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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.
Повний текст джерелаАнотація:
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.
Повний текст джерелаАнотація:
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.
Повний текст джерелаАнотація:
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.
Повний текст джерелаАнотація:
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.
Повний текст джерелаАнотація:
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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Французская, Евгения Олеговна. "Peculiarities of implementing additional professional training programs of hybrid format in the context of teacher professionalism development." Pedagogical Review, no. 4(50) (September 4, 2023): 87–95. http://dx.doi.org/10.23951/2307-6127-2023-4-87-95.
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Целью исследования является выявление педагогических условий реализации дополнительной профессиональной программы, развивающей профессионализм педагога-слушателя средствами гибридных образовательных сред. Научная новизна исследования заключается в обобщении опыта Томского государственного университета и Томского государственного педагогического университета по проектированию и реализации дополнительных профессиональных программ педагогической направленности на основе актуализации развивающего потенциала гибридных образовательных сред. Предложены подходы по проектированию и реализации программы повышения квалификации, обеспечивающей профессионально-субъектное включение слушателя. Обозначены педагогические условия, развивающие профессионализм слушателей дополнительных профессиональных программ средствами гибридных образовательных сред. Доказано, что дополнительная профессиональная программа, реализуемая в условиях гибридных образовательных сред, выступает средством развития профессионализма педагога и обеспечивает формирование у него новой группы компетенций, относящихся к продуктивному осуществлению профессиональной деятельности в условиях гибридных образовательных сред, как то: способность проектировать образовательный контент с учетом его реализации в гибридных образовательных средах; способность реализовывать образовательное взаимодействие в гибридных образовательных средах; способность оценивать образовательные результаты обучающихся в гибридных образовательных средах. The aim of the study is to identify the pedagogical conditions for implementing additional professional training program to develop the professionalism of a program attendee by means of hybrid educational environments. Scientific novelty of the research consists in generalizing the experience of Tomsk State University and Tomsk State Pedagogical University in the design and implementation of pedagogically-biased additional professional training programs based on the actualization of the developmental potential of hybrid educational environments. Approaches to the design and implementation of additional professional training program, providing professional-subjective inclusion of the program attendee, are proposed. Pedagogical conditions, which develop professionalism of program attendees of additional professional programs by means of hybrid educational environments, are outlined. As a result, the additional professional training program, implemented in hybrid educational environments, is proved to act as a means of professional development of an attendee-teacher and provides the formation of a new group of competencies related to the productive implementation of professional activity in hybrid educational environments, such as: the ability to design an educational course taking into account its delivery in hybrid educational environments; the ability to deliver an educational course in hybrid educational environments; the ability to assess an educational course delivered in hybrid educational environments.
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Cole, Jane E., and Jeffrey B. Kritzer. "Strategies for Success: Teaching an Online Course." Rural Special Education Quarterly 28, no. 4 (September 2009): 36–40. http://dx.doi.org/10.1177/875687050902800406.
Повний текст джерелаАнотація:
Online and hybrid courses have become an integral part of teacher education programs for preservice and inservice training. However, these programs can be intimidating to new faculty who must develop both pedagogical and technological skills in short order. The authors describe some strategies that have helped improve their online teaching and make their online courses be more effective. Some of the practices include persistent presence, discussion boards, weekly video messages, problem-solving climate, scaffolding, inverted classroom, and use of organizational modules.
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Kunieda, Yoshiaki, Shojiro Niwa, Sann Dee, Hideyuki Kashima, and Koji Murai. "The Effect of Hybrid Training Combined with On demand Classes." Advances in Social Sciences Research Journal 8, no. 9 (October 1, 2021): 330–38. http://dx.doi.org/10.14738/assrj.89.10912.
Повний текст джерелаАнотація:
One aspect of life hit hard by the COVD-19 pandemic in 2020 was education in general and, in this case, actual ship training. The same is true for anchoring training, implemented annually as part of maritime training. Therefore, to conduct ship training effectively and briefly, this study advocates hybrid training, that is, shortened practical training combined with on demand video learning materials created and distributed to students in advance.
Group work on ship handling planning that lasts for three to six hours is normally conducted annually in traditional classes. However, because of the pandemic, the allotted time for group work was reduced to approximately 1.5 hours. Therefore, in 2020, we conducted hybrid training, that is, anchoring training that included on demand video learning materials. Compared to students’ 66.3% average achievement rate in 2018 and 2019, the average in 2020 was 78.3%. ‘Anchoring procedure’ and ‘altering course’ items showed a particularly large gap in evaluation. The following were effects of hybrid training:
(1) Videos that can be watched in advance can also be viewed repeatedly at one’s own pace.
(2) The capacity to watch videos via smart phones provides students with better access.
(3) As videos can be watched in advance, students become familiar with concepts before training, thus leading to better understanding of the training’s content and purpose.
These results demonstrated hybrid training’s effect when practical training is combined with on demand materials.
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Bao, Aina, and Hongbing Jiang. "Application of Offline and Online Hybrid Mode in Linear Algebra Teaching." Journal of Intelligence and Knowledge Engineering 2, no. 1 (March 2024): 114—None. http://dx.doi.org/10.62517/jike.202404117.
Повний текст джерелаАнотація:
This paper discusses the application of offline and online hybrid mode in linear algebra teaching. The "Linear Algebra" course, as a primary compulsory course for Technology empowerment, economic management and financial evaluation, has relatively clear knowledge, ability and quality requirements in the talent training process. It is relatively helpful in improving students' problem solving and logical ability. However, the content of linear algebra is abstract, and students are afraid of difficulties in learning it, which affects the teaching quality and effect of the course. Combined with the pan-ya teaching platform, this project completed the construction of offline and online mixed teaching related materials and online course resources for the "Linear Algebra" course in the context of big data, and relied on big data technology to implement online courses during the teaching process. The hybrid-teaching model integrates the advantages of offline and online teaching methods. Therefor we can truly achieve the effective learning of student-centered and teacher-led, which can help us to teaching of mathematical ideas, cultivate innovative abilities and practical college students. The success of the hybrid of linear algebra also provides a reference for other public basic courses.
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Smith, E. V. "An Evaluation of the Attitudes of Sandwich Course Undergraduates in Applied Physics to their one year in professional training." Journal of Further and Higher Education 9, no. 1 (March 1985): 71–77. http://dx.doi.org/10.1080/0309877850090109.
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Guo, Jianhong, Lihong Li, Haolin Bu, Miao Feng, Yanping Yang, Yang Zhang, Fu Liu, Qinghua Liu, Xiaqing Li, and Xiangying Jiao. "Effect of hybrid teaching incorporating problem-based learning on student performance in pathophysiology." Journal of International Medical Research 48, no. 8 (August 2020): 030006052094940. http://dx.doi.org/10.1177/0300060520949402.
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Objective To compare the effectiveness of traditional and hybrid teaching strategies in pathophysiology and to conduct a survey of students’ opinions about the hybrid teaching strategy. Methods A hybrid pathophysiology course was developed by combining traditional lectures, case- or problem-based learning, group discussion and several quizzes. A total of 167 students were assigned to the hybrid teaching group and 118 students assigned to the traditional lecture group. Results Compared with students who received traditional lectures, no students in the hybrid teaching class failed the final examination. The percentage of students with high scores was significantly higher in the hybrid teaching class. In addition, 73.7% of students in the hybrid teaching class expressed substantial interest in pathophysiology during the course, and 83% of these students felt they had received essential training and acquired the ability to solve clinical case problems. Conclusion The hybrid teaching strategy is an advanced approach that encourages students to actively learn teaching materials and solve practical clinical problems, and that promotes student interest in pathophysiology.
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Dudysheva, Elena V., and Olga V. Solnyshkova. "Hybrid environments for training engineering students the basics of working with geodetic equipment." RUDN Journal of Informatization in Education 17, no. 2 (December 15, 2020): 94–106. http://dx.doi.org/10.22363/2312-8631-2020-17-2-94-106.
Повний текст джерелаАнотація:
Problem and goal. The article describes an approach to solving the actual problem of identifying effective and approved by students blended learning tools in the initial stages of working with equipment for engineering education courses. The goal of the research was to study the applicability of hybrid environments of simplified configuration for learning work with geodetic equipment based on interactive virtual educational tools and students' mobile devices in the Novosibirsk State University of Architecture and Civil Engineering (Sibstrin). Methodology. A variant of hybrid laboratories with a virtual component and a variable (on-site or mobile) physical component is quite new for pedagogical research. The physical component is important when learning geodetic equipment since stationary devices are studied at university laboratories when portable analogs are used in real geodetic practice. The virtual component of a hybrid environment during initial work with engineering equipment can be represented by a set of multimedia educational tools that simulate the operation of engineering instruments and devices with a high degree of interactivity which available on one online platform for a specific engineering course. Results. The study found that the presented configuration of the hybrid environment is effectively applicable for initial work with geodetic equipment and is approved by students both during laboratory work in an on-site stationary laboratory, as well when using portable equipment and mobile devices in geodetic practice. Conclusion. For the initial stages of training students for working with geodetic equipment, a hybrid learning environment configuration is proposed based on interactive virtual educational tools and mobile devices which is an affordable and functional solution for engineering universities. Virtual e-learning tools can be accumulated on the site with online support for a separate engineering course and supplemented by means of distance interaction and cooperation of the lecturer and students. The hybrid environment can be used for initial training when working in a stationary laboratory or for conducting a professional business game or individual practical tasks on the ground with portable geodetic equipment.
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Yang, Fang. "The reform and practice of online and offline trinity hybrid teaching in the course of restaurant space design." Advances in Education, Humanities and Social Science Research 4, no. 1 (March 10, 2023): 186. http://dx.doi.org/10.56028/aehssr.4.1.186.2023.
Повний текст джерелаАнотація:
Restaurant space design is a highly practical art and design professional core course, the course teaching reform to online and offline hybrid teaching learning form, through classroom teaching and practical teaching to combine theoretical knowledge and practical application, to achieve the teaching goal of learning to use. In the teaching process, we adopt the "three mains" model with the task as the main line, students as the main body, and teachers as the leader. According to the teaching characteristics and learning objectives of each stage, we adopt theoretical lectures, group discussions, practical training, social practice, and other ways to teach and complete the course work and design tasks by "promoting learning through competition" to fully mobilize students' learning enthusiasm. Through this teaching method and scientific learning evaluation system, students' learning initiative is improved, and the interesting and practical nature of the course is increased, so that students' knowledge intake is changed from "passive input" to "active absorption", and theoretical learning and practical design are integrated and mutually promoted, which helps students to be in a favorable competitive position in future employment and realize the school's talent training goal of "high-quality applied talents".
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Li, Yuchi. "Science Education for Preschoolers Based on Superstar Learning Access Course Blended Teaching Practice." World Journal of Education and Humanities 5, no. 3 (August 27, 2023): p143. http://dx.doi.org/10.22158/wjeh.v5n3p143.
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The rapid development of information technology is changing and even subverting the traditional mode of education and teaching practice. Mixed teaching is an effective way to reform the teaching mode, realize resource sharing and improve the quality of talent training. Based on the concept of hybrid teaching definition, this paper to master learning theory and active learning theory as the theoretical basis, based on super learning online platform of preschool children science education course hybrid teaching practice, further discussed before class, class, after class three stages of teachers and students, in order to provide the experience of mixed teaching reform.
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Atanda-Oshikoya, Adenike, Emanuel George, and Lisa Killam-Worrall. "Walking the mile - Fostering diabetes self-management and psychosocial skills among pharmacy students through a hybrid advanced diabetes certificate elective course." Pharmacy Education 24, no. 1 (May 6, 2024): 277–89. http://dx.doi.org/10.46542/pe.2024.241.277289.
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Background: Pharmacy school curricula contain required course content in diabetes management. However, patient-care skills like effective communication, lifestyle counselling, and the provision of healthy coping strategies require additional training opportunities that are not typically afforded in the required diabetes curriculum. Methods: A 2-credit hour elective course was created to provide third-year pharmacy students with first-hand experience in diabetes self-management and the psychosocial aspects of diabetes care. The course includes the certificate training programme "The Pharmacist and Patient-Centered Diabetes Care" offered by the American Pharmacists Association (APhA). Results: 110 pharmacy students completed four-course cohorts. Average capstone assessment scores were 92% for the patient case and 88.3% for hands-on diabetes management skills. 99.1% of students successfully obtained the APhA certificate with an average final assessment score of 85%. Students demonstrated an understanding of the psychosocial and behavioural aspects of diabetes care through simulation and case-based activities. Conclusion: The course had a positive impact on pharmacy students' proficiency in diabetes care and self-management skills, as evidenced by their performance within the APhA certificate programme. Through simulation activities, students gained firsthand experience and demonstrated an understanding of the psychosocial aspects of diabetes care.
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Alruwaili, Awatif. "An online training course on the use of corpora for teachers in public schools." JALT CALL Journal 19, no. 1 (April 2023): 53–70. http://dx.doi.org/10.29140/jaltcall.v19n1.675.
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This paper describes the outcomes of a teacher-training course offered to inservice teachers in public education on the use of corpora in language education. The paper reports on a mixed method study that explores in-service teachers’ evaluation of an online seven-week course in corpus linguistics (CL). Data were gathered through surveys and open-ended questions. Seventy-one in-service teachers took part in this study and completed both pre- and post-course questionnaires. The main aim of the course was to introduce the main concepts of CL, including an exploration of CL tools and resources, and the use of CL in learning and teaching. The course presents a wide range of corpora, corpus-based materials, and tools. The participants had a positive reaction to the course and considered it useful and comprehensive, although they did not prefer the online delivery method for the practical sessions of the course. The participants acknowledged the usefulness of corpora in their classrooms as well as the possible difficulties they might face, which shows that they genuinely thought about applying corpora in their teaching contexts. Moreover, the participants showed a willingness for the future use of corpora. Offering such a course to in-service teachers using an online delivery method is not preferable, but a hybrid course may be more suitable and effective, given the variation in teachers’ computer and corpus literacy.
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Rizal, Daviq. "Hybrid Learning of Daviq.com in the Subject of Teaching Listening and Speaking." Vision: Journal for Language and Foreign Language Learning 6, no. 2 (March 11, 2018): 194. http://dx.doi.org/10.21580/vjv6i21980.
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<p>The term hybrid learning was used to describe online learning combined with face-to-face interaction in the classroom. There are two research questions the first question is how the development of hybrid learning in http://daviqr.com/ is. The second one is how the moodle-based hybrid learning of http://daviqr.com/ as a teaching model in the subject of teaching listening and speaking to the students of English Department of IAIN Walisongo Semarang in the academic year of 2013/2014 is. This research is a research and development, which has the population of all fourth semester English department students of the Faculty of Teachers' Training and Education, IAIN Walisongo Semarang that takes the subject of Teaching Listening and Speaking in the academic year 2013/2014, which consists of three classes. The number of population is 120 students. Regarding the research findings that there are some main reasons why most students agree that the hybrid learning course is an exciting course and why they prefer the hybrid online course or the combination between online and traditional classroom. First, the course outline and objectives were made clear. Second, they learned a lot from this hybrid course. Third, the reading materials were clear and informative. Fourth, the level of this hybrid course is just right. Fifth, the total study load of this hybrid course is in proportion to the number of semester credits is just right. Sixth, the amount of their interaction with other students is a little better. Seventh, the quality of their interaction with other students is a little better. Eighth, the amount of their interaction with the instructor is a little better. Ninth, the quality of their interaction with the instructor is a little better and about the same. Tenth, compared to a face-to-face (traditional) class of equal credits, the workload of this online course is somewhat more. There are some recommendations I should give. First, UIN Walisongo Semarang must design e-learning for lecturers as many students like hybrid courses. Second, the faculty must improve the quality of Wi-Fi hotspots.</p>
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Hecker, Andrzej, Sebastian P. Nischwitz, Johanna Petritsch, Judith C. J. Holzer-Geissler, Alexander Draschl, Thomas Wegscheider, and David Benjamin Lumenta. "Undergraduate Skills Training in Pandemic Times: Where Is the Future of Medical Education?" European Journal of Investigation in Health, Psychology and Education 13, no. 7 (July 7, 2023): 1219–28. http://dx.doi.org/10.3390/ejihpe13070090.
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Background: The COVID-19 pandemic forced medical programs to rapidly switch to remote teaching from scratch, impacting hands-on skills training. This study compared the efficacy of a hybrid online format to a regular in-person session for a mandatory surgical skills class. Methods: Third-year undergraduate medical students attending the surgical skills class in the winter semester of 2020/21 at the Medical University of Graz were randomly assigned to either the hybrid or in-person class, depending on their course schedule and government regulations. The hybrid class involved online videos, one-on-one peer tutoring, and an Objective Structured Clinical Examination (OSCE). Pre- and post-class self-assessments were conducted to evaluate their theoretical and practical knowledge of a single interrupted suture. Results: The study included 85 students in the regular in-person class and 50 in the hybrid class. A pre-class assessment revealed higher self-assessments in the hybrid class for theoretical and practical knowledge, but a post-class assessment showed no significant difference. The advantages and disadvantages of both modalities were identified, providing valuable insights for future curriculum development. Conclusions: Both teaching modes were effective for undergraduate surgical skills training. This study recommends implementing positive aspects of both the hybrid and in-person formats while recognizing their respective limitations.
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Kadaria, Rieka Siti. "Gambaran Sikap Peserta Pada Pelatihan Manajemen Terapan Bagi Pengelola Program Kesehatan (Applied Management Training Course / AMTC) di Balai Besar Pelatihan Kesehatan Ciloto pada Tahun 2019." Jurnal Kewidyaiswaraan 4, no. 2 (November 30, 2019): 193–200. http://dx.doi.org/10.56971/jwi.v4i2.17.
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Balai Besar Pelatihan Kesehatan sebagai unit yang menyediakan jasa pendidikan dan pelatihan sudah semestinya melakukan pengukuran sikap peserta melalui survey maka para pengelola diklat dapat mendengarkan suara para peserta diklat, tentang keinginan, kebutuhan dan harapan mereka terhadap penyelenggaraan diklat di BBPK Ciloto . Penelitian ini dilakukan untuk mengetahui gambaran sikap peserta latih, serta pendukung dan penghambat pada Pelatihan AMTC pada tahun 2019 dengan menggunakan metoda “sandwich” yang agak berbeda dengan pelatihan pelatihan klasikal biasa karena mempunyai jam pelajaran yang panjang yang diselang seling antara on class dan off class. Pelatihan ini menggunakan pendekatan kuantitatif kualitatif deskriptif, cara memperoleh informasi tersebut melalui observasi secara berpartisipasi, wawancara mendalam yang menghasilkan data deskriptif guna mengungkapkan sebab dan proses terjadinya peristiwa yang diteliti. Informasi dikumpulkan dari responden dengan menggunakan kuesioner. Hasil penelitian menunjukkan bahwa pelatihan dengan menggunakan pola “Sandwich” memperlihatkan sikap peserta mampu memprioritaskan masalah, menganalias masalah lebih dalam, mencari solusi, berbagi dan berkoordinasi dengan baik, bekerja lebih cermat, lebih teliti dan lebih terarah serta tepat sasaran, berfikir sistematis dan mampu menjadi pemimpin. Dalam penelitian ini juga terlihat Pimpinan dan Tim efektif yang dibentuk peserta latih sangat mendukung dalam pelaksanaan implementasi di lapangan. Sedangkan banyaknya pekerjaan sehari hari di kantor menjadikan sulit membagi waktu antara tugas kantor dan penugasan pelatihan pada saat off class. Harapannya kedepan BBPK Ciloto mampu menyediakan dan memberikan layanan yang lebih baik dalam hal penyelenggaraan pendidikan dan pelatihan sesuai dengan keinginan, kebutuhan dan harapan seluruh peserta diklat.
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Marcial, Dave E., and Dae P. Habalo. "SUCCESS LEVEL OF A HYBRID TRAINING IN TEACHER EDUCATION: EXPERIENCES IN A DEVELOPING COUNTRY." Information Technologies and Learning Tools 62, no. 6 (December 30, 2017): 140. http://dx.doi.org/10.33407/itlt.v62i6.1806.
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Studies show that blended learning promotes collaborative learning. However, blended learning is always a challenge when Internet infrastructure is limited. This paper describes the success levels of the 6-month blended learning course for teacher educators in four provinces in the central part of the Philippines. The blended training was aimed to increase the ability to add value to economic output by applying knowledge of school subjects to solve complex problems encountered in the real world situations of work and life. Success levels were measured using retention rate, Constructivist Online Learning Environment model, Online Environment Elements model, and New Kirkpatrick Model. Of the 60 registered teacher-trainees, only 15 completed the training. It was concluded that the blended training was evaluated very successfully.
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Tomasik, Robert. "Territorial Defence Facing the Challenge of Hybrid Warfare." Security Dimensions 27, no. 27 (September 28, 2018): 73–86. http://dx.doi.org/10.5604/01.3001.0013.0291.
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The course of present armed conflicts indicates the use of different instruments of power, whose major purpose is to gain control over the society and then exploit its resources. The nomenclature mentions hybrid warfare more and more frequently while seeking effective countermeasures against it. This topic is related to the creation of a new structure in the Polish Army – the Territorial Defence Force. The article presents the determinants conditioning the creation of the discussed formation and its assigned tasks. It analyses the expected objectives of the Territorial Defence Force as regards the adopted organisational structure, capability to perform its tasks and the established recruitment and training system. The article focuses in particular on countering tools of attack used in hybrid actions. The author refers to the course of events during modern asymmetric armed conflicts, for example in eastern Ukraine. Methods used by a potential enemy and the possible countermeasures exercised by the Territorial Defence Force are taken into consideration. The conclusions include an assessment of the importance of the new formation for Polish national security and defence.
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Burahee, Abdus S., Liron S. Duraku, Caroline A. Hundepool, Kyle R. Eberlin, Amy Moore, Christopher J. Dy, Shalimar Abdullah, Vaikunthan Rajaratnam, J. Michiel Zuidam, and Dominic M. Power. "Educating Future Generations of Surgeons across Borders: Novel Global Linked Hybrid Live Cadaveric Peripheral Nerve Surgical Training Course." Plastic and Reconstructive Surgery - Global Open 12, no. 1 (January 2024): e5559. http://dx.doi.org/10.1097/gox.0000000000005559.
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Background: This study aimed to evaluate a novel, multi-site, technology-facilitated education and training course in peripheral nerve surgery. The program was developed to address the training gaps in this specialized field by integrating a structured curriculum, high-fidelity cadaveric dissection, and surgical simulation with real-time expert guidance. Methods: A collaboration between the Global Nerve Foundation and Esser Masterclass facilitated the program, which was conducted across three international sites. The curriculum was developed by a panel of experienced peripheral nerve surgeons and included both text-based and multimedia resources. Participants’ knowledge and skills were assessed using pre- and postcourse questionnaires. Results: A total of 73 participants from 26 countries enrolled and consented for data usage for research purposes. The professional background was diverse, including hand surgeons, plastic surgeons, orthopedic surgeons, and neurosurgeons. Participants reported significant improvements in knowledge and skills across all covered topics (p < 0.001). The course received a 100% recommendation rate, and 88% confirmed that it met their educational objectives. Conclusions: This study underscores the potential of technology-enabled, collaborative expert-led training programs in overcoming geographical and logistical barriers, setting a new standard for globally accessible, high-quality surgical training. It highlights the practical and logistical challenges of multi-site training, such as time zone differences and participant fatigue. It also provides practical insights for future medical educational endeavors, particularly those that aim to be comprehensive, international, and technologically facilitated.
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Fitzsimons, Kathleen, Aleksandra Kalinowska, Julius P. Dewald, and Todd D. Murphey. "Task-based hybrid shared control for training through forceful interaction." International Journal of Robotics Research 39, no. 9 (June 16, 2020): 1138–54. http://dx.doi.org/10.1177/0278364920933654.
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Despite the fact that robotic platforms can provide both consistent practice and objective assessments of users over the course of their training, there are relatively few instances where physical human–robot interaction has been significantly more effective than unassisted practice or human-mediated training. This article describes a hybrid shared control robot, which enhances task learning through kinesthetic feedback. The assistance assesses user actions using a task-specific evaluation criterion and selectively accepts or rejects them at each time instant. Through two human subject studies (total [Formula: see text]), we show that this hybrid approach of switching between full transparency and full rejection of user inputs leads to increased skill acquisition and short-term retention compared with unassisted practice. Moreover, we show that the shared control paradigm exhibits features previously shown to promote successful training. It avoids user passivity by only rejecting user actions and allowing failure at the task. It improves performance during assistance, providing meaningful task-specific feedback. It is sensitive to initial skill of the user and behaves as an “assist-as-needed” control scheme, adapting its engagement in real time based on the performance and needs of the user. Unlike other successful algorithms, it does not require explicit modulation of the level of impedance or error amplification during training and it is permissive to a range of strategies because of its evaluation criterion. We demonstrate that the proposed hybrid shared control paradigm with a task-based minimal intervention criterion significantly enhances task-specific training.
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Manoilo, A. V. ""Hybrid diplomacy": on the production of personnel in the field of countering foreign information and hybrid wars." Diplomaticheskaja sluzhba (Diplomatic Service), no. 2 (March 31, 2023): 130–39. http://dx.doi.org/10.33920/vne-01-2302-05.
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This article is devoted to the issues of personnel training to counter the infected and hybrid free war against the Russian Federation in connection with the start of the Special Military Operation in Ukraine. It is noted that programs such as "Information and hybrid wars" are a structure for the formation in the Russian Federation of a nationwide system to counter information and hybrid war. In modern programs for training specialists in countering information and hybrid wars of great importance for international and analytical work, the main justifications and methods are disclosed in the courses "Analytical support for special military and police operations" and "Information support for special military and police operations in the media and New York". media". The data on the results are read taking into account the experience gained during the fi rst trade operation in Ukraine, with the involvement of specialists from the Russian Ministry of Defense and military journalists. Given the specific indicators, much attention is paid to special intelligence and military companies. To this end, the curriculum includes a course on Competitive Intelligence and Private Intelligence Companies, as well as special courses such as Competitive Intelligence Methods and Private Medical Companies in Special Military, Police and Peacekeeping Operations. Thus, the formation of a system for training specialists to counter hybrid wars is really beginning in Russia. The emergence of such programs as "Information and hybrid wars" is one of the signs of the creation of such a system. We have good chances on this plane, but they were also seen in this country of the West Country.
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Hall, Christina R., Philippa C. Griffin, Andrew J. Lonie, and Jeffrey H. Christiansen. "Application of a bioinformatics training delivery method for reaching dispersed and distant trainees." PLOS Computational Biology 17, no. 3 (March 18, 2021): e1008715. http://dx.doi.org/10.1371/journal.pcbi.1008715.
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Many initiatives have addressed the global need to upskill biologists in bioinformatics tools and techniques. Australia is not unique in its requirement for such training, but due to its large size and relatively small and geographically dispersed population, Australia faces specific challenges. A combined training approach was implemented by the authors to overcome these challenges. The “hybrid” method combines guidance from experienced trainers with the benefits of both webinar-style delivery and concurrent face-to-face hands-on practical exercises in classrooms. Since 2017, the hybrid method has been used to conduct 9 hands-on bioinformatics training sessions at international scale in which over 800 researchers have been trained in diverse topics on a range of software platforms. The method has become a key tool to ensure scalable and more equitable delivery of short-course bioinformatics training across Australia and can be easily adapted to other locations, topics, or settings.
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Marchuk, Iryna. "THE IMPROVEMENT OF THE QUALITY OF THE VOCATIONAL TRAINING OF FUTURE SOCIOLOGISTS BY MEANS OF EDUCATIONAL CYBERSPACE." Collection of Scientific Papers of Uman State Pedagogical University, no. 4 (December 29, 2021): 80–86. http://dx.doi.org/10.31499/2307-4906.4.2021.250156.
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The article is devoted to the analysis of the state of the modern professional training of future sociologists in Ukraine and the definition of the scientific grounds for its quality improvement connected with the use of educational cyberspace. Special attention is paid to the researches of the issue provided by modern Ukrainian and foreign scientists. Due to the analysis of the scientific literature as well as multilateral analysis of the practice of professional training of sociologists in Ukraine and abroad, particular problems and challenges are highlighted. In the process of the problem investigation, the conclusion was made on the particular necessity to diversify the applied approaches to foreign language learning and teaching in terms of the present mode of hybrid education at the university. The various methods and innovative approaches developed are the attempts to answer these actual questions for the vocational training of future sociologists. The methodological support of the mentioned process of future sociologists training is developed in Odessa I. I. Mechnikov National University: the special course “The formation of the professional qualities of a future sociologist in the process of context training” for learning and teaching the foreign language (English) for the special purposes by means of educational cyberspace in the academic environment. The process of designing and delivering the materials of this course offered the possibility to sort out the traditional effective means of vocational training and supplement them with the means of educational cyberspace.
Keywords: future sociologist; professional training; educational cyberspace; educational environment; online audio resources; online video resources; hybrid education; context learning.
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Giarola, Sara, Alexander Kell, Sonja Sechi, Mattia Carboni, Alaize Dall-Orsoletta, Pierluigi Leone, and Adam Hawkes. "Sustainability Education: Capacity Building Using the MUSE Model." Energies 16, no. 14 (July 20, 2023): 5500. http://dx.doi.org/10.3390/en16145500.
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Education for sustainable development has among its pillars, capacity building, which equips future generations with the set of skills needed to face the challenge of the transformation of society for sustainable development. This paper presents a training course for a novel model of long-term energy planning (the ModUlar energy system Simulation Environment, MUSE), as an example of capacity building activities for sustainable development. The activities were part of the Joint Summer School on Modelling Tools for Sustainable development, held in Trieste (Italy) in 2022. This summer school was one of the first successful implementations of education and training courses in a super-hybrid mode in the post-COVID era. Describing the training activities for MUSE open-source, this paper addresses one of the challenges that education for sustainable development is expected to increasingly face in the future: the training of future professionals in the use of novel toolkits and the implementation of truly trans-disciplinary approaches.This paper discusses the pre-school online training course for MUSE, the summer school contents, and some student modeling outcomes. While doing so, it shows the importance of leveraging the abstract contents of a course with practical exercises when learning a new tool. Reflecting upon the students’ experience, this paper draws conclusions that can be used to improve future editions of the same course and be extended to the design of training courses for other tools.
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Nikandrov, A. A., and X. R. Piotrowska. "Organization of a Hybrid Multi-Platform Online Course on “Machine Learning” for Higher Education System." Prepodavatel XXI vek, no. 3/1 (June 30, 2023): 110–27. http://dx.doi.org/10.31862/2073-9613-2023-3-110-127.
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The article deals with the experience of developing and integrating the author’s multiplatform online course “Machine Learning” into the educational process of higher education institutions. On the basis of international experience the recommendations on the integration of the online course content into the educational environment of the university are developed. The requirements to the choice of an educational platform when teaching programming are discussed. The key points concerning the selection of training content, its quality assessment, as well as its implementation in the educational process are highlighted on the example of the discipline “Machine Learning”, developed at the Department of Mathematics at A.I. Herzen Russian State Pedagogical University for bachelors studying in the direction 01.03.02 “Applied Mathematics and Informatics”. The author’s composition of Python 3 programming language libraries for generating practical tasks for solving problems of different complexity and organising mini-research in the field of machine learning is presented. Jupiter Notebook, Stepik, Moodle Herzen platforms are specified as the means of training organisation. When selecting and creating task material, domestic resources of olympiad programming: Kaggle and Codeforces were actively used. The first results of the experimental testing of the methodology at the Faculty of Mathematics of the Herzen Russian State Pedagogical University are discussed.
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Thompson, Andrew R. H. "Combining Accessibility and Pedagogical Effectiveness in a Hybrid Theological Education Program: A Case Study." Wabash Center Journal on Teaching 1, no. 2 (April 15, 2020): 31–38. http://dx.doi.org/10.31046/wabashcenter.v1i2.1161.
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As of 2017, the Association of Theological Schools had seen an increase in online course enrollment of 200% over ten years. It is therefore worth exploring in some depth the potential challenges and strengths of online and hybrid programs. This article describes one hybrid online-residential program, the Alternative Clergy Training at Sewanee (ACTS) program at the School of Theology at the University of the South, familiarly known as Sewanee. Based on the experience of this program and contemporary research on the strengths of online and hybrid programs, it is argued that hybrid learning has significant advantages in its own right, perhaps especially for those who may be considered "hybrid clergy," the deacons and bivocational priests for whom the program was designed.
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Zhang, Xiaochun, and Xiaopeng Xu. "Multi-modal Teaching Ecosystem Design for Computer Graphic Course." Journal of Education and Educational Research 9, no. 1 (June 25, 2024): 289–91. http://dx.doi.org/10.54097/f8cky069.
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In the context of ecosystem sustainability and high-quality development of education, this paper explores a multi-model teaching ecosystem for the curriculum of Computer Graphics. In this study, the technological concepts of multi-model fusion, transfer learning are transferred to the design of computer graphics course. The proposed ecological course framework consisted of 1) multi-modal curricular practical training platforms; 2) multi-modal knowledge bases; 3) multi-modal hybrid teaching mode. Furthermore, the practical application cases of the industry are taken into account to solve the problems of disconnection between teaching and practice. The teaching effect shows that multi-model based teaching ecosystem have improved students' academic achievement and learning satisfaction.
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Li, Xin. "Mobile Platform for MOCC Music Hybrid Teaching Based on Convolutional Neural Network." Mobile Information Systems 2022 (August 4, 2022): 1–11. http://dx.doi.org/10.1155/2022/2456151.
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With the wide application of Internet mobile devices in many industries, the hybrid teaching mode of online and offline has also become a research hotspot in the field of education. In the process of constructing the music online teaching platform based on mobile platform MOOC, the distribution of samples will affect the data recognition results of the system. Therefore, this paper uses convolutional neural network as the backbone network to extract data features and improve the resolution. At the same time, in the process of data compression, this paper realizes the global average pool and unified parameters by improving the attention mechanism, so that all parameters interact with their K adjacent parameter characteristics, so as to reduce the overdependence between channels and reduce the complexity of the overall calculation. For the analysis of complexity, this paper detects the time required for serial training and parallel training, intercepts the average value of the parameters of all nodes, and obtains the optimal number of nodes of this model. Finally, combined with the characteristics of music teaching, this paper designs a mobile MOOC music teaching platform based on convolutional neural network. The platform includes modules such as basic information management and music course resource construction and applies it to the actual music course teaching process. The performance of the algorithm and the feasibility of the system are verified by classroom activity test, hoping to provide some reference for the research in the field of music mixed education.
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Pilgrim, Kristen, Nicole Ventura, Amy Bingen, Emily Faith, Juliana Fort, Olivia Reyes, Mimi Richmond, Susannah Rosenthal-Schutt, S. Aaron Schwinn, and Jason D. Butler. "From a distance: Technology and the first low-residency drama therapy education program." Drama Therapy Review 6, no. 1 (April 1, 2020): 27–48. http://dx.doi.org/10.1386/dtr_00014_1.
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This article examines the first-year experiences of Lesley University’s first low-residency master’s drama therapy training cohort and their advisor. Course work in this program combines predominantly online learning with several weeks of in-person learning each year, marking a departure from traditional drama therapy education. This article explores ways in which distance learning impacted this cohort in their first year of drama therapy education. Within the cohort’s reflections, specific themes related to technology, cohort experience, course instruction and work‐life balance are examined as well as drama therapy‐specific aspects of their experience. Recommendations are made for future hybrid drama therapy education, including increased use of video and video conferencing, increased training of online instructors, standard use of in-person residencies and further research into technology in drama therapy.
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Guillemot, Jonathan, Samantha Saenz, and Maria Augusta Vélez Landazuri. "TRAINING FOR CAREGIVER OF OLDER ADULTS IN ECUADOR: REPORT ON PRESENTIAL, DISTANCE, AND HYBRID MODALITIES." Innovation in Aging 7, Supplement_1 (December 1, 2023): 740–41. http://dx.doi.org/10.1093/geroni/igad104.2397.
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Abstract Caregiving for older adults in Ecuador is provided by family members, professional caregivers as well as untrained domestic workers. All three groups lack access to theoretical and technical training. The accelerating care drain towards Europe and North America, the fast-paced aging in the region as well as increasing trends of North American older adults migration to Ecuador, increase the need for large scale, quality and affordable caregiver training. We report the methods and outcomes of three modalities of training for caregivers of older adults combining over 100 individuals trained over the course of four years: a traditional presential training, which was offered prior to the COVID-19 pandemic; an online modality via Zoom during the pandemic; and the early outcomes of a novel hybrid modality, combining presential and asynchronous video-based learning. We found that social interaction, including the sharing of personal experiences, was an essential part of the training experience, which translated into long-term social bonds and early stages of solidarity networks between participants. Online synchronous training allowed a broader geographical coverage but failed to contribute to socialization as well as generated challenges related to the learning experience and efficacy. The novel modality offered the broad geographical coverage, lowered the cost and allowed socialization. It however created technical and quality control challenges. Training of caregivers is a key component to promote aging in place and age-friendliness. Our experience and conclusion aim to contribute to the future of training in the Global South as well as in the Global North.
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Edler, Jessica R., Lindsey E. Eberman, and Stacy Walker. "Clinical Education in Athletic Training." Athletic Training Education Journal 12, no. 1 (January 1, 2017): 46–50. http://dx.doi.org/10.4085/120146.
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Context: Clinical education is a foundational component of healthcare education by which students acquire, practice, and demonstrate competency in clinical proficiencies through classroom, laboratory, and clinical experiences. Currently, the most common practice of clinical education in athletic training is clinical integration. Objective: The purposes of this article are to describe how athletic training and similar health professions implement clinical education and to present clinical immersion as an alternative to clinical integration. Background: Clinical education is delivered differently across healthcare disciplines. Some disciplines use clinical immersion, while others use clinical integration. Some professions have specific requirements, while others are left to the discretion of the program administrators. However, few professions are measuring the effectiveness of each, leading to questions about best-practice models in clinical education. Description: Clinical integration occurs when students complete clinical and didactic course work concurrently, while in the clinical immersion model, students are immersed in patient care full time with little or no didactic course work. A hybrid model of clinical education includes both integration and immersion. Clinical Advantage(s): Preliminary research within nursing suggests that students engaged in clinical immersion perform better on certification examinations than do those from an integration model. The clinical immersion model is enhanced by the implementation of standardized patients and simulations to prepare students for immersive experiences. These encounters provide an opportunity for students to demonstrate competency before engaging in patient care, which promotes patient safety. Conclusion(s): Program administrators have the opportunity and professional responsibility to explore different curricular models and to ultimately develop better methods of preparing future athletic trainers. Moreover, educators have a responsibility to measure and report outcomes to help provide a body of knowledge regarding best practices in clinical education.
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Nazerian, Morteza, Fateme Naderi, Ali Partovinia, Antonios N. Papadopoulos, and Hamed Younesi-Kordkheili. "Developing adaptive neuro-fuzzy inference system-based models to predict the bending strength of polyurethane foam-cored sandwich panels." Proceedings of the Institution of Mechanical Engineers, Part L: Journal of Materials: Design and Applications 236, no. 1 (October 18, 2021): 3–22. http://dx.doi.org/10.1177/14644207211024278.
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The aim of this paper was to improve the performance of the adaptive neuro-fuzzy inference system (ANFIS) and to predict the flexural strength of the sandwich panels made with thin medium density fiberboard as surface layers, and polyurethane foam as a core layer, by applying metaheuristic optimization methods. For this purpose, various models, namely ant colony optimization for the continuous domain (ACOR), differential evolution (DE), genetic algorithm (GA), and particle swarm optimization (PSO) were applied and compared, as different efficient bio-inspired paradigms, to assess their suitability for training the adaptive neuro-fuzzy inference system model. The predicted values of the flexural strength resulting from applying adaptive neuro-fuzzy inference system trained by ACOR, DE, GA, and PSO, were compared with the values derived from adaptive neuro-fuzzy inference system classical model. The molar ratio of formaldehyde to melamine and urea, sandwich panel thickness, and the weight ratio of the modified starch to MUF resin (OS/MUF weight ratio) were used as an input variables and the modulus of rupture was used as an output one. The developed hybrid models were used to predict the values of the modulus of rupture obtained from experimental tests. In order to evaluate and compare the performance of the models, three performance criteria were employed namely, determination coefficient (R2), root mean square error, and mean absolute percentage error. It was found that ANFIS–ACOR, ANFIS–DE, ANFIS–GA, and ANFIS–PSO showed different performance ratios compared to the predicting model. In addition, the ANFIS–GA model is found to be by far more accurate than the other hybrid models.
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Guerrero-Quiñonez, Anghelo Josué, Mirna Carolina Bedoya-Flores, Erick Fabián Mosquera-Quiñonez, Edwin Darío Ango-Ramos, and Rosalba Mercedes Lara-Tambaco. "Hybrid Education: Current Challenges." Ibero-American Journal of Education & Society Research 3, no. 1 (May 30, 2023): 276–79. http://dx.doi.org/10.56183/iberoeds.v3i1.629.
Повний текст джерелаАнотація:
Hybrid education combines face-to-face and online teaching to provide a more flexible learning experience tailored to the needs of students. In summary, hybrid education implies; Integration of learning modalities where face-to-face learning in the classroom is combined with online learning, taking advantage of both approaches. Flexibility and customization that allows students to access online learning content and activities at their own time and pace, adapting to their individual needs. Use of technology where technological tools and resources are used, such as online learning platforms, videoconferences, multimedia materials, among others, to facilitate teaching and learning. Interaction and collaboration where interaction between students and teachers is promoted through online discussions, collaborative projects and group activities, both in the face-to-face environment and online. Feedback and assessment, where students receive regular feedback and can take online assessments to measure their progress and get continuous assessment of their learning. Challenges and opportunities to face the digital divide, teacher training and effective course design, but also offers opportunities to improve accessibility, equity and quality of education. In conclusion, hybrid education combines the best of face-to-face and online environments to create a more flexible and tailored learning experience. By leveraging technology and promoting interaction and collaboration, hybrid education seeks to improve the quality and scope of education, giving students the opportunity to develop skills relevant to the 21st century.
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Idiatullov, T. T., and E. B. Chabanenko. "Application of hybrid systems of evaluation to improve the quality of training in natural sciences and engineering disciplines." Izvestiya MGTU MAMI 7, no. 1-6 (November 10, 2013): 177–82. http://dx.doi.org/10.17816/2074-0530-67891.
Повний текст джерелаАнотація:
The article indicates the relevance of use of multi-stage assessment systems in higher education. Recommendations are given for the construction of hybrid systems of evaluation and the real experience of the course of “Information Technology” for technical university students. In conclusion, the authors examine the issues in implementation in the learning process of adaptive learning technology with active use of test evaluation of educational achievements.
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Cristina dos Santos de Andrade, Juliana, Márcia Gonçalves de Oliveira, and Vanessa Battestin. "BMOOC de Desenvolvimento de Aplicativos: Uma Oportunidade de Estágio Dirigido para Meninas." Anais do Computer on the Beach 14 (May 3, 2023): 137–44. http://dx.doi.org/10.14210/cotb.v14.p137-144.
Повний текст джерелаАнотація:
ABSTRACTThis article presents a Blended Massive Open Online Courses(bMOOC) in Application Development, with the objective ofmeeting the need to train girls for a career in computing. Thehybrid MOOC refers to the integration of online teaching,through the MOOC, with traditional teaching carried out in theclassroom, through workshops, consulting and classes. In itsmethodology, the hybrid course presents the differential ofusing concepts of Project-Based Learning and Maker Culture tofavor the development of skills and abilities necessary forprofessional training in such a volatile world. This projectpresents the differential of favoring the professional referral ofgirls through the practice of programming and training inapplication development.
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Friederichs, Hendrik, Anne Weissenstein, Sandra Ligges, David Möller, Jan C. Becker, and Bernhard Marschall. "Combining simulated patients and simulators: pilot study of hybrid simulation in teaching cardiac auscultation." Advances in Physiology Education 38, no. 4 (December 2014): 343–47. http://dx.doi.org/10.1152/advan.00039.2013.
Повний текст джерелаАнотація:
Auscultation torsos are widely used to teach position-dependent heart sounds and murmurs. To provide a more realistic teaching experience, both whole body auscultation mannequins and torsos have been used in clinical examination skills training at the Medical Faculty of the University of Muenster since the winter term of 2008–2009. This training has since been extended by simulated patients, which are normal, healthy subjects who have undergone attachment of the electronic components of the auscultation mannequins to their chests to mimic pathophysiological conditions (“hybrid models”). The acceptance of this new learning method was examined in the present pilot study. In total, 143 students in their second preclinical year who were participating in auscultation training were randomized into an intervention group (hybrid models) and a control group (auscultation mannequins). One hundred forty-two (99.3%) of these students completed a self-assessment Likert-scale questionnaire regarding different teaching approaches (where 1 = “very poor” to 100 = “very good”). The questionnaire focused on the “value of learning” of different teaching approaches. Direct comparison showed that students evaluated the hybrid models to be significantly more effective than the auscultation mannequins (median: 83 vs. 64, P < 0.001). The cardiac auscultation training was generally assessed positively (median: 88). Additionally, verbal feedback was obtained from simulated patients and tutors (trained students who had successfully passed the course a few semesters earlier). Personal feedback showed high satisfaction from student tutors and simulated patients. Hybrid simulators for teaching cardiac auscultation elucidated positive responses from students, tutors, and simulated patients.
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Korotun, Olga. "Designing a System of Training and Methodology Support for Training Construction Industry Specialists in the Conditions of Digital Economy." E3S Web of Conferences 403 (2023): 02020. http://dx.doi.org/10.1051/e3sconf/202340302020.
Повний текст джерелаАнотація:
The paper presents a concept for designing an information system that provides organisation and support of the educational process. The core of the concept is the individual approach to the formation of students’ educational trajectory. The individual approach is formed automatically on the basis of previous learning results and supposes complexity of the syllabus-grounded educational material, including as well a list of references depending on the factual level of assimilation of the instructional material. The information system concept involves storage and demonstration of course materials as well as third-party data from electronic databases of scientific, reference or educational sources. The system is able to predict the results of current, interim and final assessment in an automated fashion, depending on current results, in order to create additional recommendations for mastering the material and potential grade improvement. The designed system is capable of generating reports on learning outcomes in an automated mode. Such information system is a tool for the realisation of a hybrid form of education.
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LIU, Lian. "Course of Artificial Intelligence + Composition for Young Backbone Teachers." Integration of Industry and Education 2, no. 1 (February 29, 2020): 22–26. http://dx.doi.org/10.6938/iie.202002_2(1).0006.
Повний текст джерелаАнотація:
Based on the analysis of the needs in the education field, the basic application framework scenarios of the current artificial intelligence technology in the field of music education are constructed. The characteristics of various models (typed music model, Markov chain model, genetic algorithm model, neural network model, etc.) are used to improve the rule knowledge to form a practical and effective hybrid model. The innovation lies in combining non-note units (reproducing structures) in music composition to intelligently compose tracks by combining formulas and matrix data combinations. The project conducts in-depth cooperation on the training of composition teachers and students from the fields of curriculum teaching, practical teaching, and innovation competition, and strives to combine theoretical teaching and engineering cases, practical teaching and industrial products, subject competition and intelligent technology. Combination to achieve collaborative education of industry-academia cooperation.
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Léchauguette, Sophie. "Former à la traduction multimodale." Studia Romanica Posnaniensia 48, no. 4 (December 22, 2021): 135–46. http://dx.doi.org/10.14746/strop.2021.484.010.
Повний текст джерелаАнотація:
Many books designed for international distribution combine text blocks and images. Their layout offers hybrid messages organized on the visual space of a double page. Texts both in the original language and in translation must fit into limited spaces or boxes positioned around illustrations. Thus, translators practice multimodal translation, writing texts that preserve or enhance the cohesion between visual and textual messages. This skill requires some training. Unfortunately, while theoretical writings on pragmatic translation acknowledge its intersemiotic nature, few training programs address this aspect. The creation of a course on multimodal translation would be a valued addition to any translator training program. The concept of a hybrid translation unit offers a way of structuring material to introduce both intersemiotic and multimodal translation in professional curricula. The author draws on her professional experience to discuss the role of illustrations in grasping meaning through practical examples. She suggests generalizable translation strategies to strengthen text-image cohesion, or even generate text from images alone, while adapting the book in translation to its intended readership.
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Ni, Ziyang, Yingjuan Zheng, Mingliang Zhang, and Zhenyu Li. "Teaching Reform based on Modularity-Hybrid and Taking the Course Industrial Configuration Control Technology as an Example." Journal of Education and Educational Research 9, no. 2 (July 10, 2024): 164–66. http://dx.doi.org/10.54097/t41x9t28.
Повний текст джерелаАнотація:
Taking industrial configuration control technology for the extension course of intelligent control major in higher vocational colleges as an example, this paper expounds the teaching status, perplexments and pain points of the extension course of intelligent control major. Combining the characteristics of positions and disciplines, it determines the multi-dimensional training objectives guided by the needs of industry and students' development needs, forms the modular teaching content for enterprises and reality, and relies on the modular content for online and offline mixed teaching Learning to explore and practice. The implementation of learning assessment of the trinity of teaching methods. The results show that after the implementation of the teaching reform, the self-completion rate of homework increased by 20%, the classroom activity increased by 20%, and the students' final exam results increased by 10%.
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Zb, Aminah, M. Eval Setiawan, Edi Rozal, and Fauzan Sulman. "Investigating Hybrid Learning Strategies: Does it Affect Creativity?" Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran 7, no. 4 (December 11, 2021): 868. http://dx.doi.org/10.33394/jk.v7i4.4063.
Повний текст джерелаАнотація:
This study aims to investigate the ability of the Hybrid Learning learning model on the creativity of biology education students in the educational innovation course. This research has been carried out using a quantitative approach with a quasi-experimental pretest-posttest control group design. The population in this study were biology education students in semester VI, Faculty of Education and Teacher Training at Sulthan Thaha Saifuddin State Islamic University Jambi, namely four classes with a population of 37 people, which was then sampled using the purposive sampling method where class VIA and VIC were the Experiment Class and Class VIB and VID was as a Control Class. The instrument used is was a test in the form of a description of ten items regarding creativity. Data analysis in this study used t-tes. The results of the investigation showed a significant influence on the creativity of students who used hybrid learning even though lectures were conducted remotely and in the midst of the Covid-19 pandemic.
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Díaz, Jairo Eduardo Márquez, Camilo Andrés Domínguez Saldaña, and Camilo Alberto Rodríguez Ávila. "Virtual World as a Resource for Hybrid Education." International Journal of Emerging Technologies in Learning (iJET) 15, no. 15 (August 14, 2020): 94–109. http://dx.doi.org/10.3991/ijet.v15i15.13025.
Повний текст джерелаАнотація:
The virtual worlds in the educational environment, have opened new possibilities to innovation in the teaching-learning process, where the flexibility of access to information inside or outside the classroom through an avatar, tends to a paradigm shift in education traditional, in terms of the way of transmitting and acquiring knowledge through technological means. In this sense, an investigation was carried out on the design, development and use of a metaverse as a digital tool of didactic support to students of the Faculty of Systems Engineering of the University of Cundinamarca, with a view to establishing its viability to be implemented in a course of mathematics and demonstrate the possibilities offered by this type of resource to motivate the student in his training. The metaverse design included various ICT tools, thereby promoting self-learning and collaborative learning. Finally, it was evaluated what was the appreciation of a group of students against their interaction with the metaverse, which validated its usefulness and functionality inside and outside the classroom.