Bibliographies thématiques / Online learnings problems

Littérature scientifique sur le sujet « Online learnings problems »

Auteur : Grafiati
Publié le 25 mai 2024

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Articles de revues sur le sujet "Online learnings problems"

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Putri, Wulandari. « Difficulties of Future Physical Education Teacher for Elementary School in Attending Synchronous Online Learning during Covid-19 Pandemic ». TEGAR : Journal of Teaching Physical Education in Elementary School 5, no 1 (31 octobre 2021) : 68–75. http://dx.doi.org/10.17509/tegar.v5i1.38893.

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Covid-19 pandemic, started from the beginning of 2020, has changed the learning process in all levels of education in Indonesia. One of the changes is the shift from face-to-face learning into online learning. This research was aimed at finding out the difficulties faced by Physical Education students in joining a synchronous online learning during the pandemic. The study was a mixed-method study with an exploratory approach. The instrument used in the study was a questionnaire containing close-ended and open-ended questions distributed through a Google Form. The link was shared through WhatsApp. The study involved 118 Physical Education students as participants. The result of the study showed that there were four major obstacles faced by the students in attending a synchronous online learning, including technical problems, internet coverage problems, internet quota problems, and environment problems. In addition, the findings also showed that an effort to facilitate online learning has been given by providing internet quota for most of the students. However, it was not sufficient to support a number of synchronous online learnings. The study concludes that those problems became a barrier for students to comprehend the materials optimally and to communicate interactively during the lesson. It is suggested that, to gain an optimal outcome of the synchronous online learning, the betterment and support regarding the technical aspect should be given, such as the development of internet service coverage and internet quota provision.
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Rompis, Lianly, et Aditya Lapu Kalua. « Web Application as a Link Organizer for Educators, Staffs, and Students ». SISFORMA 9, no 2 (2 janvier 2023) : 80–83. http://dx.doi.org/10.24167/sisforma.v9i2.4422.

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Current digital transformation encourages the improvement of online learning process development through the internet networks with social media platforms, learning applications, and websites. The evolution of creativities and innovations in various fields support the creation of various new learning applications that must be known and used by educators, staffs, and students in a university. In addition, online webinars and online learnings have also started to become a new routine or daily activity in the world of education. Every learning application, online webinar, online learning, and other online media generally has a special link where each user must at least remember, record, save, or search for the link through search engines or copy from email or social media chat so that at any time they can access it. The problem is that sometimes due to busy work and age, we often forget to remember these links. Sometimes we remember and record it, but need more time to type it in its long sentence or URL. There are even special links that cannot be searched using the search engines Google, Yahoo, and so on. This will certainly be an obstacle and quite a hassle for educators and education staff, especially if the links that must be accessed are very large, tens or even hundreds of them. This research provides a solution to the above problems by designing a web application that functions as a link organizer that makes it easier for educators, staffs, and students to store learning application links and other important links so that when needed, they just open the web and click the link. which has been saved. This study method such as observation, system design, interface design, application design, and testing of a web application as a link organizer. The results provide positive future works that can be further developed and refined.
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Geronimo, Cecilia A., Raquel C. Adriano et Joseph Roy F. Celestino. « Learnings, Issues, and Challenges Encountered by Students and Faculty Members in the Implementation of Small Private Online Courses (SPOCs) ». International Journal of Multidisciplinary : Applied Business and Education Research 5, no 2 (23 février 2024) : 696–710. http://dx.doi.org/10.11594/ijmaber.05.02.28.

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Consistent with the Plan-Do-Check-Act (PDCA) design of ISO 9001:2015, performance evaluation of policies pertaining to the University’s main functions, i.e., instruction, research, and extension, should be pursued, especially for a newly implemented policy. Small Private Online Courses (SPOCs) at Bulacan State University were crafted, developed, and enhanced not only in compliance with the demands of continuing education but also to suit the standard of learning that is equal to classroom instruction catered physically. Whether these courses became effective and efficient within the duration of implementation remains to be determined. In the hope of having a fair and honest assessment that willlead towards relevant refinement of offering SPOCs, this mixed method of research undertaking aims to re-examine its efficiency and effectiveness, specifically, the learnings, issues and challenges encountered by the facultymembers and students when using SPOC as modality. Thesurvey questionnaire and interview questions were developed and validated and the interview among faculty members were face to face while the survey questionnaire for the SPOC students was through Google form for answering online, and the respondents were five thousand and eight students and twenty-five faculty members were interviewed. The findings indicate the factors that may impede the success of the implementation of SPOCs, aside from personal logistic challenges, the lack of discipline to manage time and sustain the interest in a given lesson are problems that require attention and further innovation. While connectivity can be identified as a personal logistic challenge, it can also be a challenge on the part of the University. The problem of connectivity may be seen as an opportunity for the University to create its own Learning Management System that can be customized to suit fit according to bandwidth, accessible and affordable to students. It can be concluded that SPOC is a promising learning platform in a world where hybrid interactions are highly relevant and can help save a lot of time and resources which brings in the recommendation to revisit, redesign, and recalibrate it for the ever-changing landscape of education.
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Hizriani, Nani, Hidayah Nor et Saadillah Saadillah. « THE SYNCHRONOUS AND ASYNCHRONOUS LEARNING AT ENGLISH DEPARTMENT OF UNIVERSITIES IN SOUTH KALIMANTAN : PRACTICES AND CHALLENGES ». English Review : Journal of English Education 10, no 3 (30 octobre 2022) : 1045–56. http://dx.doi.org/10.25134/erjee.v10i3.6675.

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The purposes of this research are to describe types, practices of Synchronous and Asynchronous learning and to explore the challenges faced by the lecturers at English Departments in South Kalimantan. The researchers employed mixed-methods sequential explanatory design which consist of two distinct phases, quantitative (numeric data) by using questionnaire followed by qualitative by using observation and interview in order to elaborate the results obtained from quantitative data. This research was undertaken in nine English Departments in South Kalimantan. The participants were 53 English lecturers who teach at those universities. The types of synchronous used by the lecturers were Text-based chat / Instant Messaging / Online Chat (WhatsApp), Web Conferencing / Virtual Classroom (Zoom and Google Meet), Whiteboards, Real-time and Non real time document sharing (Google documents). The asynchronous types were Email, WhatsApp Group, Google Classroom, YouTube Link, PDF Files, MS Words Files, Learning Management System (LMS)/e-learning. The lecturers used direct feedback, real time classroom interaction and communication during synchronous learning. On the other hand, they provided delayed feedback, practiced not real time classroom interaction and communication in asynchronous learning. They facilitated individual and group collaboration for both learnings. The lecturers faced a number of challenges in implementing Synchronous and Asynchronous learning such as Technological Problems / Internet Connection, Students’ Motivation, Classroom Management, Lack of technological supports, Students’ Participation, Interaction, Time Management, Feedback, Materials Development, Monitoring, Instructional Method, Flexibility, and Cost Effectiveness.
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Taclob, Carlito Jr C. « Education in the New Normal : The Plight of Junior High School English Language Trainers ». International Journal of Research and Innovation in Social Science VIII, no I (2024) : 1563–87. http://dx.doi.org/10.47772/ijriss.2024.801116.

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The purpose of this study was to document the problems, coping strategies, and key learnings of the junior high school language instructors. To analyze the lived experiences of junior high school language teachers during the “new normal,” this study used a phenomenology analysis, making it qualitative research. Ten junior high school English teachers from Panabo City Division who are either teaching or have experience with language education were the participants. These renowned teachers have first-hand experience training children for various competitions in the contemporary period. The tool utilized after a verified Interview Guide Questions (IGQ) was an in-depth interview. It was decided to use reflexive thematic analysis to produce the study’s findings. Furthermore, the findings revealed the various themes about the lived experiences of the study participants: difficulty in conducting online coaching, issues navigating online platforms, inadequate monetary support, intermittent internet connectivity, constrained training period, and multitasking with overlapping tasks. Secondly, their coping mechanisms are patience toward students’ capacity, effective time management, preparing resources beforehand, soliciting peer support, and participating in skills enhancement webinars. Lastly, the meaningful insights generated from the study infuse students with inspiration, maintain open communication, engage experts collaboratively, and decrease the excessive paperwork load of the teachers who are language trainers at the same time.
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Ramos, Alexandra Mae. « Understanding the Internship Learnings and Experiences of ITHM Students of FEU during the 2nd Semester of SY 2021-2022 ». مجلة بيت المشورة, no 3 (février 2023) : 39–61. http://dx.doi.org/10.33001/18355/imjct0308.

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This paper looked into the virtual internship of students at the Institute of Tourism and Hotel Management at Far Eastern University during the second semester of the school year 2021-2022. Many aspects of student education have changed because of the pandemic, including the need for practical experiences, such as student internship programs. Participation and competence development are now needed for students to fulfill future employment expectations. Best practices that encourage lifelong learning may aid in the achievement of future goals. This research utilized a descriptive quantitative design. It involved one hundred respondents who had enrolled in a student internship program for the 2nd semester of the school year 2021-2022. All essential data, including demographics, attitudes, learning, experiences, evaluation, and assessment, were gathered through a survey questionnaire via Google Forms. The findings revealed that students currently have a heightened awareness of how government organizations sell and popularize local tourism destinations. Students' most valuable experience includes having the opportunity to discuss and network with other guests and professionals and to interact with actual industry leaders and learn from their expertise. Overall, most interns taking virtual internships claimed that they learned many skills, abilities, traits, and knowledge that are relevant and important to their studies. However, some interns had difficulties understanding the materials on their own and encountered internet interruptions and technical problems. Most students recommended a face-to-face type of modality in the internship program for future semesters. Keywords: Virtual internship; Student internship; Experiential learning; Bloom’s taxonomy; Anderson’s Online Learning Model.
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Khairunisa, Tasya, Selfiana Dhenti, Ilmia Pratiwi, Nadia Mustikasari, Robby Hilmi R et Alfyananda Kurnia Putra. « Analisis reseliensi pembelajaran daring berbasis problem based learning di masa pandemi COVID-19 ». Jurnal Integrasi dan Harmoni Inovatif Ilmu-Ilmu Sosial (JIHI3S) 1, no 6 (30 juin 2021) : 773–79. http://dx.doi.org/10.17977/um063v1i6p773-779.

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In the current era of big data, the development of technology and communication has given a very complex influence on the learning paradigm. Now, learning has become an important instrument as a space for interaction between teachers and students in developing the cognitive, psychomotor, and affective potential of learners. Based on the theory of constructivism, it is explained that meaningful learning requires the active role of students in reconstructing understanding on the basis of the experiences they have experienced. Seeing these facts, the delivery of learning substance must be based on effective learning methods and media, so that students can improve their knowledge comprehensively. One of the learnings with these criteria can be implemented through the Problem Based Learning method, namely learning based on problems as a context for critical thinking and problem solving skills. Meanwhile, the COVID-19 pandemic, which currently requires online learning, has hampered the delivery of the essence of learning. Thus, a more detailed analysis of the resilience of online learning based on Problem Based Learning is needed during the COVID-19 pandemic. The research methodology used in this research is qualitative research. The type of data obtained is qualitative data. The data analysis technique used qualitative descriptive analysis. The result of this study is that online learning based on Problem Based Learning during the COVID-19 pandemic has resilience and effectiveness that can support student understanding on an ongoing basis. Pada era big data saat ini, perkembangan teknologi dan komunikasi telah memberikan pengaruh yang sangat kompleks terhadap paradigma pembelajaran. Kini, pembelajaran menjadi instrumen penting sebagai ruang interaksi antara guru dengan siswa dalam mengembangkan potensi kognitif, psikomotorik, dan afektif pebelajar. Berdasarkan Teori Konstruktivisme, dijelaskan bahwa pembelajaran yang bermakna memerlukan peran aktif siswa dalam merekonstruksi pemahaman atas dasar pengalaman yang pernah dialaminya. Melihat fakta tersebut, maka penyampaian substansi pembelajaran harus didasarkan pada metode dan media pembelajaran yang efektif, sehingga siswa dapat meningkatkan pengetahuannya secara komprehensif. Salah satu pembelajaran dengan kriteria tersebut, dapat diimplementasikan melalui metode Problem Based Learning yaitu pembelajaran yang didasarkan atas permasalahan sebagai konteks berpikir kritis dan keterampilan memecahkan masalah. Sementara itu, adanya pandemi COVID-19 yang saat ini mengharuskan pembelajaran dilakukan secara daring, menyebabkan penyampaian esensi pembelajaran tersebut menjadi terhambat. Dengan demikian, diperlukan analisis lebih detail mengenai resiliensi pembelajaran daring berbasis Problem Based Learning di masa pandemi COVID-19. Metodologi penelitian yang digunakan dalam penelitian ini adalah penelitian kualitatif. Jenis data yang diperoleh adalah data kualitatif. Teknik analisis data menggunakan analisis deskriptif kualitatif. Hasil dari penelitian ini adalah pembelajaran daring berbasis Problem Based Learning di masa pandemi COVID-19 memiliki resiliensi dan keefektifan yang dapat mendukung pemahaman siswa secara berkelanjutan.
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Cueto, Lavinia Javier, et Casper Boongaling Agaton. « Pandemic and Typhoon : Positive Impacts of a Double Disaster on Mental Health of Female Students in the Philippines ». Behavioral Sciences 11, no 5 (29 avril 2021) : 64. http://dx.doi.org/10.3390/bs11050064.

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Humanitarian emergencies pose a great challenge to how all sectors perform their functions in society. In several countries, these emergencies combined the pandemic and other man-made and natural disasters: “double disaster”, which affected the health, safety, and well-being of both individuals and communities. Students are a particularly vulnerable population for mental health problems considering the challenges with their transitions to adulthood. Using narrative analysis, this study explored the impacts of a double disaster on the mental health of students and how they cope up with these emergencies. The results showed that the occurrence of natural disasters during the lockdowns from pandemic brought stress to students in adjusting to distance education, completing academic requirements, and accessing technology for online learning. Participants expressed their anxieties about the spread of the virus in the community, particularly in the disaster evacuation centers with less strictly observed social distancing, insufficient hygiene and sanitation facilities, and lack of basic needs. Participants described their learnings and coping strategies that included helping one another, following the government protocols, finding additional sources of income, using energy for important purposes only, and leaning on faith. The findings of this study would be instrumental in formulating policies and strategic measures that best complement the needs of community members during a double disaster, particularly in addressing the mental health impacts of humanitarian emergencies.
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M Owen, Susanne, Gerald White, Dharmaputra Taludangga Palekahelu, Dian T Sumakul et Eko Sediyono. « Integrating Online Learning in Schools : Issues and Ways Forward for Developing Countries ». Journal of Information Technology Education : Research 19 (2020) : 571–614. http://dx.doi.org/10.28945/4625.

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Aim/Purpose: ICT integration into classroom pedagogical practices is considered an essential aspect of learning processes in developed countries but there are issues in developing countries regarding funding, infrastructure, access, and teacher skills and professional learning. This article presents some aspects of the findings of a study in one remote region within a developing country after the implementation of a widescale ICT initiative. This study investigates issues for implementing ICT in schools in relation to teacher and school leader attitudes, access and ICT use, and improvements needed in Papua which is one of the most remote regions of Indonesia. The paper frames these issues within the context of successful online learning initiatives in developing countries and foreign aid implementation literature, with these aspects being under-researched, especially in significantly remote developing country locations. Background: Developing countries like Indonesia have progressively introduced online learning into school management and classrooms within government planning frameworks and with initial support from foreign aid providers. While there is research available regarding ICT implementation in more urbanized contexts within developing countries, there is a gap in terms of large-scale research which is focused on more remote regions and is supported by foreign aid. Methodology: Mixed methods including surveys and interviews were used to investigate research questions concerning teachers’ and principals’ attitudes, ICT access and use, and perceptions about improvements needed. SPSS software was used for surveys and descriptive analysis, and interviews were analysed through manual coding processes. Contribution: ICT access and e-learning in schools are increasingly becoming relevant in developing country contexts, and this research paper is a preliminary large-scale study that makes a contribution through highlighting issues experienced in more remote locations. This includes specific internet and power issues and transport inaccessibility problems, which highlight the need for locally-based and ongoing coaching of teachers within schools and regions. The paper also draws on the literature about online learning in developing countries and foreign aid towards some possible success directions in isolated contexts, an under-researched area. The importance of education systems establishing ICT skills levels for students integrated across subjects, for well-coordinated planning involving partnerships with hardware and internet providers, as well as the need for school leaders being trained in establishing teacher peer support groups for ongoing coaching, are learnings for Papua and other remote locations from the comparative developing countries literature Findings: The findings highlight teachers’ and school leaders’ positive attitudes to ICT in education, although the results indicate that ICT was frequently applied for administrative purposes rather than for teaching and learning. Principals and teachers highlighted some improvements that were needed including systematic training in computer skills and professional learning about the integration of ICT with teaching and learning, especially in relation to pedagogical practices, as well as the need for improved infrastructure and equipment. Recommendations for Practitioners: The study highlights issues and potential success factors as evident in remote regions of developing countries that have achieved recognition for widescale ICT implementation in schools. This includes issues in relation to policy makers and education authorities working with foreign aid funders. Of significant importance is the need for coordinated and collaborative strategic planning including in relation to sustained professional learning towards student-oriented ICT pedagogies and skilling principals to establish a positive culture and teacher peer coaching. Particularly relevant to developing countries in remote locations is the importance of additionally addressing specific infrastructure and maintenance issues. Recommendation for Researchers: Regarding ICT and its use for student learning, more research is needed in developing countries and, in particular, in more remote locations where specific issues, differing from those encountered in capital cities, may be evident for teachers and principals. Impact on Society: Teachers and principals in remote locations of Indonesia such as Papua have generally positive attitudes about the benefits of online learning but need greater ICT access for students in the classroom and also professional development regarding pedagogical practices to support students in learning effectively through online processes. Future Research: Updated and more detailed comparative research with other developing countries, especially those with remote locations, would be beneficial to more comprehensively identify Papua’s current stage of development and to design appropriate future interventions.
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Anto, Asha. « TECHNOLOGY AS A COPING TOOL IN PANDEMIC : LEARNINGS FROM THE PRESENT, SUGGESTIONS FOR THE NEXT ». International Journal of Management, Public Policy and Research 2, SpecialIssue (7 mars 2023) : 20–27. http://dx.doi.org/10.55829/ijmpr.v2ispecialissue.131.

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Due to social conventions that encourage social isolation and widespread lockdowns, the Covid-19 pandemic had inevitably resulted in a rise in the usage of digital devices. Worldwide, individuals and organisations have had to adapt to new ways of living and working. We examine potential outcomes of the digital upsurge and the related research problems. Organizations and educational institutions are converting to work-from-home policies as a result of increased digitalization (WFH). Blockchain technology will grow in importance, necessitating design and regulatory studies. The number of contract workers and the collaborative economy is anticipated to grow, raising issues with how work is distributed, how people collaborate, how people are motivated, and how work overload and reduced absenteeism are affected. With more people online, issues like workplace surveillance and technostress will surface. The effects and causes of the digital literacy may be studied. Internet freedom and zero-rating proposals will also necessitate study. The impact and repercussions of internet shutdowns, which are often used by nations, will also be a major research topic. In times of crisis, electronic money also takes relevance; research will be done on its acceptance, effects, and manner. With more people using the internet, privacy and espionage issues are becoming more important. In light of this, we anticipate that information systems will be used in a similar manner for a while into the conceivable future as they were during the lockdown. Our evaluation of these effects is predicated on the idea that, prior to the pandemic, a digital transformation was already in progress, and that, as a result of the lockdowns, it will take certain shapes. Lockdowns had resulted in an increase in the use of networks and information systems, as well as substantial changes in usage patterns and attitude. The alterations also came quickly, giving organisations and people little opportunity to plan, get ready, and put new configurations and arrangements in place. We look at various situations the increase in information technology pre-& post pandemic.
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Thèses sur le sujet "Online learnings problems"

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Vu, Dong Quan. « Models and solutions of strategic resource allocation problems : approximate equilibrium and online learning in Blotto games ». Electronic Thesis or Diss., Sorbonne université, 2020. https://accesdistant.sorbonne-universite.fr/login?url=https://theses-intra.sorbonne-universite.fr/2020SORUS120.pdf.

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Les problèmes d'allocation des ressources sont définis comme les situations concernant les décisions sur la distribution d’un budget limité afin d’optimiser un objectif. Beaucoup d'entre eux impliquent des interactions entre des décideurs compétitifs ; ils peuvent être bien capturés par des modèles de théorie des jeux. Dans cette thèse, nous choisissons d'étudier les jeux d'allocation de ressources. Nous nous concentrons principalement sur le jeu de Colonel Blotto (CB). Dans le jeu CB, deux joueurs compétitifs, chacun ayant un budget fixe, distribuent simultanément leurs ressources vers n champs de bataille. Chaque joueur évalue chaque champ de bataille avec une certaine valeur. Dans chaque champ de bataille, le joueur qui a l'allocation la plus élevée gagne la valeur correspondante tandis que l'autre obtient zéro. Le gain de chaque joueur est à ses gains cumulés sur tous les champs de bataille. Tout d'abord, nous modélisons plusieurs variantes et extensions du jeu CB comme jeux d'informations complètes à un coup. Notre première contribution est une classe d'équilibres approximatifs dans ces jeux et nous prouvons que l'erreur d'approximation est bien contrôlée. Deuxièmement, nous modélisons les jeux d'allocation de ressources avec des structures combinatoires comme des problèmes d'apprentissage en ligne pour étudier des situations impliquant des jeux séquentiels et des informations incomplètes. Nous établissons une connexion entre ces jeux et les problèmes de chemin le plus court en ligne (OSP). Notre deuxième contribution est un ensemble de nouveaux algorithmes d’OSP sous plusieurs paramètres de feedback qui améliorent des garanties de regret et du temps d'exécution
Resource allocation problems are broadly defined as situations involving decisions on distributing a limited budget of resources in order to optimize an objective. In particular, many of them involve interactions between competitive decision-makers which can be well captured by game-theoretic models. In this thesis, we choose to investigate resource allocation games. We primarily focus on the Colonel Blotto game (CB game). In the CB game, two competitive players, each having a fixed budget of resources, simultaneously distribute their resources toward n battlefields. Each player evaluates each battlefield with a certain value. In each battlefield, the player who has the higher allocation wins and gains the corresponding value while the other loses and gains zero. Each player's payoff is her aggregate gains from all the battlefields. First, we model several prominent variants of the CB game and their extensions as one-shot complete-information games and analyze players' strategic behaviors. Our first main contribution is a class of approximate (Nash) equilibria in these games for which we prove that the approximation error can be well-controlled. Second, we model resource allocation games with combinatorial structures as online learning problems to study situations involving sequential plays and incomplete information. We make a connection between these games and online shortest path problems (OSP). Our second main contribution is a set of novel regret-minimization algorithms for generic instances of OSP under several restricted feedback settings that provide significant improvements in regret guarantees and running time in comparison with existing solutions
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An, Yun-Jo. « Collaborative problem-based learning in online environments ». [Bloomington, Ind.] : Indiana University, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3219913.

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Thesis (Ph.D.)--Indiana University, Dept. of Instructional Systems Technology, 2006.
"Title from dissertation home page (viewed June 26, 2007)." Source: Dissertation Abstracts International, Volume: 67-06, Section: A, page: 2121. Adviser: Charles Reigeluth.
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Parkhomenko, O. Ya, et O. V. Babenko. « For and against online and blended learning ». Thesis, "Видавництво Людмила", 2021. https://er.knutd.edu.ua/handle/123456789/18986.

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Online learning is one of the biggest trends in the education around the world. Three years ago no one could even imagine that we can study from your home. Online learning is a great alternative to traditional universities because a lot of people live far away from their universities.
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Bradley, Teri A. « Middle School Students' Experiences in an Online Problem-Based Learning Environment ». ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/6175.

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The purpose of implementing educational reform is to improve the academic achievement and social skills of graduating students, but evaluating the benefits of a particular instructional method or curriculum design can be complicated. In an online and problem-based learning environment that allows students to choose content and assessment projects and self-pace, the motivation of students to learn and their engagement in the learning process significantly influences the success of the program. This generic qualitative study focused on the experiences of middle school students participating in an online and problem-based educational setting. The study included interview data and self-evaluation questionnaires about students' levels of motivation and engagement. Vygotsky's zone of proximal development (ZPD), Bandura's theory of self-efficacy, Dewey's experiential learning theory and other motivational theories provided the conceptual framework for this qualitative study of personalizing learning in constructivist environments. The data were analyzed through inductive thematic analysis with constant comparison. The findings highlighted the student perspective and identified factors that influenced students' buy-in to this type of personalized education. The results from this study may be used to help teachers plan and design curriculum and instructional strategies that encourage student motivation to learn and engagement in the learning process. Students who are motivated to learn and engaged in the learning process are more likely to graduate from school with the knowledge and skills required to enter the workforce and become productive knowledge workers in a knowledge economy.
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Wesolowski, Meredith C. « Facilitating problem based learning in an online biology laboratory course ». Access to citation, abstract and download form provided by ProQuest Information and Learning Company ; downloadable PDF file, 150 p, 2008. http://proquest.umi.com/pqdweb?did=1601519971&sid=6&Fmt=2&clientId=8331&RQT=309&VName=PQD.

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Gibbings, Peter. « Experience of problem-based learning (PBL) in virtual space : a phenomenographical study ». Thesis, Queensland University of Technology, 2008. https://eprints.qut.edu.au/26423/1/Peter_Gibbings_Thesis.pdf.

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This thesis reports the outcomes of an investigation into students’ experience of Problem-based learning (PBL) in virtual space. PBL is increasingly being used in many fields including engineering education. At the same time many engineering education providers are turning to online distance education. Unfortunately there is a dearth of research into what constitutes an effective learning experience for adult learners who undertake PBL instruction through online distance education. Research was therefore focussed on discovering the qualitatively different ways that students experience PBL in virtual space. Data was collected in an electronic environment from a course, which adopted the PBL strategy and was delivered entirely in virtual space. Students in this course were asked to respond to open-ended questions designed to elicit their learning experience in the course. Data was analysed using the phenomenographical approach. This interpretative research method concentrated on mapping the qualitative differences in students’ interpretations of their experience in the course. Five qualitatively different ways of experiencing were discovered: Conception 1: ‘A necessary evil for program progression’; Conception 2: ‘Developing skills to understand, evaluate, and solve technical Engineering and Surveying problems’; Conception 3: ‘Developing skills to work effectively in teams in virtual space’; Conception 4: ‘A unique approach to learning how to learn’; Conception 5: ‘Enhancing personal growth’. Each conception reveals variation in how students attend to learning by PBL in virtual space. Results indicate that the design of students’ online learning experience was responsible for making students aware of deeper ways of experiencing PBL in virtual space. Results also suggest that the quality and quantity of interaction with the team facilitator may have a significant impact on the student experience in virtual PBL courses. The outcomes imply pedagogical strategies can be devised for shifting students’ focus as they engage in the virtual PBL experience to effectively manage the student learning experience and thereby ensure that they gain maximum benefit. The results from this research hold important ramifications for graduates with respect to their ease of transition into professional work as well as their later professional competence in terms of problem solving, ability to transfer basic knowledge to real-life engineering scenarios, ability to adapt to changes and apply knowledge in unusual situations, ability to think critically and creatively, and a commitment to continuous life-long learning and self-improvement.
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Gibbings, Peter. « Experience of problem-based learning (PBL) in virtual space : a phenomenographical study ». Queensland University of Technology, 2008. http://eprints.qut.edu.au/26423/.

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This thesis reports the outcomes of an investigation into students’ experience of Problem-based learning (PBL) in virtual space. PBL is increasingly being used in many fields including engineering education. At the same time many engineering education providers are turning to online distance education. Unfortunately there is a dearth of research into what constitutes an effective learning experience for adult learners who undertake PBL instruction through online distance education. Research was therefore focussed on discovering the qualitatively different ways that students experience PBL in virtual space. Data was collected in an electronic environment from a course, which adopted the PBL strategy and was delivered entirely in virtual space. Students in this course were asked to respond to open-ended questions designed to elicit their learning experience in the course. Data was analysed using the phenomenographical approach. This interpretative research method concentrated on mapping the qualitative differences in students’ interpretations of their experience in the course. Five qualitatively different ways of experiencing were discovered: Conception 1: ‘A necessary evil for program progression’; Conception 2: ‘Developing skills to understand, evaluate, and solve technical Engineering and Surveying problems’; Conception 3: ‘Developing skills to work effectively in teams in virtual space’; Conception 4: ‘A unique approach to learning how to learn’; Conception 5: ‘Enhancing personal growth’. Each conception reveals variation in how students attend to learning by PBL in virtual space. Results indicate that the design of students’ online learning experience was responsible for making students aware of deeper ways of experiencing PBL in virtual space. Results also suggest that the quality and quantity of interaction with the team facilitator may have a significant impact on the student experience in virtual PBL courses. The outcomes imply pedagogical strategies can be devised for shifting students’ focus as they engage in the virtual PBL experience to effectively manage the student learning experience and thereby ensure that they gain maximum benefit. The results from this research hold important ramifications for graduates with respect to their ease of transition into professional work as well as their later professional competence in terms of problem solving, ability to transfer basic knowledge to real-life engineering scenarios, ability to adapt to changes and apply knowledge in unusual situations, ability to think critically and creatively, and a commitment to continuous life-long learning and self-improvement.
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Zhang, Yiding. « Exploring Problems in Water and Health by Text Mining of Online Information ». The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1561976152513536.

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Engelhard, Chalee R. « Advancing Clinical Instructor Best Practices : A Venture into Online Learning ». University of Cincinnati / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1352484966.

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Paternite, Judith. « The Effects of Problem-Based Learning Versus Structured Tutorials on Student Achievement in a Relational Database Design Activity During Online Concept Learning ». Kent State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=kent1467648599.

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Livres sur le sujet "Online learnings problems"

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Scott, Barbara. Online problem-based learning : Perceptions of nursing educators. St. Catharines, Ont : Brock University, Faculty of Education, 2004.

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Savin-Baden, Maggi. A practical guide to problem-based learning online. New York, NY : Routledge, 2008.

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Clark, Ruth Colvin. Scenario-based e-learning : Evidence-based guidelines for online workforce learning. San Francisco, CA : Pfeiffer, a Wiley imprint, 2013.

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Debra, Jones. Exploring the Internet using critical thinking skills : A guide for learning to effectively use the Internet and evaluate online information. New York : Neal-Schuman, 1999.

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Debra, Jones. Exploring the Internet using critical thinking skills : A self-paced workbook for learning to effectively use the Internet and evaluate online information. New York : Neal-Schuman, 1998.

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Problem-based learning online. Maidenhead : Open University Press, 2006.

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Problem-based Learning Online. Open University Press, 2006.

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Savin-Baden, Mag. Problem Based Online Learning. Routledge, 2008.

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Wilkie, Kay, et Maggi Savin-Baden. Problem-based Learning Online. Open University Press, 2006.

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Problem Based Online Learning. Routledge, 2008.

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Chapitres de livres sur le sujet "Online learnings problems"

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Kolbaek, Ditte. « Problem-Based Learning Online ». Dans Encyclopedia of Education and Information Technologies, 1321–38. Cham : Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-10576-1_126.

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Kolbaek, Ditte. « Problem-Based Learning Online ». Dans Encyclopedia of Education and Information Technologies, 1–18. Cham : Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-60013-0_126-1.

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Kalai, Adam, et Santosh Vempala. « Efficient Algorithms for Online Decision Problems ». Dans Learning Theory and Kernel Machines, 26–40. Berlin, Heidelberg : Springer Berlin Heidelberg, 2003. http://dx.doi.org/10.1007/978-3-540-45167-9_4.

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Bös, Siegfried. « Adaptive online learning for nonstationary problems ». Dans Lecture Notes in Computer Science, 307–12. Berlin, Heidelberg : Springer Berlin Heidelberg, 1997. http://dx.doi.org/10.1007/bfb0020172.

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Al-Worafi, Yaser. « Problem‑Based Learning in Pharmacy Education ». Dans A Guide to Online Pharmacy Education, 225–30. Boca Raton : CRC Press, 2022. http://dx.doi.org/10.1201/9781003230458-37.

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Savin-Baden, Maggi, et Heather Fraser. « Forms of problem-based learning online ». Dans Rethinking Problem-based Learning for the Digital Age, 28–44. New York : Routledge, 2023. http://dx.doi.org/10.4324/9781003258322-4.

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Ramponi, Giorgia. « Learning in the Presence of Multiple Agents ». Dans Special Topics in Information Technology, 93–103. Cham : Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-15374-7_8.

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AbstractReinforcement Learning (RL) has emerged as a powerful tool to solve sequential decision-making problems, where a learning agent interacts with an unknown environment in order to maximize its rewards. Although most RL real-world applications involve multiple agents, the Multi-Agent Reinforcement Learning (MARL) framework is still poorly understood from a theoretical point of view. In this manuscript, we take a step toward solving this problem, providing theoretically sound algorithms for three RL sub-problems with multiple agents: Inverse Reinforcement Learning (IRL), online learning in MARL, and policy optimization in MARL. We start by considering the IRL problem, providing novel algorithms in two different settings: the first considers how to recover and cluster the intentions of a set of agents given demonstrations of near-optimal behavior; the second aims at inferring the reward function optimized by an agent while observing its actual learning process. Then, we consider online learning in MARL. We showed how the presence of other agents can increase the hardness of the problem while proposing statistically efficient algorithms in two settings: Non-cooperative Configurable Markov Decision Processes and Turn-based Markov Games. As the third sub-problem, we study MARL from an optimization viewpoint, showing the difficulties that arise from multiple function optimization problems and providing a novel algorithm for this scenario.
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Creelman, Alastair, Maria Kvarnström, Jörg Pareigis, Lars Uhlin et Lotta Åbjörnsson. « Problem-Based Learning in International Online Groups ». Dans Designing Courses with Digital Technologies, 42–47. New York : Routledge, 2021. http://dx.doi.org/10.4324/9781003144175-9.

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Savin-Baden, Maggi, et Heather Fraser. « Reasons for implementing problem-based learning online ». Dans Rethinking Problem-based Learning for the Digital Age, 9–27. New York : Routledge, 2023. http://dx.doi.org/10.4324/9781003258322-3.

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Metzen, Jan Hendrik, Mark Edgington, Yohannes Kassahun et Frank Kirchner. « Evolving Neural Networks for Online Reinforcement Learning ». Dans Parallel Problem Solving from Nature – PPSN X, 518–27. Berlin, Heidelberg : Springer Berlin Heidelberg, 2008. http://dx.doi.org/10.1007/978-3-540-87700-4_52.

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Actes de conférences sur le sujet "Online learnings problems"

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Zimakova, E. « LEARNING GERMAN ONLINE ». Dans GERMAN IN BASHKORTOSTAN : PROBLEMS AND PROSPECTS. Baskir State University, 2022. http://dx.doi.org/10.33184/nyvb2022-2022-04-29.21.

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Chernobilsky, Ellina, Anandi Nagarajan et Cindy E. Hmelo-Silver. « Problem-based learning online ». Dans th 2005 conference. Morristown, NJ, USA : Association for Computational Linguistics, 2005. http://dx.doi.org/10.3115/1149293.1149301.

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Gonta, Iulia. « STUDENTS' PERSPECTIVES ON ONLINE LEARNING : PROBLEMS, OPPORTUNITIES AND EXPECTATIONS ». Dans eLSE 2021. ADL Romania, 2021. http://dx.doi.org/10.12753/2066-026x-21-020.

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During the pandemic, the education system around the world adapted to online teaching. This period presented a set of new requirements for education systems. It was necessary, in a short period of time, to find effective digital solutions for distance teaching. Most teachers changed their activities during the pandemic to adapt them to virtual teaching, thus becoming creators of online education. In order to improve the educational practices in the online environment, we used an analysis of students' perceptions (N = 150) from the Polytechnic University of Bucharest, who expressed their opinion on online learning during the pandemic. For this, an online questionnaire was applied, which was completed both by students who had face-to-face experience and students who started their activity directly in the online learning environment. As a result, in this paper, we specify what students think about online learning, highlighting the strengths and weaknesses of this way of teaching. In the research, special attention was paid to the analysis of the problems that students face in online learning, the opportunities they see in this environment, their adaptation to online teaching and the expectations they have from teachers. The analysis of the research results offered several conclusions, including the need to develop the adaptability of university teachers to the specifics of mediated by digital technologies teaching, the introduction of a more varied and frequent interaction with the students, creating conditions for the self-regulation of one's learning. The findings of this study provide solutions for future improvements in online teaching and learning.
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Sujadi, Imam, Budiyono, Ira Kurniawati, Arum Nur Wulandari, Riki Andriatna et Hanifa Alifia Puteri. « Mathematics teachers’ problems in online learning during the Covid-19 pandemic ». Dans MATHEMATICS EDUCATION AND LEARNING. AIP Publishing, 2022. http://dx.doi.org/10.1063/5.0102190.

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Sharma, Himanshu, et Satbir Jain. « Online Learning Algorithms for Dynamic Scheduling Problems ». Dans 2011 Second International Conference on Emerging Applications of Information Technology (EAIT). IEEE, 2011. http://dx.doi.org/10.1109/eait.2011.40.

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Liu, Keqin, et Qing Zhao. « Online learning for stochastic linear optimization problems ». Dans 2012 Information Theory and Applications Workshop (ITA). IEEE, 2012. http://dx.doi.org/10.1109/ita.2012.6181775.

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Karim, Mohammed Asad, Vinay Kumar Verma, Pravendra Singh, Vinay Namboodiri et Piyush Rai. « Knowledge Consolidation based Class Incremental Online Learning with Limited Data ». Dans Thirtieth International Joint Conference on Artificial Intelligence {IJCAI-21}. California : International Joint Conferences on Artificial Intelligence Organization, 2021. http://dx.doi.org/10.24963/ijcai.2021/361.

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We propose a novel approach for class incremental online learning in a limited data setting. This problem setting is challenging because of the following constraints: (1) Classes are given incrementally, which necessitates a class incremental learning approach; (2) Data for each class is given in an online fashion, i.e., each training example is seen only once during training; (3) Each class has very few training examples; and (4) We do not use or assume access to any replay/memory to store data from previous classes. Therefore, in this setting, we have to handle twofold problems of catastrophic forgetting and overfitting. In our approach, we learn robust representations that are generalizable across tasks without suffering from the problems of catastrophic forgetting and overfitting to accommodate future classes with limited samples. Our proposed method leverages the meta-learning framework with knowledge consolidation. The meta-learning framework helps the model for rapid learning when samples appear in an online fashion. Simultaneously, knowledge consolidation helps to learn a robust representation against forgetting under online updates to facilitate future learning. Our approach significantly outperforms other methods on several benchmarks.
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Komarov, A. V. « THE EXPERIENCE OF E-LEARNING OF ACTING SKILLS DURING GUARANTINE ON THE EXAMPLE OF THE THEATER-STUDIO «GLAGOL» ». Dans Digital society : problems and prospects of development. Voronezh State University of Forestry and Technologies named after G.F. Morozov, Voronezh, Russia, 2021. http://dx.doi.org/10.34220/dsppd2021_84-88.

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This article continues the analysis of distance learning in the teenage association "GLAGOL". Currently, there is an increased interest in the field of e-learning, especially during the quarantine period. The article describes the experience of using social networks Vkontakte, Zoom, Discord for organizing online educational process, video and photo hosting Youtube, Instagram, Tik Tok for publishing reporting materials by students in the period from March 2020 to January 2021. A number of problems were identified during the experimental online work and effective recommendations for their elimination were developed.
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« Online Problem Sets Enhance Active Learning ». Dans NABEC Papers. St. Joseph, MI : American Society of Agricultural and Biological Engineers, 2016. http://dx.doi.org/10.13031/nabec2016017.

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Conitzer, Vincent, et Nikesh Garera. « Learning algorithms for online principal-agent problems (and selling goods online) ». Dans the 23rd international conference. New York, New York, USA : ACM Press, 2006. http://dx.doi.org/10.1145/1143844.1143871.

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Rapports d'organisations sur le sujet "Online learnings problems"

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Kiianovska, N. M. The development of theory and methods of using cloud-based information and communication technologies in teaching mathematics of engineering students in the United States. Видавничий центр ДВНЗ «Криворізький національний університет», décembre 2014. http://dx.doi.org/10.31812/0564/1094.

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The purpose of the study is the analysis of the development of the theory and methods of ICT usage while teaching higher mathematics engineering students in the United States. It was determined following tasks: to analyze the problem source, to identify the state of its elaboration, to identify key trends in the development of theory and methods of ICT usage while teaching higher mathematics engineering students in the United States, the object of study – the use of ICT in teaching engineering students, the research methods are: analysis of scientific, educational, technical, historical sources; systematization and classification of scientific statements on the study; specification, comparison, analysis and synthesis, historical and pedagogical analysis of the sources to establish the chronological limits and implementation of ICT usage in educational practice of U.S. technical colleges. In article was reviewed a modern ICT tools used in learning of fundamental subjects for future engineers in the United States, shown the evolution and convergence of ICT learning tools. Discussed experience of the «best practices» using online ICT in higher engineering education at United States. Some of these are static, while others are interactive or dynamic, giving mathematics learners opportunities to develop visualization skills, explore mathematical concepts, and obtain solutions to self-selected problems. Among ICT tools are the following: tools to transmit audio and video data, tools to collaborate on projects, tools to support object-oriented practice. The analysis leads to the following conclusion: using cloud-based tools of learning mathematic has become the leading trend today. Therefore, university professors are widely considered to implement tools to assist the process of learning mathematics such properties as mobility, continuity and adaptability.
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Danylchuk, Hanna B., et Serhiy O. Semerikov. Advances in machine learning for the innovation economy : in the shadow of war. Криворізький державний педагогічний університет, août 2023. http://dx.doi.org/10.31812/123456789/7732.

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This preface introduces the selected and revised papers presented at the 10th International Conference on Monitoring, Modeling & Management of Emergent Economy (M3E2 2022), held online in Ukraine, on November 17-18, 2022. The conference aimed to bring together researchers, practitioners, and students from various fields to exchange ideas, share experiences, and discuss challenges and opportunities in applying computational intelligence and data science for the innovation economy. The innovation economy is a term that describes the emerging paradigm of economic development that is driven by knowledge, creativity, and innovation. It requires new approaches and methods for solving complex problems, discovering new opportunities, and creating value in various domains of science, business,and society. Computational intelligence and data science are two key disciplines that can provide such approaches and methods by exploiting the power of data, algorithms, models, and systems to enable intelligent decision making, learning, adaptation, optimization, and discovery. The papers in this proceedings cover a wide range of topics related to computational intelligence and data science for the innovation economy. They include theoretical foundations, novel techniques, and innovative applications. The papers were selected and revised based on the feedback from the program committe members and reviewers who ensured their high quality. We would like to thank all the authors who submitted their papers to M3E2 2022. We also appreciate the keynote speakers who shared their insights and visions on the current trends and future directions of computational intelligence and data science for the innovation economy. We acknowledge the support of our sponsors, partners, and organizers who made this conference possible despite the challenging circumstances caused by the ongoing war in Ukraine. Finally, we thank all the participants who attended the conference online and contributed to its success.
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Gupta, Sweta, et Mohamed Abouaziza. Closing England's Maths Attainment Gap through One-to-One Tutoring – Global Solutions. Institute of Development Studies (IDS), juillet 2021. http://dx.doi.org/10.19088/ids.2021.050.

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In the aftermath of COVID-related school closures in the UK, students lost two months of learning, but the loss among the 1.7 million disadvantaged students has been much larger at seven months. This disadvantaged gap is almost entirely driven by maths attainment. One-to-one tutoring is proven to be effective at helping students catch up, but private tutoring is most likely to be taken up by children from affluent households, further widening the disadvantaged gap in learning. This report discusses the feasibility of an innovative tutoring delivery model that uses the global graduate market to deliver tutoring at a scale that can solve this problem and a price that schools can afford. While the report discusses the overall opportunity that the emerging market economies of South- and South-East Asia provide, it also presents the Third Space Learning model in Sri Lanka as a case study to investigate the practicalities of the global online tutoring model.
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Liu, Xian-Liang, Tao Wang, Daniel Bressington, Bróna Nic Giolla Easpaig, Lolita Wikander et Jing-Yu (Benjamin) Tan. Influencing factors and barriers to retention among regional and remote undergraduate nursing students in Australia : A systematic review of current research evidence. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, juin 2022. http://dx.doi.org/10.37766/inplasy2022.6.0087.

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Review question / Objective: To explore the attrition problems, influencing factors and barriers to retention among regional and remote nursing students who enrolled in the undergraduate programs in Australia. Condition being studied: Student retention concerns an individual’s commitment to an learning goal. Low student retention has been a long-standing issue for nursing programs and it is an important threat to the future nursing workforce. Attrition is measured by the number of students enrolled in the first year who do not complete their study in the following year. With the growth of online programs, the issue of high attrition raises concern for students enrolled in these programs. Moreover, the social context of students may influence positive motivation and affect their decision to stay in their nursing programs.
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Soroko, Nataliia V., Lorena A. Mykhailenko, Olena G. Rokoman et Vladimir I. Zaselskiy. Educational electronic platforms for STEAM-oriented learning environment at general education school. [б. в.], juillet 2020. http://dx.doi.org/10.31812/123456789/3884.

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The article is devoted to the problem of the use of educational electronic platform for the organization of a STEAM-oriented environment of the general school. The purpose of the article is to analyze the use of educational electronic platforms for organizing the STEAM-oriented school learning environment and to identify the basic requirements for supporting the implementation and development of STEAM education in Ukraine. One of the main trends of education modernization is the STEAM education, which involves the integration between the natural sciences, the technological sciences, engineering, mathematics and art in the learning process of educational institutions, in particular, general school. The main components of electronic platform for education of the organization STEAM-oriented educational environment should be open e-learning and educational resources that include resources for students and resources for teachers; information and communication technologies that provide communication and collaboration among students; between teachers; between students and teachers; between specialists, employers, students, and teachers; information and communication technologies that promote the development of STEAM education and its implementation in the educational process of the school; online assessment and self-assessment of skills and competences in STEAM education and information and communication technologies fields; STEAM education labs that may include simulators, games, imitation models, etc.; STEAM-oriented educational environment profiles that reflect unconfirmed participants’ data, their contributions to projects and STEAM education, plans, ideas, personal forums, and more. Prospects for further research are the design of an educational electronic platform for the organization of the STEAM-oriented learning environment in accordance with the requirements specified in the paper.
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Barjum, Daniel. PDIA for Systems Change : Tackling the Learning Crisis in Indonesia. Research on Improving Systems of Education (RISE), septembre 2022. http://dx.doi.org/10.35489/bsg-rise-ri_2022/046.

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Indonesia is facing a learning crisis. While schooling has increased dramatically in the last 30 years, the quality of education has remained mediocre (Rosser et al., 2022). Teacher capability is an often cited weakness of the system, along with policies and system governance. Approaches focused primarily on adding resources to education have not yielded expected outcomes of increased quality. “It is a tragedy that in the second decade of the twenty-first century, some children in Indonesia are not completing primary school and are turned out into the workforce as functional illiterates.” (Suryadarma and Jones, 2013; Nihayah et al., 2020). In the early 2000s, Indonesia began a process of decentralising service delivery, including education, to the district level. Many responsibilities were transferred from the central government to districts, but some key authorities, such as hiring of civil service teachers, remained with the central government. The Indonesian system is complex and challenging to manage, with more than 300 ethnic groups and networks of authority spread over more than 500 administrative districts (Suryadarma and Jones, 2013). Niken Rarasati and Daniel Suryadarma researchers at SMERU, an Indonesian think tank and NGO, understood this context well. Their prior experience working in the education sector had shown them that improving the quality of education within the classroom required addressing issues at the systems level (Kleden, 2020). Rarasati noted the difference in knowledge between in-classroom teaching and the systems of education: “There are known-technologies, pedagogical theories, practices, etc. for teaching in the classroom. The context [for systems of education] is different for teacher development, recruitment, and student enrollment. Here, there is less known in the public and education sector.” Looking for ways to bring changes to policy implementation and develop capabilities at the district level, SMERU researchers began to apply a new approach they had learned in a free online course offered by the Building State Capability programme at the Center for International Development at Harvard University titled, “The Practice of PDIA: Building Capability by Delivering Results”. The course offered insights on how to implement public policy in complex settings, focused on using Problem Driven Iterative Adaptation (PDIA). The researchers were interested in putting PDIA into practice and seeing if it could be an effective approach for their colleagues in government. This case study reviews Rarasati and Suryadarma’s journey and showcases how they used PDIA to foster relationships between local government and stakeholders, and bring positive changes to the education sector.
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Kaisler, Raphaela, et Thomas Palfinger. Patient and Public Involvement and Engagement (PPIE) : Funding, facilitating and evaluating participatory research approaches in Austria. Fteval - Austrian Platform for Research and Technology Policy Evaluation, avril 2022. http://dx.doi.org/10.22163/fteval.2022.551.

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The LBG OIS Center established a new Patient and Public Involvement and Engagement (PPIE) Implementation program aiming at ‘active involving’ public members in research across different phases of the research cycle – from setting the agenda to disseminating results – and its governance. The program offers funding and facilitation of these PPIE activities. The first PPIE pilot call was launched in Autumn 2020. It supports researchers in Austria with up to EUR 60.000 in order to implement their PPIE activities. In addition, the program offers support in the form of consultation, training, knowledge exchange and networking opportunities. One important characteristic of the selection process is the composition of the expert panel, bringing together transdisciplinary expertise from different areas (scientific experts, patients, and students). The expert panel recommended 11 out of 25 PPIE projects for funding (success rate 44%). 45% of the applicants participated in the support offers prior to the call and 52% in the continuing support offer after the call had been closed. Based on our online surveys, overall, participants were very satisfied with the support offers. Learnings of the first call address the eligibility of applicants. In the selection meeting, we found that different understandings of ‘active involvement’ were negotiated among experts. However, this was not a problem due to the open and collaborative atmosphere and mutual learning opportunity for experts. The panel suggested opening the call to non-research bodies, which indicates small changes in the application format – e.g. video and text-based applications in German and English. Despite of small adaptions in the second PPIE Pilot Call 2021, it seems that the funding instrument was appropriate and reflects a low-threshold offering for researchers introducing public involvement activities in their work.
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