scholarly journals A Case Study on Introducing E-learning into Seafarers’ Education

2013 ◽  
Vol 5 (1) ◽  
Author(s):  
Sanja Bauk ◽  
Michael Kopp ◽  
Zoran Avramović
Keyword(s):  
New Media ◽  
Maritime Education ◽  
Advantages And Disadvantages ◽  
Technological Cooperation ◽  
Maritime Studies ◽  
Additional Mode ◽  
E Learning ◽  
Technological Platform ◽  
Maritime Education And Training ◽  
The University

Abstract: This paper considers beginning steps in introducing e-learning into seafarers’ education, as additional mode of acquiring knowledge at the Faculty of Maritime Studies which is a part of the University of Montenegro. Related activities are the result of the enthusiasm of few professors and they are partly supported by a small, initial project of bilateral scientific and technological cooperation between Austria and Montenegro. The paper is conceived in a way that it considers following issues: (a) a brief discussion of some current shortages in maritime education and training in general; (b) possibilities of getting advantages through introducing e-learning into this respectable field of education; (c) some advantages and disadvantages of Moodle which has been used as a technological platform for introducing e-learning in the analyzed case; (d) results of the surveys conducted among involved students, teachers, and professionals in the field of employing new media techniques into the knowledge transfer, and (e) some conclusion remarks regarding possibilities of optimal combining maritime and virtual education.

scholarly journals Beyond e-learning: from blended methodology to transmedia education

2015 ◽  
Vol 7 (1) ◽  
Author(s):  
Valentina Favrin ◽  
Elisabetta Gola ◽  
Emiliano Ilardi
Keyword(s):  
New Media ◽  
Learning Experience ◽  
Educational Activity ◽  
Dynamic Learning ◽  
Face To Face ◽  
Convergence Culture ◽  
E Learning ◽  
Collaborative Working ◽  
The University ◽  
Traditional Activity

Abstract Nowadays, at the time of convergence culture, social network, and transmedia storytelling – when social interactions are constantly remediated – e-learning, especially in universities, should be conceived as a sharing educational activity. Different learning experiences should become smoother and able to fade out the closed learning environments (as software platform and classrooms (either virtual or not)). In this paper, we will show some experiences of the Communication Sciences degree program of the University of Cagliari, which is supplied through an e-learning method. In the ten years since its foundation, the approach has evolved from a blended learning with two kinds of traditional activity (online activities and face-to-face lessons) to a much more dynamic learning experience. Many new actors (communication companies, local government, public-service corporations, new media and social media) – indeed – have been involved in educational and teaching process. But also these processes changed: collaborative working, new media comprehension, self-guided problem solving are examples of the new literacies and approaches that can be reached as new learning objectives.

scholarly journals Maritime Students’ Knowledge on Sexually Transmitted Infections

2020 ◽  
Author(s):  
Helen Mae O. Pogoy ◽  
Mauro Allan Padua Amparado
Keyword(s):  
Sexually Transmitted Infections ◽  
Action Plan ◽  
Sexual Practices ◽  
Sexually Transmitted ◽  
Maritime Education ◽  
Level Of Knowledge ◽  
Mode Of Transmission ◽  
Maritime Education And Training ◽  
The University ◽  
And Training

The study determined the maritime students’ knowledge on sexually transmitted infections (STIs) in the University of Cebu Maritime Education and Training Center, Cebu City, Cebu, Philippines, Summer 2011. The findings served as bases for a proposed action plan. This study aimed to answer the questions: (1) what is the profile of the respondents in terms of age, year level, civil status, type of high school education, socio-economic status, place of origin, and sources of information on STIs; (2) what is the respondents’ level of knowledge on sexually transmitted infections in terms of basic knowledge on STIs, mode of transmission, sexual practices, and prevention; (3) is there a significant relationship between the respondents’ profile and their level of knowledge on STIs; (4) based on the findings of the study, what action plan may be proposed.This study utilized the descriptive-correlational design using a researcher-made questionnaire. The respondents of the study were 177 maritime students of the University of Cebu Maritime Education and Training Center. The responses of the study were subjected to statistical treatment with the use of frequencies, simple percentage and chi-square Test of Independence.Majority of the respondents were 19-21 years old, single, third year level, who graduated from a private high school, with family income of less than 5,000 Philippine pesos, and are residents of Cebu City. They cited friends as the main source of information about STIs. The respondents’ level of knowledge on STIs was satisfactory. Their knowledge on the mode of transmission, sexual practices, and prevention was fair. There were significant relationships between the respondents’ profile variables and level of knowledge on STIs.Recommended citation: Pogoy, H. M. O. & Amparado, M. A. P. (2015). Maritime Students’ Knowledge on Sexually Transmitted Infections. Journal of Research in Nursing, 1(1), 50-59.

Like It

2016 ◽  
pp. 426-445
Author(s):  
Mary Leigh Morbey ◽  
Farhad Mordechai Sabeti ◽  
Michelle Sengara
Keyword(s):  
Higher Education ◽  
New Media ◽  
Social Networking ◽  
Teaching And Learning ◽  
Academic Disciplines ◽  
Comprehensive University ◽  
E Learning ◽  
Effective Inclusion ◽  
University Experience ◽  
The University

Social networking environments have become a ubiquitous part of the university experience. Accordingly, postsecondary institutions have started to consider the role that social networking can play in teaching and learning across academic disciplines. This case study documents findings from a 2012-2013 mixed-methods data collection in six graduate and undergraduate Digital Literacies and New Media Literacies courses at a major Canadian comprehensive university. It examines the pedagogical implications of adapting the Facebook platform for online collaboration and multimedia learning in blended courses, and offers a model of Facebook implementation for engineering and architecture education. Questions guiding the research ask: What is gained pedagogically through the use of Facebook in higher education courses? What are the pedagogical challenges encountered, and how might these be addressed? Suggestions based on observed trends are offered for the effective inclusion of Facebook as a beneficial pedagogical component in the design of e-learning platforms for higher education.

scholarly journals Challenges in the Creation, Development and Implementation of MOOCs: Web Science Course at the University of Southampton

Comunicar ◽  
2015 ◽  
Vol 22 (44) ◽  
pp. 37-44 ◽  
Author(s):  
Maria-del-Mar Sánchez-Vera ◽  
Manuel León-Urrutia ◽  
Hugh Davis
Keyword(s):  
Course Design ◽  
Online Course ◽  
Distinctive Features ◽  
Massive Open Online Course ◽  
Advantages And Disadvantages ◽  
Web Science ◽  
E Learning ◽  
The Creation ◽  
The University ◽  
Participation Index

Massive is one of the distinctive features of MOOCs which differentiate them from other e-learning experiences. This massiveness entails certain possibilities, but also some challenges that must be taken into consideration when designing and implementing a Massive Open Online Course, in relation to context, work progress, learning activities, assessment, and feedback. This document presents an analysis of the advantages and disadvantages of the massive aspect of MOOCs, and specifically it narrates the experience of creating a MOOC on Web Science, developed at the University of Southampton (United Kingdom) using the new FutureLearn platform, in autumn 2013. In this document, the importance of Web Science as an emerging field is analyzed and its origins explored. The experience gained from the decisions and the work progress developed for the creation and implementation of a specific MOOC is also shared here. The final section of the paper analyses some data from the MOOC in Web Science, including the participation index, the comments and interactions of some participants, tools used, and the organization of facilitation. Challenges involved in running a MOOC related to course design, platform use and course facilitation are also discussed. El carácter masivo es una de las peculiaridades de los MOOC, que lo diferencian de otro tipo de experiencias de aprendizaje en red. Este hecho configura una serie de posibilidades, pero también una serie de retos que hay que tener en cuenta a la hora de diseñar e implementar un curso masivo en red, en relación, por ejemplo, a los contenidos, el proceso de trabajo, las actividades, la evaluación y el feed-back. Este trabajo presenta un análisis de las ventajas y desventajas del carácter masivo de los MOOC y concretamente describe la experiencia de creación de un MOOC sobre Web Science desarrollada en la Universidad de Southampton (Reino Unido) en la plataforma FutureLearn durante el otoño de 2013. Se analiza la importancia del estudio de la rama de Web Science y cómo se originó esta experiencia. También describen las decisiones y el proceso de trabajo desarrollado para la creación e implementación del MOOC en concreto. Se termina este trabajo analizando alguno de los datos que se han obtenido, como el índice de participación (ligeramente elevado respecto a la media de los MOOC), los comentarios de los participantes, la manera de gestionar la facilitación del curso y algunos de los retos que nos encontramos a la hora de gestionar un MOOC, que se relacionan con el diseño del curso, la plataforma que se utiliza y cómo se organiza la facilitación del curso.

scholarly journals Practical E-Learning for the Faculty of Mathematics and Physics at the University of Ljubljana

10.28945/3072 ◽  
2007 ◽  
Author(s):  
Primoz Luksic ◽  
Boris Horvat ◽  
Andrej Bauer ◽  
Tomaz Pisanski
Keyword(s):  
Open Source Software ◽  
Web Based ◽  
Advantages And Disadvantages ◽  
Learning Standards ◽  
Web Based Learning ◽  
History Of ◽  
E Learning ◽  
Students Attitudes ◽  
The University ◽  
Mathematics And Physics

This paper presents the practical issues involved in introducing e-leaming for the Faculty of Mathematics and Physics (FMF) at the University of Ljubljana, Slovenia. It begins with a short history of e-learning at FMF and is followed by a discussion about the choice of the open source software (Moodle, svn, wiki platform) as the foundation for the web based learning; its advantages and disadvantages. The focus is on materials that enhance classroom learning, conform to learning standards, and at the same time address the needs of the end users - the students. In the end, the results of a survey about the students' attitudes towards e-learning are presented; in general and specific to the e-learning environment at FMF.

Like It

2016 ◽  
pp. 530-550
Author(s):  
Mary Leigh Morbey ◽  
Farhad Mordechai Sabeti ◽  
Michelle Sengara
Keyword(s):  
Higher Education ◽  
New Media ◽  
Social Networking ◽  
Teaching And Learning ◽  
Academic Disciplines ◽  
Comprehensive University ◽  
E Learning ◽  
Effective Inclusion ◽  
University Experience ◽  
The University

Social networking environments have become a ubiquitous part of the university experience. Accordingly, postsecondary institutions have started to consider the role that social networking can play in teaching and learning across academic disciplines. This case study documents findings from a 2012-2013 mixed-methods data collection in six graduate and undergraduate Digital Literacies and New Media Literacies courses at a major Canadian comprehensive university. It examines the pedagogical implications of adapting the Facebook platform for online collaboration and multimedia learning in blended courses, and offers a model of Facebook implementation for engineering and architecture education. Questions guiding the research ask: What is gained pedagogically through the use of Facebook in higher education courses? What are the pedagogical challenges encountered, and how might these be addressed? Suggestions based on observed trends are offered for the effective inclusion of Facebook as a beneficial pedagogical component in the design of e-learning platforms for higher education.

Entrepreneurship at Universities

2006 ◽  
Vol 20 (2) ◽  
pp. 85-96
Author(s):  
Bernd Heesen
Keyword(s):  
Higher Education ◽  
New Media ◽  
German Economy ◽  
Oecd Country ◽  
Academic Education ◽  
Master's Degrees ◽  
Higher Education System ◽  
University Of Applied Sciences ◽  
E Learning ◽  
The University

German higher education institutions offer insufficient programmes in continuing academic education. Less than 1% of all degrees awarded by HEIs in Germany in 2001 were Master's degrees. Despite the fact that the German economy is among the largest in the world, measured by percentage of GDP the country is investing 35% less in tertiary-level education than the average OECD country. The Bund-Länder Commission for Educational Planning and Research Promotion concluded that German universities were not fulfilling their task of offering continuing education and recommended reforms including (a) the development of continuing academic education incorporating the use of virtual programmes, (b) the use of new media and (c) refined concepts for teaching methods to impart media skills. This article describes the steps taken to introduce the first programme in continuing academic education leveraging e-learning at the University of Applied Sciences in Furtwangen, and concludes with policy recommendations for the further improvement of the German higher education system.

scholarly journals Analysis of Female Interest in Maritime Education at Nikola Vaptsarov Naval Academy Varna and at the Faculty of Maritime Studies, University of Split

2020 ◽  
Vol 9 (2) ◽  
Author(s):  
Blagovest Belev ◽  
Gorana Jelić Mrčelić ◽  
Zdeslav Jurić ◽  
Ivan Karin
Keyword(s):  
Future Research ◽  
Gradual Change ◽  
Naval Academy ◽  
Maritime Education ◽  
Female Candidates ◽  
Maritime Studies ◽  
Training Institutions ◽  
Maritime Education And Training ◽  
And Training

The promotion of gender equality and women’s empowerment is one of the main goals of the United Nations. The aim of this study is to analyze the gradual change of conservative perceptions about the role of women in shipping. Maritime education and training institutions are fully involved in the process. The Nikola Vaptsarov Naval Academy and the Split University’s Faculty of Maritime Studies are a part of this process of general change in human attitude towards the acceptance of women on merchant ships. Data on female admittance and graduation are collected by both academies. In the period examined, i.e.  2012 – 2018, 129 women were enrolled at and 60 graduated from the NVNA. 281 women were enrolled at and 68 graduated from the Faculty of Maritime Studies. The attitudes of female candidates at the academy Nikola Vaptsarov were studied by means of a questionnaire. The growing number of female candidates at Nikola Vaptsarov’s Navigation, Ship Engineering and Electrician studies proves that a competitive environment was created on a completely new basis, namely the ability of women to work at an equal footing with men in a purely male-dominated profession. This paper opens the door to future research of the recruitment market required to establish the reasons behind skepticism about women on board and the ways to overcome this conservative line of thinking.

scholarly journals Experiences of the e-learning environment of students at the University of Danang - University of Foreign Language Studies

2021 ◽  
pp. 41-46
Author(s):  
Tran Thi Thuy Oanh Tran
Keyword(s):  
Learning Environment ◽  
Foreign Language ◽  
Learning Activities ◽  
Student Survey ◽  
Advantages And Disadvantages ◽  
Language Studies ◽  
E Learning ◽  
The University ◽  
The Impact

E-learning is being widely deployed and gradually becoming a popular form of teaching in universities today. To achieve the quality of e-learning teaching requires the impact of many factors, in which the e-learning environment of students is important. This paper explored experiences on e-learning environment of students of The University of Danang - University of Foreign Language Studies (UD-UFLS) to improve e-learning environment of the university's students. The study refered to most students’ awareness of the importance of e-learning at university. The advantages and disadvantages of e-learning at the university (UD-UFLS) have also been identified. Through the results of the student survey, the content of the teacher's skills, the content of policies and management of e-learning activities, facilities and funding for e-learning implementation, class size, and student e-learning culture in e-learning are rated. The results of a questionnaire survey of 407 students of the UD-UFLS show a picture of students' e-learning environment and are the basis for proposing some measures to improve e-learning environment of the university's students.

scholarly journals Usage of Online Learning Resources among Academic Staff at a Malaysian University

2018 ◽  
Vol 7 (3.30) ◽  
pp. 1
Author(s):  
Kamilah Radin Salim ◽  
Morina Abdullah ◽  
Nor Liza Ali ◽  
Rosmah Ali
Keyword(s):  
Online Learning ◽  
Teaching And Learning ◽  
Online Courses ◽  
Practical Implication ◽  
Academic Staff ◽  
Learning Resources ◽  
Advantages And Disadvantages ◽  
E Learning ◽  
Online Learning Resources ◽  
The University

This paper reports on the awareness and usage of online learning resources in teaching and learning among the academic staff at a public university in Malaysia. In addition, the advantages and disadvantages of online learning resources are also presented. Online learning resources recommended by the management of the university include e-learning modules, Open Courseware (OCW), Massive Open Online Courses (MOOC), BLOSSOMS, Edutainment and Video of Exemplary Professionals. Data were collected using a survey questionnaire with Likert scale items and open-ended questions. The questionnaires were distributed to 160 academic staff of the university. The results show that the most attended training was e-learning and most respondents are currently implementing it in their courses. However, less than 10% of the respondents implemented the OCW, MOOC, BLOSSOMS and Edutainment. About 23.1% of the respondents implemented Video of Exemplary Professionals in their teaching and learning. Some respondents also reported lack of student participation in using e-learning and other resources due to system instability. The practical implication of this study is that more training on new online learning resources should be provided to the academic staff to increase their skills in using the online learning resources in their teaching. Better internet connection is also necessary to boost the use of these resources. 

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