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Development of a Web-Based Student Internship Portal for Students of Health Colleges



Research Article
Volume 5 • Issue 3 451
Development of a Web-Based Student Internship Portal for Students of
Health Colleges
Abdulellah Modhi ALSOLAIS
Introduction: Information technology is used as a communication tool
in colleges of applied medical sciences, but its optimal use in internship
program is still low.
Aim and objectives: This study aims to develop a web-based information
system for student internships and to provide students with nursing
information, skills and experience necessary to qualify them as highly
competent nurses.
Methods: The system is built using interactive website technology
based on four main components, namely students, supervisors, industry
and coordinators. The web-based student placement system includes
information functions, schedules, enrolments, portfolio reports, completion
reports, database backup and guidance systems. PHP, Bootstrap, CSS,
HTML, JavaScript, MySQL database and Apache web server are the
technologies used to develop the web-based internship information
Results: The results show that the resulting system can be used to support
the student internship program for all parties involved.
Conclusion: This system can help students, supervisors and coordinators
in running internship program.
Asst Prof, Nursing Department, College of Applied
Medical Sciences, Shaqra University, Saudi Arabia
*Corresponding author:
Abdulellah Modhi ALSOLAIS, Asst Prof, Nursing
Department, College of Applied Medical Sciences,
Shaqra University, Saudi Arabia.
Citation: Abdulellah Modhi ALSOLAIS.
Development of a Web-Based Student Internship
Portal for Students of Health Colleges. Fortune
Journal of Health Sciences 5 (2022): 451-460.
Received: June 30, 2022
Accepted: July 07, 2022
Published: August 12, 2022
Keywords: Web-based, Student Internship Portal, College, University,
Process and Methods, Students, Health
The Internet era has profoundly altered how people operate and accomplish
their goals. Everyone's lives have been changed dramatically by the rapid
growth of the computer industry. Prestigious educational institutions have
saved both money and time by using computer-based applications. Facilitators
are emphasized in learning activities at work to better support and empower
students during the internship program, which diers from the higher
education institution atmosphere (Messmann and Mulder, 2015). Student
internship programs have improved the university-hospital relationship
and the workplace's ability to be a collaborative environment (Conway and
Foskey, 2015). Students face frequent issues during their internships, such
as trouble nding a job, lack of knowledge, and students working outside
of their eld of study (Polat et al., 2010). Programming languages, binary
arithmetic, databases and computer programs are all used in the development
of the student internship portal (Eroshkin et al., 2017). Email services are
also used, as well as global web communication (Iskandar et al., 2015). It is
possible to create new and superior educational experiences using information
ALSOLAIS AM et al., Fortune J Health Sci 2022
Citation: Abdulellah Modhi ALSOLAIS. Development of a Web-Based Student Internship Portal for Students of Health Colleges. Fortune
Journal of Health Sciences 5 (2022): 451-460.
Volume 5 • Issue 3 452
technologies. Web-based applications' security, accuracy,
and quality depend on frequency and reliability (ChanLin
and Hung, 2015). Testing is used to verify the functionality
of web-based applications (Li et al., 2014). A computer
programming language such as HTML, JavaScript, or PHP is
used to create web applications, which are then accessed via
a web browser over a network (Al-Fedaghi, 2011). Therefore,
this study aims to design and implement the web-based
'Student Internship Portal' (SIP).
Objectives of the Study
The specic objectives of this project are to design the
1. Create a web system, which is included in admin, students,
training, and internship unit's rights.
2. Determine the use cases and test whether the SIP meets
the requirements set by the admin and health or medical
The SIP design database is based on the user's and the
page's attributes. Including hardware and software needs is
necessary to develop and maintain a user-friendly information
system. Utilize Activity Diagrams, Case Diagrams (UCD),
Class Diagrams, and Sequence Diagrams are four diagrams
used to explain the software development process in Unied
Modeling Language (UML). It also provides an overview
of the research dictionary and user interface design, which
will be utilized to generate system display designs for
the database design. The program must be translated into
programming language code and set up on a computer system
for the program to work correctly. A web-based system was
developed. The system was built using the PHP Native
programming language, and the user interface was built using
Bootstrap and CSS templates (Olszak and Ziemba, 2007,
Spurlock, 2013, Tatroe and MacIntyre, 2020, Yannuar et al.,
2018). Finally, testing aims to minimize errors and ensure
that the information systems generated are of high quality.
Making sure the system works as it should be a part of system
testing. System functionalities are tested using a Blackbox
Design of Database
The SIP page data required for the web-based SIP portal
includes the title, header, border, and multi-tabs to select
dierent options on the web pages. The user data tracked by
the portal system is the user's student identity (ID), username,
rst name; last name, password and email address (Figure 1).
Once the login authentication is done, the system
automatically redirects the user to the appropriate page. The
lecturer and the administrator check all user data on the portal
server page when the user creates their ID. The information
entered by a user is rechecked by the system, as shown in
Figure 2. In case of incorrect entries, the system issues an
appropriate error message. The two main error messages are
"the ID and password do not match" and "the required elds
are missing". The record stored in the database is identied
by a unique number that serves as a parameter for checking
integrity constraints and maintaining accurate data in the
database, as seen in Figure 3.
The functions administrators can manage the website
content, hospital data, student personal data, participant
data, user data, competencies, identities, viewing charts, and
database backups by logging in. University faculties, called
supervisors in this system, have functions to manage and
monitor placements, manage instructions and values, and
view information about placements after logging in. Students
or participants doing placements can enter daily or weekly
activities into the portal, view guidance, view placement
status, view information and view placement scores by
logging in rst (Yannuar et al., 2018).
Implementation on System
The web-based internship information system consists of
an interface implementation using a bootstrap template and
Jumbotron-narrow for student pages. For admin, training,
and internship, the unit coordinators' pages use as Admin
templates. The performance of the web-based internship
information system can be seen at
Below is the result of a system interface implementation.
The SIP is a comprehensive toolkit for managing and
coordinating internship programs in an educational institution
with students and administration. SIP provides three modules
for admin (Faculty Members or Training and Internship Unit
Coordinators) and student users loaded with features declared
in the requirements specication. All medical students should
undergo an internship year after completing all college study
plan requirements. When the medical or health students
complete the full 4th year, the coordinator will upload their
training and internship program (e.g., Nursing or Clinical
Laboratory Science & Others medical subspecialty) into
the SIP. Hence, they will be authorized to access the system
(binti Jaafar et al., 2017). The SIP is designed to perform
several dierent functions for two dierent users (admin and
Home Page of SIP
This page will be the rst page that all the users will see
when they enter the SIP website ( The
Administrator of SIP will own the home pages and contain
login username followed by password icons. The page
highlights the contact details of any inquiry to use this portal
and information about the developer of the system and its
usability (See Figure 4).
ALSOLAIS AM et al., Fortune J Health Sci 2022
Citation: Abdulellah Modhi ALSOLAIS. Development of a Web-Based Student Internship Portal for Students of Health Colleges. Fortune
Journal of Health Sciences 5 (2022): 451-460.
Volume 5 • Issue 3 453
their university number ID to enter SIP. The system user will
be redirected to the dashboard if the account is valid after
opening the main page. Furthermore, the admin is responsible
for registering qualied students in any colleges as well as
managing the following records such as training sectors
(Tertiary Hospital, Secondary Hospital, General Hospitals,
Private Clinics), training programs (Nursing and Clinical
Laboratory Sciences), training plan for students and response
to any notications reported by training and internship units
and students for any choices health organization, such as
requesting annual leave and training evaluations.
My Program Page
This page will demonstrate the internship program that
can be applied. The admin (Training and internship unit
coordinators) gets an alert whenever a new student submits
any proposal for review, such as (registering in the program
and apply a letter of training in the hospital). The training and
internship unit coordinator can accept or reject the proposal
with given reasons for rejection. Depending on the decision,
when the proposal is accepted, the workow status will be
automatically displayed from register to show in the student
system. In addition, the system will automatically email the
student with the necessary information if needed (See Figure 5).
Approval Page
This page is visible only to the coordinators and provides
an easy interface to accept and reject any new request
from interns. This page consists of four visible elds and
one invisible, as shown in Figure (6). These elds have
dierent approval stages. For example, register approval
will display a list of students who request to register and a
letter of the training program. For the next step, when the
ocial registration and training letter is ready, students
will print it out from the system and then submit the letter
to the organization for the internship application process.
Figure 1: Interaction among the components used in SIP
Figure 4: Home Page Login Interface
Figure 3: Entities and Attributes
Figure 2: Students Internship Portal Relationship Diagram
The Admin Log-in Interface
The user can access the login page via the login menu in
the middle of the system's main page. After correctly entering
the user identity (ID) and password, users must enter their
login account and press the login button. Students can use
ALSOLAIS AM et al., Fortune J Health Sci 2022
Citation: Abdulellah Modhi ALSOLAIS. Development of a Web-Based Student Internship Portal for Students of Health Colleges. Fortune
Journal of Health Sciences 5 (2022): 451-460.
Volume 5 • Issue 3 454
So, if the organization agrees to accept the students for the
internship program, students should submit acceptance or
rejection letters based on their preference. In the second
le, the coordinators will review and accept it by lling in
the start date of the training and internship program, and
the workow status will be changed from show to plan on
the students' system. Next, the third eld is concerned with
approving the attached training evaluation form when the
students are consequently completed one of the assignment
areas based on their training and internship plan. The fourth
eld is responsible for showing any request for leave sent by
a student who started their training and internship program.
The training and internship unit coordinator has the option
of either accepting or rejecting this request. Depending on
the decision, if the requested leave is approved, the training
and internship period will automatically change on the
Plan page on the students' system. The fth eld will not
appear on the approval page until interns or students have
completed all the training and internship plan assignment
areas. Once approved by the director of the training center at
the assignment hospital, they will be given temporary access
to review all training evaluation forms. The concerned site
supervisor will evaluate the intern based on their performance
throughout the internship. General considerations regarding
the evaluations, the evaluation form of the intern will not be
accepted unless it is sealed in the organization's signature by
the concerned authorities, including the on-site supervisor
and the administrative head of the respective organization.
The internship coordinator of the faculty will cosign when
they receive the evaluations and put the internship letter into
the system. Then the training and internship certicate will be
attached to the system.
Program Page
This page provides the available internship program that
students can apply for from my program page in the student
system. Each units' coordinators in medical college can create
any suitable training and internship program for their students
by using "create" on the program page. The details in this
unique feature include the college's name, gender, and the
number of weeks, as shown in Figures 7 and 8.
Plan Page
This single-page process records and displays all the
training and internship plans per the role and regulation of
internship for each subspeciality in the college (See Figure 9).
Once the students accept the internship oer, the information
of practical and training departments regarding the host health
organization will be displayed in the 'Internship Plan' eld.
Later, this information will be used by the coordinator to
assign visiting internship plan during the evaluation process.
The coordinators are responsible for recording all necessary
information for the internship plan by using "create" such
as the type of program, departments, section, description,
Figure 5: My Program Page Interface
Figure 6: Approval Page Interface
number of weeks, attaching the evaluation for each assigned
area, and others, as shown in gure (10).
Colleges Page
Another additional page to be considered is providing an
option for the main admin to add or change the details of
participating colleges into the system. For example, if the
coordinators would like to change the name of the dean with
signature, phone of college or units and email which appear
in the training and internship letter so, they must use "create"
or "edit" on the college page as in Figures 11 and 12. All
university colleges have the right to use this system with their
own training and internship program.
Orgnizations Page
The last administrator page will show all information that
has been lled in for eligible hospitals or health organizations.
These eligible hospitals will appear once the students apply
for training and internship letter. The faculty coordinators
can create and edit any host organizations such as hospitals,
primary health care and schools (See Figure 13).
ALSOLAIS AM et al., Fortune J Health Sci 2022
Citation: Abdulellah Modhi ALSOLAIS. Development of a Web-Based Student Internship Portal for Students of Health Colleges. Fortune
Journal of Health Sciences 5 (2022): 451-460.
Volume 5 • Issue 3 455
Figure 8: Create New Program
Figure 11: Colleges Page Interface
Figure 12: Create or Edit Colleges InformationFigure 9: Plan Page Interface
Figure 10: Create New Plan
Figure 7: Program Page Interface
ALSOLAIS AM et al., Fortune J Health Sci 2022
Citation: Abdulellah Modhi ALSOLAIS. Development of a Web-Based Student Internship Portal for Students of Health Colleges. Fortune
Journal of Health Sciences 5 (2022): 451-460.
Volume 5 • Issue 3 456
Students Log-in Interface
On the student interface, they have to log into the system
using their university number as their username with a
private password. When students enter the correct user, the
system will transfer it to the terms and conditions page of
the Internship Program, and they must agree to move to its
main page. The main page will consist of three home pages
on the right side that can be accessed by students eligible for
the Internship Program. Each page has dierent functions to
full the mandatory training requirements for excellence, as
shown in Figure 14.
This page contains essential information for a student.
For example, it includes the college information to which the
student belongs, the university number, civil registry number,
scientic department, and the feature of adding a mobile
number and university email (See Figure 15).
Program Page
On the student interface, they must log in to the system
using the ID number as username and private password.
Figure 13: Create or Edit new organization host
Figure 14: The main interface of student
Figure 15: Dashboard Page for students
Figure 16: My Program into Student Page
At this stage, when students enter the correct username
and passport, the system will transfer them the terms and
conditions of the internship program. Then, they must accept
them before passing the other feature into the system. At this
point, the student will register and request the training letter
for the host organization from this page (see gure 16). This
action will prompt notication to the coordinator's email so
that the coordinator will prepare the application letter with
internship plan letterhead based on information retrieved
from the student's database. When the registration and letter
are approved, students will click the show icon; then, they
can print out the letter and submit it to the organization for the
internship application process, as shown in gures 17 and
18. Students who are accepted into an internship program by
an organization should follow the steps in gures 16 to 18
to submit an acceptance letter. A fty-two-week internship
program and communication about training progress in
real-time are both made possible by this SIP program.
Results from the Trainer User Interface are shown in Table
3. As shown in Figures 16-18, if the mentor approves of
ALSOLAIS AM et al., Fortune J Health Sci 2022
Citation: Abdulellah Modhi ALSOLAIS. Development of a Web-Based Student Internship Portal for Students of Health Colleges. Fortune
Journal of Health Sciences 5 (2022): 451-460.
Volume 5 • Issue 3 457
the student's internship development, the students should
share their evaluations. They can now download and print
their traineeship certicate after the college recognizes their
Leave Page
This page allows the interns to request annual leave
during an internship period through their page in SIP. This
page contains vital information that needs to be lled in
by students, such as the number of days, start and end day,
reason, and support le (See Figure 19).
The Rating and Summary Report
The nal grade rating and summary report of students who
successfully completed the internship program is given. The
evaluation of students has been successfully completed for a
particular training program based on their work and will be
given to students using automatically with SIP. Student can
manage, download and print report directly using their portal.
Result of use testing SIP
To assess whether the SIP website meets the requirements
set by the administrator, trainers and students use the Case
Testing Tool. Tables 1, 2, and 3 show the respondents'
answers to the administrator, trainer and student assess-
ments. The features and functions of SIP are listed with the
corresponding expected output. Respondents rated the actual
output using the criteria nish/not-nish.
This research aimed to create a web-based Student
Internship Portal (SIP), a comprehensive toolbox for
administering and organizing internship programs in an
educational institution with students and administration. This
study aimed to accomplish this goal. The SIP was developed to
make converting to a more advanced model of data processing
in educational settings easier. This goal was achieved through
the utilization of information technology. The web-based
placement information system for students is used to keep an
Figure 17: Letter Request into My Program of Student Page
Figure 18: Submit Approval Letter into My Program of Student Page
Figure 19: Leave Request Page
ALSOLAIS AM et al., Fortune J Health Sci 2022
Citation: Abdulellah Modhi ALSOLAIS. Development of a Web-Based Student Internship Portal for Students of Health Colleges. Fortune
Journal of Health Sciences 5 (2022): 451-460.
Volume 5 • Issue 3 458
eye on the institution's evaluation data regarding the students'
development. Students were also willing to participate in
the use of online journals as a form of assessment for their
learning while they were in the placement. Students can
obtain rst-hand experience through the Student Internship
Program (SIP), which gives them the chance to work for an
organization that focuses on internship programs and other
educationally pertinent themes. The location of the student's
internship depends on the student's interests and the location
of the student's desired place of employment once the student
has completed their educational programs and graduated.
Students can monitor their own progress, comprehend what
is expected of them, and interact with the coordinator in an
acceptable fashion. The Student Information Portal (SIP) was
designed to oer an interactive tool for students, professors,
and the institution to communicate with one another whenever
and wherever it is necessary. Information technology helps
discover new molecular entities and encourages the use of
modern molecular-modelling tools to help teach (Ragno
et al., 2020, Chari et al., 2022). Many educational institutions
Before the Training
User: ADMIN Projected Output Final Output
Adds categories and addresses for
students. It must be possible for the application to save students' categories to a database Finished
Creates new categories and program for
The database should be used to store information about training categories and
programmed. Finished
Registers and assigns qualied Trainers In order for the app to function properly, trainers must be able to be saved and
training programmed must be assigned to them. Finished
Sets up a training plan (Sends
notications to trainers and clients)
Training schedules can be added, and the app will notify the customer as well
as the trainers of the specics of each session. Finished
Creates a master list of all participants
who have signed up for training.
Customers who conrmed their presence at the training should be listed in the
application's master list. Finished
During the Training
Prints Master List of conrmed training
The application should be able to print master list of the client who conrmed the
attendance of the training. Finished
After the Training
The training programmed has been
terminated. Upon completion of training, the application should be able to close the session. Finished
Attachments such as, training evaluation
forms, attendance sheets, other things,
should be uploaded.
The attachments of the training can be saved in the application. Finished
the evaluation results can be seen or
printed such as end up training letter and
internship certicates.
The evaluation results and internship certicates of the training can be viewed
and printed from the application. Finished
Table 1: Students’ response for trainer User interface
Before the Training
User: STUDENTS Projected Output Final Output
A prole is set up. Students can create an account on the app and keep track of
their progress. Finished
Conveys an interest in training programs/s
(submits training need)
Students can express their desire
to participate in the training programmed. Finished
Conrms participation in training sessions as
Students can conrm their attendance upon the receipt of an
email message from the attendance application. Finished
During the Training
(Attends training) Finished
After the Training
In-depth evaluation of the training course
After the training, students can assess the trainer's
e󰀨ectiveness, as well as the training facilities. Finished
Table 2: Students Responses for the Trainer User Interface
ALSOLAIS AM et al., Fortune J Health Sci 2022
Citation: Abdulellah Modhi ALSOLAIS. Development of a Web-Based Student Internship Portal for Students of Health Colleges. Fortune
Journal of Health Sciences 5 (2022): 451-460.
Volume 5 • Issue 3 459
at the higher education level have harnessed e-learning tools to
empower the application of various learning models (Al-Hawari et
al., 2021) that enrich the educational process (Welling and Thomson,
2003). Many studies are converging at the moment, such as the
one that found that advances in information and communication
technology considerably led to the adoption of web-based Learning
Management Systems (LMSs) in higher education institutions all
over the world (Cavus, 2015, Moore et al., 2011); blended learning
(Yeou, 2016); ipped classrooms (Harvey, 2003). The LMS
systems provide potent learning tools accessible globally at any
time (Al-Hawari et al., 2021). These features satisfy the various
requirements of educators and learners (Mok, 2014). Currently, our
undergraduates rely solely on conventional face-to-face interactions
with the principal investors and the college administrations.
Nevertheless, this study will leverage online training and hands-
on practical training to ensure a seamless learning experience. This
article presents one such application with the intention that it can be
utilized by any educational institution as well as students who are
already participating in an internship to further facilitate the duties
they perform daily. The internship site serves as a vital contact for
students' future working lives and a tool that can assist students in
planning their future research and academic endeavors.
The SIP was established successfully and proved to be a
very useful tool for students, professors, and the institution to
communicate wherever necessary. The SIP is a user-friendly,
web-based instrument for evaluating training, its progression,
administration, and guidance programs. After completing the
internship program, students strengthen their nursing abilities
via hands-on experience. The practicum program trains
students to make independent medical judgments within their
area of expertise while retaining professional competence and
adhering to the ethics of the nursing profession. In addition,
they learn how to operate in healthcare teams, build their
professional abilities according to the job description, and
seek guidance from people with more experience.
The student internship portal created by Dr Abdulellah
Modhi Alsolais has essential features that will help students
nd internships and serve as a link between students and
educational institutions so that they can make improvements
in the future. Also, the online portal for students to nd
internships saves time and money.
Conict of interest
All rights reserved by shaqrasip, an internship portal for
students with Dr Abdulellah Modhi Alsolais.
Source of Funding
This research received no specic grant from any funding
agency in the public, commercial, or not-for-prot sectors.
Author Contribution Statement
The author conrms sole responsibility for the
following: study conception and design, data collection, analysis
and interpretation of results, and manuscript preparation
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Full-text available
Several higher education institutions have harnessed e-learning tools to empower the application of different learning models that enrich the educational process. Nevertheless, the reliance on commercial or open-source platforms, in some cases, to deliver e-learning could impact system acceptability, usability, and capability. Therefore, this study suggests design methods to develop effective learning management capabilities such as attendance, coordination, course folder, course section homepage, learning materials, syllabus, emails, and student tracking within a university portal named MyGJU. In particular, mechanisms to facilitate system setup, data integrity, information security, e-learning data reuse, version control automation, and multi-user collaboration have been applied to enable the e-learning modules in MyGJU to overcome some of the drawbacks of their counterparts in Moodle. Such system improvements are required to motivate both educators and students to engage in online learning. Besides, features comparisons between MyGJU with Moodle and in-house systems have been conducted for reference. Also, the system deployment outcomes and user survey results confirm the wide acceptance among instructors and students to use MyGJU as a first point of contact, as opposed to Moodle, for basic e-learning tasks. Further, the results illustrate that the in-house e-learning modules in MyGJU are engaging, easy to use, useful, and interactive.
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The increasing use of information technology in the discovery of new molecular entities encourages the use of modern molecular-modeling tools to help teach important concepts of drug design to chemistry and pharmacy undergraduate students. In particular, statistical models such as quantitative structure–activity relationships (QSAR)—often as its 3D QSAR variant—are commonly used in the development and optimization of a leading compound. We describe how these drug discovery methods can be taught and learned by means of free and open-source web applications, specifically the online platform This new suite of web applications has been integrated into a drug design teaching course, one that provides both theoretical and practical perspectives. We include the teaching protocol by which pharmaceutical biotechnology master students at Pharmacy Faculty of Sapienza Rome University are introduced to drug design. Starting with a choice among recent articles describing the potencies of a series of molecules tested against a biological target, each student is expected to build a 3D QSAR ligand-based model from their chosen publication, proceeding as follows: creating the initial data set (Py-MolEdit); generating the global minimum conformations (Py-ConfSearch); proposing a promising mutual alignment (Py-Align); and finally, building, and optimizing a robust 3D QSAR models (Py-CoMFA). These student activities also help validate these new molecular modeling tools, especially for their usability by inexperienced hands. To more fully demonstrate the effectiveness of this protocol and its tools, we include the work performed by four of these students (four of the coauthors), detailing the satisfactory 3D QSAR models they obtained. Such scientifically complete experiences by undergraduates, made possible by the efficiency of the 3D QSAR methodology, provide exposure to computational tools in the same spirit as traditional laboratory exercises. With the obsolescence of the classic Comparative Molecular Field Analysis Sybyl host, the 3dqsar web portal offers one of the few available means of performing this well-established 3D QSAR method.
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Information technology has been used as a means of communication in vocational schools but its optimal utilization in internship programs is still low. This study aims to design web-based internship information system. The method used to collect quantitative data in this study is the Design Science Research Methods (DSRM), namely research that produces products and services information systems. The research flow starts from requirement analysis, design, implementation and system testing. The system is built using interactive website technology based on four major components namely students, supervisors, industry and coordinators. The web-based internship system contains information features, schedules, signups, daily journals, portfolio reports, final reports, database backup and guidance systems. PHP, Bootstrap, CSS, HTML, JavaScript, MySQL database and Apache web server is a technology used to develop web-based internship information system. The results show that the resulting system can be used as support for the internship program for all parties involved. This system can facilitate students, supervisors and coordinators in the implementation of internship programs.
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The report provides an overview of the basic concepts of internationalisms in international information management. Systematization of the conceptual and categorical apparatus that is disclosed on the example of the use of information systems in management according to their hierarchy is proposed. There is justified the creation of a unified conceptual and categorical apparatus of information management, summarized in a logically connected international system, which will enable the manager to navigate the numerous international abbreviations.
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An appreciative lens has been used to explore the question: what is it in the performance of managers, other employees, vocational educators and apprentices themselves, which enables an apprentice to experience a sense of thriving at work? The apprentice is understood to be involved in a process of continually developing and becoming as their social identity as a tradesperson emerges. Previous researchers have noted how learning to both ask for, and offer, help is a key competence that successful apprentices develop during their training. This helps to focus attention on the social context of the apprentice’s experience. This study suggests that when managers, vocational educators and apprentices engage in behaviours that promote affiliation they have the opportunity to develop not only more meaningful relationships but also to experience a sense of thriving at work.
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The technology has been advancing rapidly recently and it has become necessary to use technology in the education sector. Because of this it has become necessary to re-organize the education sector. The needs of both students and teachers are also changing. Teachers need to prepare their lecture notes in the most effective way and in the shortest time. For the students the requirement has been to remove the time and space concept and encourage them for self-study. The educational institutions on the other hand are seeking to provide the maximum level of education with minimum level of investment. LMS seems to be at the top of the latest technological advancements that will satisfy all the requirements of teachers and students. The author has prepared this paper with the aim of giving general information about LMS systems, and in addition to describe all the aspects of LMS systems such as their general structure, types, and so on. In particular, the highly popular Moodle LMS system is described in greater detail.
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This paper presents the rationale behind the utilization of a Moodle Learning Management System for the facilitation of a blended learning approach in the Informatics department. The authors present and analyze the steps followed in order to replace the prior decentralized organizational structure of the courses, which consisted of a multitude of different and incompatible systems. The main goal was to implement a single system, which would be easy to operate, maintain, and update, and would cater to the variety of instructor and student needs. Furthermore, evaluation data of the new system is presented in detail. The analysis of the results serves to confirm the success of this department-wide migration. Article Preview Top Blended Learning Our department conceived the proposed LMS system as a preoperational or follow-up step to face-to-face education, thus facilitating a blended learning approach. In other words, one goal was for the LMS to suitably augment the quality of face-to-face education and student support. There is evidence that blended learning has the potential to be more effective and efficient when compared to a traditional classroom model (Heterick & Twigg, 2003; Twigg, 2003). Blended learning is defined as a learning solution, which implies a mix of the following (Garrison & Kanuka, 2004; Graham, 2005): • • Varied delivery media: e.g., non-technology-supported and online electronic multimedia material. • • Varied learning events: e.g., individual, self-paced and collective ones. • • Electronic performance support: e.g., instruction based and knowledge management support. Purchase this article to continue reading all 18 pages >
A course centered around transition-metal catalysis in modern drug discovery was designed to illustrate the central role of organic chemistry in driving small-molecule drug development. The course highlighted both fundamental and applied concepts, first with a focus on the drug discovery process, followed by foundational principles in catalysis and modern catalytic methods. Finally, these topics were unified in the last portion of the course, where case studies served to highlight the use of transition-metal catalysis in the synthesis of modern drugs. Three graduate students designed and taught the course, with mentorship from a faculty member, leading to several notable teaching outcomes. Additionally, experts in the fields of catalysis and drug discovery served as guest lecturers throughout the duration of the course. This approach spotlighted the various careers that organic chemists play in the development of new medicines. We hope that this course motivates the creation of other courses in STEM that unify fundamental concepts with applications and career outcomes.
Moodle and other web-based learning systems have become very popular in higher education. Their success will not be achieved if students fail to use such systems. The present study investigates university student’s attitudes regarding the use of Moodle. Forty-seven students from a Moroccan university were involved in the study. The students attended a course in a blended learning environment. The technology acceptance model was used to assess their acceptance of the e-learning system. Structural equation modeling was employed with SmartPLS program to explain the students’ acceptance of the system. Data showed that technology acceptance model is still a solid theoretical model whose validity can extend to blended learning settings. The results point to the significant importance of computer self-efficacy and perceived usefulness in accounting for attitude and Moodle usage. Implications of the findings and limitations along with future research directions are also discussed.
The aim of this study was to investigate how apprentices’ learning activities at work can be fostered. This is a crucial issue as learning at work enhances apprentices’ competence development and prepares them for professional development on the job. Therefore, we conducted a study with 70 apprentices in the German dual system and examined the role of school–work alignment and work characteristics as facilitators of apprentices’ work-based learning activities. Outcomes of path modelling showed that apprentices’ engagement in enquiring was facilitated by their perception of work orientation at school. Likewise, if apprentices perceived work as complex and providing autonomy and needs support, they more strongly reflected individually on work-related challenges. Finally, as a consequence of perceiving their work as complex, they sought reflective interactions with others. The study, thus, highlights the importance of challenging, empowering and supportive work environments and of alignment between school and work as facilitators of apprentices’ learning activities at work.