scholarly journals Marketing Management DIII Students' Distance Education Effectiveness For Citizens With Special Needs

2021 ◽  
Vol 1 (11) ◽  
Author(s):  
Rahma Nur Praptiwi ◽  
Maria Nino Istia ◽  
Kristin Lukitaningrum
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Cross Sectional Study ◽  
Cross Sectional ◽  
Face To Face ◽  
Online Lectures ◽  
E Learning ◽  
Face To Face Learning ◽  
High Level ◽  
Almost All

The existence of individuals with developmental and sensory disabilities (DIII MP-WNBK students) at the Jakarta State Polytechnic is a concern, especially when it is observed how they interact, the way they receive and attend lectures in class. So the situation that is completely online like this, becomes a challenge for them. The purpose of this study is to examine the effectiveness of distance education for MP-WNBK DIII students, and to explain efforts to improve their skills in accessing online lectures through the elearning.pnj.ac.id platform. This study uses an intervention method with a quantitative approach. The design of this research is a cross sectional study. The sample in this study was PS DIII MP-WNBK PNJ students. The number of samples taken as many as 76 students from a population of 92 students. The results of this study conclude that both lecturers and students enjoy using e-learning as a learning medium during distance learning. Learning with a high level of interaction is fun for both lecturers and students because it approaches face-to-face learning. Almost all students are able to use e-learning. E-learning is quite effective for distance learning.

scholarly journals An Emergency Shift to e-Learning in Health Professions Education: A Comparative Study of Perspectives between Students and Instructors

2021 ◽  
Vol 20 (6) ◽  
pp. 16-37
Author(s):  
Afrah Almuwais ◽  
Samiah Alqabbani ◽  
Nada Benajiba ◽  
Fatmah Almoayad
Keyword(s):  
Clinical Training ◽  
Health Professions ◽  
Cross Sectional Study ◽  
Health Professions Education ◽  
Perceived Effectiveness ◽  
Online Questionnaire ◽  
Cross Sectional ◽  
E Learning ◽  
Face To Face Learning ◽  
High Level

This is a cross-sectional study which assessed the readiness to shift to e-learning in correlation with perceived effectiveness and satisfaction following the sudden shift caused by the coronavirus disease 2019 (COVID-19) pandemic among students and instructors. The study compared perspectives between instructors (n = 47) and students (n = 254) at the College of Health and Rehabilitation Sciences (CHRS) at Princess Nourah bint Abdulrahman University (PNU; Riyadh, Kingdom of Saudi Arabia). Data were collected using an online questionnaire using convenient sampling method. The results showed a high level of readiness to shift to e-learning among instructors and students, as well as a positive correlation between perceived effectiveness and satisfaction. However, instructors showed a higher satisfaction level and perceived this shift to be effective more than students. This experience offers a reasonable foundation for any future plans to implement e-learning in health professions education and maximise its benefits without compromising the practical and clinical training provided via face-to-face learning. Further studies are needed to explore e-learning experiences a year after this shift, when educational institutions are expected to have clearer plans and have better prepared for e-learning. In addition, effect of e-learning shift on clinical training outcomes for different health professions is also recommended.

scholarly journals The view of medical students on the anatomy course given by distance education during Covid-19 pandemic

2020 ◽  
Vol 14 (3) ◽  
pp. 202-209
Author(s):  
Ozan TURAMANLAR ◽  
Hilal GÜZEL
Keyword(s):  
Distance Learning ◽  
Medical Students ◽  
Learning Strategies ◽  
Medical Profession ◽  
Cross Sectional Study ◽  
Anatomy Education ◽  
Cross Sectional ◽  
Web Based ◽  
Face To Face ◽  
Face To Face Learning

Objectives: The Covid-19 pandemic has caused serious problems all around the world. Face-to-face education in universities had shifted to the distance learning including medical schools. Our aim in this study was to understand the problems faced by medical students during pandemic period, as well as to determine the possible benefits of distance learning through a web-based questionnaire system, and to compare it with face-to-face learning. Methods: This cross-sectional study was conducted with a structured internet-based questionnaire. The sample of the study consists of 335 medical students who volunteered to participate in the study. The students took the anatomy course remotely during the Covid-19 and had access to the internet-based questionnaire. Results: Medical students thought that the online theoretical and practical anatomy lectures were not sufficient for their medical profession. Most of the students were opposed to providing practical lectures in the form of distance learning. Students were not satisfied with the anatomy lectures they took during this period. Conclusion: This study showed that the medical students did not look positively towards distance learning. Further studies should be conducted to assess the effectiveness of various distance learning strategies for better anatomy education.

USE OF BLENDED LEARNING IN HIGHER EDUCATION – SOME EXPERIENCES

2015 ◽  
Vol 37 (1) ◽  
pp. 54-67 ◽  
Author(s):  
R J Singh
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Distance Learning ◽  
Blended Learning ◽  
Learning Experiences ◽  
Learning Opportunities ◽  
Face To Face ◽  
E Learning ◽  
Face To Face Learning ◽  
Made In

This article reports on the use of blended learning in higher education. Blended learning has become popular in higher education in recent years. It is a move beyond traditional lecturing to incorporate face-to-face learning with e-learning, thereby creating a blend of learning experiences. The problem is that learning in higher education is complex and learning situations differ across contexts. Whilst there is face-to-face contact at some institutions, others offer distance learning or correspondence learning. In each context, the mode of learning may differ. The challenge is to cater for various learning opportunities through a series of learning interactions and to incorporate a blended approach. The aim of this study was to examine various ways of defining blended learning in different contexts. This was done through an examination of experiences of the use of blended learning in different higher education contexts. The study presents a case of blended learning in a postgraduate course. The experiences from all these cases are summarised and conclusions and recommendations are made in the context of blended learning in higher education in South Africa.

scholarly journals Student and educator perspectives on virtual institutional introductory pharmacy practice experience (IPPE)

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Omar A. Almohammed ◽  
Lama H. Alotaibi ◽  
Shatha A. Ibn Malik
Keyword(s):  
Pharmacy Practice ◽  
Cross Sectional Study ◽  
Training Experience ◽  
Cross Sectional ◽  
Virtual Training ◽  
Care Experience ◽  
Face To Face ◽  
Practice Experience ◽  
Face To Face Learning ◽  
The Government

Abstract Background The COVID-19 pandemic has required governments around the world to suspend face-to-face learning for school and university students. Colleges of pharmacy are faced with the challenge of training students in hospitals that are under considerable pressure at this time. The government of Saudi Arabia has moved all classes and training online to limit the spread of the virus. This study describes the experience of the Introductory and Advanced Pharmacy Practice Experience (IPPE and APPE) students and preceptors engaged in the virtual IPPE training. Methods A cross-sectional study was conducted to describe and appraise the implemented virtual IPPE training from the experiences of IPPE and APPE students, and their preceptor. The IPPE students described their experiences in close-ended questionnaires, while APPE students in open-ended questionnaires, and the preceptor described the experiences in narrative. The study focused on highlighting the advantages, opportunities, challenges, and shortcomings of the virtual training. Results Two preceptors and seven APPE students participated in the preparation and administration of the virtual training. The IPPE students’ experiences, based on 87 respondents, were mostly positive. Although IPPE students enjoyed the time flexibility that allowed the learning of new skills and reflection on previous experiences, 15% experienced difficulty finding quiet places with a reliable internet connection or had difficulty working on team-based activities. Moreover, some were anxious about the lack of adequate patient-care experience. On the other hand, the APPE students found the experience enriching as they gained experience and understanding of academic workflow, gained skills, and overcame the challenges they faced during this virtual training experience. Conclusions Future training programs should be organized to overcome the challenges and to maximize the benefits of training experiences. Schools of pharmacy may benefit from the training materials constructed, prepared, and administered by APPE students to improve IPPE students’ learning experiences and outcomes.

scholarly journals Distance Learning in Greece during Covid-19 Pandemic

2021 ◽  
Vol 4 (2) ◽  
pp. p69
Author(s):  
Apostolou George ◽  
Papatsimpas Achilleas ◽  
Gounas Athanasios ◽  
Gkouna Ourania
Keyword(s):  
Distance Learning ◽  
Online Education ◽  
Educational Process ◽  
Statistical Hypothesis ◽  
Hypothesis Tests ◽  
Face To Face ◽  
The Future ◽  
E Learning ◽  
Face To Face Learning ◽  
Restrictive Measures

The purpose of this study is to investigate the reaction of Greeks to this new educational reality due to the Covid-19 outbreak. Since the first restrictive measures were implemented in March 2020in Greece, distance learning has become a dynamic part of people’s daily lives with the prospect of remain in gas such in the future. A total of N=170 students, parents, teachers, civil servants, private sector employees who were involved in the distance learning process either as instructors or as students in the period of Covid-19 pandemic in Greece, were selected with the use of snowball sampling. A questionnaire using demographic and satisfaction related variables was completed by the respondents, namely citizens across Greece, based on a Likert scale questionnaire which is a useful and multidimensional instrument, to assess satisfaction within the time frame from July 7, 2020 to October 20, 2020; the period when there occurred a loosening in the restrictive measures between the two lockdowns in Greece. It was investigated how the demographic factors, specifically gender, age, occupation, and place of residence, influence the attitude of the respondents towards synchronous and asynchronous distance learning as well as their intention to continue using online education services in the future after the lifting of the restrictive measures. Additionally, the customers’ preferences concerning the most enjoyable distance learning experience were examined, so that they will be available to the distance learning program designers. Descriptive statistical analysis and non-parametric statistical hypothesis tests were conducted in SPSS and R. Most of the respondents had not participated in online courses before the Covid-19 outbreak, 46 % did participate in e-learning courses before the Covid-19 lockdown while 54 % did not and 34.1% respondents prefer face-to-face learning, while 15.9% prefer e-learning. Also, 50% respondents prefer a combination of face-to-face learning and e-learning. Hypothesis tests showed that there are statistically significant differences between users’ preferences as well as regarding their demographic characteristics. Undergraduate and postgraduate university students continue to participate in online learning courses and are willing to invest financial resources and time in this new educational process (?2(4)=10.440, p=0.034), unlike high school students who prefer face-to-face learning (p=0.042). The present study will lead to practical implications, such as the formation of e-learning programs which aim for the best user experience and the best learning outcomes. Also, private educational organizations can include the results in the key elements to implementing a strategic marketing mix.

scholarly journals Self-administered versus interview-based questionnaires among patients with intermittent claudication: Do they give different results? A cross-sectional study

2016 ◽  
Vol 134 (1) ◽  
pp. 63-69 ◽  
Author(s):  
Francisco Lozano ◽  
José María Lobos ◽  
José Ramón March ◽  
Eduardo Carrasco ◽  
Marcello Barbosa Barros ◽  
...  
Keyword(s):  
Intermittent Claudication ◽  
Cross Sectional Study ◽  
Self Administration ◽  
Chi Square ◽  
Vascular Surgeon ◽  
Cross Sectional ◽  
Face To Face ◽  
Clinical Investigations ◽  
Administration Method ◽  
High Level

CONTEXT AND OBJECTIVE: Many clinical investigations use generic and/or specific questionnaires to obtain information about participants and patients. There is disagreement about whether the administration method can affect the results. The aim here was to determine whether, among patients with intermittent claudication (IC), there are differences in the Walking Impairment Questionnaire (WIQ) and European Quality of Life-5 Dimension (EQ-5D) scores with regard to: 1) the questionnaire administration method (self-administration versus face-to-face interview); and 2) the type of interviewer (vascular surgeon, VS, versus general practitioner, GP). DESIGN AND SETTING: Cross-sectional observational multicenter epidemiological study carried out within the Spanish National Health Service. METHODS: 1,641 evaluable patients with IC firstly completed the WIQ and EQ-5D questionnaires and then were interviewed by their doctor on the same day. Pearson correlations and Chi-square tests were used. RESULTS: There was a strong correlation (r > 0.800; P < 0.001) between the two methods of administering the WIQ and EQ-5D questionnaires, and between the VS and GP groups. Likewise, there was a high level of concordance (P > 0.05) between the different dimensions of the WIQ-distance and EQ-5D (self-administration versus face-to-face) in the VS and GP groups. CONCLUSION: There was no difference between the different methods of administering the WIQ and EQ-5D questionnaires, among the patients with IC. Similarly, the two types of interviewers (VS or GP) were equally valid. Therefore, it seems unnecessary to expend effort to administer these questionnaires by interview, in studies on IC.

Development of E-Learning in Niger

2010 ◽  
pp. 114-125
Author(s):  
Aissetou Drame Yaye
Keyword(s):  
Distance Learning ◽  
Institutional Support ◽  
Course Delivery ◽  
Digital Campus ◽  
Virtual University ◽  
Face To Face ◽  
Official Opening ◽  
E Learning ◽  
Face To Face Learning ◽  
The University

The University Abdou Moumouni (UAM) of Niamey in Niger mainly focused on traditional face to face learning, and even the existence of the African Virtual University since the years 1999 did not change the situation. It is only after the official opening at the University of the Francophone Digital Campus in December 2003 that lecturers and students started overseeing and taking advantages of all the benefits of e-Learning and distance learning. The present paper builds on the author’s personal initiatory experience in e-Learning to highlight some specific challenges that traditional universities such as the UAM face in their efforts to introduce e-Learning and distance learning as a new mode of course delivery. The study shows that even though challenges are big, political and institutional support can freshen the perspectives and change opportunities into realities.

scholarly journals Model for Utilizing Distance Learning post COVID-19 using (PACT)™ A Cross Sectional Qualitative Study

2020 ◽  
Author(s):  
Samar A Ahmed ◽  
Nagwa Nashat Hegazy ◽  
Hany W. Abdel Malak ◽  
Cliff W. Kayser ◽  
Noha M Elrafie ◽  
...  
Keyword(s):  
Distance Learning ◽  
Qualitative Study ◽  
Assessment Tool ◽  
Social Issues ◽  
Clinical Skills ◽  
Warning Signs ◽  
Team Work ◽  
Cross Sectional ◽  
Face To Face ◽  
Face To Face Learning

Abstract BackgroundCOVID -19 pandemic pressured medical schools globally to shift to Distance learning (DL) as an alternative way to ensure that the content delivered is satisfactory for student progression.Aim of the workThis work aims at mapping priorities for post-COVID planning for better balance between distance learning and face to face learning.MethodsThis qualitative study aimed to develop a model for utilizing DL using The Polarity Approach for Continuity and Transformation (PACT)™. A virtual mapping session was held with 79 faculty from 19 countries. They worked in small groups to determine upsides and downsides of face-to-face and DL subsequently. An initial polarity map was generated identifying five tension areas; Faculty, Students, Curriculum, Social aspects and Logistics. A 63-item assessment tool was generated based on this map, piloted and then distributed as a self-administered assessment. The outcomes of this assessment were utilized for another mapping session to discuss warning signs and action steps to maintain upsides and avoid downsides of each pole.ResultsParticipants agreed that face-to-face teaching allows them to inspire students and have meaningful connections with them. They also agreed that DL provides a good environment for most students. However, students with financial challenges and special needs may not have equal opportunities to access technology. As regards social issues, participants agreed that face-to-face learning provides a better chance for professionalism through enhanced team-work. Cognitive, communication and clinical skills are best achieved in face-to-face. Participants agreed that logistics for conducting DL are much more complicated when compared to face-to-face learning. Participants identified around 10 warning signs for each method that need to be continuously monitored in order to minimize the drawbacks of over focusing on one pole at the expense of the other. Action steps were determined to ensure optimized use of in either method.ConclusionIn order to plan for the future, we need to understand the dynamics of education within the context of polarities. Educators need to understand that the choice of DL, although was imposed as a no-alternative solution during the COVID era, yet it has always existed as a possible alternative and will continue to exist after this era. The value of polarity mapping and leveraging allows us to maximize the benefit of each method and guide educators' decisions to minimize the downsides for the good of the learning process.

scholarly journals Perceptions of students regarding E-learning during Covid-19 at a private medical college

2020 ◽  
Vol 36 (COVID19-S4) ◽  
Author(s):  
Sahar Abbasi ◽  
Tahera Ayoob ◽  
Abdul Malik ◽  
Shabnam Iqbal Memon
Keyword(s):  
Cross Sectional Study ◽  
Faculty Members ◽  
Cross Sectional ◽  
Face To Face ◽  
Medical College ◽  
Creative Commons ◽  
Perceptions Of Students ◽  
E Learning ◽  
Negative Perceptions ◽  
Self Administered Questionnaire

Objective: The purpose of this study was to determine the perceptions of students towards e-learning during the lock down. Methods: A descriptive cross-sectional study was conducted at Liaquat College of Medicine and Dentistry. MBBS and BDS students of all levels participated in the study with a sample size calculated as 377. A self-administered questionnaire was developed. After validation from the Medical Education Experts, pilot test was run on 30 participants before the administration of the questionnaire. The questionnaire was emailed to the participants for data collection. Reliability of the questionnaire was determined. Independent T-test was applied for determining the perceptions of students towards e-learning. Frequencies and percentages were also computed for demographics. Results: Total 382 responses were received.137 males and 245 females participated in the study. 0.851 was calculated as Cronbach’s alpha of the questionnaire. Overall, 77% students have negative perceptions towards e-learning. 76% of the students use mobile device for their e-learning. Conclusion: Students did not prefer e-teaching over face-to-face teaching during the lock down situation. Administration and faculty members should take necessary measures for improving e-teaching for better learning during lock down. doi: https://doi.org/10.12669/pjms.36.COVID19-S4.2766 How to cite this:Abbasi S, Ayoob T, Malik A, Memon SI. Perceptions of students regarding E-learning during Covid-19 at a private medical college. Pak J Med Sci. 2020;36(COVID19-S4):---------. doi: https://doi.org/10.12669/pjms.36.COVID19-S4.2766 This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/3.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

scholarly journals Model for utilizing distance learning post COVID-19 using (PACT)™ a cross sectional qualitative study

2020 ◽  
Vol 20 (1) ◽  
Author(s):  
Samar A. Ahmed ◽  
Nagwa N. Hegazy ◽  
Hany W. Abdel Malak ◽  
W. Cliff Kayser ◽  
Noha M. Elrafie ◽  
...  
Keyword(s):  
Distance Learning ◽  
Qualitative Study ◽  
Assessment Tool ◽  
Social Issues ◽  
Clinical Skills ◽  
Warning Signs ◽  
Team Work ◽  
Cross Sectional ◽  
Face To Face ◽  
Face To Face Learning

Abstract Background COVID − 19 pandemic pressured medical schools globally to shift to Distance learning (DL) as an alternative way to ensure that the content delivered is satisfactory for student progression. Aim of the work This work aims at mapping priorities for post-COVID planning for better balance between distance learning and face to face learning. Methods This qualitative study aimed to develop a model for utilizing DL using The Polarity Approach for Continuity and Transformation (PACT)™. A virtual mapping session was held with 79 faculty from 19 countries. They worked in small groups to determine upsides and downsides of face-to-face and DL subsequently. An initial polarity map was generated identifying five tension areas; Faculty, Students, Curriculum, Social aspects and Logistics. A 63-item assessment tool was generated based on this map, piloted and then distributed as a self-administered assessment. The outcomes of this assessment were utilized for another mapping session to discuss warning signs and action steps to maintain upsides and avoid downsides of each pole. Results Participants agreed that face-to-face teaching allows them to inspire students and have meaningful connections with them. They also agreed that DL provides a good environment for most students. However, students with financial challenges and special needs may not have equal opportunities to access technology. As regards social issues, participants agreed that face-to-face learning provides a better chance for professionalism through enhanced team-work. Cognitive, communication and clinical skills are best achieved in face-to-face. Participants agreed that logistics for conducting DL are much more complicated when compared to face-to-face learning. Participants identified around 10 warning signs for each method that need to be continuously monitored in order to minimize the drawbacks of over focusing on one pole at the expense of the other. Action steps were determined to ensure optimized use of in either method. Conclusion In order to plan for the future, we need to understand the dynamics of education within the context of polarities. Educators need to understand that the choice of DL, although was imposed as a no-alternative solution during the COVID era, yet it has always existed as a possible alternative and will continue to exist after this era. The value of polarity mapping and leveraging allows us to maximize the benefit of each method and guide educators’ decisions to minimize the downsides for the good of the learning process.

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