Journal articles: 'Education delivery'

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Allais, Stephanie Matseleng. "Education service delivery." Progress in Development Studies 7, no. 1 (January 2007): 65–78. http://dx.doi.org/10.1177/146499340600700106.

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Floress, Margaret T., Gary L. Cates, Kelly E. Poirot, and Nicole J. Estrada. "Conceptualizing Fixed-Interval Praise Delivery." Intervention in School and Clinic 56, no. 2 (May 1, 2020): 84–91. http://dx.doi.org/10.1177/1053451220914889.

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This article provides a conceptual framework for using fixed-interval praise delivery in the educational setting. Fixed-interval praise delivery can be conceptualized as an antecedent-based strategy that disrupts the natural behavior to contingency relationship in a four-term contingency model (Establishing operation–Antecedent–Behavior–Consequence). Historically, teachers are trained to deliver praise as a consequence-based practice (i.e., contingently). This article describes how teachers can also use praise on a fixed interval as an antecedent-based practice. When praise is delivered on a fixed-interval schedule, educators directly manipulate the level of praise delivered to maintain or increase appropriate student behavior. Using praise as an antecedent-based strategy has the potential to establish and maintain high-quality student–teacher relationships, which positively impacts student behavior. Practical, applied examples and discussion of fixed-interval praise delivery are provided.

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Blackhurst, A. Edward, Rene M. Hales, and Elizabeth A. Lahm. "Using an Education Server Software System to Deliver Special Education Coursework via the World Wide Web." Journal of Special Education Technology 13, no. 4 (March 1998): 78–98. http://dx.doi.org/10.1177/016264349801300402.

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The World Wide Web (Web) has considerable potential for delivering distance education programs. A new genre of computer software programs is being developed to facilitate the management of instruction and communication among students and instructors who are involved with the delivery of Web-based instruction (WBI). One such program is the TopClass educational server software system. This investigation was designed to examine the feasibility of using TopClass to deliver University-based special education coursework via the Web. Procedures required to set up an education Web server were examined and a pilot study was performed to explore factors associated with the development and delivery of instructional content via TopClass. Student reactions to instruction delivered in the pilot test were positive. There also were indicators that learning occurred as a result of using the TopClass system. Issues related to the use of WBI were identified and questions for additional research were proposed.

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Moore, Kimberly K., George E. Fitzpatrick, and Jane E. Slane. "(140) Survey of Student Perceptions for Course Delivery Methods." HortScience 40, no. 4 (July 2005): 1043C—1043. http://dx.doi.org/10.21273/hortsci.40.4.1043c.

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The University of Florida College of Agriculture and Life Sciences offers the Bachelor of Science degree program in Environmental Horticulture at the Fort Lauderdale Research and Education Center (FLREC). Instructors at the FLREC deliver course work and course work is also presented using a variety of distance education (DE) technologies. These DE technologies include interactive video conferencing, videotape, and web-based courses. The question often arises as to how many courses should be delivered using DE versus live onsite instruction. This survey was conducted to ascertain how students perceive the quality of education they are receiving using a mixture of delivery methods.

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Mazurak, Vera C., Ellen Whybrow, Stanley Varnhagen, and Catherine J. Field. "Distance Delivery of Nutrition Education." Canadian Journal of Dietetic Practice and Research 66, no. 3 (September 2005): 187–92. http://dx.doi.org/10.3148/66.3.2005.187.

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Questions often arise about the quality of an educational experience in a distance format. Debate exists as to whether the relatively new format of on-line education can offer an equivalent learning experience for students, and the perception remains that virtual learning is impersonal. We examined students’ experience in an introductory undergraduate nutrition course that had been remodelled as an asynchronous, active-learning, student-centred model. The investigation used the framework of instructional message design, a concept based on cognitive science principles, to highlight themes in student survey and focus group data. Results indicate that a motivating and accessible quality educational experience is possible in an on-line format through a student-centred model. Such a model provides a means to offer education to a diverse and larger audience. Further investigation is needed to determine faculty professional development needs and cost-effective ways to expand the model. Such a model provides alternatives to expand delivery to encourage interest in the field, and to provide continuing education for allied professionals and the general public.

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Khurana, Reema. "Information Technology and Education Delivery." Paradigm 3, no. 2 (July 1999): 75–80. http://dx.doi.org/10.1177/0971890719990211.

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Amadio, John. "WILTJA: Model of Education Delivery." Aboriginal Child at School 21, no. 1 (March 1993): 45–49. http://dx.doi.org/10.1017/s0310582200005575.

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The Pitjantjatjara people in the north west of South Australia and the Yalata Community in the far west of the state identify as Anangu (the people) Anangu culture is very different in many ways from the mainstream culture largely associated with urban centres but some of the aspects in common include a desire to maintain their culture and lifestyle, wanting a favourable future for their children and their communities, and a desire to be self managing.

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Rashid, Prem. "Surgical education and adult learning: Integrating theory into practice." F1000Research 6 (February 14, 2017): 143. http://dx.doi.org/10.12688/f1000research.10870.1.

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Surgical education continues to evolve from the master-apprentice model. Newer methods of the process need to be used to manage the dual challenges of educating while providing safe surgical care. This requires integrating adult learning concepts into delivery of practical training and education in busy clinical environments. A narrative review aimed at outlining and integrating adult learning and surgical education theory was undertaken. Additionally, this information was used to relate the practical delivery of surgical training and education in day-to-day surgical practice. Concepts were sourced from reference material. Additional material was found using a PubMed search of the words: ‘surgical education theory’ and ‘adult learning theory medical’. This yielded 1351 abstracts, of which 43 articles with a focus on key concepts in adult education theory were used. Key papers were used to formulate structure and additional cross-referenced papers were included where appropriate. Current concepts within adult learning have a lot to offer when considering how to better deliver surgical education and training. Better integration of adult learning theory can be fruitful. Individual teaching surgical units need to rethink their paradigms and consider how each individual can contribute to the education experience. Up skilling courses for trainers can do much to improve the delivery of surgical education. Understanding adult learning concepts and integrating these into day-to-day teaching can be valuable.

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Ahinkorah, Bright Opoku, Abdul-Aziz Seidu, Eugene Budu, Ebenezer Agbaglo, Francis Appiah, Collins Adu, Anita Gracious Archer, and Edward Kwabena Ameyaw. "What influences home delivery among women who live in urban areas? Analysis of 2014 Ghana Demographic and Health Survey data." PLOS ONE 16, no. 1 (January 4, 2021): e0244811. http://dx.doi.org/10.1371/journal.pone.0244811.

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Background In Ghana, home delivery among women in urban areas is relatively low compared to rural areas. However, the few women who deliver at home in urban areas still face enormous risk of infections and death, just like those in rural areas. The present study investigated the factors associated with home delivery among women who live in urban areas in Ghana. Materials and methods Data for this study was obtained from the 2014 Ghana Demographic and Health Survey. We used data of 1,441 women who gave birth in the 5 years preceding the survey and were dwelling in urban areas. By the use of Stata version 14.2, we conducted both descriptive and multivariable logistic regression analyses. Results We found that 7.9% of women in urban areas in Ghana delivered at home. The study revealed that, compared to women who lived in the Northern region, women who lived in the Brong Ahafo region [AOR = 0.38, CI = 0.17–0.84] were less likely to deliver at home. The likelihood of home delivery was high among women in the poorest wealth quintile [AOR = 2.02, CI = 1.06–3.86], women who professed other religions [AOR = 3.45; CI = 1.53–7.81], and those who had no antenatal care visits [AOR = 7.17; 1.64–31.3]. Conversely, the likelihood of home delivery was lower among women who had attained secondary/higher education [AOR = 0.30; 0.17–0.53], compared to those with no formal education. Conclusion The study identified region of residence, wealth quintile, religion, antenatal care visits, and level of education as factors associated with home delivery among urban residents in Ghana. Therefore, health promotion programs targeted at home delivery need to focus on these factors. We also recommend that a qualitative study should be conducted to investigate the factors responsible for the differences in home delivery in terms of region, as the present study could not do so.

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Lopez, Carrie, Abhinav Chandra, and Mary Sweigart. "Implementation of a survivorship clinic in a medically underserved comprehensive community cancer center." Journal of Clinical Oncology 36, no. 7_suppl (March 1, 2018): 54. http://dx.doi.org/10.1200/jco.2018.36.7_suppl.54.

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54 Background: Historically, preparation of Survivorship Care Plans (SCPs) had been a cumbersome challenge that resulted in a limited number of plans delivered to eligible patients. In 2015, eleven breast SCPs were prepared and delivered by an RN. Upon review, it was determined the process of preparation and delivery of SCPs required refinement. Methods: Initially, we identified the barriers to our practice, which included limited knowledge, process, personnel, and software interfacing. We implemented a quality improvement project with the goal of delivery of SCPs to an increased number of cancer survivor patients. The project targeted staff education to identify eligible patient populations, create awareness of the Commission on Cancer accreditation requirements, and the knowledge necessary to create a SCP. We coordinated with the information technology department to attempt interfacing software programs, track the delivery of plans, and use provider notes to export data. We increased communication between departments to identify eligible patient populations. A nurse practitioner was assigned the responsibility for preparation and delivery of the document during a scheduled appointment, which focused on review and education in relation to the patient’s diagnosis, treatment plan, sequelae and recommended surveillance. Results: Through close coordination of interdisciplinary teams, we were able to implement strategies to develop a streamlined process to create and deliver SCPs. These interventions resulted in the Survivorship Clinic going from 11 breast cancer SCPs delivered in 2015 to 98 and counting, of all types of cancer, delivered in 2016. Patients requested follow up visits to the Survivorship clinic. Conclusions: We have successfully developed a Survivorship Clinic within a federally designated medically underserved community setting. Implementation of best practices resulted in nine-fold increase in delivery of SCPs. Most importantly, we have increased patient education and satisfaction. Our practices can be replicated by other programs and thereby curb the disparity of cancer survivorship care in rural areas.

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Singh, Ardhendu Shekhar, and Bhama Venkataramani. "Financial education: institutes of higher education as delivery channels." International Journal of Business and Globalisation 12, no. 4 (2014): 401. http://dx.doi.org/10.1504/ijbg.2014.062842.

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Smith, A., P. Ling, and D. Hill. "The Adoption of Multiple Modes of Delivery in Australian Universities." Journal of University Teaching and Learning Practice 3, no. 2 (April 1, 2006): 4–19. http://dx.doi.org/10.53761/1.3.2.2.

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This paper reports the findings of a major national research project examining the use of multiple modes of delivery in Australian universities. A variety of factors including the increased use of online educational technology has pushed Australian universities in recent years to extend the ways in which they deliver learning and teaching. However, the extent of the uptake of these modes of delivery has remained somewhat unclear as have the precise reasons why universities have adopted multiple modes. The paper reports the result of a survey which clarifies the extent of the use of multiple modes of delivery in Australian universities and case study research that attempts to unpack the reasons for adoption. The research finds that traditional face to face delivery is still the dominant form of delivery but universities are experimenting with a surprisingly wide variety of alternatives.

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Blouin, Robert A., William H. Riffee, Evan T. Robinson, Diane E. Beck, Charles Green, Pamela U. Joyner, Adam M. Persky, and Gary M. Pollack. "Roles of Innovation in Education Delivery." American Journal of Pharmaceutical Education 73, no. 8 (September 2009): 154. http://dx.doi.org/10.5688/aj7308154.

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Baumeister, Mary, and Randall K. Morris. "Rural Delivery Model for Vocational Education." TEACHING Exceptional Children 24, no. 4 (July 1992): 40–43. http://dx.doi.org/10.1177/004005999202400410.

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Clancy, Sharon, and Britt Jacobson. "A new conservation education delivery system." Renewable Agriculture and Food Systems 22, no. 1 (March 2007): 11–19. http://dx.doi.org/10.1017/s1742170507001512.

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AbstractThe Conservation Agriculture Project (CAP) of the North Dakota Natural Resources Trust (Trust) has demonstrated a new concept for delivering conservation education that improves farm economics while enhancing environmental health, restoring landscape functions and providing societal benefits. The 5-year project, initiated by the Trust in 2000, incorporated Resource Analysis Teams to assist four farmers and farm families serving as a demonstration in developing and implementing holistic farm plans. Resource Analysis Team members were agricultural, environmental, conservation and economic professionals. Resource Analysis Teams met with each demonstration farm family twice each year in a non-threatening setting, usually around the family's kitchen table. The integration of diverse knowledge bases resulted in an educational roundtable with all participants being educators and students at the same time. As round-table participants became familiar with the intricacies of each particular farm and with each other, adversarial relationships dissolved and team members worked together to move the farms toward sustainability—economic, environmental and social. This approach differs from most federal conservation programs to date, which have approached on-farm conservation in a piecemeal manner, only protecting a parcel of land or a critical problem area. For those programs, responsibility for searching out and implementing conservation practices has fallen primarily on the farmer, who also has had to assume associated risks. The Conservation Agriculture Project has demonstrated that the Resource Analysis Team approach yields positive results for the environment, wildlife, farm families and society while enhancing information delivery and improving communication and acceptance among diverse groups with varying agendas. Most importantly, it has demonstrated the need and positive impacts of delivering conservation education directly to farmers and ranchers, who manage 43% of the land nationwide.

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MEYER, S., P. HOHLFELD, C. ACHTARI, and P. DE GRANDI. "Pelvic Floor Education After Vaginal Delivery." Obstetrics & Gynecology 97, no. 5 (May 2001): 673–77. http://dx.doi.org/10.1097/00006250-200105000-00006.

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Elbeck, Matt, and Brian A. Vander Schee. "E-Service Delivery in Higher Education." International Journal of Technology and Educational Marketing 2, no. 2 (July 2012): 70–80. http://dx.doi.org/10.4018/ijtem.2012070105.

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This study explores graduate students’ expectations regarding website design in higher education. Focus group discussions and the Kano method are used to improve the college website experience of Master of Business Administration students. Student survey results (n = 110) suggest 23 features describing an ideal college website. Results guide college website design according to three need-based groups; basic, performance, and excitement to improve website value to students and ultimately student loyalty.

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Blakely, Thomas J. "A Model for Distance Education Delivery." Journal of Social Work Education 28, no. 2 (April 1992): 214–21. http://dx.doi.org/10.1080/10437797.1992.10778774.

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Coggans, Niall, and Jonathan Watson. "Drug Education: Approaches, effectiveness and delivery." Drugs: Education, Prevention and Policy 2, no. 3 (January 1995): 211–24. http://dx.doi.org/10.3109/09687639509035746.

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Sklar, David P., Paul A. Hemmer, and Steven J. Durning. "Medical Education and Health Care Delivery." Academic Medicine 93, no. 3 (March 2018): 384–90. http://dx.doi.org/10.1097/acm.0000000000001921.

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Venkataraman, M., and Eyob Keno. "Decentralization and Primary Education Service Delivery." African and Asian Studies 14, no. 3 (August 5, 2015): 165–88. http://dx.doi.org/10.1163/15692108-12341339.

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Ethiopia’s post 1991 decentralization drive is fairly a recent phenomenon borne out of the realization that devolution of political powers to constituent units would be the best alternative in ensuring development. The move, which was also inevitable given the history of a little over two decades of authoritarian rule in the country, was deepened culminating in the launching of District Level Decentralization Programme (dldp) in 2001 in order to enhance the scope and quality of the delivery of social services to the grass root level communities. This article aims to assess the extent of service delivery with education sector as its focus taking the case of two selected Woredas from Oromo Nationality Zone of Amhara National Regional State and find out constraints if any on the provision of the same. Using primary data collected from sampled population of the two Woredas, the article analyzes how far Ethiopia’s decentralization drive has produced the desired results in terms of performance of the woredas in service delivery and thereby benefiting the concerned community people at large. The findings of the study reveal that although there have been significant improvements made in extending educational service delivery in the two woredas, the quality of it is constrained in view of existing challenges such as lack of adequate financial support, trained manpower, increasing rate of teacher attrition, lack of adequate participation by the community and planning and these have to be tackled with in order that meaningful devolution of powers at the grass root level is assured.

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Lineberger, R. Daniel. "ENHANCING HORTICULTURAL EDUCATION THROUGH WORLD WIDE WEB TECHNOLOGY." HortScience 31, no. 5 (September 1996): 743d—743. http://dx.doi.org/10.21273/hortsci.31.5.743d.

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The World Wide Web and other emerging information technologies are bringing about a quiet revolution in higher education. Networked computers deliver high-quality educational enhancements to students at little per unit cost to the teacher. Slide presentations, course handouts, on-line color photographs, and interactive modules are accessible from the computer desktop via high-speed Ethernet or modem connections. Aggie Horticulture, the Web server of the Texas Horticulture Program, will be used as a model to demonstrate the impact of Web technology on delivery of enhancements to “traditional” lecture-format courses and its potential for delivery of “nontraditional” courses to large audiences independent of space and time constraints.

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Porter, Andrew C. "School Delivery Standards." Educational Researcher 22, no. 5 (June 1993): 24. http://dx.doi.org/10.2307/1176948.

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Ahmad, Tashfeen. "Preparing for the future of higher education." On the Horizon 23, no. 4 (November 9, 2015): 323–30. http://dx.doi.org/10.1108/oth-06-2015-0029.

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Purpose – This paper aims to assist lecturers, universities and their administrators in preparing for the evolving future of higher education. Disruptive innovations in higher education delivery, with the internet as a driver, are creating potential benefits and challenges for traditional service providers. This paper will reflect on how academics should evolve, in the age of the internet, and maximize the benefits of all stakeholders. Design/methodology/approach – This opinion piece emerged after reviewing the latest research and best practices which can improve higher education delivery. Findings – Significant benefits and opportunities can be unlocked if educators apply and incorporate new learning styles and practices. While the pace and momentum is uncertain, this paper re-confirms that disruptive technologies will lead to inevitable changes in higher education. Technology and knowledge have become more accessible and transferable irrespective of location. It is therefore imperative that educational stakeholders seize the opportunity to adjust their methodology and delivery approaches to remain relevant and maintain their value proposition. Originality/value – Educators should rethink how they deliver education, as the traditional model evolves. This paper offers a proposal to navigate the challenges ahead.

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Popescu, I., A. Jonoski, and B. Bhattacharya. "Experiences from online and classroom education in hydroinformatics." Hydrology and Earth System Sciences 16, no. 11 (November 1, 2012): 3935–44. http://dx.doi.org/10.5194/hess-16-3935-2012.

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Abstract. Universities and other higher education institutions involved in water-related engineering education are facing new challenges in offering lifelong learning services and online educational support. Both the curricula and the form of delivery are changing, as contemporary water problems require interdisciplinary approaches involving diverse and up to date expertise maintained via continuous professional development. Hydroinformatics education faces similar challenges in developing relevant curricula and finding appropriate combinations of course delivery to its target group. This article presents experiences from delivering two hydroinformatics courses in the fields of flood modelling for management (FMM) and decision support systems (DSS) in river basin management that in recent years have been delivered both online and in classroom settings. Comparisons between the two modes of delivery are provided, with the conclusion that online education in this field, although still faced with many challenges, has a promising potential for meeting future educational needs.

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Popescu, I., A. Jonoski, and B. Bhattacharya. "Experiences from online and classroom education in hydroinformatics." Hydrology and Earth System Sciences Discussions 9, no. 1 (January 24, 2012): 1311–33. http://dx.doi.org/10.5194/hessd-9-1311-2012.

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Abstract. Universities and other higher education institutions involved in water-related engineering education are facing new challenges in offering life long learning services and online educational support. Both the curricula and the form of delivery are changing, as contemporary water problems require interdisciplinary approaches involving diverse and up to date expertise maintained via continuous professional development. Hydroinformatics education faces similar challenges in developing relevant curricula and finding appropriate combinations of course delivery to its target group. This article presents experiences from delivering two hydroinformatics courses in the fields of Flood Modelling for Management (FMM) and Decision Support Systems (DSS) in River basin Management that in recent years have been delivered both online and in classroom settings. Comparisons between the two modes of delivery are provided, with the conclusion that online education in this field although still faced with many challenges has a promising potential for meeting future educational needs.

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Jefferis, Tony. "Reordering surgical workforce and education: opportunity for excellence?" Bulletin of the Royal College of Surgeons of England 90, no. 2 (February 1, 2008): 64–66. http://dx.doi.org/10.1308/bull.2008.90.2.64.

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Postgraduate surgical education in the UK stands at a crossroads. After the fiasco of the online Medical Training Application Service (MTAS) the Modernising Medical Careers inquiry led by Sir John Tooke gives the profession encouragement to engage fully with the organisation and delivery of medical training and service. In addition to the reorganisation of training there are more changes imminent, notably the European Working Time Directive (EWTD) and Lord Darzi's impending review on the delivery of medical services. The question that needs addressing is 'how can high-quality surgical education be delivered in this time of rapid organisational change?'

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Jones, Rodney, Alicia Goheen, Kevin Dhuyvetter, Terry Kastens, and Vincent Amanor-Boadu. "Using Distance Education in Extension Programming." Journal of Agricultural and Applied Economics 39, no. 2 (August 2007): 265–74. http://dx.doi.org/10.1017/s1074070800022975.

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This paper provides an overview of the development of the Management Analysis and Strategic Thinking (MAST) program conducted by Kansas State University. This intensive management training course for progressive farm and agribusiness operators is being delivered successfully using a combination of face-to-face and distance extension delivery techniques. We find that some parts of the program are best delivered face to face and other parts are best delivered via distance. Of participants surveyed, 94% would recommend the MAST program to their peers, and 100% believe the program will have a positive impact on their businesses' bottom line.

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Adams, Dawn, Kate Simpson, Lynda Davies, Chris Campbell, and Libby Macdonald. "Online learning for university students on the autism spectrum: A systematic review and questionnaire study." Australasian Journal of Educational Technology 35, no. 6 (December 28, 2019): 111–31. http://dx.doi.org/10.14742/ajet.5483.

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Online course delivery is increasingly being used by universities to deliver accessible and flexible learning environments. As this mode of delivery grows it is important to consider the equity of the learning experience for all students. As online delivery may reduce challenges and stressors present in face-to-face delivery, it could be suggested that it may promote student learning for specific student groups, including those with a diagnosis on the autism spectrum. However, little is known about the experience of learning online for students on the autism spectrum. This paper presents findings from two studies: A systematic review of the literature and a survey of students on the autism spectrum studying online. From the systematic literature review, only four previous studies were identified reporting on this topic. Findings from two studies identified that the online environment provided both facilitators and barriers to the learning experience for students on the autism spectrum. Although the online environment provided flexibility for learning, how design factors are employed in online delivery may unintentionally create barriers to the learning experience for students on the spectrum. An outcome from this study has been the creation of a suite of resources to assist with course design and delivery.

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Page, Ruairi, Fiona Hynes, and James Reed. "Distance is not a barrier: the use of videoconferencing to develop a community of practice." Journal of Mental Health Training, Education and Practice 14, no. 1 (January 14, 2019): 12–19. http://dx.doi.org/10.1108/jmhtep-10-2016-0052.

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Purpose The purpose of this paper is to describe the use of videoconferencing to deliver a post-graduate education programme in forensic mental services by video-conference across three sites in a large urban centre and develop a forensic community of practice. Design/methodology/approach This paper describes the setting up of the programme, equipment used, the challenges and evaluation of a teaching programme delivered using technology-enhanced education. Findings This forward thinking mechanism of delivery of education has propelled multi-disciplinary and multi-site discussion with the formation of a community of practice. Research limitations/implications Additional skills are demanded of clinicians including familiarisation with the equipment and an awareness of the restrictions in communication using videoconferencing. Practical implications The use of technology has facilitated delivery of a learning programme within our services. Practical benefits are readily evident with increased accessibility, cost and travel savings. Social implications The greatest benefit has been the development of a virtual community allowing peer support, an extended peer review and network development. Originality/value The paper describes use of technology to support delivery of a post-graduate forensic mental health training programme.

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Manzoor, Umar, and Samia Nefti. "Smart delivery: a cooperative multi-agent framework for optimised delivery service." International Journal of Knowledge and Learning 6, no. 2/3 (2010): 240. http://dx.doi.org/10.1504/ijkl.2010.034756.

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Kelly, Karen L., and John R. Schorger. "Putting the DISTANCE in Distance Education: An International Experience in Rural Special Education Personnel Preparation." Rural Special Education Quarterly 22, no. 1 (March 2003): 3–9. http://dx.doi.org/10.1177/875687050302200102.

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Delivery of special education courses via distance education presents unique challenges, particularly when the distance between the instructors and students spans the globe. In this program description, two professors, teaching on the island of Cyprus, delivered courses to graduate students in northern New Mexico and southern Colorado. This article provides an overview of ACCESS (A Colorado Consortium for Equity in Special Education Services), a rural special education personnel preparation program primarily delivered via distance education. The authors report evaluation data and address specific challenges to effective instruction when delivering on-line courses, including the establishment of a dynamic community of learners.

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Bulos, Renejoy M. "Citizen Awareness and Satisfaction Survey: The Case of Tumauini, Isabela Philippines." Psychology and Education Journal 58, no. 1 (January 20, 2021): 5478–87. http://dx.doi.org/10.17762/pae.v58i1.2164.

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Local governments in the Philippines are the nearest service units to its citizens. They are expected to deliver quality services to their constituents. As recipients of the different services, citizens are deemed in better position to assess whether quality services are delivered by the different municipalities in the country. In order to address the need to gather citizens’ feedback on the service delivery performance of the local government units (LGU), the Department of Interior and Local Government developed the Citizen Satisfaction Index System (CSIS). The municipality of Tumauini in the province of Isabela is one of the selected LGUs to implement the CSIS project in the country to measure its performance in service delivery for 2018. This study assessed the awareness and satisfaction of the people in Tumauini, Isabela on the services for Public Works and Infrastructure delivered by the LGU. There were 150 respondents selected using the multi-stage probability sampling method. In gathering the data needed, face to face interview was used with the aid of survey questionnaire. Overall, results revealed that citizens of Tumauini are aware and satisfied with the different service indicators of the Public Works and Infrastructure programs. Results of the study may help local government officials in crafting policies and making management decisions to improve the performance of the local government of Tumauini in the provision and delivery of Public Works and Infrastructure services to its constituents.

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Wolkomir, M. S., and A. C. Beecher. "“Virtual delivery”." Academic Medicine 71, no. 5 (May 1996): 550. http://dx.doi.org/10.1097/00001888-199605000-00075.

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Njagi, Joan. "Delivering Sexual and Reproductive Health Education to Girls." Girlhood Studies 11, no. 2 (June 1, 2018): 30–45. http://dx.doi.org/10.3167/ghs.2018.110204.

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The use of helplines to deliver sexual and reproductive health (SRH) education to girls seeking such information and services can break down barriers created by low access and top-down approaches. However, it is important to interrogate their effectiveness in addressing the SRH needs of girls, particularly in contexts in which hierarchical social relations prevail and conservative religious and cultural norms dictate appropriate expressions and experiences of sexuality for girls and young women. In this article I use data drawn from a qualitative case study of a children’s helpline in Kenya to interrogate the interplay of power and culture in the delivery of SRH information to girls. The findings reveal that while this particular communication technology presents, potentially, a revolution in such delivery, power dynamics and cultural norms still pose barriers.

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Mackinnon, Malcolm. "Broadband multimedia for education." Journal of Telemedicine and Telecare 4, no. 1_suppl (March 1998): 48–49. http://dx.doi.org/10.1258/1357633981931434.

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Over the next five to ten years the accelerating development of computing and broadband networks will lead to a revolution in the ways in which healthcare is delivered. Patients will spend less time in the great institutions of the tertiary hospitals and the illnesses taking them there will assume a different pattern. The new information technologies will foster the emergence of general practices with a new emphasis on keeping patients in their communities for medical management. Knowledge exchange and delivery—to both patient and practitioner—will therefore become an increasingly important component of the health-care system in the next millennium.

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Greenwood, Dave. "From data to delivery." Research in Post-Compulsory Education 6, no. 3 (October 2001): 317–23. http://dx.doi.org/10.1080/13596740100200111.

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Parsons, A. S. "A Model for Distance Delivery in Personnel Preparation." Journal of Visual Impairment & Blindness 84, no. 9 (November 1990): 445–50. http://dx.doi.org/10.1177/0145482x9008400901.

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A model for delivery of a personnel-preparation program in education of visually handicapped people via distance-education formats is described. Critical shortages in personnel in the field of blindness and visual impairment are addressed through the description of the University of South Carolina's innovative distance-education program, delivered via telecommunications instruction, videocassettes, and alternative scheduling. Suggestions for transferring the content of traditional teacher-preparation curricula into instruction via distance-education formats are presented, as are future developments in distance education.

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Osborne, Joanne M., and Sarah Blunden. "Evaluating Accessible Sleep Health Information in Rural and Urban Contexts: Delivery Face-to-Face or Online?" Clinical Medicine Insights: Pediatrics 12 (January 2018): 117955651881516. http://dx.doi.org/10.1177/1179556518815168.

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Objective: New parents need education about infant sleep but is not universally available especially not in regional and rural areas. We delivered sleep education both face-to-face and online to test sleep knowledge acquisition for parents wherever they reside. Best practice delivery of accessible sleep health information for new families needs to be investigated more carefully in order for specialist services to be universally available. Methods: Pre- and post-information session questionnaires (n = 32) assessed levels of knowledge acquisition and comparisons tested differences between face-to-face seminars compared with an online webinar. Results: Sleep knowledge across participants was low (69% scoring < 50%). Sleep knowledge significantly increased for both the webinar delivery group ( P = .002) and face-to-face delivery group ( P = .001). No significant differences in knowledge acquisition were found between face-to-face vs online delivery ( P = .170), suggesting both modes of delivery were sufficient to improve parental sleep knowledge. Conclusions: Parental sleep knowledge, while low, increased with education. Online delivery was similar to face-to-face delivery suggesting ease of access for rural and remote communities needing specialist sleep information. Implications for public health: Information delivered online is effective and offers a health delivery solution to regional and remote parents unable to access sleep services and rendering sleep service accessibility more equitable.

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E. Garner, William, Tresvil G. Pack, Gary M. Szirony, and Eric T. Beeson. "Course Delivery Platform Changes and Instructional Delivery Methods: Student Attitudes and Perceptions." Universal Journal of Educational Research 1, no. 2 (August 2013): 48–56. http://dx.doi.org/10.13189/ujer.2013.010203.

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Lytridis, Chris, Christos Bazinas, George Sidiropoulos, George A. Papakostas, Vassilis G. Kaburlasos, Vasiliki-Aliki Nikopoulou, Vasiliki Holeva, and Athanasios Evangeliou. "Distance Special Education Delivery by Social Robots." Electronics 9, no. 6 (June 23, 2020): 1034. http://dx.doi.org/10.3390/electronics9061034.

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The outbreak of the Severe Acute Respiratory Syndrome coronavirus (SARS-CoV2) has resulted in a significant disruption of almost all aspects of everyday life. Several governments around the world have adopted emergency actions to reduce spreading of the virus, which included suspension of non-essential activities and the implementation of social distancing practices. In our case, governmental measures have resulted in the suspension of our experimental protocol for testing the effectiveness of robot-based treatment of children diagnosed with Autism Spectrum Disorder (ASD) compared to conventional human (therapist)-based treatment. These circumstances led to an investigation of the potential of tele-consulting. This paper describes alternatives to implement synchronous and asynchronous therapeutic sessions for children already participating in the protocol, in order to reduce the negative effects of the strict cessation of the in-person sessions. The usefulness of our approach was assessed by recording the children’s and the parent’s satisfaction via questionnaires. In addition, we compare satisfaction between the synchronous and asynchronous sessions. The results show that the approach has been very satisfactory and useful for both children and parents, and that this was especially the case for the robot-based material.

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Griffith, Debrea M., Sylvia A. Rineair, and Diedre Bricker. "Education: Beyond Borders: Partnerships in Healthcare Delivery." Journal of Pediatric Nursing 30, no. 5 (September 2015): 812–13. http://dx.doi.org/10.1016/j.pedn.2015.06.019.

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MEYER, S. "Pelvic floor education after vaginal delivery*1." Obstetrics & Gynecology 97, no. 5 (May 2001): 673–77. http://dx.doi.org/10.1016/s0029-7844(00)01101-7.

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Carter, Bryson R., and Marvin T. Batte. "Selecting Delivery Methods for Outreach Education Programs." Journal of Agricultural and Applied Economics 26, no. 2 (December 1994): 473–84. http://dx.doi.org/10.1017/s1074070800026390.

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AbstractFarmer perceptions of extension program delivery methods and an analysis of the relationships of method and farmer characteristics to evaluation scores are presented. Evaluation scores tend to increase with written, interactive and variable-scheduled methods and methods where users determine the agenda. Evaluations tend to be lower for high user cost and “high-tech” methods. Substantial similarity of results exists across groups of farmers differing by age, education levels, farm size and farm type. There are differences, however, in absolute valuation of the method characteristics across the groups.

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Park, Ji Yong. "Design Education Online: Learning Delivery and Evaluation." International Journal of Art & Design Education 30, no. 2 (June 2011): 176–87. http://dx.doi.org/10.1111/j.1476-8070.2011.01689.x.

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Sills, Margaret. "Effective Interprofessional Education: Development, Delivery and Evaluation." Journal of Interprofessional Care 21, no. 6 (January 2007): 701–2. http://dx.doi.org/10.1080/13561820701500758.

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Goodman, Joshua, Julia Melkers, and Amanda Pallais. "Can Online Delivery Increase Access to Education?" Journal of Labor Economics 37, no. 1 (January 2, 2019): 1–34. http://dx.doi.org/10.1086/698895.

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Scaffa, Marjorie E. "Effective Interprofessional Education: Development, Delivery & Evaluation." Journal of Physical Therapy Education 21, no. 2 (2007): 84. http://dx.doi.org/10.1097/00001416-200707000-00022.

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Weber, John W., and Steven W. Englehart. "Enhancing business education through integrated curriculum delivery." Journal of Management Development 30, no. 6 (June 14, 2011): 558–68. http://dx.doi.org/10.1108/02621711111135161.

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Wainwright, Susan. "Effective Interprofessional Education: Development, Delivery, and Evaluation." Journal of Physical Therapy Education 24, no. 1 (2010): 56. http://dx.doi.org/10.1097/00001416-201010000-00013.

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Journal articles on the topic 'Education delivery'

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