurses (63.8%) and doctors (31.1%), from 45 medical specialties (most family physicians-34.0%), in all Brazilian states, especially the Southeast region (58.5%). All lectures were uploaded on TNMG's Youtube channel, each one reaching 5,300 viewers on average. Specific to support health professionals: 2 guidelines were developed - one for primary care units and other to emergency/intensive care; a category for offline (second opinion) teleconsultations was created for doubts about coronavirus; and a list with 39 Frequently Asked Questions (FAQs) was developed. For the general population: 65 FAQs were developed; a health team from a low resource setting was trained to provide online teleconsultations; and a chatbot was released to automatically answer COVID-19 related doubts and/or evaluate a user's health condition, indicating if emergency medical care was needed. All resources are freely available on TNMG's website and on its social networks.ConclusionsTelehealth tools had a notable acceptance and were shown to be an effective way to disseminate information for professionals and lay population throughout the country.Key messages Telehealth tools have been proven to be an effective strategy to promote health education, for both professionals and the general population.Telemedicine plays a fundamental role on dealing with public health issues, especially on low resource settings.

REMOTE FORM OF EDUCATION, AS ONE OF THE METHODS OF IMPROVING MOTIVATION BY STUDENTS OF DISTANCE LEARNING

The development of a modern e-learning system promotes the active introduction of distance education. The organization of a mixed form of education at the department of Clinical Pharmacology and Pharmacotherapy involves an education during the session and using the distance contact between faculty and students during the intersessional period. The information technology system of distance learning is provided by personal computers, video and audio equipment. The web-site of the department presents a set of teaching materials, including curriculas, work programs, lecture notes, test assignments, situational tasks, control and individual course work. Distance learning is supplemented with new teaching materials: web lectures, e-learning textbooks and manuals. Lectures are delivered by faculty members in the form of video conferences or webinars. Consultations are conducted in the on-line mode each week at a certain time by the teachers of the department according to the schedule. The website of the department presents methods for implementing practical skills, video stories of individual urgent states on the pathology of internal organs, demonstrates sets of medicines for seven types of first aid kits to improve the students' knowledge and skills, and to successfully pass the practical part of the state certification of graduates from the discipline "Clinical pharmacy".

REMOTE FORM OF EDUCATION, AS ONE OF THE METHODS OF IMPROVING MOTIVATION BY STUDENTS OF DISTANCE LEARNING

The development of a modern e-learning system promotes the active introduction of distance education. The organization of a mixed form of education at the department of Clinical Pharmacology and Pharmacotherapy involves an education during the session and using the distance contact between faculty and students during the intersessional period. The information technology system of distance learning is provided by personal computers, video and audio equipment. The web-site of the department presents a set of teaching materials, including curriculas, work programs, lecture notes, test assignments, situational tasks, control and individual course work. Distance learning is supplemented with new teaching materials: web lectures, e-learning textbooks and manuals. Lectures are delivered by faculty members in the form of video conferences or webinars. Consultations are conducted in the on-line mode each week at a certain time by the teachers of the department according to the schedule. The website of the department presents methods for implementing practical skills, video stories of individual urgent states on the pathology of internal organs, demonstrates sets of medicines for seven types of first aid kits to improve the students' knowledge and skills, and to successfully pass the practical part of the state certification of graduates from the discipline "Clinical pharmacy".

Blended learning for postgraduates; an interactive experience

BackgroundBlended learning has the potential to stimulate effective learning and to facilitate high quality education. For postgraduate health professionals, blended learning is relatively new. For this group we developed, implemented and evaluated two blended learning modules in a master program on quality and safety in patient care. Aiming for a better preparation compared to traditional textbook homework, the course provided not only web lectures and reading, but also interactive assignments and collaborative learning. Additional goal was saving time for the teachers resulting in a potential cost savings.MethodThe experiences of 21 postgraduate health professionals were evaluated with two voluntary and anonymous questionnaires beginning of 2017 with a special focus on the added value of online interaction, underexposed in previous research.ResultsThis evaluation shows that online modules are regarded as being an effective preparation for face-to-face meetings for postgraduate health professionals. Added value of social interactive online preparation was perceived from collaborating and interacting with each other. Both the interaction between the students, and the e-moderator and teachers were well received.ConclusionsBased on the results of this study, we suggest that blended learning may indeed increase the level of education and stimulate effective learning for postgraduate health care professionals. The professionals experienced added value of social interactive online preparation from collaborating and interacting with each other. We consider better aligning of the online and face-to-face components as one of the highest priorities.

Evaluasi Website Kuliah Online STMIK Amikom Purwokerto Menggunakan Metode Heuristik (Studi Kasus Mata Kuliah Enterprise Resource Management)

Online lecture is one alternative to support distance learning. STMIK Amikom Purwokerto has implemented the online lecture system. In order to support effective learning while studying online using website media, an effective web interface is needed. However, there were complaints from users when accessing web lectures online. One of them is the user does not understand the overall use of functions on the existing system. Therefore heuristic evaluation is needed to find out how useful the system is in supporting online lectures. The results show that based on the calculation results using heuristic evaluation, the severety rating with a scale of 3 means that the online learning website at STMIK Amikom Purwokerto needs to be throughly improved from both system functionality and interface design.

Веб-лекция как устный жанр интернеткоммуникации

Веб-лекция как устный жанр интернеткоммуникации

How Do Medical Students Prepare for Flipped Classrooms?

A flipped classroom, an approach abandoning traditional lectures and having students come together to apply acquired knowledge, requires students to come to class well prepared. The nature of this preparation is currently being debated. Watching web lectures as a preparation has typically been recommended, but more recently, a variety of study materials has been considered to serve students personal learning preferences. The aim of this study was to explore in two flipped courses which online study materials stimulate students most to prepare for in-class activities, to find out whether students differ in their use of study materials, and to explore how students use of online study materials relates to their learning strategies. In a basic science and a clinical course, medical students were provided with web lectures, text selections, scientific papers, books, and formative test questions or case studies. Use of these online materials was determined with questionnaires. All students watched web lectures and read text selections to prepare for in-class activities, but students differed in the extent to which they used more challenging materials. Additionally, the use of online study materials was related to students’ learning strategies that involved regulation and monitoring of study effort. Our findings suggest that students have similar learning preferences as they all use the same “basic materials” to prepare for in-class activities. We interpret the preferential use of web lectures and text selections as being regarded as sufficient for active in-class participation. The less intensive use of other study materials may reflect students’ perception of limited study time.

Design and use of web lectures to enhance GIS teaching and learning strategies: the students’ opinions

The goal of this research is to design, use and evaluate a set of web lectures, specifically tailored to the needs of students in higher education who follow geographic information system -related courses. Since education in geographic information system includes theoretical concepts and practical experience, both of these teaching strategies will be implemented in the web lectures. The user-centered design approach is used in the design process to increase the acceptance of the web lectures and the motivation to use them: perceived usefulness and ease of use. The results show that the students appreciate the initial set of web lectures, but that they need to be motivated more to use them (especially when theoretical topics are covered). Students still value the “traditional” face-to-face lectures and see the web lectures as an ideal complement.

Registered Nurses' Thoughts on Blended Learning in a Postgraduate Course in Cancer care—Content Analyses of Web Surveys and a Focus Group Interview

Purpose of the research was to describe registered nurses' (RNs) (n = 53) thoughts on the blended learning format in a 'specialist nursing programme in cancer care'. The study was conducted in autumn 2007 and 2008. A content analysis of answers to open-ended questions in a web-based questionnaire and a focus group interview were carried out. The analysis revealed that the RNs appreciated blended learning. The web lectures facilitated learning and gave RNs access to the education at any time. However, according to the RNs, knowledge is gained through interaction between RNs and teachers, and this aspect needed to be improved. The RNs also thought that the content of the seminars on campus should focus on evidence-based nursing knowledge and practical skills, not just taught as stable facts and procedures. The result from the present study could help to improve the design and content of advanced nursing courses using a blended learning format.

E-learning use patterns in the workplace – Web logs from interaction with a web based lecture

When designing for e-learning the objective is to design for learning i.e. the technology supporting the learning activity should aid and support the learning process and be an arena where learning is likely to occur. To obtain this when designing e-learning for the workplace the author argue that it is important to have knowledge on how users actually access and use e-learning systems. In order to gain this knowledge web logs from a web lecture developed for a Scandinavian public body has been analyzed. During a period of two and a half months 15 learners visited the web lecture 74 times. The web lecture consisted of streaming video with exercises and additional links to resources on the WWW to provide an opportunity to investigate the topic from multiple perspectives. The web lecture took approximately one hour to finish. Using web usage mining for the analysis seven groups or interaction patterns emerged: peaking, one go, partial order, partial unordered, single module, mixed modules, non-video modules. Furthermore the web logs paint a picture of the learning activities being interrupted. This suggests that modules needs to be fine-grained (e.g. less than 8 minutes per video clip) so learnersâ?? do not need to waste time having to watch parts of a video clip while waiting for the part of interest to appear or having to fast forward. A clear and logical structure is also important to help the learner find their way back accurately and fast.

Students and recorded lectures: survey on current use and demands for higher education

Online recordings of lectures provide students with anytime-anyplace access to lectures. Research shows that students prefer courses accompanied by online recordings and an increasing number of universities provide recorded lectures. This paper presents the results of a study into the use of recorded lectures at two universities in the Netherlands. The goal of the study is to gain a better understanding of the way that this group of students use recorded lectures. This understanding will enable the creation of usage scenarios that need to be supported. Our results show that students use recorded lectures as a replacement for missed lectures and for study tasks, like preparing for an exam. A large proportion of the students report that they watch 75100% of a recorded lecture when the view one. The fact that students did not mention the quality of the actual lectures appears not to influence the use of the recorded lectures. Recorded lectures for courses that only use the blackboard are viewed less often. There are also interesting differences in the use of recorded lectures of the different groups of students at the two universities. To increase the credibility and validity of the results, we need a more direct way to measure the use of recorded lectures by students. Methodological triangulation using the log data for the recorded lectures can provide this.Keywords: recorded lectures; web lectures; online lectures; video lectures(Published: 24 September 2012)Citation: Research in Learning Technology 2012, 20: 17299 - http://dx.doi.org/10.3402/rlt.v20i0.17299

Enabling user to user interactions in web lectures with history‐aware user awareness

PurposeThe purpose of this paper is to present a user interface for web lectures for engaging with other users while working with video based learning content. The application allows its users to ask questions about the content and to get answers from those users that currently online are more familiar with it. The filtering is based on the evaluation of past user interaction data in time‐based media.Design/methodology/approachThe work is implemented as a prototype application in the context of the Opencast Matterhorn project – an open source based project for producing, managing and distributing academic video content. The application compares users viewing behavior and allows communication with others that are good candidates to answer questions.FindingsDifferent filtering approaches for identifying suitable candidates are being discussed that foster past interactions in time‐based media.Practical implicationsThe paper shows that web lectures can benefit from user awareness ideas and presents examples of how learners can benefit from the knowledge of other users who are working with the same video based content.Originality/valueUser awareness has become an important feature in today's Web 2.0 experience. The paper discusses different user awareness models and explains how they can be adapted to time‐based video content. The presented work is available as a plug‐in for the Opencast Matterhorn project.

Utilizing public scientific web lectures to teach contemporary physics at the high school level: A case study of learning

Department of Science Teaching, Weizmann Institute of Science, Rehovot 76100, Israel(Received 19 January 2011; published 17 October 2011)This paper describes a teaching experiment designed to examine the learning (i.e., retention of contentand conceptual development) that takes place when public scientific web lectures delivered by scientistsare utilizedtopresent advancedideasin physicstostudents withahighschool backgroundinphysics. Thestudents watched an exemplary public physics web lecture that was followed by a collaborative genericactivity session. The collaborative session involved a guided critical reconstruction of the main argumentsin the lecture, and a processing of the key analogical explanations. Then the students watched anotherexemplary web lecture on a different topic. The participants (N ¼ 14) were divided into two groupsdiffering only in the order in which the lectures were presented. The students’ discussions during theactivities show that they were able to reason and demonstrate conceptual progress, although the physicsideas in the lectures were far beyond their level in physics. The discussions during the collaborativesession contributed significantly to the students’ understanding. We illustrate this point through ananalysis of one of these discussions between two students on an analogical explanation of theAharonov-Bohm effect that was presented in one of the lectures. The results from the tests that wereadministered to the participants several times during the intervention further support this contention.

Projectrain web lectures – an essential adjuvant to oral and maxillofacial surgery teaching-two year experience

Projectrain web lectures – an essential adjuvant to oral and maxillofacial surgery teaching-two year experience

Genomic engineering

This page on a Departmental website offers a nice discussion of genome engineering that is useful for students and others. This popular science description of genome engineering is entertaining and descriptive. This material on nucleic acids and genomics was written for engineers and provides a fundamental but interesting tutorial on the subject. This freely available web lecture at the Joint Genome Institute by George Church in 2009 deals directly with techniques in genome engineering. This paper deals with a key concept in genome engineering; specifically, genome reduction to remove unneeded functions and to enhance desirable cell phenotypes for biotechnology. Genome deletion libraries are key tools for the genomic analysis and engineering of Escherichia coli and Bacillus subtilis. This web posting deals with the methods of making these libraries in Lactococcus lactis. This freely available web lecture at the Joint Genome Institute by Ashlee Earl in 2009 discusses genome differences among strains of the same bacterial genus and species. A major goal of genomic engineering is for metabolic engineering purposes. Thus, the development of metabolic and genomic analysis tools must go hand in hand. This page dealing with a book on genomic and metabolic engineering has the chapter abstracts posted online. This paper focuses on transposons as important vehicles of naturally occurring genomic engineering. This page discusses studies into how bacteriophage infection, while killing some members of a population, may modify the genomes of others. This outline of a genomic workshop provides useful links. This site has interesting commentary by leading experts on the microbial synthetic genome projects. This site contains entertaining stories and links dealing with genomics and genomic engineering. This open-ware site contains raw laboratory notes dealing with genomic engineering topics. This review article gives a nice overview of systems biology and genomic engineering.