Asynchronous Online Education Credit Hours by the Book

2012 ◽  
Author(s):  
Frederick Carl Prasuhn
Keyword(s):  
Online Education ◽  
Credit Hours ◽  
Asynchronous Online Education ◽  
Education Credit

493 Awardee Talk: Filling Knowledge Gaps in Quantitative Genetics Through Online Education

2021 ◽  
Vol 99 (Supplement_3) ◽  
pp. 218-219
Author(s):  
Ronald M Lewis
Keyword(s):  
Online Education ◽  
Undergraduate Students ◽  
Quantitative Genetics ◽  
Industrial Revolution ◽  
Online Courses ◽  
Simulation Game ◽  
Knowledge Gaps ◽  
Web Based ◽  
Credit Hours ◽  
Apply Genetic

Abstract The genomic revolution has been compared to the industrial revolution, with caveats that it has happened faster and will have a far greater impact on our lives. Interpreting and using knowledge emanating from this revolution requires unique skills. Providing education in quantitative genetics that keeps pace with that need, particularly where expertise and funds are limited, remains challenging. One solution is sharing resources and capacities across-institutions to deliver high-quality instruction online. Beginning with 4 universities in 2007, expanding to 7 in 2012, a multi-state U.S. consortium built an online Masters-level curriculum in quantitative genetics and genomics. Sixteen courses were developed, each revised based on review by 2 academic peers and an instructional designer. Over 330 students from 34 U.S. and 5 international institutions have completed over 1,200 credit hours. Anonymous student feedback has been overwhelmingly positive. The curriculum was established with funding from two USDA-NIFA Higher Education Challenge grants. In 2015 it was integrated into AG*IDEA, a national consortium offering online courses in agriculture. A permanent infrastructure was thereby established with students earning formal academic credit. Only students matriculated at one of 19 AG*IDEA member universities can enroll directly, sadly limiting access, especially to international students. A potential constraint of online instruction is a disconnect with students. In some courses, a blended-learning format has been introduced with a weekly virtual recitation session. To increase engagement, an experiential learning opportunity also is offered. This entails a web-based simulation game—CyberSheep—where students apply genetic principles to a virtual breeding cooperative. Additionally, CyberSheep is typically played by 400 undergraduate students at 5 U.S. universities each academic term, contributing to their learning of animal genetics. Outcomes of these initiatives demonstrate that online training can be an effective tool to fill knowledge gaps in quantitative genetics, with opportunity to reach a wider audience.

scholarly journals Learning Needs of Dementia Family Caregivers during the Pandemic

2021 ◽  
Vol 5 (Supplement_1) ◽  
pp. 807-807
Author(s):  
Carolyn Clevenger ◽  
Fayron Epps ◽  
Molly Perkins ◽  
Glenna Brewster Glasgow ◽  
Kenneth Hepburn
Keyword(s):  
Online Education ◽  
Focus Groups ◽  
Lived Experience ◽  
Family Caregivers ◽  
Online Course ◽  
Learning Needs ◽  
Course Content ◽  
Positive Adaptation ◽  
Mixed Feeling ◽  
Asynchronous Online Education

Abstract The COVID-19 pandemic has dominated and transformed all caregiving contexts and situations. In a time of COVID-19, caregivers now have to learn how to take all of the complicated precautions to keep themselves and their persons from being exposed to the virus given their population’s mortality rate from COVID-19 infections exceed 40%. As part of a larger initiative to develop an asynchronous online education program for family caregivers of persons living with dementia illnesses (PLWD) to prepare them to master the new demands of their caregiving role in this extraordinary circumstance of the COVID-19 pandemic, we conducted three focus groups with 13 dementia family caregivers to inform the structure, content, and “feel” of the course. Focus groups were conducted with a lead interviewer, via Zoom, audio and video recorded and transcribed for analysis. Participants were asked two groups of questions: their lived experience over the past year and course content for caregiving during crisis. Caregivers identified 4 themes regarding their lived experience of caregiving during the pandemic: (a) mixed feeling about the stay-at-home orders; (b) positive adaptation to telemedicine, (c) vaccine risks and benefits; and (d) impact of social isolation on the PLWD. The groups also recommended specific course content based on their experiences. Participants recommended specific course content based on their experiences, such as health system navigation and the logistics of what to do following the death of a PLWD. Results from these groups have been incorporated into an asynchronous online course to be pilot tested in coming months.

Blockchain Architecture Stack to Smart Education

2020 ◽  
pp. 129-158
Author(s):  
Palanivel Kuppusamy
Keyword(s):  
Online Education ◽  
Emerging Technology ◽  
Software Architectures ◽  
Large Network ◽  
Educational Organizations ◽  
Credit System ◽  
Distributed Software ◽  
The World ◽  
Smart Education ◽  
Education Credit

Blockchain is an emerging technology that serves as an immutable ledger and publicly available infrastructure for building decentralized applications. Blockchain-based applications ensure transparency and trust between all parties involved in the interaction. Nowadays, educational organizations focus on online education and propose to create a system based on educational smart contracts in a public ledger. This public ledger shall be shared between major online and offline educational institutes around the world. From a software architecture perspective, blockchain enables new forms of distributed software architectures across a large network of untrusted participants. The objective of this chapter is to propose a blockchain architecture stack to smart education. The proposed architecture exploits the benefits of the blockchain and global ecosystem simplification to create a globally trusted higher education credit system.

PharmaCE™ Test Questions 81

1981 ◽  
Vol 15 (1) ◽  
pp. 73-73
Keyword(s):  
Continuing Education ◽  
Clinical Pharmacy ◽  
Education Program ◽  
Credit Hours ◽  
Drug Intelligence ◽  
Back Cover ◽  
Application Blank ◽  
Education Credit

To qualify for continuing education credit for this PharmaCE program, you must first enroll using the application blank found on the inside back cover of this issue. If you do not have one, a subscription to Drug Intelligence and Clinical Pharmacy will be needed. Once enrolled, and when you feel you are ready, complete the test below which is related to the articles in this issue selected for PharmaCE's continuing education program. Send the completed test to PharmaCE, P.O. Box 42442, Cincinnati, Ohio 45242. Participants completing the test in this issue will receive 2 credit hours (0.2 CEU) toward completion of the PharmaCE program.

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