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Kim Halford, W., Elizabeth Moore, Keithia L. Wilson, Charles Farrugia i Carmel Dyer. "Benefits of flexible delivery relationship education: An evaluation of the couple CARE program*". Family Relations 53, nr 5 (październik 2004): 469–76. http://dx.doi.org/10.1111/j.0197-6664.2004.00055.x.
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Chalmers, Jennifer Harley. "Online Marriage Education During COVID-19 Home Lockdown: A Multiple-Baseline Single-Case Experimental Design". Interpersona: An International Journal on Personal Relationships 14, nr 2 (22.12.2020): 150–68. http://dx.doi.org/10.5964/ijpr.v14i2.3971.
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Flexible-delivery marriage education (ME) has many advantages over traditional alternatives in reaching couples during the time of COVID-19 lockdown or other national emergencies. In an effort to add to the research of flexible-delivery ME, this exploratory study evaluated an online class adapted from an empirically-validated, marriage curriculum (Four Gifts of Love Class, [FGL]) under home lockdown conditions lasting over 2 months caused by COVID-19 government restrictions. Using a concurrent multiple-baseline single-case experimental design, three distressed couples residing in the Philippines completed seven online lessons over 7 weeks while experiencing home lockdown. Visual analysis of the data suggested that all three couples responded positively to the intervention. The Tau-U and SMDall analyses for each couple ranged from a small to large effect size on measures of marital adjustment (weighted average Tau-U = .50, p < .05; BC-SMD = 0.34) and romantic love (weighted average Tau-U = .52, p < .01; BC-SMD = 0.31), with increases reaching clinical and statistical significance for one couple out of the three. In addition, there was no attrition. The promising results from this preliminary study suggested that the online adaptation of FGL as a flexible-delivery ME could mitigate marital decline, especially during times of calamity when traditional-delivery ME is unavailable and marital decline is predicted. Further study of this program and other online ME programs are recommended to expand the limited research in this area of flexible-delivery ME.
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Beer, Christopher, Rachel Lowry, Barbara Horner, Osvaldo P. Almeida, Samuel Scherer, Nicola T. Lautenschlager, Nick Bretland, Penelope Flett, Frank Schaper i Leon Flicker. "Development and evaluation of an educational intervention for general practitioners and staff caring for people with dementia living in residential facilities". International Psychogeriatrics 23, nr 2 (18.10.2010): 221–29. http://dx.doi.org/10.1017/s104161021000195x.
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ABSTRACTBackground: Despite high levels of participation in dementia education, general practitioners (GPs) and residential care facility (RCF) staff report perceived learning needs. Small group education, which is flexible, individualized, practical and case-based, is sought. We aimed to develop educational interventions for GPs and RCF staff tailored to meet their perceived educational needs.Methods: We used a consultative process to develop education programs. A flexible program for RCF staff was developed in 30-minute blocks, which could be combined in sessions of different lengths. The RCF program aimed to facilitate sustainable change by engaging local “Dementia Champions”. For GPs, face-to-face and self-directed packages were developed. We collected participant feedback to evaluate the program.Results: GPs and RCF staff were recruited as part of a larger intervention study. Sixteen of the 27 GPs who were offered the dementia education participated. Two of the 16 GPs participated in both learning packages. A total of 45 GP feedback responses were received from 16 GPs: 28 out of 45 GPs (62%) reported that the participants' learning needs were entirely met. Eighteen of 19 facilities offered the intervention participated and 326 RCF staff attended one or more of the 94 RCF education sessions. Feedback was collected from 93 sessions: 1013 out of 1067 RCF staff feedback responses (95%) reported that the session met the participants' learning needs. Qualitative feedback was also strongly positive.Conclusion: Participants perceived the education programs as meeting their needs. Despite explicit attempts to provide flexible delivery options, overall participation rates remained low.
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Solomon, Patricia, Nancy Margaret Salbach, Kelly Kathleen O’Brien, Stephanie Nixon, Larry Baxter i Nicole Gervais. "Evaluation of a Community-Based Self-Management Program to Increase Access to Rehabilitation for People Living with HIV". Journal of the International Association of Providers of AIDS Care (JIAPAC) 18 (1.01.2019): 232595821988333. http://dx.doi.org/10.1177/2325958219883334.
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We qualitatively evaluated a novel educational program to help people living with HIV understand the role of rehabilitation, facilitate access to rehabilitation, and promote self-management of chronic disease in Canada. The program incorporated components of self-efficacy, client-centered care, peer education, and problem-based learning. Delivery of the community-engaged program was viewed as feasible and acceptable; however, a flexible delivery model was deemed important. Perceived learning was related to rehabilitation, advocacy, and taking responsibility for one’s health. A co-leader model and access to online resources were strengths. Future work should assess the ability to apply advocacy knowledge and skills to access rehabilitation services.
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Potteiger, Kelly, Christopher David Brown i Leamor Kahanov. "Altering the Athletic Training Curriculum: A Unique Perspective on Learning Over Time". Athletic Training Education Journal 7, nr 2 (1.04.2012): 60–69. http://dx.doi.org/10.4085/070260.
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Context: The cohort athletic training curriculum features a competency-based approach that allows the student to matriculate through the program in a systematic fashion. This method is desired as it allows for efficient delivery and mastery of the educational content and associated clinical skills. The result may be an inflexible curriculum that can be unforgiving when unforeseen circumstances arise. Objective: To introduce a unique curricular design to the undergraduate athletic training setting that is more flexible than the traditional curricular model. Background: Athletic training education has expanded and proliferated greatly since 1998. The high rate of growth resulted in programs that are similar in design. The curricular structure is based on competency-based categories whose subjects rely on each other so strongly that there is little flexibility. This rigidity can create matriculation issues for students who are unable to proceed through the program at the required pace. Synthesis: Review of the current curricular model and accompanying literature indicates a desire for a new curricular model to provide flexibility within the athletic training curriculum. Results: The Adaptive Athletic Training model provides a flexible alternative to the cohort athletic training curriculum. This design uses a holistic and problem-based approach that is more closely associated with the entry-level workplace. Limitations include its ability to conform directly to the Commission onbetter Accreditation of Athletic Training Education competency matrix and the increased academic resources needed for implementation. Recommendations: Professional athletic training education programs should examine whether their current curricular model benefits their student population in the greatest extent. If room for improvement is identified, then alternative curricular models should be explored. Conclusions: The Adaptive Athletic Training model provides a flexible curricular option when examining alternative professional athletic training education program curriculums.
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Cacayan, Edmelyn B., Ma Elizabeth C. Baua i Angelito Estoesta Alvarado. "Challenges in Nursing Education in the New Normal: Basis for Faculty Enhancement Program". Health Notions 4, nr 8 (29.08.2020): 234–47. http://dx.doi.org/10.33846/hn40801.
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Education s vital to every Filipino especially the delivery of quality education without compromising the health and safety of the students amidst COVID 19 pandemic. With the current global health crisis and government pronouncements prohibiting the conduct of face-to-face classes both in basic education (DepEd) and Higher education (CHED). Isabela State University has decided to roll out and launched its new approach, called telEducation. It has ramped up its efforts in fully implementing flexible remote learning for its students to ease its transition to what might become the new normal for educational institutions. This study utilized a descriptive survey method of investigation to secure adequate and reliable data. The researcher used this design to gather necessary data, assess and determine the challenges facing nursing education in the new normal by the nursing faculty of Isabela State University, College of Nursing. The questionnaires were floated through the use of google forms as a platform. The respondents who participated in this study were 15 nursing faculty comprises of 7 permanent as core faculty and 8 instructors under a contract of service. This study concluded that inadequate instructor training for new normal education; limited time for the preparation of modules, exams, and other related to instruction is due to the limited time of the university administrators or concern authorities to conduct since the summer class has already implemented. The said interventions made it more difficult to conduct due to the implementing community quarantines. Furthermore, there are numerous nursing-related experiences/activities but limited time for implementation; Students find it difficult to comprehend some activities due to the absence of physical contact of the instructor/s; faculty experiencing physical problems (eg. eye strain and frontal headache) due to long hours of exposure on computer monitor or gadgets are noted concerns in relation to the delivery of instructions.
Keywords: nursing education; new normal; challenges
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Klock-Moore, Kimberly A., George E. Fitzpatrick i Richard K. Schoellhorn. "Development of a Bachelor of Science Degree Program in Horticulture at the University of Florida for Place-bound Students". HortTechnology 10, nr 2 (styczeń 2000): 390–93. http://dx.doi.org/10.21273/horttech.10.2.390.
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As the horticulture industry enters the 21st century, advances in horticulture science will continue to be more rapid and frequent creating the need for more innovative approaches in information delivery. Moreover, decentralization continues to be a widespread trend. Land-grant universities have a long tradition of providing outreach, but with the development of new telecommunication technologies, larger audiences now can be reached. Many universities throughout the world have developed distance education programs through the use of modern telecommunication technologies. However, the University of Florida has responded to the needs of place-bound students by developing off-campus resident Bachelor of Science (BS) degree programs in horticulture at three locations in the state. These off-campus programs combine on-site instruction augmented with distance education courses to giveplace-bound students a flexible, efficient, and interactive alternative to degree programs offered at the main campus.
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Smith, Laura, Ha Hoang, Tamara Reynish, Kim McLeod, Chona Hannah, Stuart Auckland, Shameran Slewa-Younan i Jonathan Mond. "Factors Shaping the Lived Experience of Resettlement for Former Refugees in Regional Australia". International Journal of Environmental Research and Public Health 17, nr 2 (13.01.2020): 501. http://dx.doi.org/10.3390/ijerph17020501.
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Refugees experience traumatic life events with impacts amplified in regional and rural areas due to barriers accessing services. This study examined the factors influencing the lived experience of resettlement for former refugees in regional Launceston, Australia, including environmental, social, and health-related factors. Qualitative interviews and focus groups were conducted with adult and youth community members from Burma, Bhutan, Sierra Leone, Afghanistan, Iran, and Sudan, and essential service providers (n = 31). Thematic analysis revealed four factors as primarily influencing resettlement: English language proficiency; employment, education and housing environments and opportunities; health status and service access; and broader social factors and experiences. Participants suggested strategies to overcome barriers associated with these factors and improve overall quality of life throughout resettlement. These included flexible English language program delivery and employment support, including industry-specific language courses; the provision of interpreters; community events fostering cultural sharing, inclusivity and promoting well-being; and routine inclusion of nondiscriminatory, culturally sensitive, trauma-informed practices throughout a former refugee’s environment, including within education, employment, housing and service settings.
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Emery, J., K. Smith, M. Shibaoka i M. Barrett. "Upskilling the Primary Care Workforce in Cancer Survivorship". Journal of Global Oncology 4, Supplement 2 (1.10.2018): 132s. http://dx.doi.org/10.1200/jgo.18.61500.
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Introduction/background: There is a rapidly increasing population of people living with and beyond cancer due to ageing and improvements in detection and treatment. This has impacted on the complexity of the primary care practitioners' role in managing cancer survivorship. The Massive Open Online Course (MOOC) was developed to address this need for a sustainable education model. Aim/Objectives: The Cancer Survivorship for Primary Care Practitioners program aims to enhance the knowledge and skills in the transition of survivors from oncology treatment into shared care. The Victorian Comprehensive Cancer Centre's (VCCC) goal was to develop a freely accessible, relevant, flexible, evidence based and sustainable resource for a global audience. Methods: Aimed at primary healthcare practitioners including general practitioners, nurses (general practice nurses, community nurses and nurse practitioners) and allied health professionals; the program was developed to adhere to best practice survivorship care in the areas of: survivorship fundamentals; communication and coordination of care; promoting self-management, psychosocial and community-based support; surveillance, long term and late effects; and new and emergent technologies. The MOOC is contextualised in the narrative of a patient story and includes a series of real patient stories, interactive presentations, interviews, readings, online discussions, quizzes and peer reviewed assessments. Alumni from the program will contribute to a growing community of practice and contribute to the teaching and quality improvement of the program. An online survey will be distributed to all participants before and after their completion of the program. Paired tests will be conducted and compared for the participant craft groups that attend the MOOC. We will measure the effect of participation in either the MOOC and/or workshop on confidence, knowledge and intention to change practice. Results: A description of the sustainable MOOC delivery model and evaluation results from the first cohort will be presented. Conclusion: The program will deliver an innovative and sustainable professional development opportunity for PCPs in response to the evolving population health landscape. Alumni from the program will contribute to a growing community of practice and contribute to the teaching and quality improvement of the program.
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Karnatak, H., P. L. N. Raju, Y. V. N. Krishna Murthy, S. K. Srivastav i P. K. Gupta. "E-learning based distance education programme on Remote Sensing and Geoinformation Science – An initiative of IIRS". ISPRS - International Archives of the Photogrammetry, Remote Sensing and Spatial Information Sciences XL-8 (28.11.2014): 1237–41. http://dx.doi.org/10.5194/isprsarchives-xl-8-1237-2014.
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IIRS has initiated its interactive distance education based capacity building under IIRS outreach programme in year 2007 where more than 15000+ students were trained in the field of geospatial technology using Satellite based interactive terminals and internet based learning using A-View software. During last decade the utilization of Internet technology by different user groups in the society is emerged as a technological revaluation which has directly affect the life of human being. The Internet is used extensively in India for various purposes right from entrainment to critical decision making in government machinery. The role of internet technology is very important for capacity building in any discipline which can satisfy the needs of maximum users in minimum time. Further to enhance the outreach of geospatial science and technology, IIRS has initiated e-learning based certificate courses of different durations. The contents for e-learning based capacity building programme are developed for various target user groups including mid-career professionals, researchers, academia, fresh graduates, and user department professionals from different States and Central Government ministries. The official website of IIRS e-learning is hosted at <a href="http://http://elearning.iirs.gov.in" target="_blank">http://elearning.iirs.gov.in</a>. The contents of IIRS e-learning programme are flexible for anytime, anywhere learning keeping in mind the demands of geographically dispersed audience and their requirements. The program is comprehensive with variety of online delivery modes with interactive, easy to learn and having a proper blend of concepts and practical to elicit students' full potential. The course content of this programme includes Image Statistics, Basics of Remote Sensing, Photogrammetry and Cartography, Digital Image Processing, Geographical Information System, Global Positioning System, Customization of Geospatial tools and Applications of Geospatial Technologies. The syllabus of the courses is as per latest developments and trends in geo-spatial science and technologies with specific focus on Indian case studies for geo-spatial applications. The learning is made available through interactive 2D and 3D animations, audio, video for practical demonstrations, software operations with free data applications. The learning methods are implemented to make it more interactive and learner centric application with practical examples of real world problems.
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Otis-Green, Shirley, Eunice Yang i Lisa Lynne. "ACE Project—Advocating for Clinical Excellence: Creating Change in the Delivery of Palliative Care". OMEGA - Journal of Death and Dying 67, nr 1-2 (sierpień 2013): 5–19. http://dx.doi.org/10.2190/om.67.1-2.b.
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Background: Psychologists, social workers, and spiritual care professionals report inadequate preparation to maximize their effectiveness in advocating for institutional reform to meet oncology patients' diverse bio-psychosocial-spiritual and cultural needs. This article provides an overview of the ACE Project, a National Cancer Institute, 5 year, R25-funded transdisciplinary palliative care education program designed to enhance the advocacy and leadership skills of 301 competitively selected psycho-oncology professionals. Methods: ACE Project participants identified an institutional goal, refined their goals during the course and received mentorship and support throughout the subsequent year. Participants were invited to return to a Reunion Conference in year five to report on their activities, network, and share the results of their change efforts. A subset of 28 ACE Project participants contributed to this OMEGA special issue. Results: Participants' goals primarily focused on strategies to improve clinical care through program development and improvements in palliative care education within their institutions. Conclusions: The results of this transdisciplinary leadership skills-building program for psycho-oncology professionals affirm the feasibility and perceived need for the program. See the ACE Project website ( http://www.cityofhope.org/education/health-professional-education/nursing-education/ACE-project/Pages/default.aspx ) for additional program information.
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Peekhaus, Wilhelm. "Digital Content Delivery in Higher Education: Expanded Mechanisms for Subordinating the Professoriate and Academic Precariat". International Review of Information Ethics 21 (1.07.2014): 57–63. http://dx.doi.org/10.29173/irie370.
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This paper suggests that the latest digital mechanisms for delivering higher education course content are yet another step in subordinating academic labor. The two main digital delivery mechanisms discussed in the paper are MOOCs and flexible option degrees. The paper advances the argument that, despite a relatively privileged position vis-à-vis other workers, academic cognitive laborers are caught up within and subject to some of the constraining and exploitative practices of capitalist accumulation processes. This capture within capitalist circuits of accumulation threatens to increase in velocity and scale through digital delivery mechanisms such as MOOCs and flexible option programs/degrees.
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Henricks, Walter H., Donald S. Karcher, James H. Harrison, John H. Sinard, Michael W. Riben, Philip J. Boyer, Sue Plath, Arlene Thompson i Liron Pantanowitz. "Pathology Informatics Essentials for Residents: A Flexible Informatics Curriculum Linked to Accreditation Council for Graduate Medical Education Milestones". Archives of Pathology & Laboratory Medicine 141, nr 1 (6.07.2016): 113–24. http://dx.doi.org/10.5858/arpa.2016-0199-oa.
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Context.—Recognition of the importance of informatics to the practice of pathology has surged. Training residents in pathology informatics has been a daunting task for most residency programs in the United States because faculty often lacks experience and training resources. Nevertheless, developing resident competence in informatics is essential for the future of pathology as a specialty. Objective.—To develop and deliver a pathology informatics curriculum and instructional framework that guides pathology residency programs in training residents in critical pathology informatics knowledge and skills, and meets Accreditation Council for Graduate Medical Education Informatics Milestones. Design.—The College of American Pathologists, Association of Pathology Chairs, and Association for Pathology Informatics formed a partnership and expert work group to identify critical pathology informatics training outcomes and to create a highly adaptable curriculum and instructional approach, supported by a multiyear change management strategy. Results.—Pathology Informatics Essentials for Residents (PIER) is a rigorous approach for educating all pathology residents in important pathology informatics knowledge and skills. PIER includes an instructional resource guide and toolkit for incorporating informatics training into residency programs that vary in needs, size, settings, and resources. PIER is available at http://www.apcprods.org/PIER (accessed April 6, 2016). Conclusions.—PIER is an important contribution to informatics training in pathology residency programs. PIER introduces pathology trainees to broadly useful informatics concepts and tools that are relevant to practice. PIER provides residency program directors with a means to implement a standardized informatics training curriculum, to adapt the approach to local program needs, and to evaluate resident performance and progress over time.
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Bulling, Lisanne J., Katherine J. W. Baucom, Richard E. Heyman, Amy M. Smith Slep, Danielle M. Mitnick i Michael F. Lorber. "Predicting program retention in a flexibly-delivered relationship education program for low-income, unmarried parents". Journal of Family Social Work 23, nr 3 (24.10.2019): 234–56. http://dx.doi.org/10.1080/10522158.2019.1681337.
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Porter, Anne, David Griffiths i John Hedberg. "From classroom to online teaching: experiences in improving statistics education". Journal of Applied Mathematics and Decision Sciences 7, nr 2 (1.01.2003): 65–73. http://dx.doi.org/10.1155/s1173912603000063.
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This study used reflective practitioner methodology to investigate how to improve the quality of statistical education. During the study, this methodology, curricula, pedagogical practices, assessment and a framework for learning to learn statistics were all developed as means of improving the quality of statistical education. Also documented was the move from being a classroom teacher of statistics to a teacher who is developing learning resources for online delivery to students. For a classroom teacher, flexible delivery has meant drawing on the sights, sounds, movement, quiet and live shows. By contrast, the online teacher feels the constraints of translating activity based programs to technologically based programs. As more students have chosen to rely on online materials rather than classroom activities, the focus of improving quality has been extended to the enrichment of online resources, so that the learning experience is not second to that of the classroom.
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Chalmers, Denise. "A Strategic University-Wide Initiative to Introduce Programs of Study Using Flexible Delivery Methods". Interactive Learning Environments 7, nr 2-3 (grudzień 1999): 249–68. http://dx.doi.org/10.1076/ilee.7.2.249.7431.
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Dyer, C., i W. K. Halford. "Prevention of Relationship Problems: Retrospect and Prospect". Behaviour Change 15, nr 2 (czerwiec 1998): 107–25. http://dx.doi.org/10.1017/s0813483900003223.
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Whilst nearly all couple relationships start out happy, half of all marriages end in divorce. Relationship education is a potentially effective strategy to reduce the prevalence of relationship problems and divorce. The substantial empirical research on the determinants of relationship satisfaction shows that there are key relationship skills, such as communication and conflict management skills, which impact on the course of relationship satisfaction and stability. Relationship education can teach couples these key relationship skills, and this may prevent relationship problems. However, relationship education is not targeted at those couples who need it most. Research needs to be focused on the effects of relationship education for couples at high risk for relationship problems. The reach of education programs to couples can be enhanced by developing flexible delivery education programs. Relationship education programs also need to promote coping with stressful events that often lead to relationship problems, such as the transition into step-families, the onset of chronic illness, and unemployment.
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Lebensohn, Patricia, Benjamin Kligler, Sally Dodds, Craig Schneider, Selma Sroka, Rita Benn, Paula Cook i in. "Integrative Medicine in Residency Education: Developing Competency Through Online Curriculum Training". Journal of Graduate Medical Education 4, nr 1 (1.03.2012): 76–82. http://dx.doi.org/10.4300/jgme-04-01-30.
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Abstract Introduction The Integrative Medicine in Residency (IMR) program, a 200-hour Internet-based, collaborative educational initiative was implemented in 8 family medicine residency programs and has shown a potential to serve as a national model for incorporating training in integrative/complementary/alternative medicine in graduate medical education. Intervention The curriculum content was designed based on a needs assessment and a set of competencies for graduate medical education developed following the Accreditation Council for Graduate Medical Education outcome project guidelines. The content was delivered through distributed online learning and included onsite activities. A modular format allowed for a flexible implementation in different residency settings. Evaluation To assess the feasibility of implementing the curriculum, a multimodal evaluation was utilized, including: (1) residents' evaluation of the curriculum; (2) residents' competencies evaluation through medical knowledge testing, self-assessment, direct observations, and reflections; and (3) residents' wellness and well-being through behavioral assessments. Results The class of 2011 (n = 61) had a high rate of curriculum completion in the first and second year (98.7% and 84.2%) and course evaluations on meeting objectives, clinical utility, and functioning of the technology were highly rated. There was a statistically significant improvement in medical knowledge test scores for questions aligned with content for both the PGY-1 and PGY-2 courses. Conclusions The IMR program is an advance in the national effort to make training in integrative medicine available to physicians on a broad scale and is a success in terms of online education. Evaluation suggests that this program is feasible for implementation and acceptable to residents despite the many pressures of residency.
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Mumthaz, Fathimath. "Mobile Learning Readiness Among Students Of Maldives Higher Education Institutions". Special Issue No.1 1, nr 1 (1.07.2020): 106–16. http://dx.doi.org/10.33093/ijcm.2020.1.x1.10.
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Mobile learning and connecting development and trends are widely discussed globally. Literature evidences exist confirming mobile learning and its impact on higher education. Mobile learning opportunities can be one option for higher education institutions to reach a dispersed population of the Maldives. Although readiness of mobile learning has been analysed in several counties and contexts, this contributes as the first research on this subject in the Maldives. Therefore this article is intended to find out students' readiness for mobile learning (mLearning) in the higher education institutes of Maldives. Basic readiness and mobile usage readiness of students from three different higher education institutions contributed to the research. A total of 343 institutional students enrolled in flexible delivery programs responded to the online questionnaire survey. Considering the level of programs, cluster sampling technique was used in shaping the sample of the research. Data was analysed using descriptive statistics and SPSS to interpret the findings on student readiness for mobile learning. The findings indicated that the students were confident in using mobile and other mobile devices in daily activities. Also, findings indicated that majority of students were confident with the basic and advanced mobile skills of mobile learning.
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Litvinova, T. M., I. I. Galuzina, L. V. Zasova i N. V. Prisyazhnaya. "Medical education in Russia: vectors of reboot in pandemic conditions". National Health Care (Russia) 2, nr 1 (15.09.2021): 12–20. http://dx.doi.org/10.47093/2713-069x.2021.2.1.12-20.
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The pandemic of the new coronavirus infection, determined, the need for accelerated transformations in the fi of national health, as well as a change in the usual principles and approaches in the system of higher medical education. The article, using the example of the Sechenov University case as the flagship of higher medical education in the country, analyzes the experience of operational restructuring of the organization of the university’s activities and highlights the key vectors of the educational process reorganization and training of medical personnel in the context of the spread of COVID-19.Sechenov University, based on the existing digital content modified the lecture materials into a digital format, adapted individual distance learning algorithms to the educational process of a medical university. The result is the preservation of the quality of education, the adaptation of educational programs, taking into account new formats and technologies for the delivery of knowledge, a flexible response to the demands of consumers of educational services of the University.
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York, Frank A., i Lyn Henderson. "Making it Possible: The Evolution of Ratep — a Community-Based Teacher Education Program for Indigenous Peoples". Australian Journal of Indigenous Education 32 (2003): 77–84. http://dx.doi.org/10.1017/s1326011100003847.
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AbstractSince 1990, the School of Education at James Cook University has produced and delivered a successful offcampus Bachelor of Education for Aboriginal and Torres Strait Islander people in their home communities through the Remote Area Teacher Education Program (RATEP):A community-based teacher education program for Indigenous peoples. This paper examines five key areas. One is the intersystemic management structure that has majority representation from Indigenous communities and peak education bodies as well as representation from the other three stakeholders: Education Queensland, the School of Education at James Cook University and the Tropical North Queensland Institute of Technical and Further Education (TAFE). A second area is RATEP’s innovative use of information and communication technologies in teaching and learning. A third theme is its dynamic evolution from (a) two dedicated RATEP sites in the Torres Strait to 12 sites throughout Queensland; (b) geographically remote sites to a combination of remote, rural, and urban sites; (c) a principle where students gather at a dedicated site with its own teachercoordinator to clusters where a number of students are living in different locations and the coordinator travels between these; (d) movement of sites from location to location depending on need and demand; and (e) a fixed program to a highly flexible one that allows multiple entry and exit points, including honours. A fourth area is the critical insights generated from research into the program by Indigenous and non-Indigenous researchers. The final theme is the retention of graduates from RATEP within the classroom and their promotion into the administrative and advisory teaching sectors.
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Hofmeyer, Anne, Luisa Toffoli, Rachael Vernon, Ruth Taylor, Dorrie Fontaine, Hester C. Klopper i Siedine Knobloch Coetzee. "Teaching The Practice Of Compassion To Nursing Students Within An Online Learning Environment: A Qualitative Study Protocol". Contemporary Issues in Education Research (CIER) 9, nr 4 (3.10.2016): 201–22. http://dx.doi.org/10.19030/cier.v9i4.9790.
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Background: There is an increasing global demand for higher education to incorporate flexible delivery. Nursing education has been at the forefront of developing flexible online education and offering programs ‘anywhere and anytime’. In response to calls to teach compassion in nursing education, there is an abundance of literature concerning classroom teaching, but few online studies.Design: This paper presents a qualitative study protocol to explore the effectiveness of a compassion module taught to undergraduate nursing students within a digital learning environment. The protocol consists of an online knowledge intervention (compassion module) and pre- and post-intervention qualitative questions to explore and describe undergraduate nursing students’ understanding and learning about the practice of compassion toward patients, colleagues and self.Methods: Students will study the online compassion module over a two week period in a theory course in the final year of the Bachelor of Nursing. Students will participate in the study by responding to open-ended questions, administered through SurveyMonkey® before and after studying the online compassion module. Free text responses will be analysed thematically. The researchers will obtain institutional ethical approval.Discussion: This study protocol may generate new knowledge about how nursing students learn compassionate practice within an online learning environment. These findings could be used by nurse leaders and educators to develop empirically supported curricula and workplace cultures to foster the practice of compassion and resilience in the next generation of nurses.
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Edelman, Linda S., Eleanor S. McConnell, Susan M. Kennerly, Jenny Alderden, Susan D. Horn i Tracey L. Yap. "Mitigating the Effects of a Pandemic: Facilitating Improved Nursing Home Care Delivery Through Technology". JMIR Aging 3, nr 1 (26.05.2020): e20110. http://dx.doi.org/10.2196/20110.
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The coronavirus disease (COVID-19) pandemic has been particularly challenging for nursing home staff and residents. Centers for Medicare & Medicaid Services regulation waivers are burdening staff and affecting how care is delivered. Residents are experiencing social isolation, which can result in physical and behavioral health issues, particularly for persons with dementia. These challenges can be addressed in part through technology adaptations. Full integration of electronic health record systems can improve workflow and care quality. Telehealth can improve access to outside providers, provide remote monitoring, and improve social connectedness. Electronic and audiovisual programs can be used for end-of-life planning and information sharing between nursing home staff and families. Online learning systems and other online resources provide flexible options for staff education and training. Investing in and adapting technology can help mitigate workforce stress and improve the quality of nursing home care during and after the COVID-19 crisis.
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PANAGIOTOPOULOU, MARIA PANAGIOTIS, i EYAGELIA NIKOLAOS MANOUSOU. "The obstacles faced by distance learning students in achieving their autonomy. The case of the Hellenic Open University". Ανοικτή Εκπαίδευση: το περιοδικό για την Ανοικτή και εξ Αποστάσεως Εκπαίδευση και την Εκπαιδευτική Τεχνολογία 16, nr 1 (8.07.2020): 90. http://dx.doi.org/10.12681/jode.23209.
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SummaryThe autonomy of the students refers to the control that the student has in the learning process, to decide on the content, the goals and the way of learning and is connected with the concepts of self-direction and self-regulation. The concept of autonomy presupposes the development of a psychological relationship with the process and the content of the learning act, while the autonomous student is able to make decisions, to distance himself but also to reflect critically. Autonomy is related to the notion of personal responsibility that the learner assumes in his learning process, while two dimensions are distinguished. The first is autonomous learning, in which the learner assumes responsibility for the design, organization and evaluation of the educational process, which concerns its external characteristics. The second is the autonomous student, which refers to the internal characteristics of the learner. However, an important factor for the autonomy of the students is considered to be the context in which the educational process takes place, ie when the general socio-political and learning context encourages the learners to take responsibility for their learning, then their autonomy is promoted.In the context of distance education, students are at a distance from their teachers, their classmates and the institution that provides education, but they are called to meet the requirements of the study program they choose. And while the concept of autonomy is intertwined with the method of distance education, the factors that hinder its realization have not been sufficiently explored. This empirical research, therefore, comes to fill the gap in the literature on the obstacles that students themselves face in the realization of autonomy.This paper explores the barriers faced by distance education students in achieving their autonomy. In particular, it focuses on exploring the obstacles that students face with regard to autonomy in distance education and the factors that contribute to removing the obstacles to student autonomy in distance education. The quantitative approach was chosen and the tool of our research was the online questionnaire, which was completed by 215 research participants, postgraduate and undergraduate students of the Hellenic Open University. The selection of the sample was random sampling as the questionnaire was published on a social networking page (facebook) in specific groups formed by the Hellenic Open University students and the participants chose to answer and complete the questionnaire. The empirical research took place in March - April 2019.The questionnaire included two axes. The first axis concerned demographic data. The second axis included twenty-one (21) questions that answered the research questions. Seventeen (17) of the questions were closed-ended, graded Likert scale, one (1) question with answer options, while three (3) questions were open-ended. Open-ended questions were included in order for participants to express their views on the obstacles they face, and to enrich the data from the closed-ended questions.For the analysis of the data collected from the closed-ended questions of the questionnaire, the statistical program SPSS and the descriptive statistics were used. Regarding the data of the open-ended questions, after their inclusion in broader categories, the next step was to codify the conversion of the data from nominal to numerical. In order to identify any differences in the answers of the participants, depending on the gender and the level of studies, correlations were used.The theoretical framework of the present study is closely related to the empirical research carried out. Obstacles to the autonomy of distance learning students identified in the theoretical part are confirmed by the empirical research, with the difference that the empirical research has shown that students' personal characteristics as well as the "distance" factor do not constitute a significant obstacle to the realization of their autonomy.However, the empirical research also revealed several factors that were not identified in the bibliographic review as barriers to student autonomy, such as inadequate administrative organization, financial factors, the small number of group meetings, the lack of different types of papers, exams based on memorization and exams with books closed. It is also worth noting that while the majority of students consider that they have developed skills in order to be autonomous, they agree that a preparatory course that would prepare them for the requirements of distance education would be very helpful. The analysis and discussion of the results highlighted the prominent role of the teacher in distance education, as the lack of support for students can impede their autonomy, however, the teacher has the potential to contribute to its realization by guiding and encouraging students. The multidimensional role of the teacher in distance education also emerges from our research, as described in the theoretical part of our work, since the participants expressed the need for teachers combining a number of characteristics in order to promote their autonomy.Another important finding of the research is that students feel their personal characteristics and personal abilities can help them realize their autonomy. In line with the bibliographic review, the factors that are an obstacle to the autonomy of the students of distance education, as well as the factors contributing to the removal of these obstacles, are related both to the students themselves and to the educational process.As for the factors that contribute to the removal of barriers to the autonomy of distance learning students, they coincide with the factors that have a positive effect on the realization of autonomy and have been identified in the theoretical framework of our work. The most important factor is the personal characteristics of the students themselves and their own personal effort. Following, the support, guidance from the teacher on a psychological and practical level and communication with him. Also very important factors are the existence of appropriate educational material and the conduct of group meetings, which students ask to be more frequent.The need for a digital learning framework to promote student autonomy, as found in the theoretical framework, is confirmed by the empirical research, as well as the need for electronic group meetings and the use of electronic libraries, access to specialized digital material, and easier access to the Hellenic Open University platforms.A very important factor in removing the barriers to student autonomy as it emerged from the empirical research is more flexible schedules concerning the delivery of papers, while access to educational material and a better administrative organization are also considered important.Regarding the correlation of the curriculum with the factors that constitute an obstacle to autonomy, the majority of postgraduate and undergraduate students agree with some differentiation regarding the factors "comments of the teacher on written work", "educational material", "psychological support from the teacher ”and“ lack of psychological support from the teacher” while gender did not appear to have any particular effect on the factors that impede students’ autonomy
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Sullivan, Lisa M., Amanda Velez, Vanessa Boland Edouard i Sandro Galea. "Realigning the Master of Public Health (MPH) to Meet the Evolving Needs of the Workforce". Pedagogy in Health Promotion 4, nr 4 (12.12.2017): 301–11. http://dx.doi.org/10.1177/2373379917746698.
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Graduate public health education is evolving rapidly as a function of complex and interrelated factors including rising student debt, a changing economy and job market, varied perceptions of the value of higher education, and new educational technologies affecting how courses and programs are delivered. At the same time, employers are seeking more highly trained public health professionals across a broader range of industries including, but not limited to, government, health care, pharmaceutical, consulting, and education. We redesigned the Boston University Master of Public Health (BU MPH) curriculum to provide students with integrated foundational knowledge; specialized skills and training in key areas sought after by employers across industries and functions; and activities to build student’s professional capabilities and confidence. The BU MPH, detailed in this article, provides an illustration of an MPH that is interdisciplinary, flexible, and adaptable to meet the changing needs of the workforce.
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Stewart, Erin M. "Reducing Ambiguity: Tools to Define and Communicate Paraprofessional Roles and Responsibilities". Intervention in School and Clinic 55, nr 1 (16.07.2018): 52–57. http://dx.doi.org/10.1177/1053451218782431.
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One-on-one and program-based special education paraprofessionals are often used to support students with disabilities across school settings. While paraprofessionals may have the best of intentions, their proximity and the support they provide may prevent students with disabilities from fully accessing educational and social opportunities. To prevent unintentional yet negative student outcomes, it is necessary to define and communicate job responsibilities to paraprofessionals before they begin working with students with disabilities. This article outlines several flexible tools and strategies that teachers and administrators can use to efficiently and effectively communicate this information. The article includes (a) a description of how teachers and administrators can define and deliver job-related information to paraprofessionals, (b) reproducible templates for developing a written or digital job responsibilities notebook for paraprofessionals, and (c) recommendations for using these tools effectively.
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Patrawalla, Paru, Mangala Narasimhan, Lewis Eisen, Ariel L. Shiloh, Seth Koenig i Paul Mayo. "A Regional, Cost-Effective, Collaborative Model for Critical Care Fellows’ Ultrasonography Education". Journal of Intensive Care Medicine 35, nr 12 (12.02.2019): 1447–52. http://dx.doi.org/10.1177/0885066619828951.
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Objective: Training in critical care ultrasonography is an essential tool in critical care medicine and recommended for fellowship programs in pulmonary and critical care medicine. Major barriers to implementing competency-based training in individual fellowship programs include a lack of expert faculty, time, and funding. Our objective was to investigate whether regional collaboration to deliver an introductory critical care ultrasonography course for fellows might overcome these barriers while achieving international training standards. Methods: This was a retrospective review of course evaluation and learner assessment data from a 3-day ultrasonography course between 2012 and 2017. All critical care fellows (n = 545) attending the course completed pre- and postcourse surveys and postcourse knowledge and technical skills tests. Evaluation of educational outcomes was performed based on the Kirkpatrick model. Results: Fellows reported minimal prior formal training in ultrasonography, and ultrasound-guided vascular access was the most common area of prior training. The course was a blended model of didactic lectures coordinated with real-time demonstration scanning using live models, hands-on training on human models and task trainers, and interpretation of ultrasonography images with a wide range of pathology. Course content included basic echocardiography and general critical care ultrasonography (lung, pleural, vascular diagnostic, vascular access, and abdominal ultrasonography). At the conclusion of the course, fellows demonstrated high levels of knowledge and skill competence on a previously validated assessment tool and significantly improved confidence in all content areas. Barriers to training at individual programs were overcome through faculty cooperation, faculty development, and cost sharing. Success of this model is supported by the sustained growth of this course. Conclusions: A regional collaborative model for training fellows in ultrasonography is a feasible, efficient, and flexible model for delivering curricula, where expertise at individual programs is not routinely available.
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Levenson, Jessica, Sara Goodkind, Sara Albert, Bryan Macuga, Dawn Golden, Clay Karadus, Edward Wehrer i Elizabeth Miller. "281 Feasibility, Acceptability, and Preliminary Impact of a School-Based Sleep Promotion Program for Adolescents". Sleep 44, Supplement_2 (1.05.2021): A113. http://dx.doi.org/10.1093/sleep/zsab072.280.
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Abstract Introduction Poor sleep is common among adolescents and has been linked with school absenteeism. Though improved sleep has been associated with improved school outcomes, intervention programs for insufficient sleep are not standard in schools, few have used an individualized approach, and none have focused on youth with absenteeism. We conducted an open trial of the feasibility, acceptability, and initial impact of our school-based sleep promotion program among adolescents. Methods Participants included 8th and 9th grade students with mild absenteeism, insufficient sleep, and sleep timing shift on the School Sleep Habits Survey (SSHS). The program included a smartphone-based sleep diary and 1-2 tailored sessions with a school staff member. Participants completed baseline and follow-up research assessments. The sleep program focused on education about sleep; cognitive strategies targeting sleep beliefs; stimulus control; and regularization of sleep and wake. We descriptively report program feasibility, acceptability, and change in sleep duration. Results Of 33 participants approached by school staff, 12 agreed to participate and 10 completed the study. Seven participants had two program sessions and 5 participants had one program session. Sleep duration increased by 19 minutes across the entire week based on daily sleep diary, and by 31 minutes on weekdays on the SSHS. Most participants (89%) reported that the program was not a burden on their time, that the program length was just right (88%), and that they were likely to participate in research again (75%). While program feasibility was high, most youth (56%) rated program relevance as low or unknown. The most salient implementation barrier was the challenge of embedding the program into each school’s existing procedures. Conclusion A school-based sleep promotion program for adolescents with insufficient sleep and mild absenteeism is feasible, acceptable, and associated with improved sleep. An individualized approach, with sessions delivered by school staff, shows great promise for being feasible and clinically significant. Future work should focus on selecting a sample of youth with greater investment in the program to improve school attendance and implementing the program flexibly and with fidelity across schools. Support (if any) University of Pittsburgh Center for Interventions for Improve Community Health
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SMYDRA, RACHEL V., KATIE MYSEN i KATIE LIEDER JOSTOCK. "Educating Educators: Implementing Quality Online Teaching Certification Programs". Michigan Academician 45, nr 2 (1.01.2018): 329–46. http://dx.doi.org/10.7245/0026-2005-45.2.329.
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ABSTRACT The online teaching platform has a firm foothold on many university campuses. With the majority of schools now offering online courses, e-learning facilitators have been creating and offering online certification programs that instruct and motivate teachers to design courses using best practices in order to deliver quality online courses. Completing an online certification course provides the best opportunity for flexible, collaborative learning in addition to offering the following benefits to instructors: educating instructors on technology options, establishing learning objectives, constructing an online presence, building a sense of community online, avoiding information dumping, and employing pedagogical tools to instruct and challenge students. Instructors also benefit from creating their own practice courses to employ what they have learned in a peer-review process where fellow classmates assess the quality of the courses. Lastly, and perhaps most importantly, faculty members interact with their course materials from the unique perspective of a student, creating a metacognitive space for faculty to understand more deeply their students' learning processes. Many platforms exist for training faculty, but a virtual professional learning committee constructed and managed by an institution's e-learning facilitators serves faculty the best. As a result, higher education institutions should encourage and incentivize all instructors who teach in an online platform to participate in and complete a quality online teaching certification course.
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Haviland, Sara, Steven Robbins, Vinetha Belur, Gernissia Cherfrere i David Klieger. "Improving Workforce Readiness Skills Among Community College Adult Learners Through New Technologies:". Metropolitan Universities 32, nr 1 (15.02.2021): 35–53. http://dx.doi.org/10.18060/23884.
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Employers report struggles to find work-ready candidates who possess a desired combination of job-specific technical, general math and reading, and social and behavioral skills. Community colleges are ideally situated to address these shortages, delivering a trained local labor force and often collaborating directly with employers and regional development boards to ensure the employability of their students and the economic vitality of their regions. One tactic to address these shortages is to introduce trainings geared directly toward soft and basic skill development. This paper presents case studies of two schools that use technology-enhanced trainings to incorporate work-readiness skill trainings in career technical education programs that are (1) flexible and learner-centric due to technology-enhanced delivery, and (2) use evidence-based assessment and intervention strategies to promote soft skill and literacy expectations. The trainings were provided by a non-profit education research and measurement company, which served as developer and research partner for the community colleges. Results demonstrate adult learner satisfaction and commitment with these blended learning and mobile technology solutions. Factors that facilitate training success, which include securing student buy-in and developing collaborative partnerships, are discussed.
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Siddiqui, Ozma, i Fatimah M. A. Alghamdi. "Implementing Differentiated Instruction in EFL Remedial Classes: An Action Research". Education and Linguistics Research 3, nr 2 (9.10.2017): 89. http://dx.doi.org/10.5296/elr.v3i2.11726.
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Since English language teaching became a compulsory part of the curriculum in all institutes of higher education in Saudi Arabia, different syllabi and teaching methodologies have been experimented to help adult students learn the language effectively, particularly within first-year university preparatory programs. However, despite the huge efforts in aiding the educational process of English as a foreign language (EFL), there is a large turnout of students not meeting the criteria needed to pass their preparatory year. As students are enrolled in one EFL program with the same textbook and are expected to achieve the same benchmarks, there has arisen a need to reexamine the mode in which the curriculum is being delivered. The way forward seems to be remedial intervention that addresses the inadequacies of the non-progressing learners, and utilizes an instructional approach that modifies material and instruction to meet learners’ individual needs. The approach which takes into account individual differences has been known amongst educationalists as Differentiated Instruction (DI). This action research investigation seeks to explore DI as it is being implemented at an EFL remedial program, its procedures and outcomes. We hypothesize that students would benefit from the varied instruction, modified materials and flexible grouping within the class setup. Quantitative data was collected in the form of the grades of a pretest and a posttest. The differences in the results of the two sets of tests showed positive impact of implementing DI on learning, and were found to be statistically significant. Also, tutors' opinions were sought through a mini questionnaire consisting of open-ended questions. It is hoped that the action research thus conducted will contribute to answering pertinent questions and benefit the EFL remedial practice as well as future studies.
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Fernandes, Paula T., Ana L. A. Noronha, Josemir W. Sander, Gail S. Bell i Li M. Li. "Training the trainers and disseminating information: a strategy to educate health professionals on epilepsy". Arquivos de Neuro-Psiquiatria 65, suppl 1 (czerwiec 2007): 14–22. http://dx.doi.org/10.1590/s0004-282x2007001000003.
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PURPOSE: To evaluate the knowledge, attitudes and perceptions of epilepsy in primary care system health professionals prior to and after an educational intervention. METHODS: Educational interventions were delivered to three groups of people with an interest in epilepsy: 1. Information courses for physicians (241 subjects); 2. Social re-integration course for health professionals and community leaders (631 subjects); 3. "Training the Trainers" Course for physicians (11 subjects). The whole program is flexible and can be tailored for local or regional needs. For the evaluation of this process, health professionals completed a quantitative and qualitative questionnaire to assess their knowledge, attitudes and perception (KAP) of epilepsy prior to the training (pre-test) and 6 months after it (post-test). RESULTS: Comparison of knowledge scores prior to (mean=55.8, standard deviation=14.0) and after (mean=71.5, standard deviation=12.0) the intervention showed that physicians had improved knowledge after the training (t-test=7.8, p<0.001). The same pattern occurred with the health professionals: the knowledge score prior to (mean=22.3, standard deviation=12.5) and after (mean=36.6, standard deviation=12.5) the intervention showed that health professionals had improved knowledge after the training (t-test=12.4, p<0.001). Improvements in attitudes and perception also occurred after the courses. DISCUSSION: Training courses can promote increased knowledge, attitude and perception in a cost effective way in the primary care setting. However, a continuous education program is required to correct oversights and to improve the management of people with epilepsy.
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Adi Marsono. "Revitalisasi Pendidikan Bahasa Arab Berbasis Pendidikan Life Skill Pada Jurusan Pendidikan Bahasa Arab Di Iain Tulungagung Dalam Menghadapi Masyarakat Ekonomi Asean (MEA)". Jurnal Dinamika Ekonomi Syariah 7, nr 1 (15.01.2020): 7–29. http://dx.doi.org/10.53429/jdes.v7i1.23.
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The background of this research is that the emergence of the revitalization of education become the talk very interesting and crucial entered the times of the ASEAN Economic Community (MEA) recently. Seeing the condition of a nation that increasingly worse with a variety of educational failure phenomena occurring generation of people. At the regional level (ASEAN), Arabic is the language of the second alternative communication after the Malay language. Since Arabic is the language of the religious culture of the Islamic community of Malay and Arabic language turns more dominant than in English. This is because the majority of the people of ASEAN are Muslims who think that the Arabic language is flexible, open and elastic in answering the challenges of globalization and cultural transformation. State Islamic Institute (IAIN) Tulungagung is one of the universities which have policies, matakuliah, environment and curriculum that supports the education of Arabic-based life skill education in the ASEAN Economic Community mengahadapi (MEA). The method used in this research are : the type of research is qualitative descriptive. Methods of data collection are observation, interview, documentation. Methods of data analysis are reduction, data display and then drawing conclusions / verification.The results of this research are : 1) the revitalization of the Arabic language education based life skills education at State Islamic Institute (IAIN) Tulungagung in the ASEAN Economic Community (MEA) is conducted by: a) To formulate vision and mission that suppor Competence Life Skills Arabic, b) Develop curriculum a greater emphasis on deepening the Arabic language skills competence, c) Establishing Bi'ah Lughawiyah Arabic language in Campus and Ma'had, d) Create a special program of learning the Arabic language, e) Mastery learning strategies and Arabic language skills, f) Lecturer Professional and have optimum competence, g) Provide additional extra-based Life Skills, and h) To sharpen the practical and Delivers Native speakers. 2) The implications of life skill education to the Arabic language education at State Islamic Institute (IAIN) Tulungagung for facing the ASEAN Economic Community, the following: a) Linking the use of language in context, b) Lecturer more frequent use of the media, c) Institutions must make improvements in particular, d) Optimization Arabic Education management, and e) Overcoming the obstacles faced.
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Wang, Jun, i Richard Egudo. "Introduce Self-Paced Learning in Military Technical Trades Training". International Journal of Adult Vocational Education and Technology 9, nr 4 (październik 2018): 23–32. http://dx.doi.org/10.4018/ijavet.2018100102.
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Using a case study, this article identifies the factors that are important in the effective implementation of mixing self-paced and lock-step learning (a specific type of blended learning (BL)) in the context of training military technicians. Due to budget and time constraints, the training authorities in most worldwide organisations, and in military organisations in particular, face a challenge in the increase of training demand to deliver and sustain a qualified workforce. This study explored the advantages of this type of BL to address the challenge. The data was collected by group interviewing stakeholders, i.e. the course managers and instructors. The interview workshops identified the features of the designed course structure and trainee flow process that would impact on the effective operation of BL learning. The trainees' data in training hours was analyzed to examine the BL impact on the training throughput. The management science concepts from, e.g. Lean thinking and Queuing theory, are used to recognize enabling factors that make this implementation work. This article concludes that the BL discussed here can help to address the training challenge for organisations to build workforce capability by catering to diverse learning needs, especially for motivated trainees in their career education. It is hoped that the lessons learned from this study will contribute to the knowledge in the field of adult education and workplace learning in the designing and implementation of more flexible training programs.
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Gaitniece, Lāsma. "Transdisciplinaritāte studiju kursa „Latviešu valoda kā svešvaloda” īstenošanā". Valodu apguve: problēmas un perspektīva : zinātnisko rakstu krājums = Language Acquisition: Problems and Perspective : conference proceedings, nr 16 (6.05.2020): 74–86. http://dx.doi.org/10.37384/va.2020.16.074.
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Each year international students from Asia enroll in the study programs implemented by the Faculty of E-Learning Technologies and Humanities of Riga Technical University. It is interesting to note that some of these students come with the preliminary knowledge of the Latvian language at level A2 and some even at level B1 according to CEFR, which they have acquired in their home country. Therefore, one of the tasks the instructor should complete within the study course “Latvian as a Foreign Language” is to select appropriate pedagogical contents and methods that would not only facilitate acquisition of a foreign language, but would also promote positive attitude to the country and culture which language is being acquired. Adoption of the transdisciplinary approach is one of the options. Resting on these premises, the paper analyzes the experience of the author through the prism of trans-disciplinary pedagogical approach. Delivering the study course “Latvian as a Foreign Language” to the students with preliminary knowledge, the instructor shall not focus solely on expanding student vocabulary range and training in grammatical regularities. It is important to develop understanding about the cross-cultural dialogue and include the elements of creativity in the curriculum. Both components are connected with the transdisciplinary approach. Transdisciplinary pedagogical approach may be really challenging for the instructor. Interest, involvement and eagerness to expand one’s knowledge play a crucial role. Attitude becomes a category of self-education. One of the options implementing the above-mentioned approach is to invite a guest lecturer – a professional in a definite field – to deliver a class together. It is not only the students who benefit from this practice but also the instructor, as in such a way self-education process occurs. Transdisciplinary pedagogical approach opens to both students and the instructor a wider, more comprehensive perspective on different areas of research and culture, their interconnectedness and contexts, as well as promotes awareness of the fact that the borders among the areas are not set but rather are flexible. Before delivering a practical class based on the transdisciplinary approach, it is necessary to design a precise action plan comprising several action points: selection of the relevant theme and a guest lecturer, getting ready for the class, delivery of the transdisciplinary class, polling the student after the practical class, or getting feedback. Only successfully completing each action point included in the plan both students and the academic staff may reach the desired positive outcome.
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Kit Ng, Tsz, Rebecca Reynolds, Man Yi (Helen) Chan, Xiu Han Li i Samuel Kai Wah Chu. "Business (Teaching) as Usual Amid the COVID-19 Pandemic: A Case Study of Online Teaching Practice in Hong Kong". Journal of Information Technology Education: Research 19 (2020): 775–802. http://dx.doi.org/10.28945/4620.
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Aim/Purpose: This article aims at the critical present: to serve a constructive purpose in the current COVID-19 crisis by presenting practice driven pedagogical strategies for online learning and teaching. It acknowledges the multitude of challenges faced by educators through the delivery of online instructional strategies for schools. Background: The development of information technology enables online learning and blended learning to be increasingly popular in extending students’ learning opportunities. Technology-enabled learning approaches make students’ learning more flexible and personalized. In Hong Kong, one of the first few cities where the COVID-19 pandemic outbreak was first reported, school classes have been suspended since the end of Lunar New Year on February 3, 2020. Methodology: This research used a qualitative method of multiple case analysis to explore how three educators from primary, secondary, and tertiary institutes employed various strategies to offer learning and teaching as usual. Naturalistic inquiry was used to observe, describe, and interpret the “lived experiences” of the three educators and the perceptions of stakeholders. Contribution: Since early February 2020, school classes have been suspended amid the COVID-19 pandemic in Hong Kong, one of the first cities where the coronavirus outbreak was first reported. This timely article overviews effective practices with the use of online learning technologies to support academia from around the world to achieve teaching and learning in an online environment. Findings: Results indicate that meaningful cognitive activities rely on teachers’ leading role to build a blended approach that combines the advantages of asynchronous and synchronous methods in order to facilitate social interaction among students. Furthermore, our research has revealed that educators are likely to perceive three non-teaching challenges on a rapid blended transition of the learning – digital divide, data privacy, and professional leadership. Recommendations for Practitioners: The COVID-19 pandemic has disrupted the learning of a generation of students and driven a sudden shift to online learning. Our case study recommends a blended model of asynchronous and synchronous learning as an effective pedagogy that allows learners flexibility, autonomy, and opportunities for learners to socialize with each other, which can be applied at any education level. Impact on Society: Technological advancements have made online classes possible, but how feasible is it to believe that a near overnight transition can lead to effective learning and teaching? The current article strongly acknowledges the multitude of barriers that stand in the way of feasibility, capacity building. and delivery of inclusive online instruction for today’s school districts, administrators, curriculum and technology directors, teachers, parents, and students. Future Research: In an effort to generate new knowledge within the challenges of the current pandemic, further studies are suggested to examine the longitudinal impact of these blended approaches, the digital divide, inclusive and accessible learning opportunities of vulnerable groups, and psycho-social support for students towards their academic and social development.
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Rowan, Leonie, Chris Bigum i Kevin Larkin. "Where to Now for Research into the First Year Experience at University?" International Journal of Actor-Network Theory and Technological Innovation 8, nr 2 (kwiecień 2016): 1–17. http://dx.doi.org/10.4018/ijantti.2016040101.
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Academics and administrators in higher education contexts increasingly invest time, energy and money in the creation and delivery of a positive “first year experience: (FYE)” a term commonly used to refer to a suite of initiatives intended to impact positively upon student satisfaction and maximise student retention. Various forms of technology feature prominently in the resultant programs: a situation which reflects a widespread belief that ‘flexible' and ‘online' learning environments have a major role to play in meeting the needs of contemporary students. Over the past 20 years decision making about how to create a ‘good' first year experience has been increasingly shaped by what is now a large body of scholarship. While this literature contains much that it is valuable it can also serve to limit research conducted in this area. Drawing upon insights from the sociology of translation this paper explores the hinterland of the FYE and the ways in which it might constrain the authors' research in this field. From this basis the authors propose a case for re-imagining and reassembling their research in this area in response to key challenges provided by actor-network theory. With reference to a small scale research project conducted at a one Australian university, they highlight the different data sets—and different realities—that a reassembled FYE research agenda requires them to attend to, and outline implications for future studies in this field.
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Garcia, Hank. "Ensuring global preparedness and response management capability in the current staff-and cost-constrained environment". International Oil Spill Conference Proceedings 2017, nr 1 (1.05.2017): 2017297. http://dx.doi.org/10.7901/2169-3358-2017.1.000297.
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The planning-training-exercise-respond cycle is essential to ensure a company's preparedness and ability to respond. How do you develop and maintain these critical skills in your global operations? How can you support global affiliates to deliver a safe and effective response to an oil spill or other major event? This paper will present recommendations and techniques to achieve these goals. The first recommendation is to establish the Incident Command System (ICS) as a global standard in your operations. ICS is a best practice methodology for response management that is flexible, is used by global OSROs, and has been adapted in many countries. The effort to set and achieve global training and exercise requirements will pay off in many ways, e.g., by facilitating the integration of out-of-country resources to support a response.- Set clear, relevant training objectives:+ Personnel demonstrate a basic understanding of ICS: structure, roles and responsibilities, deliverables, and key processes (e.g., planning, resource management, communications).+ Personnel are thoroughly familiar with company plans (local, regional, and global), incident management handbooks, and other internal resources.+ Other objectives address regional regulatory requirements, areas for improvement identified in exercises and/or incidents, etc..- Establish a global template for spill response plans. Include modules to address regional and operational requirements. For example, modules for onshore and offshore facilities, terminals, wellhead operations, pipeline operations, etc. Standard formats will support compliance, facilitate audits, and also facilitate the sharing of areas for improvement.- Leverage the development of a core training program with simple modifications to make materials applicable for global affiliates.- Establish a global library of scenarios for training and exercises to support compliance with requirements. Using a basic set of scenarios globally has the additional benefit of facilitating the sharing of lessons learned and areas for improvement.- Integrate training and exercise programs with complementary objectives.- Exercises are always a challenge and can be costly to develop and conduct. Prepare exercise-development kits to facilitate the definition of exercise objectives, adaptation of standard scenarios, documentation of injects and activities, accommodation of local and cultural differences, and the preparation of after action reports.- Use exercises to improve plans, build teamwork, build relationships with key stakeholders, and improve individual skills.- To ensure effective training, incorporate adult education techniques into lesson planning and development and modify as needed for compatibility with local language and culture.
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Kotsur, Sabina. "Сontent, Components and European Tendences of the Future Foreign Languages Teachers’ Professional Training". Professional Education: Methodology, Theory and Technologies, nr 9 (28.02.2019): 87–102. http://dx.doi.org/10.31470/2415-3729-2019-9-87-102.
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The article analyzes different approaches to the «professional training of a teacher» definition as a system of organizational-pedagogical measures and vocational training systems; a critical study, the improvement and experimental use of ideas; the purposeful, systematic and organized process of pedagogical influences; qualifications in the process of studying in the corresponding direction, specialty, educational program; systems of special knowledge, abilities and skills, competences, qualities. The peculiarities of the professional training of future foreign languages teachers are defined by the author as: a possession of units of a foreign language and the ability to use them in specific situations of communication; a consistency of the initial level of foreign languages knowledge received at school with the goals and objectives, methods and technologies of forming the personality of a student as a future specialist in the process of vocational training; the ratio of theoretical and practical training, special and psycho-pedagogical, methodical preparation; a symmetrical study of two foreign languages and bilingual life (Ukrainian and Russian); knowledge and appreciation of the cultural characteristics of a nation, the language of which is studied.
The author also proposes the definition of the concept of «professional training of future foreign language teachers» as a dynamic system of organizational and pedagogical influences, which is characterized by the unity of goals, content, methods and technologies of professional training of students, which study foreign languages on a multi-lingual basis, and foresees the formation of readiness for their professional activity, a professional competence. The article deals with important components of the future foreign languages teachers’ training such as: the theoretical and linguistic training; the practical training; the professional-oriented theoretical training; the methodical one.
The article analyzes the tendencies of future teacher training in the European region. Among the modern European approaches to foreign language teacher training, the author highlights the following main trends: the unification of requirements for professional training in the process of higher education integration into European educational space; the updating of goals and content of studying and teaching foreign languages, changing educational programs and state standards taking into account common European trends; the transition from the knowledge concept to the competence paradigm in higher education; the internationalization of education; the use of new flexible technologies in the study of foreign languages, the strengthening of the practical component of vocational training.
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Li, Li M., Paula T. Fernandes, Ana L. A. Noronha, Lucia H. N. Marques, Moacir A. Borges, Fernando Cendes, Carlos A. M. Guerreiro i in. "Demonstration project on epilepsy in Brazil: situation assessment". Arquivos de Neuro-Psiquiatria 65, suppl 1 (czerwiec 2007): 5–13. http://dx.doi.org/10.1590/s0004-282x2007001000002.
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PURPOSE: To provide a situation assessment of services for people with epilepsy in the context of primary health care, as part of the Demonstration Project on Epilepsy in Brazil, part of the WHO/ILAE/IBE Global Campaign 'Epilepsy out of the shadows'. METHODS: We performed a door-to-door epidemiological survey in three areas to assess the prevalence of epilepsy and its treatment gap. We surveyed a sample of 598 primary health care workers from different regions of Brazil to assess their perceptions of the management of people with epilepsy in the primary care setting. RESULTS: The lifetime prevalence of epilepsy was 9.2/1,000 people [95% CI 8.4-10.0] and the estimated prevalence of active epilepsy was 5.4/1,000 people. Thirty-eight percent of patients with active epilepsy were on inadequate treatment, including 19% who were taking no medication. The survey of health workers showed that they estimated that 60% of patients under their care were seizure-free. They estimated that 55% of patients were on monotherapy and that 59% had been referred to neurologists. The estimated mean percentage of patients who were working or studying was 56%. Most of the physicians (73%) did not feel confident in managing people with epilepsy. DISCUSSION: The epidemiological survey in the areas of the Demonstration Project showed that the prevalence of epilepsy is similar to that in other resource-poor countries, and that the treatment gap is high. One factor contributing to the treatment gap is inadequacy of health care delivery. The situation could readily be improved in Brazil, as the primary health care system has the key elements required for epilepsy management. To make this effective and efficient requires: i) an established referral network, ii) continuous provision of AEDs, iii) close monitoring of epilepsy management via the notification system (Sistema de Informação da Atenção Básica - SIAB) and iv) continuous education of health professionals. The educational program should be broad spectrum and include not only medical management, but also psycho-social aspects of epilepsy.
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Kralik, Debbie, Kate Visentin, Geoff March, Barbara Anderson, Andrew Gilbert i Merilyn Boyce. "Medication Management for Community-dwelling Older People with Dementia and Chronic Illness". Australian Journal of Primary Health 14, nr 1 (2008): 25. http://dx.doi.org/10.1071/py08004.
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The purpose of this paper is to report the findings of an integrative review of the literature on medication management for individuals who live in the community and have both chronic illness and mild to moderate dementia. The aim of the review was to summarise what is known about this topic, evaluate and compare previous research on the topic of medication management for people with dementia, and locate gaps in current work, thus pointing to directions for future research. Dementia is a national health priority for Australia. A significant component of community care for people with dementia is the management and administration of the medications required for other chronic conditions. Medication management is a broad term that encompasses several aspects, such as client-centred medication review, rational prescribing and support, repeat prescribing, client information/education, capacity to communicate with multiple health providers and having access to medicines. Cognitive impairment has been associated with medication management issues so it is important to ensure quality outcomes of medicine use by community-dwelling older people with dementia. The literature revealed a number of issues, such as the importance of person-centred care, the need for the coordination of care, and consumer partnerships in medication management. These are all important considerations in planning primary care services to support people with dementia and chronic illnesses. People with dementia who have chronic illness require coordinated, tailored, and flexible care processes in the community. There exists a range of services and programs such as home medicine reviews to support people living in the community with chronic illness and dementia; however, there is little coordination of care and evaluation of interventions is, at best, inconsistent. Currently, Australia lacks an integrative primary health care (PHC) framework, within which consumer involvement in decision-making and/or care planning is valued and sought. Current services are limited in the degree to which there is collaboration between key partners and Australian PHC initiatives are fragmented and have limited impact on service delivery.
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Karpenko, Kateryna, i Serhiy Gulevsky. "Educational Function of Documentary Television Series: Philosophical Understanding". Filosofiya osvity. Philosophy of Education 25, nr 2 (3.07.2020): 273–86. http://dx.doi.org/10.31874/2309-1606-2019-25-2-15.
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The television series are viewed from the perspective of their potential educational role. It is noted that television as a whole, and separately its component – the television series, remain an influential form of media communication of our time, despite the diversification of the delivery channels of the media message and the rapid spread of digital devices.
In the complex hierarchy of TV formats, genres and niches, the television educational series, when it had being appear, became a hybrid documentary broadcast format. Considering the specificity of the video footage, television as a media is characterized by a high potential for reliable reflection of reality (another thing is how television channels operate on this potential). It is no wonder, then, that scientific documentary, as a genre, existed since the "pre-television" era.
The focus is on documentary television series that can directly perform educational functions. It is generalized the idea of creating of the television series that are specifically designed for educational purposes and which can be part of relevant educational programs. It is substantiated the expediency of using educational serials on special educational television channels that are already operating abroad and just beginning to develop in Ukraine. It is emphasized that in the broad sense of the word, all television series, even entertaining ones, have a certain educational function – through the translation of certain ideas, values and patterns of behavior embodied by the characters of these serials.
Typical popular documentary series of recent decades have been analyzed in terms of their specific educational functions. It is substantiated that documentary serials of the present day are able to relay information of a household, scientific and educational value, which should partially rehabilitate both television and television series for educational functions, which are guarded by the culture of any level of the organization.
Despite belonging to one television format, science and education serials communicate at the level of iconic and index characters, and more entertaining reality shows are saturated with symbolic signs. Because of their conventionality, uncertainty, to some extent, nebula, these shows widen the range of potential interpretations, so they can target a flexible and fragmented audience.
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Farmer, Kristine, Jeff Allen, Malak Khader, Tara Zimmerman i Peter Johnstone. "Paralegal Students’ and Paralegal Instructors’ Perceptions of Synchronous and Asynchronous Online Paralegal Course Effectiveness: A Comparative Study". International Journal for Educational and Vocational Studies 3, nr 1 (30.03.2021): 1. http://dx.doi.org/10.29103/ijevs.v3i1.3550.
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To improve online learning pedagogy within the field of paralegal education, this study investigated how paralegal students and paralegal instructors perceived the effectiveness of synchronous and asynchronous online paralegal courses. This study intended to inform paralegal instructors and course developers how to better design, deliver, and evaluate effective online course instruction in the field of paralegal studies.Survey results were analyzed using independent samples t-test and correlational analysis, and indicated that overall, paralegal students and paralegal instructors positively perceived synchronous and asynchronous online paralegal courses. Paralegal instructors reported statistically significant higher perceptions than paralegal students: (1) of instructional design and course content in synchronous online paralegal courses; and (2) of technical assistance, communication, and course content in asynchronous online paralegal courses. Instructors also reported higher perceptions of the effectiveness of universal design, online instructional design, and course content in synchronous online paralegal courses than in asynchronous online paralegal courses. Paralegal students reported higher perceptions of asynchronous online paralegal course effectiveness regarding universal design than paralegal instructors. No statistically significant differences existed between paralegal students’ perceptions of the effectiveness of synchronous and asynchronous online paralegal courses. A strong, negative relationship existed between paralegal students’ age and their perceptions of effective synchronous paralegal courses, which were statistically and practically significant. Lastly, this study provided practical applicability and opportunities for future research. Akyol, Z., & Garrison, D. R. (2008). The development of a community of inquiry over time in an online course: Understanding the progression and integration of social, cognitive and teaching presence. Journal of Asynchronous Learning Networks, 12, 3-22. Retrieved from https://files.eric.ed.gov/fulltext/EJ837483.pdf Akyol, Z., Garrison, D. R., & Ozden, M. Y. (2009). Online and blended communities of inquiry: Exploring the developmental and perceptional differences. The International Review of Research in Open and Distributed Learning, 10(6), 65-83. Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/765/1436 Allen, I. E., & Seaman, J. (2014). Grade change: Tracking online education in the United States. Babson Park, MA: Babson Survey Research Group and Quahog Research Group, LLC. Retrieved from https://www.utc.edu/learn/pdfs/online/sloanc-report-2014.pdf Alreck, P. L., & Settle, R. B. (2004). The Survey Research Handbook (3rd ed.) New York, NY: McGraw-Hill Irwin. American Association for Paralegal Education (2013, Oct.). AAfPE core competencies for paralegal programs. Retrieved from https://cdn.ymaws.com/www.aafpe.org/resource/resmgr/Docs/AAfPECoreCompetencies.pdf American Bar Association, Standing Committee on Paralegals. (2017). https://www.americanbar.org/groups/paralegals.html American Bar Association, Standing Committee on Paralegals (2013, September). Guidelines for the approval of paralegal education programs. Retrieved from https://www.americanbar.org/content/dam/aba/administrative/paralegals/ls_prlgs_2013_paralegal_guidelines.authcheckdam.pdf Astani, M., Ready, K. J., & Duplaga, E. A. (2010). Online course experience matters: Investigating students’ perceptions of online learning. Issues in Information Systems, 11(2), 14-21. Retrieved from http://iacis.org/iis/2010/14-21_LV2010_1526.pdf Bailey, C. J., & Card, K. A. (2009). Effective pedagogical practices for online teaching: Perception of experienced instructors. The Internet and Higher Education, 12, 152-155. doi: 10.1016/j.iheduc.2009.08.002 Bernard, R., Abrami, P., Borokhovski, E., Wade, C., Tamim , R., Surkes, M., & Bethel, E. (2009). A meta-analysis of three types of interaction treatments in distance education. Review of Educational Research, 79, 1243-1289. doi: 10.3102/0034654309333844 Cherry, S. J., & Flora, B. H. (2017). Radiography faculty engaged in online education: Perceptions of effectiveness, satisfaction, and technological self-efficacy. Radiologic Technology, 88(3), 249-262. http://www.radiologictechnology.org/ Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). New York: Taylor & Francis Group. Colorado, J. T., & Eberle, J. (2010). Student demographics and success in online learning environments. Emporia State Research Studies, 46(1), 4-10. Retrieved from https://esirc.emporia.edu/bitstream/handle/123456789/380/205.2.pdf?sequence=1 Dutcher, C. W., Epps, K. K., & Cleaveland, M. C. (2015). Comparing business law in online and face to face formats: A difference in student learning perception. Academy of Educational Leadership Journal, 19, 123-134. http://www.abacademies.org/journals/academy-of-educational-leadership-journal-home.html Faul, F., Erdfelder, E., Lang, A.-G., & Buchner, A. (2007). G*Power 3: A flexible statistical power analysis program for the social, behavioral, and biomedical sciences. Behavior Research Methods, 39, 175-191. Retrieved from http://www.gpower.hhu.de/fileadmin/redaktion/Fakultaeten/Mathematisch-Naturwissenschaftliche_Fakultaet/Psychologie/AAP/gpower/GPower3-BRM-Paper.pdf Field, A. (2009). Discovery statistics using SPSS. (3rd ed.). Thousand Oaks, CA: Sage Publications, Inc. Gall M., Borg, W., & Gall, J. (1996). Educational research: An introduction (6th ed.). White Plains, NY: Longman Press. Garrison, D. R., Anderson, T., & Archer, W. (2001). Critical thinking, cognitive presence, and computer conferencing in distance education. American Journal of distance education, 15(1), 7-23. Retrieved from http://cde.athabascau.ca/coi_site/documents/Garrison_Anderson_Archer_CogPres_Final.pdf Green, S. B., & Salkind, N. J. (2005). Using SPSS for Windows and Macintosh: Internal consistency estimates of reliability. Upper Saddle River, NJ: Pearson Prentice Hall. Harrell, I. L. (2008). Increasing the Success of Online Students. Inquiry, 13(1), 36-44. Retrieved from http://files.eric.ed.gov/fulltext/EJ833911.pdf Horspool, A., & Lange, C. (2012). Applying the scholarship of teaching and learning: student perceptions, behaviours and success online and face-to-face. Assessment & Evaluation in Higher Education, 37, 73-88. doi: 10.1080/02602938.2010.496532 Inman, E., Kerwin, M., & Mayes, L. (1999). Instructor and student attitudes toward distance learning. Community College Journal of Research & Practice, 23, 581-591. doi:10.1080/106689299264594 Institute of Legal Executives (ILEX). https://www.cilexcareers.org.uk/ Johnson, J. & Taggart, G. (1996). Computer assisted instruction in paralegal education: Does it help? Journal of Paralegal Education and Practice, 12, 1-21. Johnstone, Q. & Flood, J. (1982). Paralegals in English and American law offices. Windsor YB Access to Justice 2, 152. Jones, S. J. (2012). Reading between the lines of online course evaluations: Identifiable actions that improve student perceptions of teaching effectiveness and course value. Journal of Asynchronous Learning Networks, 16(1), 49-58. doi:http://dx.doi.org/10.24059/olj.v16i1.227 Krejcie, R. V., & Morgan, D. W. (1970). Determining sample size for research activities. Educational and psychological measurement, 30, 607-610. http://journals.sagepub.com/home/epm Liu, S., Gomez, J., Khan, B., & Yen, C. J. (2007). Toward a learner-oriented community college online course dropout framework. International Journal on ELearning, 6(4), 519-542. https://www.learntechlib.org/j/IJEL/ Lloyd, S. A., Byrne, M. M., & McCoy, T. S. (2012). Faculty-perceived barriers of online education. Journal of online learning and teaching, 8(1), 1-12. Retrieved from http://jolt.merlot.org/vol8no1/lloyd_0312.pdf Lockee, B., Burton, J., & Potter, K. (2010, March). Organizational perspectives on quality in distance learning. In D. Gibson & B. Dodge (Eds.), Proceedings of SITE 2010—Society for Information Technology & Teacher Education International Conference (pp. 659-664). San Diego, CA: Association for the Advancement of Computing in Education (AACE). https://www.learntechlib.org/p/33419/ Lowerison, G., Sclater, J., Schmid, R. F., & Abrami, P. C. (2006). Student perceived effectiveness of computer technology use in post-secondary classrooms. Computers & Education, 47(4), 465-489. doi:10.1016/j.compedu.2004.10.014 Retrieved from https://pdfs.semanticscholar.org/fc9c/13f0187d3967217aa82cc96c188427e29ec9.pdf Martins, L. L., & Kellermanns, F. W. (2004). A model of business school students' acceptance of a web-based course management system. Academy of Management Learning & Education, 3(1), 7-26. doi: 10.5465/AMLE.2004.12436815 Mayes, J. T. (2001). Quality in an e-University. Assessment & Evaluation in Higher Education, 26, 465-473. doi:10.1080/02602930120082032 McCabe, S. (2007). A brief history of the paralegal profession. Michigan Bar Journal, 86(7), 18-21. Retrieved from https://www.michbar.org/file/barjournal/article/documents/pdf4article1177.pdf McMillan, J. H. (2008). Educational Research: Fundamentals for the customer. Boston, MA: Pearson Education, Inc. Myers, C. B., Bennett, D., Brown, G., & Henderson, T. (2004). Emerging online learning environments and student learning: An analysis of faculty perceptions. Educational Technology & Society, 7(1), 78-86. Retrieved from http://www.ifets.info/journals/7_1/9.pdf Myers, K. (2002). Distance education: A primer. Journal of Paralegal Education & Practice, 18, 57-64. Nunnaly, J. (1978). Psychometric theory. New York: McGraw-Hill. Otter, R. R., Seipel, S., Graeff, T., Alexander, B., Boraiko, C., Gray, J., Petersen, K., & Sadler, K. (2013). Comparing student and faculty perceptions of online and traditional courses. The Internet and Higher Education, 19, 27-35. doi:10.1016/j.iheduc.2013.08.001 Popham, W. J. (2000). Modern educational measurement: Practical guidelines for educational leaders. Boston, MA: Allyn & Bacon. Rich, A. J., & Dereshiwsky, M. I. (2011). Assessing the comparative effectiveness of teaching undergraduate intermediate accounting in the online classroom format. Journal of College Teaching and Learning, 8(9), 19. https://www.cluteinstitute.com/ojs/index.php/TLC/ Robinson, C., & Hullinger, H. (2008). New benchmarks in higher education: Student engagement in online learning. The Journal of Education for Business, 84(2), 101-109. Retrieved from http://anitacrawley.net/Resources/Articles/New%20Benchmarks%20in%20Higher%20Education.pdf Salkind, N. J. (2008). Statistics for people who think they hate statistics. Los Angeles, CA: Sage Publications. Santos, J. (1999, April). Cronbach's Alpha: A tool for assessing the reliability of scales. Journal of Extension, 37, 2. Retrieved from https://www.joe.org/joe/1999april/tt3.php Seok, S., DaCosta, B., Kinsell, C., & Tung, C. K. (2010). Comparison of instructors' and students' perceptions of the effectiveness of online courses. Quarterly Review of Distance Education, 11(1), 25. Retrieved from http://online.nuc.edu/ctl_en/wp-content/uploads/2015/08/Online-education-effectiviness.pdf Sheridan, K., & Kelly, M. A. (2010). The indicators of instructor presence that are important to students in online courses. Journal of Online Learning and Teaching, 6(4), 767-779. Retrieved from http://jolt.merlot.org/vol6no4/sheridan_1210.pdf Shook, B. L., Greer, M. J., & Campbell, S. (2013). Student perceptions of online instruction. International Journal of Arts & Sciences, 6(4), 337. Retrieved from https://s3.amazonaws.com/academia.edu.documents/34496977/Ophoff.pdf?AWSAccessKeyId=AKIAIWOWYYGZ2Y53UL3A&Expires=1508119686&Signature=J1lJ8VO0xardd%2FwH35pGj14UeBg%3D&response-content-disposition=inline%3B%20filename%3DStudent_Perceptions_of_Online_Learning.pdf Song, L., Singleton, E. S., Hill, J. R., & Koh, M. H. (2004). Improving online learning: Student perceptions of useful and challenging characteristics. The Internet and Higher Education, 7, 59-70. doi:10.1016/j.iheduc.2003.11.003 Steiner, S. D., & Hyman, M. R. (2010). Improving the student experience: Allowing students enrolled in a required course to select online or face-to-face instruction. 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BIK, Olesya. "COMPETENCE-BASED APPROACH TO TRAINING SOCIAL WORKERS IN WORKING WITH CHILDREN FROM FAMILIES IN DIFFICULT LIFE CIRCUMSTANCES". Cherkasy University Bulletin: Pedagogical Sciences, nr 2 (2020): 177–82. http://dx.doi.org/10.31651/2524-2660-2020-2-177-182.
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The family is recognized in the international community as the best condition for the survival, protection and development of children, the main center of society, the natural environment for humans. As has been repeatedly noted, the efforts of the state and the public should be con-centrated at the well-being of the family, creating conditions for the protection of its rights in society and the rights of family members. Today, there is an urgent need not only for social support for a family that has certain problems in its life, but also for special work with families who find them-selves in difficult life circumstances and have more serious psychosocial problems, such as systematic violations of human rights. Such families are traditionally dealt with by law enforcement agencies, human rights are protected by law, but prosecution cannot be the only approach, since our main goal must be to preserve the integrity of the family (its family feelings, ties). First of all, long-term socio-pedagogical work aimed at re-education, training of its members in new techniques and methods of interaction should be carried out. International experience shows that majority of govern-mental social programs are focused on families. Existing family life adaptation programs in the United States are designed for families at different stages of development, each targeting different types of family issues. One more program - "Intensive course for adults on raising children”. In England there is a John Barnes program, which aims to work with children in families experiencing a crisis. The job of a social worker or a teacher is to study such a family, tosimulate the change in relations between its members, tohelp in adaptation, to train parents in self-control. Teach them and their children how to set strategic and supporting goals. Help to overcome obstacles without corporal punish-ment. In Croatia, children, who exhibit deviant behavior, are engaged in “peer-to-peer” school mediation programs, while specialists work with parents, revealing the shortcomings of family psycho-emotional and educational dynamics. Professional social activity is currently intensifying and improving in Ukraine. Therefore, the social education sys-tem must be flexible, mobile, respond quickly to changes in social policy and the social sphere, the needs of individuals and society as a whole. The education of students majoring in "Social Work" at the National University "Lviv Polytechnic" is determined by the Canadian-Ukrainian model of training of social workers, adapted to national conditions and needs. In terms of pro-fessional competencies in working with children and fami-lies, such training includes the acquisition of knowledge and practical experience. This further gives the opportunity to develop their own innovative programs, based on experi-ence gained on the problems and needs of the client. The most widely represented is the cycle of profession-ally oriented disciplines, which includes a 90-hour course "Social work with children and families." The content of the discipline covers all the main aspects of the social worker's work with this category of clients: from the concept of fami-ly, its functions and role in the child's life and identifying aspects of family risk of crisis, to the processes of interven-tion and improvement of children's social security. Particu-lar attention in the subject is paid to topics of deviantology, causes, manifestations and types of deviant behavior. The section "Interventions" covers such topics as: the functions of a social worker; theoretical principles of family counseling; methods and forms of family counseling; pro-fessional intervention focused on the family; institutional model of care for abused and neglected children; preventive measures. The study of the "Improvement of children's social security service" topic includes a mandatory study of possible changes in the system of services and possible ways of policy formation in the field of social security. A characteristic feature of the training of social workers according to the Canadian-Ukrainian model is the teaching of professionally-oriented disciplines in the form of integrat-ed classes, which are divided into two main categories: lecture-practical and lecture-laboratory. Students' educational activities are diversified by excur-sions to social services, video classes, participation in vol-unteer actions, educational conferences, trainings, work of the international scientific-practical seminar organized at the Department of SR, meetings with well-known experts in the field of social work, etc. According to the concept of training specialists in the field of social work, the leading place in this process is occupied by practical training of students. The cycle of practical training of students includes different types of practical educational activities of students: internships within the semesters, organized by "blocks", and educa-tional and research workshops conducted on the basis of social services, lasts 4 semesters (years of study 3rd and 4th) and occurs once a week during a full working day. The workshop aims, in particular, to develop students' skills to carry out scientific research, during which they have the opportunity to collect the necessary empirical material to perform individual tasks in professionally-oriented disci-plines that have a research nature, and writing term papers and dissertations. When performing the tasks of educational practice and educational-research workshop, students have a real oppor-tunity to apply the acquired knowledge, skills and abilities in professionally- oriented, fundamental and other disci-plines.
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Stranach, Matthew, Jaymie Koroluk i Bridgette Atkins. "Designing for Change: Engaging Faculty Through a Blended Certificate in University Teaching Program". Journal of Professional, Continuing, and Online Education 2, nr 1 (17.09.2016). http://dx.doi.org/10.18741/p9201p.
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A key role of teaching and learning centres at postsecondary education institutions is to provide professional development for faculty and staff. A challenge for teaching and learning centre staff is to design, develop, and deliver professional development programs that are engaging and relevant to participants. This Report of Practice describes how two programs—a Certificate in University Teaching for faculty and staff and a parallel Certificate in University Teaching for Teaching Assistants—were developed and delivered. Factors that led to their success are also discussed. The use of a constructivist approach to teaching and learning, coupled with a blended design for course delivery and a flexible approach to the application of learning technologies all contributed to the success of these programs. Lessons learned and future directions for the program are also explored.
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Nunan, Ted, Ian Reid i Holly McCausland. "Global Perspectives: The University of South Australia (UniSA) Case Study". International Review of Research in Open and Distributed Learning 2, nr 2 (1.01.2002). http://dx.doi.org/10.19173/irrodl.v2i2.57.
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This case study describes current developments in the change processes that are underway at the University of South Australia (UniSA) as it develops from a dual mode institution to one that embraces flexibility in delivery of all of its courses and programs. Forces operating in the context of higher education are causing traditional institutions to become dual mode. Institutions that were already operating as dual mode are developing a proliferation of program delivery arrangements that move beyond hybridisation. A number of Australian institutions claim to provide flexibly delivered courses where student centred learning processes are facilitated through the use of information and communication technologies.
Hybridisation and the move to flexible delivery in Australia has partly been driven by changes in the socio-economic context of higher education that have forced universities to compete for income to sustain their operating costs. Offshore teaching and the provision of onshore fee paying courses for international students have required changes to delivery processes for resource-based teaching and online technologies and these changes have washed through institutions. However, for some institutions the development of flexible delivery has been to achieve a wider range of educational purposes for all students. Such purposes are often described in terms of the shift in focus: for example, from teaching to learning; from elite to inclusive; from "producer" to "consumer;" from local perspective to international; from credentialing (four year degree) to life-long learning (40 year degree).
This case study looks at the ways in which UniSA course, student, regulatory, logistical and technological systems or subsystems are changing, both in response to extra-institutional influences and in relation to institution-wide development of greater flexibility in teaching, learning and program delivery. This analysis highlights the ways in which these subsystems interact with each other and the critical importance of shared vision to coordinate changes on multiple fronts within the institution and to facilitate internalisation and ownership of such change by its staff.
The case study highlights how the logistical assumptions and arrangements of online education are significantly different in kind from those of traditional face-to-face or distance education and argues that moves to online education therefore require pervasive change. At the same time, online education can provide an integrating framework for different forms of delivery, thereby achieving synergies and economies of scale.
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Carter, Lorraine Mary, Bev Beattie, Wenda Caswell, Scott Fitzgerald i Behdin Nowrouzi. "An Examination of Interprofessional Team Functioning in a BScN Blended Learning Program: Implications for Accessible Distance-Based Nursing Education Programs". Canadian Journal of University Continuing Education 41, nr 1 (6.01.2016). http://dx.doi.org/10.21225/d5qw3q.
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In this study, the perceptions and experiences of an interprofessional team responsible for the development and delivery of the Registered Practical Nurse (RPN) to Bachelor of Science in Nursing (BScN) Blended Learning Program at Nipissing University were examined. In this program, RPNs can acquire a BScN through distance-based part-time study, including online courses and clinical practicum. In three years, the program has grown from an initial intake of 60 students to a current enrolment of over 600 students (Fitzgerald, Beattie, Carter, & Caswell, 2014).The success of the program is attributed to three factors: a part-time curriculum that permits students to work as they study; partnerships with hospitals and other clinical facilities to support the nurse-learner’s clinical placements; and the performance of a highfunctioning interprofessional team. This study of teamwork will benefit nursing and adult learning educators as well as e-learning professionals involved in the development and delivery of flexible programs for working nurses.
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Palmer, Stuart R., i Sharyn L. Bray. "Longitudinal study of computer usage in flexible engineering education". Australasian Journal of Educational Technology 17, nr 3 (8.12.2001). http://dx.doi.org/10.14742/ajet.1798.
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<span>A longitudinal analysis of computer usage by commencing students in Deakin University's undergraduate engineering and technology programs over the period 1998 to 2001 revealed that; access to computers was at high levels; mean computer usage for off campus students had not changed significantly, but had risen significantly for on campus students; while access to the Internet / WWW had not increased significantly, reported regular use of the Internet / WWW had risen significantly; while most students continued to report their source of Internet / WWW access as either home or university, the proportion reporting home as their source of access had risen significantly; and the reported regular use of email rose significantly. Other results are also presented.</span><p>These results imply that commencing engineering and technology students are well placed to adopt online delivery and support of teaching and learning. However, while it might now be reasonable to assume that all students have access to computers and the Internet, the experiences of on campus students in computer laboratories with broadband network access will be different from off campus students accessing the Internet via a dialup modem connection. A small proportion of commencing students were unaware of the computing facilities provided by the university; an orientation program covering computing facilities and services would benefit all commencing students.</p>
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Nur, Habiba A., Abiodun T. Atoloye, Heidi Wengreen, Martha Archuleta, Mateja R. Savoie-Roskos, Celina Wille i Melanie Jewkes. "A Scoping Review and Assessing the Evidence for Nutrition Education Delivery Strategies for Refugees in High-Income Countries". Advances in Nutrition, 9.07.2021. http://dx.doi.org/10.1093/advances/nmab080.
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ABSTRACT Upon resettlement, refugees face many challenges, including limited knowledge of available food and food insecurity, that increase their risks of diet-related diseases. Nutrition education may help them better navigate the challenges of their new food environments and help them live healthier lives. This review assesses the evidence on nutrition education delivery strategies and outcomes among refugees in the United States and other high-income countries using Levac review guidelines. Multiple electronic databases were searched using combinations of the following terms: nutrition, food, cooking, or gardening; education, workshop, curriculum, class, literacy, or program; and refugee. The quality of the peer-reviewed papers was assessed using the Medical Education Research Study Quality Instrument (MERSQI) scoring method. A total of 1930 studies were identified, and 17 met the inclusion criteria. The mean MERSQI score of the peer-reviewed studies was 9.02 (SD, 3.3; range, 1–14). The key nutrition education delivery strategies included conducting a needs assessment and providing client-centered education, a collaborative approach in program design, and hands-on activities such as cooking and store visits. A refugee's literacy level, cultural, and language barriers are common challenges to nutrition education delivery. Because there is limited evidence regarding the efficacy of programs regarding changes in refugees’ nutrition knowledge and diet-related behaviors, future research should include rigorously designed studies and the development and implementation of standardized assessment and training tools. The adoption of a context-specific and flexible model is important for effective nutrition education delivery among the refugee population.
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Acuna, Tina, David Monckton, Mark Boersma, Alison Bailey i Alistair Gracie. "Design and Delivery of a Masterclass in Horticultural Business". International Journal of Innovation in Science and Mathematics Education 27, nr 4 (6.05.2019). http://dx.doi.org/10.30722/ijisme.27.04.007.
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The Masterclass in Horticultural Business is a national program requested by and tailor-made for Australian business managers and entrepreneurs in horticulture. The University of Tasmania has developed the Masterclass in collaboration with the internationally recognised higher education providers Wageningen University and Research (Netherlands) and Lincoln University (New Zealand). The Masterclass builds on our strong links between teaching and research, development and extension in horticulture. The Masterclass, delivered as a new pre-tertiary qualification (Diploma in Horticultural Business) through the University of Tasmania, combines a strong understanding of horticulture production and business practices. The integrative program has a basis in production horticulture with modules including; people and culture, supply chain management, logistics, law, export, business planning and entrepreneurship. First offered in 2017, the program has attracted a range of industry professionals in horticulture. The design of the Masterclass for a national cohort of students necessitated online delivery that is highly-professional, flexible and relevant to people working in the horticultural industry to foster innovative and creative thinking and engagement among students. Module topics and assignments are designed to promote interaction of the participants with their staff (if they are business owners) or employers (if they work for a business owner). In this way the students are applying learnings to their workplace, raising questions and stimulating discussions about agribusiness. The high degree of industry engagement and endorsement as well as international collaboration in the design of the Masterclass is unique. The intention is that this Masterclass develops strong industry linkages and adds to the partners internationally recognised reputation in agricultural and business education. One of the major deliverables from the course is a student produced business plan, which must be delivered to industry and academic examiners. Many students have provided feedback indicating that they intend to put this business plan into action by applying it to new opportunities for their businesses.