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Добірка наукової літератури з теми "Hybrid and sandwich training course"

Автор: Grafiati

Опубліковано: 7 вересня 2024

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Статті в журналах з теми "Hybrid and sandwich training course"

Uribe, Gilberto, and Luisa Santamaria. "Exploring Hybrid Teaching Methods for Hispanic Agricultural Workers." HortTechnology 27, no. 5 (October 2017): 695–99. http://dx.doi.org/10.21273/horttech03700-17.

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Growing demand for appropriate training opportunities for Oregon’s increasingly scarce agricultural workers continues to outpace extension’s available time and resources. New, more efficient, and innovative ways of reaching this audience must be explored to better fill the need and demand. Hybrid teaching, which refers to course delivery through a blend of traditional, face-to-face teaching, along with online instruction outside of the classroom, is being implemented in some English-language extension programs. A hybrid pesticide training course was designed and delivered in Spanish over the course of 4 weeks to nursery and landscape workers in Oregon to assess their reception of hybrid teaching. The delivery method was very well received and the students showed interest in taking more courses offered in a hybrid format. Initial and final practice exams included in the course were used to assess student performance and showed significant improvement from the students who completed the course. One student became certified and licensed to apply pesticides in the Oregon.

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McArthur, G. M., and W. J. Seale. "Training Placements for Sandwich Students in Small Companies: The Group Scheme for Technologist Industrial Training at Bradford University 1972–87." Proceedings of the Institution of Mechanical Engineers, Part B: Management and engineering manufacture 202, no. 1 (February 1988): 29–35. http://dx.doi.org/10.1243/pime_proc_1988_202_043_02.

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Group Schemes for technologist industrial training were established in the early 1970s on the initiative of the Engineering Industry Training Board (EITB) to help small companies to take sandwich course students for single periods of industrial training. The Group Scheme at Bradford University has provided industrial training places for 40 students on the mechanical engineering course during the last 15 years, and the participating companies have recruited six graduates. Details are given of the operation of the Scheme including recruitment, the provision of basic engineering training, and the response of small companies to changes in grant aid. The provision of grant aid has proved a critical factor in the readiness of a company to take a student. The introduction of Engineering Applications 1 (EAI) and changes in funding from the EITB has altered the Group Scheme from a body offering sponsorship in a collective of small companies to one providing closely monitored training for ‘college-based’ students. The work of the Group Scheme could be improved by giving the EITB responsibility for encouraging engineering training in all industries.

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Kwok, Yick-ting, and Alastair P. Mah. "Qualitative study on experience of healthcare staff who have undergone a hybrid root cause analysis training programme." BMJ Open Quality 12, no. 2 (April 2023): e002153. http://dx.doi.org/10.1136/bmjoq-2022-002153.

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BackgroundRoot cause analysis (RCA) is a structured investigation methodology aimed at identifying systems factors to prevent recurrence of incidents. To enhance staff’s knowledge and skills, a hybrid RCA training course was conducted in February 2021. Overseas instructors conducted training online and local participants attended the training together physically with onsite facilitator support. This study aimed at understanding the experiences of trainees who have undergone the training, evaluated its effectiveness and identified opportunities to enhance RCA training quality in the future.MethodsA qualitative study using virtual synchronous focus group interviews was conducted. Purposive sampling was adopted to invite all trainees from the RCA training course to join. A semistructured interview was used to guide the study participants to share their experiences. All groups were audio-recorded, transcribed verbatim and anonymised for data analysis.ResultsOverall, 6 focus groups with 19 participants were held between July and November 2021. Five key themes were identified including: (1) training contents, (2) perceptions of RCA, (3) challenges in RCA, (4) hybrid training and (5) future perspectives. Participants felt the RCA training was useful and broadened their understanding in incident investigation. More in-depth training in interviewing skills, report writing with practical sessions could further enhance their competencies in RCA. Participants accepted the use of hybrid online–offline training well. Most participants would welcome an independent organisation to conduct RCA as findings would be more objective and recommendations more effective.ConclusionsThis study provided an evaluation on the effectiveness of a hybrid RCA training course. Healthcare and training organisations can consider this training mode as it could reduce the cost of training and enhance flexibility in course arrangement while preserving quality and effectiveness. Virtual focus groups to interview participants were found to be convenient as it minimised travelling time and onsite arrangement while maintaining the quality of discussion.

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Tsai, August. "A Hybrid E-Learning Model Incorporating Some of the Principal Learning Theories." Social Behavior and Personality: an international journal 39, no. 2 (March 1, 2011): 145–52. http://dx.doi.org/10.2224/sbp.2011.39.2.145.

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In the context of e-learning many learning theories used in the physical classroom situation, including learning in a community adaptive, collaborative, scaffolding, and scenario learning, have been adopted and validated. Based on these learning theories, an electronic platform and set of procedures for applying a hybrid e-learning model to an internationally accredited training course in industry was explored, developed, and evaluated for this study. This hybrid e-learning system provided electronic, illustration, group learning, comprehension, and workshop learning units and complied with the training objectives of the designated course. The validation of this model was positive and the results indicated that the proposed hybrid e-learning course could be further improved by taking into consideration individual learners' attributes.

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Fukunaga, Marissa M., and Tricia M. Kasamatsu. "Purposeful Course Planning: Considering Student Self-Efficacies When Selecting an Online, Hybrid, or Face-to-Face Course Delivery Modality." Athletic Training Education Journal 17, no. 3 (July 1, 2022): 201–9. http://dx.doi.org/10.4085/1947-380x-21-038.

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Context Self-efficacy (SE) can affect athletic training students' progression during their professional education and transition to autonomous clinical practice. It is unclear how course delivery may affect athletic training students' SE in various injury evaluation courses. Objective Determine the relationship of course delivery modality and athletic training students' injury evaluation SE. Design Cross-sectional investigation. Setting Web-based survey. Patients or Other Participants Ninety-five noncertified National Athletic Trainers' Association student members (38/95 undergraduate athletic training students; 57/95 graduate athletic training students). Data Collection and Analysis A 2-part survey including participant characteristic questions and piloted adapted General Self Efficacy (GSE) scales were distributed using the National Athletic Trainers' Association's Research Survey Service. The adapted GSE scales asked participants to rate their agreeance from 1 (not at all true) to 4 (exactly true) for 10 statements focused on injury evaluations in 6 areas. Descriptive statistics were calculated, and nonparametric tests were used to determine the differences in GSE scores based on course delivery modality (online model, hybrid model, and traditional face-to-face model). Measures of central tendencies were also calculated. Results Only completed surveys (66.4%; 95/143) were included in the analysis (access rate = 14.3%). A significant difference existed between course delivery modality and upper extremity GSE scores (P = .001). No significant differences were found between GSE scores for courses with delivery modalities affected or not affected by the COVID-19 pandemic as well as between athletic training students who had or did not have previous online or hybrid course experiences. Conclusion(s) As health care education continues to shift toward technology-rich environments, educators can consider offering courses through various delivery modalities to promote didactic and clinical education. However, consideration of the content area and difficulty may be warranted while purposefully planning courses to best address learning objectives and students' SE.

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Xu, Wansong. "Research on hybrid teaching of Medical Electronics." Advances in Education, Humanities and Social Science Research 1, no. 1 (May 9, 2022): 41. http://dx.doi.org/10.56028/aehssr.1.1.41.

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Medical electronics is a basic course for the combination of medicine and engineering. The course features a wide range of knowledge but not deep, focusing on the basic theories concepts and methods. However, due to the wide range of knowledge, shallow student foundation and short course hours, the teaching effect of this course is not satisfactory. With the development of modern educational technology, we introduce a new educational model of online and offline mixed teaching, which integrates the advantages of online education with the advantages of traditional classroom teaching, improves students' autonomous learning ability and cultivates innovation ability from three links: before class, in class and after class. Teaching practice has proved that the hybrid teaching mode can fully explore the convenience of online teaching at the forefront of disciplines, make use of the efficiency of offline classroom teaching knowledge, complete discipline intersection and promote medical engineering integration, so as to improve teaching quality and talent training quality

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Kemper, Kathi J., and Jonathan Yun. "Group Online Mindfulness Training." Journal of Evidence-Based Complementary & Alternative Medicine 20, no. 1 (October 10, 2014): 73–75. http://dx.doi.org/10.1177/2156587214553306.

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Mindfulness-based stress reduction training is attractive, but training with an expert teacher is often inconvenient and costly. This proof-of-concept project assessed the feasibility of providing a hybrid of free online mindfulness-based stress reduction training with small group peer facilitation. Six medical students asked a family medicine resident with 5 years of meditation experience but no formal training as a teacher to facilitate 8 weekly group sessions using a free online mindfulness-based stress reduction course. They completed pre- and posttraining questionnaires online. Six of the 7 trainees completed at least half the sessions. Completers and noncompleters had similar age (29 years), gender (about half male), and health status. Changes in the expected direction were observed for perceived stress, mindfulness, resilience, and confidence in providing calm, compassionate care. The hybrid of online mindfulness-based stress reduction training with peer support is feasible. Additional research is warranted to formally evaluate the impact of this approach.

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Gupta, Nikhil, and S. Sankaran. "On the Characterisation of Syntactic Foam Core Sandwich Composites for Compressive Properties." Journal of Reinforced Plastics and Composites 18, no. 14 (September 1999): 1347–57. http://dx.doi.org/10.1177/073168449901801406.

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Sandwich structures, especially those with honeycomb and grid structures as the core material, are very commonly employed in aircraft structures. There is an increasing use of closed-pore rigid syntactic foams as core materials in sandwich constructions because they possess a number of favourable properties. The syntactic foams, owing to their structure and formation, behave differently under compression compared to other traditionally used core materials. In the present study, therefore, syntactic foam core sandwich constructions are evaluated for their behaviour under compression in both edgewise and flatwise orientations. Further, the work characterises the relative performance of two sets of sandwich materials, one containing glass-epoxy and the other, glass/carbon hybrid-epoxy skins. As non-standard geometry test specimens were involved, only a comparative evaluation was contemplated in this approach. The experiments indicate that the nature of the reinforcement fabric in the skin has a bearing on the test results in edgewise orientation. Thus, the tendency towards initiation of vertical crack in the central plane of the core material, which is a typical fracture event in this kind of material, was found to occur after a delay for the specimens containing the glass fabric in the skin. Attempts are made to establish the correlation between observations made on the test specimen visually during the course of testing and the post-compression microscopic examinations of the fracture features.

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Ma, Chunyu, and Raed Abu Zitar. "Web Based Online Hybrid Teaching Method of Network Music Course." International Journal of Emerging Technologies in Learning (iJET) 17, no. 24 (December 20, 2022): 190–207. http://dx.doi.org/10.3991/ijet.v17i24.35357.

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Today, with the rapid development of online course teaching, the demand for online courses is increasing day by day, and the demand for online mixed teaching of online music courses is also increasing rapidly. In the context of big data, the lengthy personalized screening process of users has become one of the problems to be solved. Based on Web data mining, an improved algorithm of hybrid hierarchical recommendation algorithm and genetic algorithm is used in the experiment, and compared with the other two algorithms in the experiment. The experimental results show that the average accuracy of the improved algorithm is 79.63% in the limited training times, and has better adaptability. It can be applied to the online hybrid teaching recommendation and screening of online music courses in dynamic changes.

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Kjellin, A., L. Hedman, C. Escher, and L. Felländer-Tsai. "Hybrid simulation: bringing motivation to the art of teamwork training in the operating room." Scandinavian Journal of Surgery 103, no. 4 (February 18, 2014): 232–36. http://dx.doi.org/10.1177/1457496913516897.

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Background and Aims: Crew resource management–based operating room team training will be an evident part of future surgical training. Hybrid simulation in the operating room enables the opportunity for trainees to perform higher fidelity training of technical and non-technical skills in a realistic context. We focus on situational motivation and self-efficacy, two important factors for optimal learning in light of a prototype course for teams of residents in surgery and anesthesiology and nurses. Material and Methods: Authentic operating room teams consisting of residents in anesthesia (n = 2), anesthesia nurses (n = 3), residents in surgery (n = 2), and scrub nurses (n = 6) were, during a one-day course, exposed to four different scenarios. Their situational motivation was self-assessed (ranging from 1 = does not correspond at all to 7 = corresponds exactly) immediately after training, and their self-efficacy (graded from 1 to 7) before and after training. Training was performed in a mock-up operating theater equipped with a hybrid patient simulator (SimMan 3G; Laerdal) and a laparoscopic simulator (Lap Mentor Express; Simbionix). The functionality of the systematic hybrid procedure simulation scenario was evaluated by an exit questionnaire (graded from 1 = disagree entirely to 5 = agree completely). Results and Conclusions: The trainees were mostly intrinsically motivated, engaged for their own sake, and had a rather great degree of self-determination toward the training situation. Self-efficacy among the team members improved significantly from 4 to 6 (median). Overall evaluation showed very good result with a median grading of 5. We conclude that hybrid simulation is feasible and has the possibility to train an authentic operating team in order to improve individual motivation and confidence.

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Більше джерел

Дисертації з теми "Hybrid and sandwich training course"

Bluteau, Marie. "Penser la mise en capacité à relier les situations de l’alternance Le cas des dispositifs de formation hybrides et par alternance à visée intégrative." Electronic Thesis or Diss., Paris, HESAM, 2024. http://www.theses.fr/2024HESAE019.

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Et si apprendre était autant une question de lien, que de temps et de lieux ?C’est à partir de cette idée que la présente recherche est née. Elle s’enracine dans le terrain des Maisons Familiales Rurales, incitées, comme nombre d’organisations de formation, à hybrider les formations. Après avoir exploré les évolutions de la formation professionnelle et situé l’hybridation de formation, la revue de littérature permet une première approche des dispositifs hybrides et de formation par alternance à visée intégrative.Cette exploration nous entraîne à considérer, non plus les dispositifs tels que pensés, mais tels que vécus, du point de vue du sujet qui se forme ; et nous conduit à repérer la manière dont les alternants sont mis en situation de créer des liens entre les expériences vécues. L’étude se centre sur ces situations en envisageant les processus contributifs à la construction de reliances (à soi, aux autres, aux mondes) dans les situations interface des environnements multiples de formation.Pour étudier ces processus de mise en capacité à relier chez les personnes en formation, nous adoptons une démarche multiméthode et nous appuyons sur l’étude de cas de deux dispositifs de formation hybrides et par alternance. Nous mobilisons différents cadres de lecture, sur ces dispositifs, les reliances vécues et les postures des alternants nous permettant d’étudier les processus de mises en capacités à l’aide de l’approche par les capabilités. Après avoir identifié les situations interface et les différentes postures des alternants vis-à-vis de la formation, l’étude analyse 6 de ces situations au regard des mises en capacité de reliances à soi, aux autres, aux mondes qui s’y jouent. La recherche montre ainsi comment les alternants sont effectivement mis en capacité de relier leurs expériences, en termes de ressources, d’opportunité et de choix.Mots-clefs :Dispositif de formation hybride et par alternance, Formation adultes, Alternance à visée intégrative, Reliance (à soi, aux autres, aux mondes), Déliance (à soi, aux autres, aux mondes), Capabilité, Hybridation, Système interface, Situation interface, Activité interface, Posture de formation
What if learning was as much a question of links as of time and place?It was from this idea that this research was born. It is rooted in the field of Maisons Familiales Rurales, which, like many training organisations, are encouraged to hybridise their training courses. After exploring developments in vocational training and situating training hybridisation, the literature review provides an initial approach to hybrid and sandwich training schemes with an integrative aim.This exploration leads us to consider the systems not as they are thought out, but as they are experienced, from the point of view of the person undergoing the training; and leads us to identify the way in which work-study students are put in a position to create links between the experiences they have undergone. The study focuses on these situations by looking at the processes that contribute to the construction of connections (to oneself, to others, to worlds) in the interface situations of multiple training environments.To study these processes of enabling trainees to relate, we are adopting a multi-method approach based on a case study of two hybrid and sandwich training schemes. We use different reading frameworks for these systems, the connections experienced and the postures of the alternating trainees, enabling us to study the processes of building capacity using the capability approach. After identifying the interface situations and the different postures adopted by the work-study students in relation to the training, the study analyses 6 of these situations in terms of the development of their ability to relate to themselves, to others and to the worlds in which they work. The research thus shows how work-study students are effectively enabled to relate their experiences, in terms of resources, opportunities and choices.Key words:Hybrid and work-linked training system, Adult training, Integrative work-linked training, Reliance (on oneself, on others, on worlds), Deliance (on oneself, on others, on worlds), Capability, Hybridization, Interface system, Interface situation, Interface activity, Training posture

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Савушкіна, Карина Костянтинівна. "Теоретико-методичні засади впровадження змішаного навчання в освітній процес закладу вищої освіти". Магістерська робота, 2020. https://dspace.znu.edu.ua/jspui/handle/12345/4691.

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Савушкіна К. К. Теоретико-методичні засади впровадження змішаного навчання в освітній процес закладу вищої освіти : кваліфікаційна робота магістра спеціальності 011 «Освітні, педагогічні науки» / наук. керівник О. І. Гура. Запоріжжя : ЗНУ, 2020. 94 с.
UA : Робота викладена на 94 сторінках друкованого тексту. Перелік посилань включає 82 джерела, з них на іноземній мові – 24. Об’єкт дослідження: організація освітнього процесу закладу вищої освіти. Предмет дослідження: теоретико-методичні аспекти впровадження змішаного навчання в освітній процес закладу вищої освіти на прикладі моделі «перевернутий клас». Мета дослідження: теоретично обґрунтувати доцільність впровадження змішаного навчання в освітній процес закладу вищої освіти та надати методичні рекомендації стосовно організації навчального процесу на прикладі моделі «перевернутий клас». В роботі розкрито науково-теоретичні основи розуміння сутності змішаного навчання у вітчизняних та зарубіжних наукових працях; визначено й охарактеризовано напрямки реалізації змішаного навчання у вітчизняній системі освіти; здійснено аналіз моделей змішаного навчання, надавши їх загальну характеристику; надано методичні рекомендації стосовно організації навчального процесу у закладі вищої освіти на прикладі моделі «перевернутий клас». Практичне значення роботи полягає у наданні методичних рекомендацій стосовно організації навчального процесу на засадах змішаного навчання на прикладі моделі «перевернутий клас».
EN : The work is presented on 94 pages of printed text. The list of references includes 82 sources, 24 of them in foreign language. The object of the study: organization of the educational process of a higher education institution. Subject of research: theoretical and methodological aspects of the introduction of blended learning in the educational process of higher education institutions on the example of the model "inverted class". The purpose of the study: to theoretically justify the feasibility of introducing blended learning in the educational process of higher education and provide guidelines for the organization of the educational process on the example of the model "inverted classroom". The paper reveals the scientific and theoretical foundations of understanding the essence of blended learning in domestic and foreign scientific works; the directions of realization of blended learning in the domestic system of education are defined and characterized; the analysis of models of blended learning is carried out, giving their general characteristic; methodical recommendations concerning the organization of educational process in an institution of higher education on the example of the model "inverted class" are given. The practical significance of the work is to provide guidelines for the organization of the educational process on the basis of blended learning on the example of the model "inverted classroom".

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Частини книг з теми "Hybrid and sandwich training course"

Guo, Wenge, Wen Yan, and Jianjun Hou. "The Effects of “Facilitating” in an Online Asynchronous Teachers Training Course." In Hybrid Learning, 249–58. Berlin, Heidelberg: Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-642-14657-2_23.

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Guo, Wenge. "From an Online Training Course to a “Virtual” Teacher Training Academy-—Design and Implementation of Peking University Asynchronous Online Teacher Training Program." In Hybrid Learning and Education, 365–77. Berlin, Heidelberg: Springer Berlin Heidelberg, 2009. http://dx.doi.org/10.1007/978-3-642-03697-2_34.

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Otegui, Ximena, and Clara Raimondi. "Enhancing Pedagogical Practices in Engineering Education: Evaluation of a Training Course on Active Learning Methodologies." In Towards a Hybrid, Flexible and Socially Engaged Higher Education, 255–66. Cham: Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-53022-7_26.

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Ambrajei, Anton N., Nikita M. Golovin, Anna V. Valyukhova, Natalia A. Rybakova, and Yury V. Kupriyanov. "New Approach in Design of a Hybrid Course for the Personnel Reserve Training for Intelligent Enterprises." In Cyber-Physical Systems and Control II, 602–13. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-20875-1_56.

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Kovatcheva, Eugenia. "Lessons Learned in a Hybrid Environment." In New Updates in E-Learning [Working Title]. IntechOpen, 2022. http://dx.doi.org/10.5772/intechopen.102575.

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In the last two years in isolation, the hybrid environment for education becomes the most normal way to deliver education. The well-known design techniques are not enough for new learners from distance. The common practice from face-to-face training is neither. A lot of lessons are learned. The new combined approach is based on e-learning in combination with nugget education. The design considers learning and personal users’ styles. The learning experience design takes a significant role in rethinking the course/training design in the hybrid environment. Nowadays, understanding learners’ needs is most important for training design and to motivate them.

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Kumi-Yeboah, Alex, and Patriann Smith. "Trends of Blended Learning in K-12 Schools." In Online Course Management, 43–61. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-5472-1.ch004.

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Blended learning is a well-known and successful instructional model used in higher education and K-12 schools (International Association for K-12 Online Learning, 2012; Watson, 2012). It is estimated that about 37 percent of school districts in the United States had students enrolled in technology-supported distance education courses during the 2004/2005 school year (Zandberg & Lewis, 2008). An increased student population, coupled with the need to reduce educational costs, has led to a high demand for virtual instruction (Watson, 2010). Blended learning is a hybrid of traditional face-to-face and online learning in which instruction occurs through both classroom and online formats, with the online component being a natural extension of traditional classroom learning (Colis & Moonen, 2001). As such, the process may involve a combination of instructional technology formats (e.g., videotape, CD-ROM, Web-based training, film) and face-to-face instructor-led instruction (Driscoll, 2002). Despite its hybrid nature and the potential it holds for transforming classroom instruction, to date, little research exists that examines trends in blended learning and the challenges and possibilities of utilizing this method of instructional delivery at the K-12 level. Further, even less is known about best practices in K-12 blended learning and instruction (Ferdig et al., 2009). Given these considerations, in this chapter, the authors first explore trends in blended learning in K-12 schools. Subsequently, they examine the benefits and challenges of K-12 blended learning. In the final phases of the chapter, the authors highlight possible solutions to the challenges, discuss recommendation, and identify directions for future research.

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Shambaugh, Neal. "Professional Development Course for Online Teaching and the Production and Use of Instructor-Produced Video." In Handbook of Research on Virtual Training and Mentoring of Online Instructors, 20–39. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-6322-8.ch002.

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This chapter outlines how online professional development can assist higher education faculty in their move from F2F teaching to online instruction. The use of instructor-produced video is proposed as the major instructional approach for online teaching. To support this teaching approach, an online professional development course is described using six modules: challenges of teaching online, course design decisions using systematic re-examination of course learning outcomes and pedagogy, video production skill-building, and how to teach online with instructor-produced video. The course can be delivered asynchronously but requires expert feedback of course design decisions, module structure, and video production and use. A hybrid approach is suggested scheduled across a 5-day week. In F2F morning sessions, participants examine online course teaching decisions and screencast product use, while afternoon sessions are devoted to course modules and video production. Recommendations for administrators, support staff, and faculty are provided. Research questions are suggested.

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Iyengar, Kalpana Mukunda, and Howard L. Smith. "Technology Meets Affect." In Handbook of Research on Virtual Training and Mentoring of Online Instructors, 345–63. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-6322-8.ch016.

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This chapter describes a variety of multimedia incorporated into a course to respond to students' emotional and psychological needs. The course was designed for online, hybrid, as well as traditional face-to-face formats. The multimedia incorporated into the course were tools readily available for collegiate use (e.g., email, Google Drive, Wikispace). This research, based on Maslow's hierarchy of needs, asserts that many of the experiences and technological devices integrated into twenty-first century instruction, respond to critical emotional elements of learning. While technological advancements provide convenience, the authors argue that the learner's affective needs are equally supported. Instructors, irrespective of their level of technological proficiency or their access to digital devices, may use these insights to incorporate technology for instruction in more thoughtful ways.

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Nuninger, Walter, and Jean-Marie Châtelet. "Hybridization-Based Courses Consolidated through LMS and PLE Leading to a New Co-Creation of Learning." In Advances in Civil and Industrial Engineering, 55–87. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-8803-2.ch004.

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Over the last two decades the evolution of IT has sped up in such a way that teaching practices and learning methods have evolved. On the first hand, the motivation relies on a quick access to data for learners attending a course or during sandwich courses. On the second hand, a greater access to contents leads to a new relation between trainees and trainers (a new attitude enforced by specific pedagogy for Continuous Vocational Training). Despite some drawbacks and the generated new behaviors of the digital generation, the internet connection speed, the new devices and tools (LMS) undoubtedly stress the integration of ICT in the training model. The challenge for accessibility, good education and collective work benefits the development of innovative solutions; enforced by the Higher Education framework in Europe. But even if funds are directed for techniques, only a few efforts are given to help a new posture for trainers.

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Ünveren Bilgiç, Emine Nur, and Duygu Arabaci. "A Roadmap Teaching Pure Mathematics Lessons in Higher Education in the Pandemic Process." In Cases on Practical Applications for Remote, Hybrid, and Hyflex Teaching, 215–43. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-9168-0.ch013.

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The aim of this study is to present an example roadmap, in the context of the integration of technology, which has become increasingly important with the COVID-19 pandemic, into teaching environments, for the integration of remote online environments into the Abstract Mathematics course, which is one of the basic courses in mathematics teacher training programs. This roadmap, which can inspire field experts and teacher candidates, has been prepared within the framework of flipped learning theory.

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Тези доповідей конференцій з теми "Hybrid and sandwich training course"

Souders, John, and Greg Kepner. "Use of hybrid online course for retraining employed technicians." In Education and Training in Optics and Photonics. Washington, D.C.: OSA, 2009. http://dx.doi.org/10.1364/etop.2009.esca5.

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Souders, John, and Greg Kepner. "Use of hybrid online course for retraining employed technicians." In Eleventh International Topical Meeting on Education and Training in Optics and Photonics, edited by K. Alan Shore. SPIE, 2009. http://dx.doi.org/10.1117/12.2207950.

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Vo, Nhi N. Y., Nam H. Vu, Tu A. Vu, Quang T. Vu, and Bang D. Mach. "CRS - A hybrid Course Recommendation System for Software Engineering Education." In 2022 IEEE/ACM 44th International Conference on Software Engineering: Software Engineering Education and Training (ICSE-SEET). IEEE, 2022. http://dx.doi.org/10.1109/icse-seet55299.2022.9794145.

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Tan, Songxin, and Zixing Shen. "A survey on hybrid problem-based learning in a digital image processing course." In 15th Conference on Education and Training in Optics and Photonics, ETOP 2019, edited by Anne-Sophie Poulin-Girard and Joseph A. Shaw. SPIE, 2019. http://dx.doi.org/10.1117/12.2521467.

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Kruschwitz, Jennifer D., Thomas G. Brown, and James M. Zavislan. "Course structure for the University of Rochester’s Hybrid Optics Masters Education (HOME) program." In Seventeenth Conference on Education and Training in Optics and Photonics: ETOP 2023, edited by David J. Hagan and Michael McKee. SPIE, 2023. http://dx.doi.org/10.1117/12.2666261.

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Powell, Tamara. "Delivering Effective Faculty Training: A Course and Methods to Prepare Faculty to Teach Online." In 2010 Second International Conference on Mobile, Hybrid, and On-Line Learning (ELML). IEEE, 2010. http://dx.doi.org/10.1109/elml.2010.8.

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Cheng, Xiangai, Zhongyang Xing, Yu Ning, Zhongjie Xu, Ancheng Peng, Fanxin Meng, and Hairong Zhong. "Using Cloud Class + for online and offline hybrid teaching interaction mode: the case of the applied optics course." In Seventeenth Conference on Education and Training in Optics and Photonics: ETOP 2023, edited by David J. Hagan and Michael McKee. SPIE, 2023. http://dx.doi.org/10.1117/12.2675914.

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Al Mudaifer, Danah Adel, Rahaf Salem Al Qahtani, Sarafudheen Veettil Tharayil, Abdulaziz Almass, and Serkan Dursun. "Intelligent Course Recommender for Professional Development." In Gas & Oil Technology Showcase and Conference. SPE, 2023. http://dx.doi.org/10.2118/214116-ms.

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Abstract One of the major challenges faced in oil and gas industry today is talent management of its workforce. Training the workforce and suggesting the right training courses to the individuals is important in talent management and career development. There are many training recommendation systems available using different machine learning approaches such as collaborative filtering, neural networks and hybrid models. In this paper, an intelligent recommendation system is proposed by blending machine learning algorithms, natural language processing (NLP) and text analytics combined with organizational preferences. This framework gives a recommender system considering the user profiles, training preferences for his or her organization where each set of organizational units will have unique training recommendation requirements considering organizational functional behavior. The proposed mechanism uses machine learning algorithms at different stages of its learning process and ensemble them in a unique fashion such that desirable results are achieved to the user satisfaction.

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Jovanoski, Bojan, Steffen Nixdorf, Philipp Hoier, Karl Kruusamäe, Edin Skaljić, Aleksandar Argilovski, Robert Minovski, Matija Golec, Miro Hegedić, and Fazel Ansari. "INTRODUCING HYBRID LEARNING TO LEARNING FACTORIES." In 19th International Scientific Conference on Industrial Systems. Faculty of Technical Sciences, 2023. http://dx.doi.org/10.24867/is-2023-t3.1-5_01941.

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The ongoing digital transformation of the manufacturing industry needs to be met with new forms of education and training to maintain a highly skilled workforce. New professional education concepts need to provide effective learning content that is industry-relevant, of high quality, and easily accessible. To tackle these challenges, the paper presents a methodology for developing a course founded on a combination of didactic approaches including blended and hybrid learning, active learning, and flipped classroom. According to industry needs in South-East Europe, the course design is then applied to selected topics around a smart assembly workstation, i.e., human-robot collaboration, enhanced quality control, and lean manufacturing 4.0. The trainings will be offered online, via E-learning and through the partners’ Learning Factories, i.e., hands-on. Examples of different concepts are presented in each Learning Factory.

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Valeeva, Galina Viktorovna. "Innovative Educational Technologies for Teaching the "Philosophy" Discipline in a Hybrid Learning Model." In International Research-to-practice conference. Publishing house Sreda, 2020. http://dx.doi.org/10.31483/r-86253.

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The article discusses educational technologies used in teaching the discipline "Philosophy" in a hybrid learning model. Technologies of distance learning (video lectures, presentations, e-textbooks, online course, etc.) and face-to-face training (case technology, portfolio technology) are highlighted, and their implementation is shown.

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Звіти організацій з теми "Hybrid and sandwich training course"

Davies, Will. Improving the engagement of UK armed forces overseas. Royal Institute of International Affairs, January 2022. http://dx.doi.org/10.55317/9781784135010.

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The UK government’s Integrated Review of security, defence, development and foreign policy, published in March 2021 alongside a supporting defence command paper, set a new course for UK national security and highlighted opportunities for an innovative approach to international engagement activity. The Integrated Review focused principally on the state threats posed by China’s increasing power and by competitors – including Russia – armed with nuclear, conventional and hybrid capabilities. It also stressed the continuing risks to global security and resilience due to conflict and instability in weakened and failed states. These threats have the potential to increase poverty and inequality, violent extremism, climate degradation and the forced displacement of people, while presenting authoritarian competitors with opportunities to enhance their geopolitical influence. There are moral, security and economic motives to foster durable peace in conflict-prone and weakened regions through a peacebuilding approach that promotes good governance, addresses the root causes of conflict and prevents violence, while denying opportunities to state competitors. The recent withdrawal from Afghanistan serves to emphasize the complexities and potential pitfalls associated with intervention operations in complex, unstable regions. Success in the future will require the full, sustained and coordinated integration of national, allied and regional levers of power underpinned by a sophisticated understanding of the operating environment. The UK armed forces, with their considerable resources and global network, will contribute to this effort through ‘persistent engagement’. This is a new approach to overseas operations below the threshold of conflict, designed as a pre-emptive complement to warfighting. To achieve this, the UK Ministry of Defence (MOD) must develop a capability that can operate effectively in weak, unstable and complex regions prone to violent conflict and crises, not least in the regions on the eastern and southern flanks of the Euro-Atlantic area. The first step must be the development of a cohort of military personnel with enhanced, tailored levels of knowledge, skills and experience. Engagement roles must be filled by operators with specialist knowledge, skills and experience forged beyond the mainstream discipline of combat and warfighting. Only then will individuals develop a genuinely sophisticated understanding of complex, politically driven and sensitive operating environments and be able to infuse the design and delivery of international activities with practical wisdom and insight. Engagement personnel need to be equipped with: An inherent understanding of the human and political dimensions of conflict, the underlying drivers such as inequality and scarcity, and the exacerbating factors such as climate change and migration; - A grounding in social sciences and conflict modelling in order to understand complex human terrain; - Regional expertise enabled by language skills, cultural intelligence and human networks; - Familiarity with a diverse range of partners, allies and local actors and their approaches; - Expertise in building partner capacity and applying defence capabilities to deliver stability and peace; - A grasp of emerging artificial intelligence technology as a tool to understand human terrain; - Reach and insight developed through ‘knowledge networks’ of external experts in academia, think-tanks and NGOs. Successful change will be dependent on strong and overt advocacy by the MOD’s senior leadership and a revised set of personnel policies and procedures for this cohort’s selection, education, training, career management, incentivization, sustainability and support.

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