Course design manual for job training courses: A preliminary edition.

1966 ◽  
Author(s):  
Keyword(s):  
Course Design ◽  
Job Training ◽  
Training Courses

The Cambridge Guide to Blended Learning for Language Teaching

2015 ◽  
Keyword(s):  
Teacher Training ◽  
Blended Learning ◽  
Case Studies ◽  
Course Design ◽  
Language Teaching ◽  
Language Teachers ◽  
The Future ◽  
Learner Interaction ◽  
Training Courses

The Cambridge Guide to Blended Learning for Language Teaching makes the case that it is pedagogy, rather than technology, that should underpin the design of blended learning programmes. The book is organised into five sections: Connecting Theories and Blended Learning; Implications for Teaching; Rethinking Learner Interaction; Case Studies; The Future of Blended Learning. With its research-informed and practitioner-focused approach, this book is ideal for language teachers and language centre managers looking to broaden their understanding of pedagogy and blended learning. It will also be of interest to anyone working on blended learning course design or delivering teacher training courses.

Designing Web-Based Training Courses to Maximize Learning

2010 ◽  
pp. 381-393
Author(s):  
Traci Sitzmann ◽  
Katherine Ely ◽  
Robert A. Wisher
Keyword(s):  
Course Design ◽  
Learner Control ◽  
Instructional Methods ◽  
Meta Analysis ◽  
Declarative Knowledge ◽  
Human Interaction ◽  
Critical Factors ◽  
Web Based ◽  
Training Courses ◽  
Based Instruction

This chapter presents results from a meta-analysis that compares the effectiveness of Web-based instruction (WBI) to classroom instruction (CI). The results suggest that when the same instructional methods are used, WBI and CI are equally effective for teaching declarative knowledge. However, the instructional methods and course design features incorporated in WBI are critical factors in determining trainees’ knowledge acquisition. Specifically, the chapter examines the influence of lecture, human interaction, and learner control on the effectiveness of WBI. Based on the findings, the authors provide the following recommendations for increasing learning in WBI: (1) require trainees to be active, (2) incorporate a variety of instructional methods, (3) offer computer and Internet skillscourses, (4) provide trainees with access to lecture notes, (5) incorporate synchronous human interaction, and (6) provide trainees with learner control.

scholarly journals Evaluating the Effective Factors in Motivating Nurses to Participate in On-the-job Training Courses

2016 ◽  
Vol 5 (3) ◽  
Author(s):  
Purreza Abolghasem ◽  
Leila Dehghankar ◽  
Moslem Jafarisani ◽  
Ali Pouryosef ◽  
Hamidreza Tadayyon ◽  
...  
Keyword(s):  
Analytical Study ◽  
Job Training ◽  
Male Nurses ◽  
Motivating Factors ◽  
Nursing Management ◽  
Medical Sciences ◽  
Effective Factors ◽  
Training Courses ◽  
The Subject ◽  
On The Job Training

Background: On-the-job Training is one of the most useful and economical methods for nurses to keep up with the latest progress in technology, as well as medical and social sciences. Encouraging nurses to improve their knowledge and skills is one of the most important responsibilities of a nursing management. This study aims to evaluate the effective factors in Motivating Nurses to Attend On-the-job Training Courses.Methods: This is a descriptive-analytical study which is on the basis of existing facts and information about the subject of the study. Our population comprises of 147 qualified nurses working in the hospitals of Torbat Heidariye University of Medical Sciences. Data was collected using questionnaire and analyzed using SPSS 21.Results: 46.3% of nurses were in 30-40 age group, 54.2% were females, 81.2% were married, 86.4% had B.S. 58.6% of nurses have been working in the hospital for less than 5 years. 87.8% of nurses were working on shifts, and the rest (1.8%) were supervisors. 94% of nurses agreed on the necessity of on-the-job training (moderately or highly required).Conclusion: we found out that there is no significant relationship between motivating factors and demographic characteristics. Also, there is an important difference between genders and organizational motivating factors. It means that the rate of male nurses’ participation in on-the-job training courses is higher than that of female nurses.Keywords: motivation, nurse, on-the-job training, hospital

Working Hands and Critical Minds: A Paulo Freire Model for Job Training

1988 ◽  
Vol 170 (2) ◽  
pp. 102-121 ◽  
Author(s):  
Ira Shor
Keyword(s):  
Job Training ◽  
Paulo Freire ◽  
Culture War ◽  
Top Down ◽  
Technical Instruction ◽  
Intellectual Work ◽  
Training Courses ◽  
The 1960S

Students in present-day classrooms commonly resist intellectual work and show a strong impatience to finish school and begin a career. This is one result of a culture war over curriculum which began after the 1960s, both inside and outside schooling, over an aggressive vocational policy imposed from the top down. A participatory and dialogic method for job-training courses, derived from Paulo Freire's ideas, can offer a critical and animating alternative to the current methods of technical instruction.

DESIGNING AND IMPROVING JOB TRAINING COURSES

1972 ◽  
Vol 25 (1) ◽  
pp. 41-52 ◽  
Author(s):  
EDWARD A. RUNDQUIST
Keyword(s):  
Job Training ◽  
Training Courses

scholarly journals Investigation research on the demand of pre-job training for nursing students in higher vocational colleges

2021 ◽  
Author(s):  
Li Liu ◽  
Xiaojing Qiu ◽  
Yahui Li ◽  
Junzheng yang
Keyword(s):  
Nursing Students ◽  
Training Program ◽  
Job Training ◽  
Skill Training ◽  
Main Stress ◽  
Training Content ◽  
Nursing Skills ◽  
Demand Rate ◽  
Training Courses ◽  
Vocational Colleges

Objectives: To investigate the pre-job training demand of nursing students in higher vocational colleges, lay a foundation for the development of scientific and standardized pre-job training program and help nursing students smoothly transition to clinical practice state from student status. Methods: A self-designed questionnaire was used to investigate 822 nursing students of grade 2018 in our school from four aspects: the necessity of pre-job training, the demand content of pre-job training, the demand of skill enhancement program, and the stress source of pre-internship. Results: Demand rate of the pre-job training of nursing students in the college was 99.5%, and main demand of the training content were nursing skill training (96.8%), nursing safety and occupational protection (95.1%), nursing theory training (92.9%); the main demand of nursing skills enhancement program were closed intravenous infusion (90.3%), (intradermal, subcutaneous, intramuscular) injection (87.8%), cardiopulmonary resuscitation (81.8%), and indwelling catheterization (77.5%); the main stress sources of pre-internship was lack of confidence in theory and skills, accounts for 61.1% in total 760 students. Conclusion: The pre-job training courses in higher vocational colleges should be close to the clinical needs of students, it is necessary to carry out pre-job training courses according to main demand of the training content, the main demand of nursing skills enhancement program and the main stress sources of pre-internship in the college; this article may provide reference for our school and other vocational colleges to develop pre-job training program.

Assignment of External Off-the-Job Training Courses to Employees Using Genetic Algorithm

2009 ◽  
Vol 8 (2) ◽  
pp. 147-155 ◽  
Author(s):  
Rong-Chang Chen ◽  
Ting-Tsuen Chen ◽  
Wei-Luen Fang
Keyword(s):  
Genetic Algorithm ◽  
Job Training ◽  
Training Courses

Designing Web-Based Training Courses to Maximize Learning

2008 ◽  
pp. 1-19 ◽  
Author(s):  
Traci Sitzmann ◽  
Katherine Ely ◽  
Robert Wisher
Keyword(s):  
Course Design ◽  
Learner Control ◽  
Instructional Methods ◽  
Meta Analysis ◽  
Human Interaction ◽  
Critical Factors ◽  
Web Based ◽  
Internet Skills ◽  
Training Courses ◽  
Based Instruction

This chapter presents results from a meta-analysis that compares the effectiveness of Web-based instruction (WBI) to classroom instruction (CI). The results suggest that when the same instructional methods are used, WBI and CI are equally effective for teaching declarative knowledge. However, the instructional methods and course design features incorporated in WBI are critical factors in determining trainees’ knowledge acquisition. Specifically, the chapter examines the influence of lecture, human interaction, and learner control on the effectiveness of WBI. Based on the findings, the authors provide the following recommendations for increasing learning in WBI: (1) require trainees to be active, (2) incorporate a variety of instructional methods, (3) offer computer and Internet skills courses, (4) provide trainees with access to lecture notes, (5) incorporate synchronous human interaction, and (6) provide trainees with learner control.

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