Relevant bibliographies by topics / Web-based education

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Web-based education'

Author: Grafiati
Published: 4 June 2021
Last updated: 10 February 2022

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Journal articles on the topic "Web-based education"

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Guven, Serife Tutar. "Web-based health education in pediatric nursing." New Trends and Issues Proceedings on Humanities and Social Sciences 4, no. 2 (August 28, 2017): 128–33. http://dx.doi.org/10.18844/prosoc.v4i2.2474.

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Burg, G., and A. Y. Finlay. "Web-based education." Journal of the European Academy of Dermatology and Venereology 30, no. 12 (February 3, 2016): e226-e227. http://dx.doi.org/10.1111/jdv.13560.

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Rowbotham, D. J., and C. S. Reilly. "Web-based continuing education." Continuing Education in Anaesthesia Critical Care & Pain 7, no. 1 (February 2007): 1. http://dx.doi.org/10.1093/bjaceaccp/mkl064.

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Vetter, R. J., and C. Severance. "Web-based education experiences." Computer 30, no. 11 (1997): 139–43. http://dx.doi.org/10.1109/2.634871.

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Song, William W., Anders Forsman, and Jia Yan. "An e-Curriculum Based Systematic Resource Integration Approach to Web-Based Education." International Journal of Information and Education Technology 5, no. 7 (2015): 495–501. http://dx.doi.org/10.7763/ijiet.2015.v5.556.

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HIRAKI, K. ""Web-Com": Interactive Browser for Web-Based Education." IEICE Transactions on Information and Systems E88-D, no. 5 (May 1, 2005): 912–18. http://dx.doi.org/10.1093/ietisy/e88-d.5.912.

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Peek, Robin. "Web-based digital education opportunities." Journal of Academic Librarianship 26, no. 1 (January 2000): 49–52. http://dx.doi.org/10.1016/s0099-1333(99)00123-8.

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Devedzic, Vladan. "Next-generation web-based education." International Journal of Continuing Engineering Education and Lifelong Learning 13, no. 3/4 (2003): 232. http://dx.doi.org/10.1504/ijceell.2003.003278.

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Howie, Kate. "Web-based sexual health education." Primary Health Care 18, no. 6 (July 24, 2008): 12. http://dx.doi.org/10.7748/phc.18.6.12.s17.

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Saidinejad, Mohsen, and Joseph Zorc. "Mobile and Web-Based Education." Pediatric Emergency Care 30, no. 3 (March 2014): 211–16. http://dx.doi.org/10.1097/pec.0000000000000097.

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Dissertations / Theses on the topic "Web-based education"

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Stinnett, David. "Web-based curriculum delivery." Online version, 2000. http://www.uwstout.edu/lib/thesis/2000/2000stinnettd.pdf.

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Cote, Dalton James. "Web-based technology to support medical education." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape17/PQDD_0001/MQ34881.pdf.

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Turanlı, Dehan Aytaç Sıtkı. "A basic web-based distance education model/." [s.l.]: [s.n.], 2005. http://library.iyte.edu.tr/tezler/master/bilgisayaryazilimi/T000337.pdf.

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Thesis (Master)--İzmir Institute Of Technology, İzmir, 2005.
Keywords: Distance education, web based education, model, system approach, questionnaire. Includes bibliographical references (leaves. 147).
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Kosba, Essam Mahmoud Abdel Monem. "Generating computer-based advice in web-based distance education environments." Thesis, University of Leeds, 2004. http://etheses.whiterose.ac.uk/1329/.

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There is an increasing demand for distance education to be implemented nowadays by most educational organizations. The Internet has become the medium for course delivery, and Web Course Management Systems (WCMS) are widely used to deploy distance courses which need to provide appropriate support to both students and instructors. The instructors play a central role in managing the course, and their success in dealing with reported problems in distance learning, such as students’ isolation and disorientation in hyperspace, depends on the understanding the instructors have about what is happening in distance classes. Based on tracking data, most WCMS provide statistical information to help instructors monitor their students. However, there is a lack of automatic features to guide instructors by pointing at important situations and highlighting possible problems. Such features may help instructors, and reduce the workload and communication overhead needed for managing distance classes effectively. In this thesis, an approach is proposed where an artificial advisor is built to inform course instructors and facilitators about possible problems and needs of individuals and groups of students, as well as to suggest appropriate actions, when possible. A framework named TADV (Teacher ADVisor) has been developed to build fuzzy student, group, and class models based on the tracking data generated by WCMS. A taxonomy containing three main categories of advice related to the performance of individual students, groups of students, and the whole class is proposed, and an advice generator mechanism is developed. Important situations are highlighted to instructors and, when appropriate, possible actions are recommended. A prototype of TADV is implemented and integrated within an existing WCMS. An empirical evaluation of the prototype has been conducted in a Discrete Mathematics course at the Arab Academy for Science and Technology, Alexandria, Egypt. The evaluative study has shown that TADV provides practical and effective advice. It allows advice generation and informing of instructors, which, in turn, made it easy to send help and feedback to distance students. The instructors confirmed the appropriateness of the generated advice and appreciated the knowledge they gained about their students. The students appreciated the feedback received from the instructors, which was a result of TADV recommendations. The study showed better overall satisfaction and social aspects for the students who used TADV advising features.
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Chao, Chia-Yi. "Web-based training in Taiwan." Online version, 2002. http://www.uwstout.edu/lib/thesis/2002/2002chaoc.pdf.

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Yeung, Tsz-Kit. "Web-based and multimedia approach to physics education /." View Abstract or Full-Text, 2002. http://library.ust.hk/cgi/db/thesis.pl?PHYS%202002%20YEUNGT.

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Thesis (M. Phil.)--Hong Kong University of Science and Technology, 2002.
Includes bibliographical references (leaves 67-69). Also available in electronic version. Access restricted to campus users.
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Gray, Thomas C. (Thomas Christopher) 1975. "The effect of animation on web-based education." Thesis, Massachusetts Institute of Technology, 2001. http://hdl.handle.net/1721.1/88886.

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Kutchin, Kayla Elizabeth. "Evaluating the Future of Web-Based Design Education." Kent State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=kent1563198386141358.

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Gauthier, Geneviève. "Web-based self and peer assessment." Thesis, McGill University, 2004. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=18195.

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This study aims at measuring the impact of web-based self and peer assessment activities in a physics university level course. These assessment activities were integrated into a first year experimental physics course. Fifty seven students participated in the asynchronous self and peer assessment activities. Dependent variables included: measures of students' monitoring abilities, the use of peer assessment to reinforce self assessment and the degree to which students endorsed the activities. Due to missing data the repeated measure design had to be replaced by descriptive statistics. Data collected do not confirm a significant decrease in the number of errors made by students but they suggest decrease in specific types of errors. The study suggests that the self and peer assessments, even when they are similar in form, add to each other and provide users with useful information. However, student level of endorsement of the activity is not conclusive and key changes need to be discussed to improve the activity.
Cette étude vise à mesurer l’impact d’une activité d’autoévaluation et d’évaluation entre pairs dans une classe de première année de physique au niveau universitaire. Cette activité d’évaluation formative sur le Web a été intégrée à l’enseignement régulier dans le cadre d’un cours de physique expérimental de première année d’université. Cinquante sept étudiants ont participé aux exercices d’auto évaluation et d’évaluation entre pair de manière asynchrone sur le Web. Les variables dépendantes comprennent diverses mesures dont l’habilité de révision des étudiants, l’utilité et la complémentarité de l’évaluation entre pairs, ainsi que du degré d’appropriation de l’activité par les étudiants. Due au manque de données recueillies, le modèle de mesures répétées a été remplacé par des statistiques descriptives. Les données ne nous permettent pas de confirmer que les activités ont eu un impact significatif sur le nombre d’erreur et la performance des étudiants mais elles indiquent un effet positif sur certains types d’erreur. L’étude suggère aussi une complémentarité de l’autoévaluation avec l’évaluation entre pairs. Cependant l’appropriation de l’activité par les étudiants n’est pas conclusive et certains changements sont à envisager pour améliorer l’activité. fr
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Cote, William Daniel. "A Web-based learning environment for textile engineering education." Thesis, Georgia Institute of Technology, 1997. http://hdl.handle.net/1853/8499.

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Books on the topic "Web-based education"

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Brown, Bettina Lankard. Web-based training. Columbus, OH: ERIC Clearinghouse on Adult, Career, and Vocational Education, Center on Education and Training for Employment, College of Education, the Ohio State University, 2000.

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Imel, Susan. Web-based training. Columbus, OH: ERIC Clearinghouse on Adult, Career, and Vocational Education, Center on Education and Training for Employment, College of Education, the Ohio State University, 1997.

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Tzafestas, S. G. Web-Based Control and Robotics Education. Dordrecht: Springer Netherlands, 2009.

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1968-, Jones David, ed. Building a Web-based education system. New York: Wiley Computer Pub., 1998.

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Tzafestas, Spyros, ed. Web-Based Control and Robotics Education. Dordrecht: Springer Netherlands, 2009. http://dx.doi.org/10.1007/978-90-481-2505-0.

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Chrysafiadi, Konstantina, and Maria Virvou. Advances in Personalized Web-Based Education. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-12895-5.

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Brown, Bettina Lankard. Distance education and web-based training. Columbus, Ohio: ERIC Clearinghouse on Adult, Career, and Vocational Education, Center on Education and Training for Employment, College of Education, the Ohio State University, 1998.

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L, Gearhart Deborah, ed. Designing and developing web-based instruction. Upper Saddle River, N.J: Pearson Merrill/Prentice Hall, 2006.

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Association, Information Resources Management. Web-based education: Concepts, methodologies, tools and applications. Hershey, Penn: Information Science Reference, 2010.

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Association, Information Resources Management. Web-based education: Concepts, methodologies, tools and applications. Hershey, Penn: Information Science Reference, 2010.

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Book chapters on the topic "Web-based education"

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Aggarwal, A. K., and Regina Bento. "Web-Based Education." In Web-Based Learning and Teaching Technologies, 2–16. IGI Global, 2000. http://dx.doi.org/10.4018/978-1-878289-60-5.ch001.

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The Internet is changing the very nature of society in ways unparalleled since the industrial revolution. It is affecting local, national and global economies and their infrastructures. Information is available at any time from any place to any Internet user. This is creating tremendous opportunities for universities to provide a learning environment that is accessible to all. The “same time, same place, only some people” traditional educational environment is giving way to “anytime, anyplace and anybody” instructional models. For universities, the question becomes how to preserve and expand the desirable aspects of face-to-face teaching models when translating them into the new environment of Web-based education (WBE). This challenge is made even more complex when seen in the context of other trends in education: the transition from passive classroom lectures to hands-on, student-centered, interactive learning; the perception of students as “customers,” with increased control over the learning process; a higher education market where traditional universities have to compete with for-profit enterprises. This chapter examines Web-based education and argues that it can successfully simulate face-to-face teaching models, while adding some unique features made possible by the technology. To be successful, however, this simulation requires adjustments in many areas, including student assessment, faculty training and expectations, and student expectations and motivation. In addition, the chapter examines several critical aspects of Web-based education, including technological, administrative, quality and control issues that need to be addressed in order to create favorable environments for Web-based education.
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Kendrick, David. "Cost Effectiveness in Course Redesign." In Web-Based Education, 1392–99. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-61520-963-7.ch094.

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As Web-based technologies march forward, improved access to higher education by traditional and non-traditional student, alike, is a certainty, but such technologies as a mechanism for lowering costs are still subject for further exploration. Course redesign from traditional to electronic delivery serves not only to grant access or improve achievement for the student, but can offer a cost savings for the institution. Educational leaders in higher education may consider the Web-based redesign alternative as not only a learning instrument, but a means to cut instructional costs. An explanation and application of a cost-measuring instrument, as well as reviews of literature and Web-based instructional models or strategies, is at the heart of this examination of courseredesign. Educational content has become a commodity. Improved networks provide rapid and flexible dissemination of course content, opening up numerous options for organizing programs. Rather than designing content delivery around the schedule and resources of theprovider, the institution, it can be customized around theneeds of the recipient (Lovett, 1996). Courses, programs, and even degrees, can be organized around a combination of flexible course modules to accommodate particular student/client needs. Technology-mediated instruction, taken to its anywhere-anytime extreme, makes traditional academic calendars and curricular structures irrelevant or even a barrier to effective education.
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Kidd, Terry T. "A Brief History of eLearning." In Web-Based Education, 1–8. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-61520-963-7.ch001.

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The purpose of this chapter is to explore prior research associated with the history of eLearning. While issues related to the eLearning, technology and innovation adoption, the online environment, the role of faculty in online environments, and preparing faculty for online instruction are important, it is prudent to examine the history of this innovation in order to chart the future of such practices.
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Hope, John K. "Technological Trends in Adult Education." In Web-Based Education, 9–27. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-61520-963-7.ch002.

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The purpose of this article is to provide a critical review ofthe past two decades of technology use in adult education.The article begins with a brief summary of technologicaltrends, such as the introduction of the Internet and theWorld Wide Web, that have influenced adult education overthe past two decades. Political, economic, social, andpedagogical issues that have influenced the use of technology in adult education are also discussed andpossible solutions to these issues are outlined. The article concludes with an attempt to extrapolate futuretechnological trends that could influence the direction ofadult education in the decade to come.
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Blakey, Leah. "The Proliferation, Pitfalls, and Power of Online Education." In Web-Based Education, 28–50. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-61520-963-7.ch003.

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Accreditation, Assessment, Asynchronous Discussion, Bloom’s Taxonomy, Case Study, Classroom Instruction, Continuing Studies, Course Evaluation, Course Objectives, Curriculum Designers,Distance Education, Electronic Mail (Email), Faculty, Higher Education,instructional designers, Interactive Assignments, Internet Access, Learning Management System (LMS), learning styles, Online Classroom, Online Course,online education, Online Teaching,Pedagogy, Synchronous Tools, Virtual World
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Stein, David S., Hilda R. Glazer, and Constance E. Wanstreet. "The Virtual University." In Web-Based Education, 51–58. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-61520-963-7.ch004.

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By offering self-designed, guided independent study, for-profit virtual universities began as alternatives to traditional graduate education that emphasized full-time study and ignored the life demands of adult students. However, through the process of gaining accreditation, recognition by the academy, and acceptance in themarketplace, virtual universities now more closely resemble traditional institutions. Their challenge to traditional academic practices predominately rests with the use of electronic tools for learning and the access virtualuniversities provide thousands of part-time learnerspursuing doctoral degrees.
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Tomei, Lawrence A., April Kwiatkowski, Lorie Brown, Lori Pash, Christine Javery, Julie A. Ray, and Rae Ann Durocher. "Why Choose an Online Course?" In Web-Based Education, 59–72. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-61520-963-7.ch005.

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OCICU is the Online Consortium of Independent Colleges and Universities and consists of five provider institutions which are located throughout the United States and Ireland. This consortium is the first of its kind to exist in distance education. The researchers wanted to understandwhy students choose to take courses through the consortium as well as why students opt for online learning instead of traditional face to face instruction. The research was limited courses that were completed in the Fall 2006, Spring 2007, and Fall 2007. The review of the literature revealed several factors of teaching online that affect whymember schools recommend an OCICU course to their students and why these students succeed or fail in anonline environment. The response rate of 25% diminishes the ability of this investigation to generalize to this population of 64 institutions.
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Klaus, Tim, and Chuleeporn Changchit. "Online or Traditional." In Web-Based Education, 73–83. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-61520-963-7.ch006.

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Technological advancements currently penetrate society, changing the way that some courses are taught. It has become more apparent in higher education institutions that all classes are not as adaptive to an online format as others. Since many institutions of higher education further incorporate online courses into their curriculum, it is important to understand the characteristics of courses that affect students’ preferences for either traditional classroomenvironments or online environments. Indications of this can be seen in the attrition and retention rates of classes offered online. This study explores the characteristics ofcourses that affect students’ preferences towards onlineand traditional classroom settings. These results should help providing guidelines to institutions considering courses to offer online.
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Kang, P. Toyoko. "Teaching Online." In Web-Based Education, 84–102. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-61520-963-7.ch007.

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This chapter provides an argument endorsing blendedlearning and teaching for foreign language (FL)/second language (L2) courses, in lieu of total online learning andteaching or total face-to-face learning and teaching (FFLT). Two main arguments are posed, citing concrete examples. First, that in total online learning and teaching, one of the greatest challenges is to reduce the psychological and social distance between teacher and student that leads to a dysfunctional parser (a mental language processor) for FL/L2. And secondly, online learning and teachingencourage more input, hence clarify communication---by making not only currently incomprehensible input comprehensible but also hard-tobe-comprehended output easy-to-comprehend---- through “self-negotiation of form and meaning,” and the parser’s strategy of being “first (prosodic phrase) come, first interpreted/processed.” This chapter proceeds to strongly recommend that FL/L2 teachers make simple audio files to provide their students with spoken input to prevent students from employing the L1 strategy of “first come, last interpreted/ processed.” Furthermore, this chapter shows what kind of spoken input is to be recorded in audio files for students in Elementary Japanese II and Intermediate Japanese I.
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Jones, Marshall G., and Stephen W. Harmon. "Instructional Strategies for Teaching in Synchronous Online Learning Environments (SOLE)." In Web-Based Education, 103–18. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-61520-963-7.ch008.

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This chapter deals centrally with one emerging aspect of Web 2.0 for education, that of the increasing demand forreal time and near real-time interaction among users. Whereas most online learning has, to date, taken place in an asynchronous format, there is a growing need for an ability to provide learning opportunities in a synchronoussetting. This chapter discusses synchronous online learningenvironments (SOLEs) and the affordances they present forteaching and learning. Particularly it focuses on a capability of these environments known as ancillary communications. It discusses ancillary communications as an intentionalinstructional strategy and presents guidelines for its implementation. And, in the spirit of Web 2.0, this chapter was written using the Web 2.0 application Google Docs.
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Conference papers on the topic "Web-based education"

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Rutkowski, J., and K. Moscinska. "Barriers in Modern Web-based Education." In Web-based Education. Calgary,AB,Canada: ACTAPRESS, 2010. http://dx.doi.org/10.2316/p.2010.688-021.

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Ruppert, S., and D. Richards. "Medicine 2.0: Web 2.0 for Medical Education." In Web-based Education. Calgary,AB,Canada: ACTAPRESS, 2010. http://dx.doi.org/10.2316/p.2010.688-008.

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Kuramoto, A., T. Ochi, T. Tsukamoto, and M. Yamaguchi. "A Facilitating Role of SNS Materials for Japanese EFL Students at the Department of Pharmaceutical Sciences." In Web-based Education. Calgary,AB,Canada: ACTAPRESS, 2010. http://dx.doi.org/10.2316/p.2010.688-001.

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Hanakawa, N., and M. Obana. "Mobile Game Terminal based Interactive Education Environment for Large-Scale Lectures." In Web-based Education. Calgary,AB,Canada: ACTAPRESS, 2010. http://dx.doi.org/10.2316/p.2010.688-003.

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Busch, P., K. Archer, S. Ozay, A. Rittau, and D. Richards. "The Efficacy of Mode-A eLearning Sites: An Exploration of eLearning through Grounded Theory." In Web-based Education. Calgary,AB,Canada: ACTAPRESS, 2010. http://dx.doi.org/10.2316/p.2010.688-009.

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Takamizawa, H., and K. Kaijiri. "Evaluation of Effectiveness of Authentication System based on Location Information of Mobile Phones." In Web-based Education. Calgary,AB,Canada: ACTAPRESS, 2010. http://dx.doi.org/10.2316/p.2010.688-010.

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Masahito, N., N. Masaki, A. Masahiro, and U. Maomi. "A System for Recording and Sharing Unexpected Problem Behaviors in Youth using Web Cameras." In Web-based Education. Calgary,AB,Canada: ACTAPRESS, 2010. http://dx.doi.org/10.2316/p.2010.688-011.

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Miguez, R., J. M. Santos, and L. Anido. "Using Web 2.0 Technologies in Early Care Settings - A Case Study: EscolasInfantis.net." In Web-based Education. Calgary,AB,Canada: ACTAPRESS, 2010. http://dx.doi.org/10.2316/p.2010.688-012.

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Asseisah, M. S., and H. M. Bahig. "Visual Exploration of Classical Encryption on the Web." In Web-based Education. Calgary,AB,Canada: ACTAPRESS, 2010. http://dx.doi.org/10.2316/p.2010.688-014.

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Hamburg, I. "Impact of Web-based Training on Knowledge Management in Companies." In Web-based Education. Calgary,AB,Canada: ACTAPRESS, 2010. http://dx.doi.org/10.2316/p.2010.688-015.

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Reports on the topic "Web-based education"

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Yoh, Eunah, and Hye-Shin Kim. Sustainability Education in Textile and Apparel: A Web-Based Content Analysis. Ames: Iowa State University, Digital Repository, November 2016. http://dx.doi.org/10.31274/itaa_proceedings-180814-1552.

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Radecki, Jane, and Rebecca Springer. Research Data Services in US Higher Education: A Web-Based Inventory. Ithaka S+R, November 2020. http://dx.doi.org/10.18665/sr.314397.

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Wojick, David. Deployable Concepts for Discovery of Web based STEM Education Content and Resources. Office of Scientific and Technical Information (OSTI), May 2013. http://dx.doi.org/10.2172/1149460.

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Sugarman, J. Accessible Genetics Research Ethics Education (AGREE): A Web-Based Program for IRBS and Investigators. Office of Scientific and Technical Information (OSTI), July 2004. http://dx.doi.org/10.2172/830022.

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Nagahi, Morteza, Raed Jaradat, Mohammad Nagahisarchoghaei, Ghodsieh Ghanbari, Sujan Poudyal, and Simon Goerger. Effect of individual differences in predicting engineering students' performance : a case of education for sustainable development. Engineer Research and Development Center (U.S.), May 2021. http://dx.doi.org/10.21079/11681/40700.

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The academic performance of engineering students continues to receive attention in the literature. Despite that, there is a lack of studies in the literature investigating the simultaneous relationship between students' systems thinking (ST) skills, Five-Factor Model (FFM) personality traits, proactive personality scale, academic, demographic, family background factors, and their potential impact on academic performance. Three established instruments, namely, ST skills instrument with seven dimensions, FFM traits with five dimensions, and proactive personality with one dimension, along with a demographic survey, have been administrated for data collection. A cross-sectional web-based study applying Qualtrics has been developed to gather data from engineering students. To demonstrate the prediction power of the ST skills, FFM traits, proactive personality, academic, demographics, and family background factors on the academic performance of engineering students, two unsupervised learning algorithms applied. The study results identify that these unsupervised algorithms succeeded to cluster engineering students' performance regarding primary skills and characteristics. In other words, the variables used in this study are able to predict the academic performance of engineering students. This study also has provided significant implications and contributions to engineering education and education sustainable development bodies of knowledge. First, the study presents a better perception of engineering students' academic performance. The aim is to assist educators, teachers, mentors, college authorities, and other involved parties to discover students' individual differences for a more efficient education and guidance environment. Second, by a closer examination at the level of systemic thinking and its connection with FFM traits, proactive personality, academic, and demographic characteristics, understanding engineering students' skillset would be assisted better in the domain of sustainable education.
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Dy, Sydney M., Julie M. Waldfogel, Danetta H. Sloan, Valerie Cotter, Susan Hannum, JaAlah-Ai Heughan, Linda Chyr, et al. Integrating Palliative Care in Ambulatory Care of Noncancer Serious Chronic Illness: A Systematic Review. Agency for Healthcare Research and Quality (AHRQ), February 2020. http://dx.doi.org/10.23970/ahrqepccer237.

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Objectives. To evaluate availability, effectiveness, and implementation of interventions for integrating palliative care into ambulatory care for U.S.-based adults with serious life-threatening chronic illness or conditions other than cancer and their caregivers We evaluated interventions addressing identification of patients, patient and caregiver education, shared decision-making tools, clinician education, and models of care. Data sources. We searched key U.S. national websites (March 2020) and PubMed®, CINAHL®, and the Cochrane Central Register of Controlled Trials (through May 2020). We also engaged Key Informants. Review methods. We completed a mixed-methods review; we sought, synthesized, and integrated Web resources; quantitative, qualitative and mixed-methods studies; and input from patient/caregiver and clinician/stakeholder Key Informants. Two reviewers screened websites and search results, abstracted data, assessed risk of bias or study quality, and graded strength of evidence (SOE) for key outcomes: health-related quality of life, patient overall symptom burden, patient depressive symptom scores, patient and caregiver satisfaction, and advance directive documentation. We performed meta-analyses when appropriate. Results. We included 46 Web resources, 20 quantitative effectiveness studies, and 16 qualitative implementation studies across primary care and specialty populations. Various prediction models, tools, and triggers to identify patients are available, but none were evaluated for effectiveness or implementation. Numerous patient and caregiver education tools are available, but none were evaluated for effectiveness or implementation. All of the shared decision-making tools addressed advance care planning; these tools may increase patient satisfaction and advance directive documentation compared with usual care (SOE: low). Patients and caregivers prefer advance care planning discussions grounded in patient and caregiver experiences with individualized timing. Although numerous education and training resources for nonpalliative care clinicians are available, we were unable to draw conclusions about implementation, and none have been evaluated for effectiveness. The models evaluated for integrating palliative care were not more effective than usual care for improving health-related quality of life or patient depressive symptom scores (SOE: moderate) and may have little to no effect on increasing patient satisfaction or decreasing overall symptom burden (SOE: low), but models for integrating palliative care were effective for increasing advance directive documentation (SOE: moderate). Multimodal interventions may have little to no effect on increasing advance directive documentation (SOE: low) and other graded outcomes were not assessed. For utilization, models for integrating palliative care were not found to be more effective than usual care for decreasing hospitalizations; we were unable to draw conclusions about most other aspects of utilization or cost and resource use. We were unable to draw conclusions about caregiver satisfaction or specific characteristics of models for integrating palliative care. Patient preferences for appropriate timing of palliative care varied; costs, additional visits, and travel were seen as barriers to implementation. Conclusions. For integrating palliative care into ambulatory care for serious illness and conditions other than cancer, advance care planning shared decision-making tools and palliative care models were the most widely evaluated interventions and may be effective for improving only a few outcomes. More research is needed, particularly on identification of patients for these interventions; education for patients, caregivers, and clinicians; shared decision-making tools beyond advance care planning and advance directive completion; and specific components, characteristics, and implementation factors in models for integrating palliative care into ambulatory care.
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