An approach to secure distribution of Web-based training courses

2002 ◽  
Author(s):  
E. Weippl
Keyword(s):  
Web Based ◽  
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.

EvalCOMIX®

2020 ◽  
pp. 455-481
Author(s):  
María Soledad Ibarra-Sáiz ◽  
Gregorio Rodríguez-Gómez
Keyword(s):  
Higher Education ◽  
Student Participation ◽  
Active Participation ◽  
Educational Process ◽  
Assessment Instruments ◽  
Web Based ◽  
Technological Tools ◽  
Training Courses ◽  
Education Training ◽  
The Web

The increasing use of technological tools to support the process of participation in assessment is explained, firstly, by the current tendencies in assessment and learning in Higher Education which encourage the active participation of students as a means to improve their learning; secondly, by the universal presence of technology that makes it impossible to conceive of any educational process that does not contemplate its use and that is leading to ever more courses that are either virtual or require minimal attendance; and, finally, an environment in which there are ever greater numbers of students per class. This chapter presents the results of using the web-based EvalCOMIX® programme in the context of a number of Higher Education training courses. Data has been collected through questionnaires and interviews applied to students, lecturers and academic coordinators. The results illustrate the ease of implementation of EvalCOMIX®, its usefulness in creating and sharing assessment instruments and the opportunity it provides to facilitate student participation in assessment.

Using Technologies to Develop Skills and Autonomy in Foreign Language Teachers

2017 ◽  
Vol 9 (5) ◽  
pp. 64
Author(s):  
Giuseppe Maugeri
Keyword(s):  
Foreign Language ◽  
Virtual Environments ◽  
Language Teachers ◽  
Foreign Languages ◽  
Learning Tools ◽  
Foreign Language Teachers ◽  
Web Based ◽  
E Learning ◽  
Training Courses ◽  
The One

This study focuses on the peculiarities that training courses mediated by technologies need to feature to positively affect the motivation and the building of metacognitive and didactic competences in teachers of foreign languages. What is especially highlighted is the fact that the advantages of these courses are closely related to the variables internal to the virtual environments that put the participants in control of their own learning process. With this in mind, two areas are taken into consideration, the constructive-interactional approach regarded as a model to design virtual learning environments on the one hand, and on the other the characteristics of e-learning tools and web-based tasks that help teachers acquire and refine metacognitive strategies, critical thinking and digital practices useful for their professional development.

Web-Based Learning

2011 ◽  
pp. 1084-1090
Author(s):  
James O. Danenberg ◽  
Kuanchin Chen
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Department Of Education ◽  
University Professors ◽  
Web Based ◽  
Face To Face ◽  
Web Based Learning ◽  
Training Courses ◽  
Audio Video ◽  
The U.S

Web-based learning (a major subcomponent of the broader term “distance learning”) is one of the tools with which education is delivered at a distance electronically. There seems to be many definitions, as well as terms, for distance learning, such as “distance education,” “distributed learning,” “remote education,” “online learning” and “Web-based learning,” which all may refer to the similar education deliverables. In the mid-1990s, the U.S. Department of Education defined distance education as “education or training courses delivered to remote off-campus location(s) via audio, video or computer technologies” (Lewis, Farris & Levin, 1999). Later in the 1990s, the American Association of University Professors (AAUP) defined distance learning as education in which “the teacher and the student are separated geographically so that face-to-face communication is absent; communication is accomplished instead by one or more technological media, most often electronic” (AAUP, 1999).

scholarly journals The Efficacy of a Web-Based Logbook in the Monitoring of Educational Activities of Emergency Medicine Residents

2020 ◽  
Vol 19 (2) ◽  
Author(s):  
Ehsan Karimialavijeh ◽  
Javad Seyedhosseini ◽  
Ali Labaf ◽  
Maziar Ashrafi ◽  
Narges Mohammadrezaei
Keyword(s):  
Emergency Medicine ◽  
Faculty Members ◽  
P Value ◽  
Educational Activities ◽  
Web Based ◽  
Significant Difference ◽  
Training Courses ◽  
Training Activities ◽  
Work Shifts ◽  
The Web

Background: Regularly monitoring of educational activities is of undisputed importance in residency training programs. Various educational and training activities can be recorded in a logbook, including giving a lecture, participating in training courses, morning reports, providing particular procedures and skills. Objectives: The current study aimed to compare a newly launched web-based logbook to a paper-based logbook to identify potential strengths and weaknesses. Methods: Emergency medicine residents of postgraduate year 1 (PGY1) and 2 (PGY2) and faculty members participated in the present study. Electronically collected data from February-April 2014 were compared to those of paper logbooks for the same period in the previous year. Furthermore, to evaluate the perspectives of both students and faculty members on the web-based logbook, a survey was implemented. Results: In total 47 residents recorded their activities in the web-based logbook. For the same period in the previous year, logbooks of 40 residents were available. The frequency of work shifts in paper and web-based logbook was 668 and 1020, respectively (P = 0.4). However, a significant difference was observed concerning the work shifts recorded in the logbook and those confirmed by a faculty member [416 (62.3%) in the paper logbook and 945 (92.7%) in the web-based logbook, P value = 0.05]. Also, the frequency of unconfirmed procedures, review of medical cases, morning reports, rotations, and direct observation of procedural skills were significantly lower in the web-based logbook (P value = 0.0001). Based on the results of the survey, 55.55% of faculty members and 66.66% of residents reported the effectiveness of the web-based logbook. Conclusions: This study demonstrated the potential of web-based logbooks to improve recording activities of residents and assisting faculty members to precisely monitor their activities.

scholarly journals Web-Based Specialist Support for Spinal Cord Injury Person’s Care: Lessons Learned

2012 ◽  
Vol 2012 ◽  
pp. 1-7
Author(s):  
Vincenzo Della Mea ◽  
Dario Marin ◽  
Claudio Rosin ◽  
Agostino Zampa
Keyword(s):  
Spinal Cord ◽  
Spinal Cord Injury ◽  
Feasibility Study ◽  
Lessons Learned ◽  
Phone Call ◽  
Web Based ◽  
Rehabilitation Hospital ◽  
Healthcare Network ◽  
Cord Injury ◽  
Training Courses

Persons with disability from spinal cord injury (SCI) are subject to high risk of pathological events and need a regular followup even after discharge from the rehabilitation hospital. To help in followup, we developed a web portal for providing online specialist as well as GP support to SCI persons. After a feasibility study with 13 subjects, the portal has been introduced in the regional healthcare network in order to make it compliant with current legal regulations on data protection, including smartcard authentication. Although a number of training courses have been made to introduce SCI persons to portal use (up to 50 users), the number of accesses remained very low. Reasons for that have been investigated by means of a questionnaire submitted to the initial feasibility study subjects and included the still easier use of telephone versus our web-based smartcard-authenticated portal, in particular, because online communications are still perceived as an unusual way of interacting with the doctor. To summarize, the overall project has been appreciated by the users, but when it is time to ask for help to, the specialist, it is still much easier to make a phone call.

EvalCOMIX®

2017 ◽  
pp. 249-275 ◽  
Author(s):  
María Soledad Ibarra-Sáiz ◽  
Gregorio Rodríguez-Gómez
Keyword(s):  
Higher Education ◽  
Student Participation ◽  
Active Participation ◽  
Educational Process ◽  
Assessment Instruments ◽  
Web Based ◽  
Technological Tools ◽  
Training Courses ◽  
Education Training ◽  
The Web

The increasing use of technological tools to support the process of participation in assessment is explained, firstly, by the current tendencies in assessment and learning in Higher Education which encourage the active participation of students as a means to improve their learning; secondly, by the universal presence of technology that makes it impossible to conceive of any educational process that does not contemplate its use and that is leading to ever more courses that are either virtual or require minimal attendance; and, finally, an environment in which there are ever greater numbers of students per class. This chapter presents the results of using the web-based EvalCOMIX® programme in the context of a number of Higher Education training courses. Data has been collected through questionnaires and interviews applied to students, lecturers and academic coordinators. The results illustrate the ease of implementation of EvalCOMIX®, its usefulness in creating and sharing assessment instruments and the opportunity it provides to facilitate student participation in assessment.

scholarly journals Application of a content management system for developing equipment safety training courses in surface mining

2020 ◽  
Vol 120 (8) ◽  
Author(s):  
L. Zujovic ◽  
V. Kecojevic ◽  
D. Bogunovic
Keyword(s):  
Management System ◽  
Surface Mining ◽  
Content Management ◽  
Safety Training ◽  
Area Network ◽  
Content Management System ◽  
Mining Operations ◽  
Web Based ◽  
Vast Number ◽  
Training Courses

SYNOPSIS Web-based training (WBT) has become a widely popular training option that can be applied throughout a variety of areas and industries. Mining is a challenging industry that is continuously searching for improvements in its safety training processes. We used the content management system (CMS) WordPress to develop a web-based application to support traditional training in the mining industry. The study focuses on introducing operators of heavy machinery in surface mining operations to pre-shift machine inspections. WordPress does not require technical skills, and in addition to its default features, it offers a vast number of useful plugins. This project implements several plugins to create an application with training courses. In this paper we present both the process of creating a training course and an example of a developed course. Such training applications can be used on the internet or through a local area network. Keywords: web-based training, WordPress, safety training, surface mining.

scholarly journals Bulgarian community pharmacists’ attitudes and barriers towards pharmaceutical care provision for pregnant women

Pharmacia ◽  
2021 ◽  
Vol 68 (3) ◽  
pp. 511-516
Author(s):  
Radiana Staynova ◽  
Yana Gvozdeva ◽  
Lily Peikova ◽  
Anna Mihaylova
Keyword(s):  
Pregnant Women ◽  
Pharmaceutical Care ◽  
Community Pharmacists ◽  
Care Provision ◽  
Cross Sectional ◽  
Web Based ◽  
Additional Training ◽  
Active Involvement ◽  
Positive Attitudes ◽  
Training Courses

The aim of this study was to assess the attitudes and perceived barriers towards pharmaceutical care provision for pregnant women in Bulgarian community pharmacies. A cross-sectional web-based study was carried out among community pharmacists in Plovdiv region, Bulgaria. The survey instrument was a self-administered questionnaire including 18 statements based on a five-point Likert scale. Descriptive statistics were applied to respondents’ characteristics and opinion regarding attitudes and barriers towards pharmaceutical care provision for pregnant women. A total of 122 community pharmacists completed the survey. The majority of respondents (90%) agreed or strongly agreed with the statement that providing pharmaceutical care will improve health and awareness of pregnant women. The statement that providing pharmaceutical care brings professional satisfaction, obtained the highest mean score of 4.61. Half of the respondents (50.8%) were worried about taking risks associated with assuming responsibility for the treatment outcomes of pregnant women. One of the main barriers for providing pharmaceutical care was the lack of time (mean score = 4.10). Other major barriers were the lack of additional training (83.9%) and electronic medical record of the pregnant women (68.9%). Overall Bulgarian community pharmacists have positive attitudes towards providing pharmaceutical care to pregnant women. Conducting additional training courses and workshops will help for the active involvement of the pharmacist in the care of pregnant women.

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