Abstract: To strengthen social and behavior change communication (SBCC) capacity of Ministry of Health and Family Welfare (MoHFW) of the Government of Bangladesh, BCCP/BKMI developed two eLearning courses providing opportunities for professional development of SBCC Program Managers who have no access to training or refreshers training. The two eLearning courses – Message and Material Development (MMD) and Monitoring and Evaluation (MandE) of SBCC programs – went online in September 2015, where all users could register their participation so results could be monitored. Methodology: To assess the uses of these courses a randomly selected sample was collected to run a pre and post-test analyses and a phone survey were conducted. Systematic random sampling was used to select a sample of 75 MandE and 25 MMD course participants from a sampling frame of 179 and 51 respectively. Results: As of September 2016, more than 179 learners have completed the MandE course, and 49 learners have completed the MMD course. The users of these courses are program managers, university faculty members, and students. Encouraging results were revealed from the analysis of pre and post-test scores and a phone survey three months after course completion. Test scores suggested a substantial increase in knowledge. The pre-test scores findings suggested that about 19% learners scored high on the MandE. The post-test scores finding indicated a high score (92%) of the sample across 4 modules of MandE. For MMD course in pre-test scoring, 30% of the learners scored high, and 100% scored high at the post-test. It was found that all the learners in the phone survey have discussed the courses. Most of the sharing occurred with colleagues and friends, usually through face to face (70%) interaction. The learners reported that they did recommend the two courses to concerned people. About 67% MandE and 76% MMD learners stated that the concepts that they had to learn during the course were put into practice in their work settings. The respondents for both MandE and MMD courses have provided a valuable set of suggestions that would further strengthen the courses. Conclusions: The study showed that the initiative offered ample opportunities to build capacity in various ways in which the eLearning courses were used. It also highlighted the importance of scaling up these efforts to further strengthen the outcomes.
Abstract: This study will examine how IT practitioners can be motivated for IT studies and which kind of support they need during their occupational studies. Within this research project, the challenge of supporting students being engaged in business for several years arose. Here, it is especially important to successfully guide them through their studies. The problem of this group is that they finished their school education years ago. In order to gather first experiences, preliminary e-learning courses were introduced and tested with a group of users studying General Management. They had to work with these courses and have been questioned later on about their approach to the different methods. Moreover, a second group of potential students was interviewed with the help of online questionnaires to give information about their expectations regarding extra occupational studies. We also want to present best practices and cases in e-education in the subarea of mathematics and distance learning. Within these cases and practices, we use state of the art systems and technologies in e-education to find a way to increase teaching quality and the success of students. Our research indicated that the first group of enrolled students appreciated the new preliminary e-learning courses. The second group of potential students was convinced of this way of learning as a significant component of extra occupational studies. It can be concluded that this part of the project clarified the acceptance of the e-learning strategy by both groups and led to satisfactory results with the enrolled students.
Abstract: Orthopaedic surgeries are characterized by a high degree of complexity. This is reflected by four main groups of resources: 1) surgical team which is consisted of people with different competencies, educational backgrounds and positions; 2) information and knowledge about medical and technical aspects of surgery; 3) medical equipment including surgical tools and materials; 4) space infrastructure which is important from an operating room layout point of view. These all components must be integrated and build a homogeneous organism for achieving an efficient and ergonomically correct surgical workflow. Taking this as a background, there was formulated a concept of international project, called “Online Vocational Training course on ergonomics for orthopaedic Minimally Invasive” (Train4OrthoMIS), which aim is to develop an e-learning tool available in 4 languages (English, Spanish, Polish and German). In the article, there is presented the first project research outcomes focused on three aspects: 1) ergonomic needs of surgeons who work in hospitals around different European countries, 2) the concept of structure of e-learning course, 3) the definition of tools and methods for knowledge assessment adjusted to users’ expectation. The methodology was based on the expert panels and two types of surveys: 1) on training needs, 2) on evaluation and self-assessment preferences. The major findings of the study allowed describing the subjects of four training modules and learning sessions. According to peoples’ opinion there were defined most expected test methods which are single choice test and right after quizzes: “True or False” and “Link elements” The first project outcomes confirmed the necessity of creating a universal training tool for orthopaedic surgeons regardless of the country in which they work. Because of limited time that surgeons have, the e-learning course should be strictly adjusted to their expectation in order to be useful.
Abstract: In this paper, the authors try to investigate the
determinants of behavioral intention of the blended E-learning course
for senior students at the Active Ageing University in Taiwan. Due to
lower proficiency in the use of computers and less experience on
learning styles of the blended E-learning course for senior students
will be expected quite different from those for most young students.
After more than five weeks course for two years the questionnaire
survey is executed to collect data for statistical analysis in order to
understand the determinants of the behavioral intention for senior
students. The object of this study is at one of the Active Ageing
University in Taiwan total of 84 senior students in the blended
E-learning for the ceramics teaching course. The research results show
that only the perceived usefulness of the blended E-learning course has
significant positive relationship with the behavioral intention.
Abstract: This paper presented a collaborative education model,
which consists four parts: collaborative teaching, collaborative
working, collaborative training and interaction. Supported by an
e-learning platform, collaborative education was practiced in a data
structure e-learning course. Data collected shows that most of students
accept collaborative education. This paper goes one step attempting to
determine which aspects appear to be most important or helpful in
collaborative education.
Abstract: Thepurpose of the research is to characterize the levels
of satisfaction of the students in e-learning post-graduate courses,
taking into account specific dimensions of the course which were
considered as benchmarks for the quality of this type of online
learning initiative, as well as the levels of satisfaction towards each
specific indicator identified in each dimension. It was also an aim of
this study to understand how thesedimensions relate to one another.
Using a quantitative research approach in the collection and analysis
of the data, the study involves the participation of the students who
attended on e-learning course in 2010/2011. The conclusions of this
study suggest that online students present relatively high levels of
satisfaction, which points towards a positive experience during the
course. It is possible to note that there is a correlation between the
different dimensions studied, consequently leading to different
improvement strategies. Ultimately, this investigation aims to
contribute to the promotion of quality and the success of e-learning
initiatives in Higher Education.
Abstract: The current paper presents the findings of a research
study on learners- barriers and motivators engaged into blended
programs in a workplace context. In this study, the participants were
randomly assigned to one of four parallel e-learning courses, each of
which was delivered using a different learning strategy. Data were
collected through web-based and telephone surveys developed by the
researchers. The results showed that vague instruction, time
management, and insufficient feedback were the top-most barriers to
blended learning. The major motivators for blended learning included
content relevance, flexibility in time, and the ability to work at own
pace.
Abstract: Despite the extensive use of eLearning systems, there
is no consensus on a standard framework for evaluating this kind of
quality system. Hence, there is only a minimum set of tools that can
supervise this judgment and gives information about the course
content value. This paper presents two kinds of quality set evaluation
indicators for eLearning courses based on the computational process
of three known metrics, the Euclidian, Hamming and Levenshtein
distances. The “distance" calculus is applied to standard evaluation
templates (i.e. the European Commission Programme procedures vs.
the AFNOR Z 76-001 Standard), determining a reference point in the
evaluation of the e-learning course quality vs. the optimal concept(s).
The case study, based on the results of project(s) developed in the
framework of the European Programme “Leonardo da Vinci", with
Romanian contractors, try to put into evidence the benefits of such a
method.
Abstract: Internet computer games turn to be more and more
attractive within the context of technology enhanced learning.
Educational games as quizzes and quests have gained significant
success in appealing and motivating learners to study in a different
way and provoke steadily increasing interest in new methods of
application. Board games are specific group of games where figures
are manipulated in competitive play mode with race conditions on a
surface according predefined rules. The article represents a new,
formalized model of traditional quizzes, puzzles and quests shown as
multimedia board games which facilitates the construction process of
such games. Authors provide different examples of quizzes and their
models in order to demonstrate the model is quite general and does
support not only quizzes, mazes and quests but also any set of
teaching activities. The execution process of such models is
explained and, as well, how they can be useful for creation and
delivery of adaptive e-learning courseware.