scholarly journals Integrated continuing assessment in an online course as a mechanism for a smoother transition from face-to-face to distance learning

2021 ◽  
Author(s):  
Roumiana Peytcheva-Forsyth ◽  
Stoyan Saev ◽  
Blagovesna Yovkova
Keyword(s):  
Distance Learning ◽  
Online Course ◽  
Face To Face

scholarly journals Innovative Educational Technologies for Teaching the "Philosophy" Discipline in a Hybrid Learning Model

2020 ◽  
Author(s):  
Galina Viktorovna Valeeva
Keyword(s):  
Distance Learning ◽  
Hybrid Learning ◽  
Learning Model ◽  
Educational Technologies ◽  
Online Course ◽  
Face To Face ◽  
Video Lectures ◽  
Training Case

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

Analisis Keefektivitasan Pemanfaatan E-Learning Sebagai Media Pembelajaran Pendidikan Agama Islam Pada Masa Pandemi Corona (Covid-19)

2020 ◽  
Vol 7 (10) ◽  
pp. 875-894
Author(s):  
Yeni Yuliana
Keyword(s):  
Distance Learning ◽  
Religious Education ◽  
Computer Technology ◽  
Learning Process ◽  
Teaching And Learning ◽  
Quality Standards ◽  
Internet Technology ◽  
The Internet ◽  
Face To Face ◽  
E Learning

Abstract The internet can be made as a way to transfer knowledge from lecturers to students, while Learning that utilizes the internet is one of the E-Learning Learning media. E-learning is distance learning that utilizes computer technology or computer networks or the Internet E-learning, so that it can enable the learning process through computers in their respective places without having to physically go to attend classes or lectures in class, Systems e-learning learning is a new way of teaching and learning. E-learning as a special learning media PAI courses provide a very important role and a large function in the course because so far there are many shortcomings and weaknesses such as the limitations of space and time in the teaching and learning process through E-learning which prioritizes the efficiency of learning so students get full teaching even though they do not have to be face to face, can also be accessed anywhere, anytime, according to the assignments given by the lecturer usually scheduled with a specified deadline. The development of education towards e-learning is a must so that the quality standards of education can be improved, E-learning is one of the uses of internet technology in the delivery of learning and its broad reach. E-learning can also be an answer to a health problem that is Pandemic Corona (Covid-19) which is very influential also in every aspect of life, especially in education.Keywords: Effectiveness, Utilization, Islamic Religious Education, E-Learning, Covid 19. Abstrak Internet dapat dijadikan cara untuk mentransfer ilmu pengetahuan dari Dosen kepada mahasiswa/mahasiswi. Adapun Pembelajaran yang memanfaatkan internet salah satunya adalah media pembelajaran E-Learning. E-learning adalah pembelajaran jarak jauh (distance learning) yang memanfaatkan  teknologi komputer atau jaringan komputer atau internet E-learning, sehingga dapat  memungkinkan proses pembelajaran melalui komputer di tempat mereka  masing– masing tanpa harus secara fisik  pergi  mengikuti pelajaran atau pun  perkuliahan di kelas,  Sistem pembelajaran e-learning adalah cara baru dalam proses belajar mengajar. E-learning  sebagai   media pembelajaran khususnya mata kuliah PAI memberikan  peran   sangat   penting  dan fungsi yang besar pada mata kuliah tersebut karena selama  ini terdapat banyak  kekurangan  dan kelemahan seperti keterbatasan ruang dan waktu dalam  proses belajar  mengajar melalui E-learning yang  mengedepankan keefisienan dalam belajar sehingga  mahasiswa mendapat pengajaran yang penuh meski tidak harus bertatap muka, juga bisa di akses di mana saja, kapan saja,  sesuai dengan tugas yang diberikan oleh dosen biasanya terjadwal dengan  batas  waktu  yang  di tentukan. Pengembangan  pendidikan menuju e-learning merupakan suatu keharusan agar standar mutu pendidikan dapat ditingkatkan,  E-learning merupakan salah satu penggunaan teknologi internet dalam penyampaian  pembelajaran  serta  jangkauannya yang luas. E-learning  juga dapat menjadi jawaban dari suatu permasalahan kesehatan yaitu Pandemi Corona (Covid-19) ini yang sangat berpengaruh juga pada setiap aspek kehidupan terutama bidang pendidikan.Kata kunci  :  Keefektifitas, Pemanfaatan, Pendidikan Agama Islam,  E-Learning, Covid 19.  

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 Digital Education on Prudent Antibiotic Use—Evaluation of a Massive Open Online Course for General Practitioners in Germany

2020 ◽  
Vol 41 (S1) ◽  
pp. s192-s193
Author(s):  
Florian Salm ◽  
Tobias Kramer ◽  
Cornelius Remschmidt ◽  
Petra Gastmeier ◽  
Sandra Schneider
Keyword(s):  
Antibiotic Therapy ◽  
General Practitioners ◽  
Antibiotic Use ◽  
Background Information ◽  
Online Course ◽  
Massive Open Online ◽  
Questionnaire Response ◽  
Face To Face ◽  
Massive Open Online Course ◽  
Assessment Questionnaire

Background: Antimicrobial resistance is a growing global health problem predominantly driven by overuse of antibiotics. In humans, most antibiotics are used outside the hospital. Overprescribing for acute respiratory infections (ARIs) is common despite clear guidelines. The need for further training of general practitioners is well known. Objective: To develop and evaluate a massive open online course (MOOC) on antibiotic therapy of common infectious diseases in general practice. Methods: A 4-week MOOC was developed on the basis of previous face-to-face trainings (platform, Hasso Plattner Institute for Digital Engineering) and was conducted 3 times between July 10, 2017, and May 31, 2019. The course was promoted through various general practitioner (GP) networks, local multipliers, and conferences and in the local trade press. In addition to epidemiological background information, the focus was on guideline-based diagnostics and treatment of ARI, side effects of antibiotics, correct drug selection, dosage and duration of indicated antibiotic therapy, as well as aspects of doctor–patient communication. Content included videos, self-tests, additional written material, and an optional exam. At the end of the course, participants were asked to complete a voluntary, anonymous online assessment questionnaire (LimeSurveyPro software). Usage data from the MOOC platform and data from the questionnaire were analyzed using IBM SPSS statistical software. Results: In total, 2,177 registered persons retrieved content (= learners). The proportion of learners dropped from 99.6% in week 1 to 40.7% in week 4. However, among those attending week 4, the average proportion of content used was still high (74.5%). Furthermore, 27.5% of learners completed the course, 23.8% took the exam, and 19.7% passed the exam. Moreover, 284 learners answered the assessment questionnaire (response rate, 13.0%); 62.3% were women, and the mean age was 45.9 years. Also, 225 participants (79.2%) stated that they were physicians; 122 of these worked as general practitioners (54.2% of physicians). Among the other physicians, 23% stated were in specialist training and 15.6% had a different specialist designation. The average overall rating of the course was 1.31 (1 = very good to 6 = not sufficient). General practitioners rated it slightly better than other physicians (1.23 vs 1.41). The clinical relevance was rated at 1.27 (GPs vs other physicians, 1.18 vs 1.35). For all scores, see Table 1. Conclusions: A massive open online course appears to be an appropriate format in which to deliver clinical relevant content concerning prudent antibiotic use in the outpatient setting. It is a good complement to existing face-to-face formats and helps to cover needs related to antibiotic training.Funding: NoneDisclosures: None

Features and prospects of distance learning at the department of therapeutic dentistry

2021 ◽  
Vol 41 (1) ◽  
pp. 14-16
Author(s):  
T. О. Petrushanko ◽  
◽  
T. D. Bubliy ◽  
L. I. Dubovaya ◽  
◽  
...  
Keyword(s):  
Distance Learning ◽  
Educational Material ◽  
Educational Technologies ◽  
Practical Skills ◽  
Multimedia Presentations ◽  
Face To Face ◽  
Teaching Aids ◽  
Contact Information ◽  
High Level ◽  
Thematic Plan

The training of future doctors should be continuous and organized at a high level, because medicine is one of the priority spheres of society. With the introduction of quarantine in the context of a pandemic, the question of changing the format of classes has become especially acute, which is associated with the need to exclude massive concentrations of medical students. In our academy, in the first days of quarantine, communication was organized by groups in the Viber and Telegram messengers. In the following days, training was carried out on the use of the Zоm service platform for video conferencing, online meetings and distance learning, and trainings were organized. The department’s website contained the contact information of all teachers, the schedule of classes, the thematic plan of lectures and practical classes, a list of basic and additional literature for students of each course. In the materials for downloading, students had the opportunity to familiarize themselves with multimedia presentations of lectures, teaching aids developed by the staff of the department, methodological recommendations on all topics of practical exercises according to the thematic plan. It should be noted that new educational technologies contribute to the improvement of information competence, allow students to independently master the educational material, but training a doctor in practical skills requires the student’s traditional face-to-face contact with teachers and patients.

scholarly journals The Hybridisation of Conventional Higher Education: UK Perspective

2002 ◽  
Vol 2 (2) ◽  
Author(s):  
Roger Lewis
Keyword(s):  
Higher Education ◽  
United Kingdom ◽  
Distance Learning ◽  
Full Time ◽  
Open Learning ◽  
Tertiary Sector ◽  
Face To Face ◽  
The United Kingdom ◽  
Part Time ◽  
Radical Approach

Before the creation of the United Kingdom Open University (UKOU) - its Charter was given in 1969 and the first students were admitted in 1971 - the full-time residential model of higher education was pervasive, with part-time and distance modes of study seen as separate and inferior. The UKOU demonstrated the effectiveness of distance learning but also, because of its success, in some ways inhibited change in the mainstream tertiary sector. As social and political pressures on the sector grew, higher education providers were forced to innovate and models of “open learning” offered ways forward. As a result, the distinction between “distance” and “face-to-face” delivery rapidly eroded during the 1990s. However, barriers still remain to a more radical approach to provision as a whole.

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