scholarly journals Online Learning Equals Traditional Classroom Training for Master Gardeners

2002 ◽  
Vol 12 (1) ◽  
pp. 148-156 ◽  
Author(s):  
Karen J. Jeannette ◽  
Mary Hockenberry Meyer
Keyword(s):  
Online Training ◽  
Traditional Classroom ◽  
University Of Minnesota ◽  
Master Gardener ◽  
Online Learners ◽  
Face To Face ◽  
Significant Difference ◽  
Classroom Training ◽  
The University ◽  
Core Course

The effectiveness of Internet or online training was compared to traditional classroom training in the Master Gardener Core Course/Horticulture 1003 at the University of Minnesota, St. Paul. Overall horticultural knowledge was significantly greater for both groups in posttest results, and there was no significant difference in horticultural knowledge between the two groups. Online learners did not perceive the lack of instructor face-to-face interaction to be as important as did classroom participants. Online learners also placed a greater value on flexibility of class time and no commuting. Both groups spent approximately 75 hours on the class. However, 20% of classroom participants' time was commuting. Online training was an effective method for teaching Master Gardeners in this study.

scholarly journals COVD-26. TELEPHONE CONSULTATIONS IN NEURO-ONCOLOGY DURING THE COVID-19 PANDEMIC: LEVELS OF PATIENT SATISFACTION AND COMPARISON WITH TRADITIONAL FACE-TO-FACE CONSULTATIONS

2020 ◽  
Vol 22 (Supplement_2) ◽  
pp. ii26-ii26
Author(s):  
Emma Toman ◽  
Claire Goddard ◽  
Frederick Berki ◽  
William Garratt ◽  
Teresa Scott ◽  
...  
Keyword(s):  
Patient Satisfaction ◽  
University Hospitals ◽  
Health Crisis ◽  
Patient Satisfaction Questionnaire ◽  
Telephone Consultation ◽  
Exact Test ◽  
Face To Face ◽  
Significant Difference ◽  
The Face ◽  
The University

Abstract INTRODUCTION Controversy exists as to whether telephone clinics are appropriate in neurosurgical-oncology. The COVID-19 pandemic forced neuro-oncology services worldwide to re-design and at the University Hospitals Birmingham UK, telephone clinics were quickly implemented in select patients to limit numbers of patients attending hospital. It was important to determine how these changes were perceived by patients. METHODS A 20-question patient satisfaction questionnaire was distributed to patients who attended neuro-oncology clinic in person (“face-to-face”), or via the telephone. Fisher’s exact test was used to determine significance, which was set at p< 0.05. RESULTS Eighty questionnaires were distributed between June 2020 and August 2020. Overall, 50% (n=40) of patients returned the questionnaire, 50% (n=23) of face-to-face and 50% (n=17) telephone patients. Of those who received telephone consultations, 88% (n=15) felt the consultation was convenient, 88% (n=15) were satisfied with their consultation and 18% (n=3) felt they would have preferred to have a face-to-face appointment. Of those who attended clinic in person, 96% (n=22) felt their consultation was convenient, 100% (n=23) were satisfied with their consultation and 13% (n=3) would have preferred a telephone consultation. Within the face-to-face clinic attendees, only 13% (n=3) were concerned regarding the COVID risk associated with attending hospital. There was no significant difference in patient convenience or satisfaction (p=0.565 and p=0.174 respectively) between face-to-face and telephone clinics. There was no significant difference in whether patients would’ve preferred the alternative method of consultation (p > 0.999). CONCLUSION Our study suggests that careful patient selection for neuro-oncology telephone clinic is not inferior to face-to-face clinic. Telephone clinic during COVID-19 pandemic proved to be convenient, safe and effective. This global health crisis has transformed telephone neuro-oncology consultations from an experimental innovation into established practice and should be continued beyond the pandemic in select cases.

scholarly journals Increasing Effectiveness of Cooperative Extension's Master Gardener Volunteers

2011 ◽  
Vol 21 (2) ◽  
pp. 150-154 ◽  
Author(s):  
Ellen M. Bauske ◽  
Lelia Kelly ◽  
Kerry Smith ◽  
Lucy Bradley ◽  
Timothy Davis ◽  
...  
Keyword(s):  
Learning Technologies ◽  
Master Gardener ◽  
Web Based ◽  
Online Systems ◽  
Face To Face ◽  
Telephone Helpline ◽  
Effective Dissemination ◽  
Distance Learning Technologies ◽  
The University ◽  
User Friendly

Extension Master Gardener (EMG) volunteers are key to effective dissemination of horticultural information to the public. The goal of this workshop was to identify techniques to increase the capacity and effectiveness of EMG volunteers. The workshop focused on projects and tools that reduce the administrative burden of managing volunteers, increase the scope of issues that volunteers are prepared to address, and pool volunteer efforts and resources across county lines. Two online systems for managing and reporting EMG volunteer activities were described. Both systems are intuitive, user-friendly, and updated without the assistance of web managers. Regional web-based, advanced training on specific topics was used to expand educational messages of EMG volunteers and eliminate the costs associated with face-to-face training. Presentations were made using distance learning technologies and resources were shared online. Hosting agents tailored hands-on supporting activities to meet local needs. Volunteers expanded extension outreach by answering noncommercial landscape and garden telephone questions. Many of the administrative, logistical, and resource burdens associated with the EMG helpline phone service were overcome by working across county lines, standardizing training, centralizing supporting resources, and clustering volunteers into regional telephone helpline offices. Other projects and tools presented in the workshop focused on the need to affirm and/or foster the volunteers' connection with the university and the outreach mission of Cooperative Extension.

scholarly journals STUDENTS’ LEARNING EXPERIENCE IN A WEB DESIGN COURSE USING FLIPPED CLASSROOM APPROACH IN HIGHER EDUCATION

2021 ◽  
Vol 6 (40) ◽  
pp. 193-206
Author(s):  
Usha Vellappan ◽  
Liyen Lim
Keyword(s):  
Flipped Classroom ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Web Design ◽  
Traditional Classroom ◽  
Face To Face ◽  
Class Time ◽  
Hands On ◽  
The University ◽  
Learning Institutions

The incorporation of information technology in education has benefitted learning institutions, instructors as well as students in coping with how knowledge can be transferred, absorbed, and used in the context of teaching and learning. The flipped classroom has been used to maximize the in-class time with discussions and critical thinking activities and leaves the learning to the students prior to the in-class sessions which were considered difficult to be implemented in a traditional classroom setting. The aim of this study is to explore students’ learning experiences with the implementation of flipped classroom approach. This study presents 96 business program students’ experiences of incorporating flipped classroom approach in a web designing course at the university level. Both quantitative and qualitative questionnaire was used to collect data for this study. The findings of the study showed that students responded positively to this approach. Students expressed that they are able to learn better and be more prepared to attend face-to-face classes. They appreciated that they were given the freedom to take charge of their individual learning. The hands-on nature of the course made flipped classroom favorable because students are able to apply their knowledge immediately by using the self-check questions after viewing the videos and progress to more complex applications during the in-class sessions. Students welcomed such an approach to be used in other hands-on or practical courses. However, there are still areas of concern and challenges for both students and instructors that need to be looked into when incorporating the flipped classroom model.

scholarly journals A Statistical Analysis Of The Performance Distance Learning Students And The Full-Time Students At The University Of Lagos

2010 ◽  
Vol 3 (9) ◽  
pp. 17-22
Author(s):  
Johnson Ademola Adewara ◽  
Ismail Adedeji Adeleke ◽  
Rotimi Kayode Ogundeji ◽  
Edesiri Bridget Ahani
Keyword(s):  
Distance Learning ◽  
Grade Point Average ◽  
Accounting Students ◽  
Full Time ◽  
Grade Point ◽  
Face To Face ◽  
Cumulative Grade Point Average ◽  
Significant Difference ◽  
Face To Face Learning ◽  
The University

The study compares the performance of distance learning students with full-time students in a traditional face-to-face learning environment. This study is one aspect of a larger research project designed to gain insight into factors that may influence the performance of distance learning students. The data used in the study represent the graduating GPA (Grade Point Average) and CGPA (Cumulative Grade Point Average). The result showed that students of Distance Learning Institute (DLI) performed better in business administration than the mainstream students, while the mainstream accounting students perform better than the DLI accounting students. Results indicated that there was a statistically significant difference in final grades of these groups of students.

UNDERGRADUATES’ INGRESS TO E-LEARNING RESOURCES FOR LEARNING IN THE UNIVERSITY OF ILORIN, NIGERIA

2021 ◽  
Vol 9 (1) ◽  
pp. 234-245
Author(s):  
Fakomogbon Micheal Ayodele ◽  
Onojah Amos Ochayi ◽  
Aribisala Ruth Moyosoluwa ◽  
Onojah Adenike Aderogba
Keyword(s):  
Undergraduate Students ◽  
Virtual Classroom ◽  
Survey Method ◽  
Computer Assisted ◽  
Learning Resources ◽  
Mediated Learning ◽  
Face To Face ◽  
Significant Difference ◽  
E Learning ◽  
The University

E-learning is any technologically mediated learning using computers whether from a distance or in face-to-face classroom setting (computer -assisted learning). But some schools do not even have access to the available technologies needed to explore the e-learning. The main purpose of this research was to investigate undergraduates’ ingress to e-Learning resources for learning in the University of Ilorin, Nigeria. Specifically, the study determined how accessible e-learning resources are to Undergraduate student of the University and examined the influence of gender on the access to the e-learning resources. This research was a descriptive research of the survey method and the respondents comprised of 320 undergraduates’ students studying at the University of Ilorin, Ilorin, Nigeria. The findings established that e-mail and internet facilities are more accessible than virtual classroom and there was no significant difference between male and female undergraduate students’ ingress to e-learning. It was however recommended that Universities should improve on the infrastructural facilities to make e-learning resources more accessible to all her students.

scholarly journals The implementation and evaluation of an e-Learning training module for objective structured clinical examination raters in Canada

2018 ◽  
Vol 15 ◽  
pp. 18 ◽  
Author(s):  
Karima Khamisa ◽  
Samantha Halman ◽  
Isabelle Desjardins ◽  
Mireille St. Jean ◽  
Debra Pugh
Keyword(s):  
Clinical Examination ◽  
Online Training ◽  
Training Group ◽  
Objective Structured Clinical Examination ◽  
Training Module ◽  
Rater Training ◽  
Group 13 ◽  
Face To Face ◽  
Significant Difference ◽  
E Learning

Improving the reliability and consistency of objective structured clinical examination (OSCE) raters’ marking poses a continual challenge in medical education. The purpose of this study was to evaluate an e-Learning training module for OSCE raters who participated in the assessment of third-year medical students at the University of Ottawa, Canada. The effects of online training and those of traditional in-person (face-to-face) orientation were compared. Of the 90 physicians recruited as raters for this OSCE, 60 consented to participate (67.7%) in the study in March 2017. Of the 60 participants, 55 rated students during the OSCE, while the remaining 5 were back-up raters. The number of raters in the online training group was 41, while that in the traditional in-person training group was 19. Of those with prior OSCE experience (n= 18) who participated in the online group, 13 (68%) reported that they preferred this format to the in-person orientation. The total average time needed to complete the online module was 15 minutes. Furthermore, 89% of the participants felt the module provided clarity in the rater training process. There was no significant difference in the number of missing ratings based on the type of orientation that raters received. Our study indicates that online OSCE rater training is comparable to traditional face-to-face orientation.

scholarly journals Proopiomelanocortin (POMC) sequencing and developmental delay: Preliminary evidence for a SNP in the 3’ UTR region of the POMC gene—Possible relevance for biological risk and self-injurious behavior

2018 ◽  
Vol 31 (02) ◽  
pp. 433-438
Author(s):  
John A. Damerow ◽  
Raymond C. Tervo ◽  
Michael Ehrhardt ◽  
Angela Panoskaltsis-Mortari ◽  
Frank J. Symons
Keyword(s):  
Developmental Delay ◽  
Preliminary Evidence ◽  
Minimum Free Energy ◽  
Opioid Antagonist ◽  
Global Developmental Delay ◽  
University Of Minnesota ◽  
Self Injury ◽  
Two Samples ◽  
Significant Difference ◽  
The University

AbstractThe proopiomelanocortin (POMC) molecule has been implicated in models of self-injurious behavior (SIB) in neurodevelopmental disorders, but it has never been specifically sequenced in search of base specific polymorphisms. The empirical focus of this preliminary study was to sequence the POMC gene in 11 children (mean age = 41.8 months, range = 12–60 months; 73% male) with clinical concerns regarding global developmental delay, 5 with reported self-injury. Genomic DNA was extracted from blood samples, and the POMC gene was amplified by specific oligonucleotide primers via polymerase chain reaction. The amplified gene products were sequenced by the University of Minnesota Genomic Center, and the results were analyzed using Sequencher software. A single nucleotide polymorphism (SNP), 1130 C>T, was found in the 3’ untranslated region (UTR) of two samples (one of whom had SIB). The program TargetScanHuman was used to predict the function of this mutation. Variant c.1130 C<T was predicted to be located in the target site of two microRNAs (miRNAs; hsa-mir-3715 and hsa-mir-1909), and the variant allele T may result in an increased minimum free energy for the two miRNAs. Further work with much larger samples is needed to continue the investigation of POMC’s possible function as a risk factor for the development of SIB in children with developmental delay/disability. The findings presented in this study show that the SNP found in the 3’ UTR could alter the binding of miRNAs to POMC 3'UTR, thus, increasing POMC expression and affecting several biological systems with high relevance to the biology of self-injury. There was a significant difference in β-endorphin levels between SIB (M = 169.25 pg/mL) and no SIB (M = 273.5 pg/mL, SD = 15.2) cases (p < .01). Intervention implications are tied to prior observations of individual differences among SIB responders and nonresponders to treatment with the opioid antagonist naltrexone. Stratifying individuals with SIB by POMC mutation status may provide a potential tailoring-like variable to guide the selection of who is more (or less) likely to respond to opiate antagonist treatment. Currently, opioid antagonistic treatment for SIB is empiric (trial and error).

scholarly journals Impacts of course type and student gender on distance learning performance: A case study in Taiwan

2021 ◽  
Author(s):  
Yu-Chen Hsiao
Keyword(s):  
Distance Learning ◽  
General Education ◽  
Learning Performance ◽  
Distance Teaching ◽  
School Closures ◽  
Face To Face ◽  
Significant Difference ◽  
And Gender ◽  
General Education Courses ◽  
The University

AbstractThe global outbreak of COVID-19 since January 2020 has forced the closure of schools and universities in over 180 countries to control the pandemic, affecting approximately 90% of students worldwide. Distance teaching has been adopted during school closures to suspend classes without suspending learning. Scholars have claimed that distance teaching is more effective than face-to-face teaching and can replace face-to-face courses. However, further investigation is required to confirm whether distance learning is suitable for all types of courses and all students. Thanks to the effective containment of COVID-19 outbreaks in Taiwan, universities in Taiwan face a less problematic situation than do those in other countries; however, plans and preparations remain essential. The present study recruited 18,085 students from a technology university in Taiwan and used the baseline data of the past three academic years before COVID-19 (2016–2018) to explore the influences of course type and gender on distance learning performance. The results revealed that compulsory courses are more suitable for distance learning courses, whereas face-to-face teaching is more suitable for elective and general education courses. The learning performance of males and females is also different: face-to-face courses are more suitable for males, whereas no significant difference between teaching methods was observed in females. This result suggests that not all courses offered by the university are suitable for distance learning courses, and not all students are adept at distance learning. Based on these results, it is recommended that a new teaching model be established for the post-COVID-19 era.

The Effects of Presentation on Noise and Dental Appliances on Speech

1981 ◽  
Vol 24 (1) ◽  
pp. 151-151
Author(s):  
Lillian Glass ◽  
Sharon R. Garber ◽  
T. Michael Speidel ◽  
Gerald M. Siegel ◽  
Edward Miller
Keyword(s):  
Southern California ◽  
University Of Southern California ◽  
University Of Minnesota ◽  
School Of Medicine ◽  
Southern California School ◽  
School Of Dentistry ◽  
The University

An omission in the Table of Contents, December JSHR, has occurred. Lillian Glass, Ph.D., at the University of Southern California School of Medicine and School of Dentistry, was a co-author of the article "The Effects of Presentation on Noise and Dental Appliances on Speech" along with Sharon R. Garber, T. Michael Speidel, Gerald M. Siegel, and Edward Miller of the University of Minnesota, Minneapolis.

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