scholarly journals A Web-Based Course on Public Health Principles in Disaster and Medical Humanitarian Response: Survey Among Students and Faculty (Preprint)

2017 ◽  
Author(s):  
Greta Tam ◽  
Emily Ying Yang Chan ◽  
Sida Liu
Keyword(s):  
Public Health ◽  
Program Improvement ◽  
Completion Rate ◽  
Web Based ◽  
Face To Face ◽  
Humanitarian Response ◽  
Significant Difference ◽  
Quality Framework ◽  
Donabedian Model ◽  
The Web

BACKGROUND Web-based public health courses are becoming increasingly popular. “Public Health Principles in Disaster and Medical Humanitarian Response” is a unique Web-based course in Hong Kong. This course aimed to fill a public health training gap by reaching out to postgraduates who are unable to access face-to-face learning. OBJECTIVE The aim of this paper was to use a structured framework to objectively evaluate the effectiveness of a Web-based course according to Greenhalgh et al’s quality framework and the Donabedian model to make recommendations for program improvement. METHODS An interim evaluation of the first cohort of students in 2014 was conducted according to the Donabedian model and a quality framework by Greenhalgh et al using objective and self-reported data. RESULTS Students who registered for the first cohort (n=1152) from June 16, 2014 to December 15, 2014 (6 months) were surveyed. Two tutors and the course director were interviewed. The Web-based course was effective in using technology to deliver suitable course materials and assessment and to enhance student communication, support, and learning. Of the total number of students registered, 59.00% (680/1152) were nonlocal, originating from 6 continents, and 72.50% (835/1152) possessed a bachelor’s or postgraduate degree. The completion rate was 20.00% (230/1152). The chi-square test comparing students who completed the course with dropouts showed no significant difference in gender (P=.40), age (P=.98), occupation (P=.43), or qualification (P=.17). The cost (HK $272 per student) was lower than that of conducting a face-to-face course (HK $4000 per student). CONCLUSIONS The Web-based course was effective in using technology to deliver a suitable course and reaching an intended audience. It had a higher completion rate than other Web-based courses. However, sustainable sources of funding may be needed to maintain the free Web-based course.

scholarly journals Concordance studies of a web based system in teledermatology.

1969 ◽  
Vol 40 (3) ◽  
pp. 259-270
Author(s):  
Carlos Ruiz ◽  
Claudia Gaviria ◽  
Miguel Gaitán ◽  
Rubén Manrique ◽  
Ángela Zuluaga ◽  
...  
Keyword(s):  
Primary Care ◽  
Health Information ◽  
User Satisfaction ◽  
Diagnostic Reliability ◽  
Web Based ◽  
Face To Face ◽  
A Priority ◽  
Web Based System ◽  
The Web

Introduction: Implementation of teledermatology in primary care offers the possibility of treating patients using specific dermatologic knowledge in far away places with infrequent availability to these services. It is a priority to implement teledermatology services which demonstrate diagnostic reliability and satisfaction among users. Objectives and methods: To measure the diagnostic reliability of an asynchronous teledermatology web based application by means of intraobserver and interobserver concordance during teleconsultation and traditional presential («face to face») consultation. Furthermore, to evaluate user satisfaction regarding the teleconsultation and the web application.Results: A sample of 82 patients with 172 dermatologic diagnoses was obtained, in which an intraobserver concordance between 80.8% and 86.6%, and an interobserver concordance between 77.3% and 79.6% were found. Satisfaction was evaluated to be on an average of 92.5%.Conclusions: The teleconsultation reliability in teledermatology is evidenced to be high, and is susceptible of improvement through the implementation of health information standards and digital dermatologic photography protocols.

The Effectiveness of Scaffolding in a Web-Based, Adaptive Learning System

2011 ◽  
pp. 379-393
Author(s):  
Mei-Yu Chang ◽  
Wernhuar Tarng ◽  
Fu-Yu Shin
Keyword(s):  
Adaptive Learning ◽  
Learning System ◽  
Control Group ◽  
School Students ◽  
Web Based ◽  
Face To Face ◽  
Adaptive Learning System ◽  
Group B ◽  
Experimental Group ◽  
The Web

This study combined ideas from learning hierarchy and scaffolding theory to design a webbased, adaptive learning system to investigate the effectiveness of scaffolding for elementary school students having different levels of learning achievement. The topic chosen for learning was the Three States of Water. A quasi-experiment was conducted. In this experiment, students were divided into three groups: control group (without scaffolds), experimental group A (scaffolds providing by on-line conversation) and experimental group B (scaffolds providing by face-to-face conversation). The experimental results showed significant improvement for students after they had studied using the web-based, adaptive learning system. Specifically, scaffolds in the form of face-to-face conversations greatly enhanced the learning of high-achievement students. However, there were no significant differences between the low-achievement students with or without the provision of scaffolds. It was also discovered that the web-based, adaptive learning system could help students develop their learning responsibility.

scholarly journals ACCEPTANCE OF WEB-BASED TRAINING SYSTEM AMONG PUBLIC SECTOR EMPLOYEES

2014 ◽  
Author(s):  
Huda Ibrahim ◽  
Thamer Ahmad AL-Rawashdeh
Keyword(s):  
Public Sector ◽  
New Technology ◽  
Training System ◽  
Intention To Use ◽  
Web Based ◽  
Face To Face ◽  
Public Sector Employees ◽  
Important Barrier ◽  
The Face ◽  
The Web

Applying web-based training system is highly preferable in meeting time constraints, however, its success is subject to users’ acceptance. Previous studies highlight human challenge as the most important barrier in the implementation of an ICT-based training system. Users tend to show resistance in using new technology and online approaches. They favour the traditional way such as the face-to-face method of training. This paper presents the results of a study conducted to assess the acceptance of a web-based training by public sector employees. The study applied the Unifi ed Theory of Acceptance and Use Technology (UTAUT) with the focus on three system characteristics; system flexibility, system enjoyment, and system interactivity. A total of 290 employees from the Jordanian Public Sector participated in the study. The fi ndings revealed that system fl exibility and system enjoyment have direct effects while system interactivity has an indirect effect on the employees’ intention to use the web-based training system. In addition, system flexibility is proven to have the strongest relationship to users’ intention to use the web-based training system.  

scholarly journals Difficulties Encountered by People With Depression and Anxiety on the Web: Qualitative Study and Web-Based Expert Survey

10.2196/12514 ◽  
2019 ◽  
Vol 21 (10) ◽  
pp. e12514 ◽  
Author(s):  
Renaldo Bernard ◽  
Carla Sabariego ◽  
Alarcos Cieza
Keyword(s):  
Mental Health ◽  
Online Survey ◽  
Comparison Group ◽  
Depression And Anxiety ◽  
Framework Analysis ◽  
Web Based ◽  
Anxiety Group ◽  
Face To Face ◽  
Group Experiences ◽  
The Web

Background Depression and anxiety are the most common mental health conditions, and they were identified as leading contributors to global disability in 2016. People with these conditions rely on Web-based resources as a source of accurate health information, convenient and effective treatment, and essential social support. However, a recent systematic review revealed several potentially limiting difficulties that this group experiences online and also suggested that there is a partial understanding of these difficulties as only difficulties associated with neurocognitive, but not sociocognitive, deficits were identified. Therefore, this study fills this knowledge gap and contributes to a more robust and fuller understanding of the difficulties this group experiences online. Objective The objective of this study was to identify the difficulties people with depression and anxiety experience when using the Web and the Web activities that are most associated with the experience of difficulties. Methods The study employed data triangulation using face-to-face semistructured interviews with 21 participants affected by depression and anxiety and a comparison group (7 participants) without mental disorders (study 1) as well as a persona-based expert online survey with 21 mental health practitioners (MHPs) who treated people with depression and anxiety (study 2). Framework analysis for both studies proceeded through 5 stages: (1) familiarization, (2) identifying a thematic framework, (3) indexing, (4) charting, and (5) mapping and interpretation. Results In study 1, 167 difficulties were identified from the experiences of participants in the depression and anxiety group were discussed within the context of 81 Web activities, services, and features. From these, 4 themes and 12 subthemes describing the difficulties people with depression and anxiety experienced online were identified. Difficulties relating to the subtheme lack of control over access and usage were the most common difficulties experienced by participants in the depression and anxiety group (19/21). Sixteen difficulties identified from the experiences of participants in the comparison group were discussed within the context of 11 Web activities, services, and features. Most participants in the comparison group (6/7) contributed to the subtheme describing difficulties with unexpected and irrelevant content. In study 2, researchers identified 3 themes and 10 subthemes that described the perceived difficulties people with depression and anxiety might experience online as reported by MHPs. Practitioners linked these difficulties with 22 common impairments, limitations in activities of daily life, and diagnostic criteria associated with depression and anxiety. Conclusions People with depression and anxiety also experience difficulties when using the Web that are related to the sociocognitive deficits associated with their conditions. MHPs have a good awareness of the difficulties that people with depression and anxiety are likely to experience when using the Web. This investigation has contributed to a fuller understanding of these difficulties and provides innovative guidance on how to remove and reduce them for people with depression and anxiety when using the Web. International Registered Report Identifier (IRRID) RR2-10.1007/978-3-319-21006-3_3

The influence of learning style on satisfaction and learning effectiveness in the asynchronous web-based learning system

2017 ◽  
Vol 35 (4) ◽  
pp. 473-489 ◽  
Author(s):  
Fei-Fei Cheng ◽  
Chui-Chen Chiu ◽  
Chin-Shan Wu ◽  
Der-Chian Tsaih
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Learning System ◽  
Learning Effectiveness ◽  
Web Based ◽  
Content Type ◽  
Web Based Learning ◽  
Significant Difference ◽  
E Learning ◽  
The Web

Purpose The purpose of this paper is to investigate the effect of user’s learning style (including accommodators, divergers, convergers, and assimilators) on user’s satisfaction on the web-based learning system and their learning effectiveness. Design/methodology/approach This experimental research used the college students from a technology institute in Taiwan as the subject sources. By using the Kolb’s learning style model, the students are classified as four types of learners: convergers, divergers, assimilators, and accommodators. The authors analyzed the relationships among the different learning styles with their effectiveness of learning and satisfaction of using the web-based learning system. The mediation effect of gender is also presented. Findings This research indicates that: first, the satisfaction of the web-based learning system has significant influence on the learning performance of learners; second, different learning styles learners have no significant effect to the satisfaction on using the web-based learning system; third, learning effectiveness has significant difference among different learning style learners on the web-based learning system; the learning effectiveness of accommodators and divergers was significantly higher than the assimilators; fourth, different learning styles learners show significant difference in gender proportion. In addition to accommodators, whose proportion of women is higher than men, the other three learning styles’ proportions in men are higher than women. Research limitations/implications This study was grounded in the Kolb’s learning style theory. The authors provide implications for academic studies in e-learning research stream that aimed at understanding the role of learning style as well as gender differences in the asynchronous web-based learning system. Practical implications Results from this study provided the implications for students, educators, and e-learning system designers. The design of teaching materials as well as functions of e-learning systems should take learners’ learning style into consideration to ensure the best learning outcome. Originality/value This study examined the students’ learning style as well as gender differences in the asynchronous web-based learning system. An experiment was conducted to ensure the data were collected in a controlled environment, thus, offer the value that most of the prior study lacks.

scholarly journals Pelatihan Pembuatan Bahan Ajar Online Berbasis Web Pada Sekolah Menengah Kejuruan Negeri 1 Tanah Miring

2021 ◽  
Vol 9 (2) ◽  
pp. 248-259
Author(s):  
Syamsul Bahri ◽  
Merta Simbolon ◽  
Abraham Laurens Rettob
Keyword(s):  
Online Teaching ◽  
Teaching Materials ◽  
Web Based ◽  
Face To Face ◽  
Web Based Learning ◽  
The Subject ◽  
Website Content ◽  
The Impact ◽  
And Training ◽  
The Web

Abstract. SMK Negeri 1 Tanah Miring is one of the schools whose lessons have been affected by the Covid-19 pandemic. The main problem faced by teachers at SMKN 1 Tanah Miring is the lack of accessible teaching materials in the learning process, especially online teaching materials during the Covid-19 pandemic. The purpose of this training is to provide knowledge and training to teachers on various types of online teaching materials that can be developed with the web. This training and mentoring are carried out in the form of presentations, training, and mentoring, both through face-to-face and online activities so that at the end of the activity it is hoped that you will know about online learning and various online teaching materials. The results of the evaluation of the activities showed that the majority of the participants, who were all teachers of SMK Negeri 1 Tanah Miring, were very satisfied with the implementation of this activity. However, the results of the evaluation of the impact of these activities indicate that the activities that have been implemented have been ineffective. Even though 88% of teachers managed to have their website address, only 10% of them managed to develop their website content according to the subject they were teaching.Keywords: Online Teaching Materials, Web-Based learning, Learning During the Covid-19 PandemicAbstrak. SMK Negeri 1 Tanah Miring merupakan salah satu sekolah yang pembelajarannya terdampak pandemi Covid-19. Masalah utama yang dihadapi oleh guru di SMKN 1 Tanah Miring adalah minimnya bahan ajar yang dapat diakses dalam proses pembelajaran, khususnya bahan ajar online pada masa pandemi Covid-19 ini. Tujuan pelatihan ini adalah memberikan pengetahuan dan pelatihan kepada guru tentang berbagai jenis bahan ajar online yang dapat dikembangkan dengan web. Pelatihan dan pendampingan ini dilaksanakan dalam bentuk presentasi, pelatihan, dan pendampingan, baik melalui kegiatan tatap muka maupun secara online sehingga pada akhir kegiatan diharapkan sudah memiliki pengetahuan tentang pembelajaran online serta berbagai bahan ajar online. Hasil evaluasi kegiatan menunjukkan bahwa mayoritas peserta kegiatan yang seluruhnya terdiri atas guru SMK Negeri 1 Tanah Miring sangat puas terhadap pelaksanaan kegiatan ini. Hal ini dapat dilihat dari 88% guru yang berhasil memiliki alamat website sendiri. Namun, jika dilakukan evaluasi terhadap dampak kegiatan ini bagi peserta di dalam melaksanakan aktivitasnya di sekolah, hanya 10% dari mereka yang berhasil mengembangkan konten websitenya sesuai dengan mata pelajaran yang diajarkannya. Oleh karena itu, dapat disimpulkan bahwa kegiatan yang telah dilaksanakan tidak efektif.Kata Kunci: Bahan Ajar Online, Pembelajaran Berbasis Web, Pembelajaran Masa Pandemi Covid-19

The Effectiveness of Scaffolding in a Web-Based, Adaptive Learning System

2011 ◽  
pp. 1-15
Author(s):  
Mei-Yu Chang ◽  
Wernhuar Tarng ◽  
Fu-Yu Shin
Keyword(s):  
Adaptive Learning ◽  
Learning System ◽  
Control Group ◽  
School Students ◽  
Web Based ◽  
Face To Face ◽  
Adaptive Learning System ◽  
Group B ◽  
Experimental Group ◽  
The Web

This study combined ideas from learning hierarchy and scaffolding theory to design a web-based, adaptive learning system to investigate the effectiveness of scaffolding for elementary school students having different levels of learning achievement. The topic chosen for learning was the Three States of Water. A quasi-experiment was conducted. In this experiment, students were divided into three groups: control group (without scaffolds), experimental group A (scaffolds providing by on-line conversation) and experimental group B (scaffolds providing by face-to-face conversation). The experimental results showed significant improvement for students after they had studied using the web-based, adaptive learning system. Specifically, scaffolds in the form of face-to-face conversations greatly enhanced the learning of high-achievement students. However, there were no significant differences between the low-achievement students with or without the provision of scaffolds. It was also discovered that the web-based, adaptive learning system could help students develop their learning responsibility.

Dimensions of Student Satisfaction on Online Programs

2011 ◽  
pp. 640-645
Author(s):  
Petek Askar ◽  
Oktay Dönmez ◽  
Gonca Kizilkaya ◽  
Volkan Çevik ◽  
Kerem Gültekin
Keyword(s):  
Student Satisfaction ◽  
Online Courses ◽  
Immediate Feedback ◽  
Online Programs ◽  
Web Based ◽  
Course Content ◽  
Face To Face ◽  
Significant Difference ◽  
Complex Phenomena ◽  
E Mail

This research studies on the evaluation of online courses are usually conducted for investigating the differences between face-to-face and Web-based environments with respect to achievement. Most of the findings indicated “no significant difference” (Russell, 1999). However, only looking at achievement as a quality measure is reducing the complex phenomena into a single variable. Therefore, an analysis of the system with its components is needed. A study on students’ frustrations with a Web-based distance education course (Hara & Kling, 1999) showed that there were two foci of frustration among students in the course. The first focus was technological problems; students without access to technical support were especially frustrated. The second focus involved the course content and the instructor’s practices in managing communications with students. Students were frustrated because of a lack of immediate feedback from the instructor and ambiguous instructions on the Web and via e-mail.

Web-Based Data Collection for Educational Research

2020 ◽  
pp. 152-172
Author(s):  
Erkan Tekinarslan ◽  
Melih Derya Gürer ◽  
Sedat Akayoğlu
Keyword(s):  
Data Collection ◽  
Educational Research ◽  
Selection Criteria ◽  
Web Mining ◽  
Online Survey ◽  
Web Based ◽  
Face To Face ◽  
The Face ◽  
The Web

Web-based surveys and web-based interviews are useful techniques to collect data through the web in educational research. In addition, web activities such as blogging, searching, and web mining have become quite convenient to collect and extract data from the web for research purposes. The purposes of this chapter are to describe and discuss techniques and tools for collecting and extracting data from the web for educational research purposes. First, a survey and a web-based or online survey are described and explained with examples. Second, web-based or online interviews, which are often similar to the face-to-face interview protocols are discussed and exemplified. After presenting the synchronous and asynchronous online interview tools, the selection criteria of the online interviewing tools are discussed. Lastly, this chapter describes and discusses web activities such as blogging, searching, and web mining to collect and extract data from the web.

How to motivate students to do a course project in design of experiments course from a web-based virtual learning material?

2022 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Charnnarong Saikaew
Keyword(s):  
Design Of Experiments ◽  
Real Life ◽  
Quality Characteristic ◽  
Learning Material ◽  
Alternative Technique ◽  
Web Based ◽  
Content Type ◽  
Controllable Factors ◽  
Significant Difference ◽  
The Web

Purpose The purpose of this study is to develop a practical method for training students how to conduct statistical analysis and do a course project in design of experiments (DOEs) course through the Web-based virtual catapult simulation. Design/methodology/approach A step-by-step sequential DOE process for investigating the effects of controllable factors on quality characteristic responses was presented as a guideline for conducting a DOE course project. Each team was assigned to create an innovative teaching material and work on the term report by following the recommended guidelines for designing experiments through the Web-based virtual catapult simulation. Hypothesis was defined to test whether doing a course project based on this approach would impact students’ learning outcome. Findings The Web-based virtual material was an alternative technique for interactive teaching that could improve students’ understanding and achievement in DOE course projects. There was a significant difference in student learning and understanding before and after doing on the course project through the Web-based virtual catapult simulation. The students had improved communication and teamwork skills after following the recommended procedure for practicing DOEs. Practical implications Most students could effectively conduct designing experiments, carry out designed experiments, analyze data and gain valuable teamwork experience. After learning the DOE approach based on the catapult simulation, they enjoyed working on their course projects deploying to the innovative toys and other real-life situations with real measurements. Originality/value The use of Web-based virtual material, including catapult simulation, was an alternative technique for interactive DOE teaching to improve the students’ understanding and achievement in DOE course projects.

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