Article

A feasibility study on the adoption of e-learning for public health nurse continuing education in Taiwan

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  • National Yang Ming Chiao Tung University
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Abstract

The purpose of this study is to investigate the feasibility of developing e-learning and to examine reasons for adopting or rejecting e-learning as an alternative way to conduct continuing education (CE) for public health nurses (PHNs). A nationwide-based cross-sectional study was conducted with a randomly selected sample of 233 PHNs in Taiwan. A structured questionnaire was used to collect data by mailing methods. The majority of PHNs (88.84%, n=207) showed an affirmative intention towards adopting e-learning as their one way of CE. Reasons for adopting e-learning included achieving life learning, fulfilling personal interests, time-saving, based on job needs, information diversity, flexible in time and space, self-regulatory learning, cost-effectiveness, less impact on family duties and life. Twenty-six PHNs (11.16%) who rejected e-learning as their way of CE indicated main reasons including poor computer competence, lack of personal computer and without internet access, heavy work load, heavy family duties, conflict with personal preference, heavy economic burden, lack of motivation, and low self-control. This study reveals a high feasibility of developing e-learning that coexists with other CE models (e.g. traditional instruction). Reasons analyses provide directions for decreasing barriers for developing a learning model of this new medium for nurses' CE.

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... Reviewed studies sampled 40,223 healthcare providers. The studies employed various research designs, including cross-sectional designs in the United Kingdom, Taiwan, and globally [15,38,60], experimental designs in the USA, India, Ghana, Italy, Belgium, and others [1,10,12,13,18,20,28], longitudinal designs in sub-Saharan Africa and Italy [14,45], mixed methods studies in Guinea, Ghana, China, Republic of Ireland, Northern Ireland, Australia, and Nigeria [7,11,17,22,36,41,42,51,58] qualitative designs in Ukraine, Malawi, South Africa, the USA, India, Uganda, and Rwanda [7,11,[23][24][25]40], and randomised controlled trials in the Netherlands, the UK, and Australia [9,16,27,31,32,44,56]. Thus, most of the reviewed studies were experimental designs (15) and mixed-method designs (11) (see details in ...
... Barriers to effective eLearning adoption among healthcare providers encompass a range of personal, systemic, and environmental factors. Personal factors include a lack of perceived need for eLearning [38], poor computer competence and literacy [7,23,25,41,42,45,60], absence of personal computers [7,10,24,41,45,60], financial constraints [8,36,60], low self-control [60], high family duties [60], and concerns regarding low knowledge retention after eLearning programmes [14,58]. ...
... Barriers to effective eLearning adoption among healthcare providers encompass a range of personal, systemic, and environmental factors. Personal factors include a lack of perceived need for eLearning [38], poor computer competence and literacy [7,23,25,41,42,45,60], absence of personal computers [7,10,24,41,45,60], financial constraints [8,36,60], low self-control [60], high family duties [60], and concerns regarding low knowledge retention after eLearning programmes [14,58]. ...
Article
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Background The effectiveness of eLearning in enhancing healthcare professionals’ capacity has received substantial attention globally. This review sought to synthesis evidence on the effectiveness of various types of eLearning programmes, and the facilitators and barriers to its use. Methods The review was guided by Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines. Four main databases (PubMed, Web of Science, JSTOR, and Scopus) in July 2023 and 44 articles met the eligibility criteria and were included in the review. The JBI critical appraisal checklist was used to appraise the methodological quality of the studies. The data were examined using narrative review to determine the effectiveness of the intervention as well as the barriers and facilitators to its use. Results This review found that asynchronous, synchronous, blended, and self-learning methodologies are effective eLearning approaches for continuous professional development. Previous positive experiences, user-friendly interfaces and relevance of the eLearning content to daily practice are critical elements that facilitate eLearning usage. Poor computer competence and literacy, lack of personal computers and high family duties were the main personal factors that hindered eLearning use. Some systemic barriers included; heavy workloads, shortage of specialised eLearning facilitators poor management involvement, and technical inadequacies within the ICT departments. Environmental issues such as poor infrastructure, including limited internet and frequent power outages acted as barriers. Conclusion The review highlights the effectiveness of various eLearning approaches among health professionals and presents the disparities between developing and developed economies in relation to the facilitators and barriers.
... A detailed literature review of selected dimensions and barriers is tabulated in Table 1. [3,16,19,22,24,[27][28][29][30]36,37,41,43,44] Lack of Motivation (ILM) [21,23,28,29,38,44] Barriers related to Infrastructure and Technology Dimension (BITD) ...
... A detailed literature review of selected dimensions and barriers is tabulated in Table 1. [3,16,19,22,24,[27][28][29][30]36,37,41,43,44] Lack of Motivation (ILM) [21,23,28,29,38,44] Barriers related to Infrastructure and Technology Dimension (BITD) ...
... Inappropriate Infrastructure (ITII) [3,[17][18][19][20][21][23][24][25][27][28][29][30][31][32]37,39,40,[44][45][46][47][48] Low Internet Bandwidth (ITIB) [21,23,[25][26][27]29,33,37,39,44,47,49] Lack of Technical Support (ITTS) [16,21,26,28,31,40,41,43,44,47,50,51] [3,20,21,24,25,28,31,33,35,38,39,42,52,53] Lack of Inadequate Policies (IMIP) [16,20,21,23,24,31,38,39,46,52] Lack of Training on E-Learning (IMTE) [3,16,17,20,21,31,37,38,41,47] Lack of Instructional Design (IMID) [16,38,44,46] Several research studies have focused on barrier factors related to E-Learning. This section is divided into two subsections, namely MCDM-based research-methodologiesrelated work and identification of barriers related to different E-Learning dimensions. ...
Article
Full-text available
E-Learning is a popular computer-based teaching–learning system that has been rapidly gaining global attention during and post COVID-19. The leaping changes in digital technology have enabled E-Learning to become more effective in recent years. It offers freedom from restrictions caused by geographical boundaries and provides time flexibility in the teaching–learning process. Apart from its numerous advantages, the success of E-Learning depends upon many critical success factors (CSFs) and barriers. If the barriers that lie in the way of successful E-Learning implementation are not addressed diligently, it will limit E-Learning success. It has been revealed through past research that these barriers are serious threats that need immediate attention in their redressal. This paper attempts to reveal sixteen barriers under four different dimensions by going through a comprehensive review of the literature and engaging decision makers. Furthermore, it uses the Analytic Hierarchy Process-Group Decision Making (AHP-GDM) methodology to evaluate and prioritize them. The results obtained show that barriers related to the Institutional Management Dimension (BIMD), Infrastructure and Technological Dimension (BITD), Student Dimension (BSD), and Instructor Dimension (BID) pose the greatest challenges in the successful implementation of E-Learning. The AHP-GDM methodologies reveal the comparative relationship among these barriers as BIMD > BITD > BSD > BID and further quantify their negative effects as 46.35%, 29.88%, 12.30%, and 11.4%, respectively, on successful E-Learning systems (‘>’ indicates comparative challenges).
... Lack of ICT Skills (IICT) [12], [21], [22], [13], [23], [16], [10], [24], [25], [26], [27], [28] Instructors Resistance to change (IRC) [29], [22], [22] [13], [30], [23], Lack of Time to Develop E-Courses (ITTD) [15], [29], [22], [24], [26], [18], [27], [31], [19], [28], [14] C. Infrastructure and Technology Dimensions The dimension involving Infrastructure and Technology plays a vital role in the success of E-Learning teachinglearning. Infrastructure provides an easy access to E-learning system whereas technology permits the use of stat-of-the art technology in hardware and software for required effectiveness in teaching-learning. ...
... Lack of ICT Skills (IICT) [12], [21], [22], [13], [23], [16], [10], [24], [25], [26], [27], [28] Instructors Resistance to change (IRC) [29], [22], [22] [13], [30], [23], Lack of Time to Develop E-Courses (ITTD) [15], [29], [22], [24], [26], [18], [27], [31], [19], [28], [14] C. Infrastructure and Technology Dimensions The dimension involving Infrastructure and Technology plays a vital role in the success of E-Learning teachinglearning. Infrastructure provides an easy access to E-learning system whereas technology permits the use of stat-of-the art technology in hardware and software for required effectiveness in teaching-learning. ...
... Two main barriers namely Lack of Inappropriate Infrastructure (TII) and Lack of Technical Support (TTS) are identified and presented in Table III. [11], [12], [21], [32], [13], [23], [16], [33], [24], [25], [26], [27], [31], [28], [19], [14] Lack of Technical Support (TTS) [12], [15], [29], [34], [32], [13], [35], [36], [27], [37], . [31], [20] D. Institutional Management Dimensions Institutional Management Dimension involves the management commitment towards the E-Learning system for teaching-learning. ...
Conference Paper
Full-text available
E-Learning has become well preferred and accepted tool in teaching-learning of higher education. This pattern of change is owing to the advancement in computer and teaching-learning methodology. The introduction of E-Learning provides the real-time flexibility of time and place. The success of E-Learning depends upon many factors that must be controlled to accomplish effective E-Learning outcome. Moreover, the E-Learning teaching-learning process is also obstructed by several barriers. Stakeholder of E-learning must study and overcome these barriers for getting the benefits of the system. In the present research, MCDM based analytic hierarchy process in its fuzzy form has been applied to study the influence of barriers on the system. Four main dimensions of E-Learning are selected for the study, which are, Student, Instructor, Infrastructure, and Technology and Institutional Management. Twelve barriers under these dimensions are also selected to study their influences on each other. The twelve barriers of E-Learning are quantified using FAHP method and prioritized in terms of control the barriers. The prioritization of such barriers will help the stakeholders to control the E-Learning teaching-learning system.
... The identified barriers are discussed by many researchers for successful implementation of E-Learning. Lack of ICT Skills [10], [11], [12], [13], [14], [15], [16], [17], [14], [18], [19] Lack of E-Learning Knowledge [10], [11], [20], [21] Lack of English Language Proficiency [22], [23], [24], [24] Lack of Motivation [11], [13], [18], [25], [19] Inappropriate Infrastructure [10], [11], [26], [27], [20], [13], [23], [28], [14], [15], [17], [18], [25], [19], [29], [21] Lack of Technical Support [11], [22], [30], [31], [27], [20], [16], [32], [18], [33], . [25], [34] Lack of Financial Support [10], , [26], [11], [35], [20], [36], [37], [38], [14], [24], [15], [18] Lack of Inadequate Policies [10], [11], [22], [35], [26], [20], [13], [14], [34] Lack of Training on E-Learning [10], [11] [22], [30], [20], [27], [29] Lack of Instructional Design [22], [25] A. Lack of ICT Skills Lack of ICT skills is one of the critical barriers to operational use of E-Learning. ...
... The identified barriers are discussed by many researchers for successful implementation of E-Learning. Lack of ICT Skills [10], [11], [12], [13], [14], [15], [16], [17], [14], [18], [19] Lack of E-Learning Knowledge [10], [11], [20], [21] Lack of English Language Proficiency [22], [23], [24], [24] Lack of Motivation [11], [13], [18], [25], [19] Inappropriate Infrastructure [10], [11], [26], [27], [20], [13], [23], [28], [14], [15], [17], [18], [25], [19], [29], [21] Lack of Technical Support [11], [22], [30], [31], [27], [20], [16], [32], [18], [33], . [25], [34] Lack of Financial Support [10], , [26], [11], [35], [20], [36], [37], [38], [14], [24], [15], [18] Lack of Inadequate Policies [10], [11], [22], [35], [26], [20], [13], [14], [34] Lack of Training on E-Learning [10], [11] [22], [30], [20], [27], [29] Lack of Instructional Design [22], [25] A. Lack of ICT Skills Lack of ICT skills is one of the critical barriers to operational use of E-Learning. ...
... The identified barriers are discussed by many researchers for successful implementation of E-Learning. Lack of ICT Skills [10], [11], [12], [13], [14], [15], [16], [17], [14], [18], [19] Lack of E-Learning Knowledge [10], [11], [20], [21] Lack of English Language Proficiency [22], [23], [24], [24] Lack of Motivation [11], [13], [18], [25], [19] Inappropriate Infrastructure [10], [11], [26], [27], [20], [13], [23], [28], [14], [15], [17], [18], [25], [19], [29], [21] Lack of Technical Support [11], [22], [30], [31], [27], [20], [16], [32], [18], [33], . [25], [34] Lack of Financial Support [10], , [26], [11], [35], [20], [36], [37], [38], [14], [24], [15], [18] Lack of Inadequate Policies [10], [11], [22], [35], [26], [20], [13], [14], [34] Lack of Training on E-Learning [10], [11] [22], [30], [20], [27], [29] Lack of Instructional Design [22], [25] A. Lack of ICT Skills Lack of ICT skills is one of the critical barriers to operational use of E-Learning. ...
Conference Paper
Full-text available
Nowadays, E-Learning becomes a preferable medium for learning. Digital technology has made it more attractive and useful with additional user-friendly features. Basically, E-Learning involves massive infrastructural resources to operate. It also includes the effective combination of hardware and software along with the involvement of individuals to make the system successful for the students. Since the students and teachers have become agile using state-of-the-art communication technology in teaching learning process, they look for the efficient and smooth knowledge transfer. Many researches have encountered the barriers for the successful implementation of ELearning in the universities. There is little research that uncovers the interaction of E-Learning barriers. The present study aims to provide the Interpretive Structure Modelling (ISM) and Matrice d’Impacts Croise´s Multiplication Applique´e a´ un Classement (MICMAC) based analysis to study such barriers of E-Learning. A digraph representing ISM model has been established to help the stakeholders to understand the barriers to successful implementation of E-Learning.
... Lack of ICT skills [15], [1], [16], [17], [18], [19], [20], [21], [18], [22], [23] Lack of E-Learning knowledge [15], [1], [24], [25] Lack of English language proficiency [2], [26], [27], [27] Lack of Motivation [1], [14], [28], [27], [29], [30], [31] While getting the quantitative results through survey, it was also found in Table 4 that most of the respondents agreed about the importance of barrier factors of student dimension for successful implementation of E-Learning having mean in between 3.20 to 3.63. It can be concluded from the data in Table 4 that among all the respondents, "Lack of Motivation" is having the highest mean value (3.63). ...
... Lack of ICT skills [1], [32], [16], [24], [17], [26], [28], [18], [19], [21] [22], [23] Lack of E-Learning knowledge [1], [17], [14], [31], [25] Instructors Resistance to change [33], [16], [16] [24], [34], [17], ...
... Lack of time to develop e-courses [2], [33], [16], [18], [21], [29], [22], [35], [30], [23], [25] Lack of Motivation [1], [17], [22], [35], [23] While getting the quantitative results through survey, it was also found in Table 6 that most of the respondents agreed about the importance of barrier factors of instructor dimension for successful implementation of E-Learning having mean in between 3.31 to 3.70. It can be concluded from the data in Table 6 that among all the respondents, "Lack of Time to Develop E-courses" is having the highest mean value (3.70). ...
Article
Full-text available
Advancement of digital technology is influencing the leaping development of various activities in our daily life. E-Learning system has also gained a competitive edge over the prevailing traditional methodology. The prevailing pedagogy is being replaced by the E-Learning teaching system. E-Learning teaching-learning methodology provides more flexibility and allows freedom from time, place, physical presence, hectic, and stressful teaching-learning etc., thus plays a vital role in education system. However, there are many barriers in E-Learning methodology for successful teaching-learning. Study on such barriers will help to overcome the difficulties to the success of E-Learning. Present research paper attempts to study the various barriers that are affecting the successful implementation of E-Learning in Saudi Arabian Universities. This study reviews various barriers from literatures and identified most important E-Learning barriers which are described and grouped in four dimensions such as Student, Instructor, Infrastructure and Technology, and Institutional Management. Sixteen barriers falling under these relevant dimensions were validated their importance quantitatively through university Students, Instructors, and E-Learning staffs of some well know universities in Saudi Arabia. A survey instrument was developed and tested on a sample of 257 respondents of Saudi Arabian Universities. It was found that Infrastructure and Technology Dimension is the most significant as perceived by respondents. Results of the study also reveal that, all barrier factors are highly reliable, therefore should be taken care for successful implementation of E-Learning systems.
... We identified 24 publications which address personalization (e.g., Hung and Hyun 2010;Law and Sun 2012;Leen and Lang 2013;Liaw et al. 2010;Ma 2012;Reichelt et al. 2014;Yu et al. 2007). In these publications, personalization is defined as nonhomogenous experiences related directly to the tailoring of the learning environment (both the characteristics and objects) to the inherent needs of each individual learner (topics of high interest value). ...
... Other publications reported more generally on the nature of blended learning environments and their suitability with regard to a range of learner variables. Liaw et al. (2010); Ma (2012); Mohammadi (2015); Yu et al. (2007) used survey studies and interviews to evaluate the feasibility of e-learning for continuing education and concluded that diversity, flexibility, adaptability and individualization are catalysts for increasing motivation, user satisfaction, intention to use e-learning and regulating abilities. Law and Sun (2012) did the same with regard to a digital educational game. ...
... Here, too, adaptability (to personal preferences) was seen as an influencing factor for the user experience. Although the literature retrieved seems to find a positive influence of personalization on metacognitive and motivational learner variables (e.g., Liaw et al. 2010;Mohammadi 2015;Yu et al. 2007) personalization itself had no straightforward effect on learning performance (Ai-Lim Lee et al. 2010;Reichelt et al. 2014). ...
Article
Full-text available
Blended forms of learning have become increasingly popular. Learning activities within these environments are supported by a large variety of online and face-to-face interventions. However, it remains unclear whether these blended environments are successful, and if they are, what makes them successful. Studies suggest that blended learning challenges the self-regulatory abilities of learners, though the literature does little to explain these findings; nor does it provide solutions. In particular, little is known about the attributes that are essential to support learners and how they should guide course design. To identify such attributes and enable a more thoughtful redesign of blended learning environments, this systematic literature review (n=95) examines evidence published between 1985 and 2015 on attributes of blended learning environments that support self-regulation. The purpose of this review is therefore to identify and define the attributes of blended learning environments that support learners’ self-regulatory abilities. Seven key attributes were found (authenticity, personalization, learner-control, scaffolding, interaction, cues for reflection and cues for calibration). This review is the first to identify and define the attributes that support self-regulation in blended learning environments and thus to support the design of blended learning environments. This study may serve to facilitate the design of blended learning environments that meet learners’ self-regulatory needs. It also raises crucial questions about how blended learning relates to well-established learning theories and provides a basis for future research on self-regulation in blended learning environments. In search of attributes that support self-regulation in blended learning environments. Available from: https://www.researchgate.net/publication/303361436_In_search_of_attributes_that_support_self-regulation_in_blended_learning_environments [accessed May 26, 2016].
... Gagnon et al. (2007) argue that time constraints, personal discipline and unfamiliarity with the computer are also important barriers for healthcare professional students when undertaking eLearning. Yu et al. (2007) came to a similar conclusion when looking at eLearning in a developing country. They also discussed some of the positives and negatives. ...
... All of these might lead to eLearning being rejected. However, Yu et al. (2007) found that the positive reasons for adopting eLearning included: ...
... Lack of basic computer and Internet skills of learners The programme matures and standardisations to organise course material: from Child (2005), , and Harasim (1999) The programme updating, development, and delivery of the courses: from Harasim (1999) Easy access to the technology such as the Internet: from Lindh et al.(2007) and Child (2005) Supporting technical skills and problems: from Child (2005) and Sutton et al.(2005) Supporting the funds to investment in eLearning courses, e.g. 1. The costs in material preparations and delivery: from Child (2005), Lindh et al. (2007), ad Yu et al. (2007) 2. The costs (time and human) of implementation: from Lindh et al.(2007) and Benninck (2004) 3. The costs (time and human) of maintaining eLearning activities in the organisation: fom Benninck (2004) Supporting tools for basic instructional activities, such as course design, organisation of group spaces and personal space, and easy integration of multiple media files: from Child (2005), Sutton et al. (2005), Lindh et al. (2007), Harasim (1999) and Hall (2002) Consider performance strategies to support eLearning, e.g. 1. Strategies on mission and vision to implement online learning and teaching: from Child (2005) (2003) 2. ELearners' must have high eLearning selfefficiency and the appropriate behavioural skills such as taking responsibility for learning: from Yu et al. (2007) and Benninck (2004) ...
Thesis
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This research investigates the barriers and drivers of eLearning for healthcare professional students in rural Thailand. An initial deskstudy was undertaken to investigate the factors that had an impact on eLearning within a professional healthcare environment. This was followed by a pilot study in a university in rural areas of Thailand. The results from the investigation led to a model being created to identify the barriers and drivers for implementing eLearning programmes in rural Thailand. This research explores the challenges of eLearning within four domains (IFPC);infrastructure (I), financing eLearning courses (F), university policy (P), and cultural diversity (C). The research utilised mixed research methods to identify the impacts of eLearning; employing both quantitative and qualitative methods. The participants of this research included healthcare professionals associated with the eLearning environment within rural areas in Thailand. The fieldwork data from both quantitative and qualitative methods were analysed assisting by SPSS software and Nvivo software. The results and findings demonstrated that the IFPC domains impact on the uptake of eLearning for healthcare professionals and healthcare professional students. The results of statistical testing corroborated that healthcare professional students with their own computers perceived that eLearning was useful to their professional development. In addition, it showed that universities’ policies on eLearning affected the use of the iv eLearning infrastructure, the participants’ motivation to undertake eLearning courses and that eLearning course-uptake was affected by both healthcare professionals’ motivation and their ability to use a computer. The subject of the financing of eLearning course was directly correlated to the level of computer skills held by the healthcare professional students and their attitude towards their own use of computers. The results identified how the elements of the IFPC model were related to each other and affected the implementation of eLearning programmes. It is hoped that these findings will make a significant contribution by informing lecturers about online teaching material, course delivery and design. They will also inform policymakers when considering budgets, plans and requirements for supporting healthcare professional students undertaking eLearning in rural Thailand. In particular the results will provide useful lessons for healthcare professionals undertaking similar programmes in other developing countries.
... E-learning ofron fleksibilitet të konsiderueshëm kohor, hapësinor dhe një përzgjedhje të kurrikulës dhe përmbajtjes që mund të jetë veçanërisht e dobishme nëse duhet të trajnohet një numër i madh i PSH. 843 Kërkohen aftësitë bazë kompjuterike dhe qasje e lehtë në një kompjuter personal dhe internet. Institucionet që kanë mungesa të burimeve mund të jenë pengesë në përdorimin e e-learning. ...
... Institucionet që kanë mungesa të burimeve mund të jenë pengesë në përdorimin e e-learning. 843,844 Krijimi dhe ndërtimi i një moduli të e-learning është detyrë që kërkon shumë kohë dhe kompetencë specifike nga trajnuesi. 845 Megjithatë, kjo formë e të mësuarit e redukton kohën dhe investimet e energjisë nga mësuesi dhe është shumë e dobishme për lehtësimin e monitorimit të procesit të të mësuarit 844 . ...
... First, the subject of suicidality is surrounded with social stigmas and taboos (WHO, 2012). Second, gatekeepers have limited time to participate in face-to-face courses and training due to their often busy schedule (Walsh, Hooven, & Kronick, 2013; Yu, Chen, Yang, Wang, & Yen, 2007). Third, face-to-face training and courses cannot take into account the needs of every participant separately. ...
... Third, face-to-face training and courses cannot take into account the needs of every participant separately. Gatekeepers have no other choice than to take part in training and courses that often take many hours, sometimes even days to attend, while they may only be interested in a small segment of the training (Yu et al., 2007). A good answer to these obstacles might be to offer suicide prevention training and courses online (Quinnett, 2013). ...
Article
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Background: Face-to-face gatekeeper training can be an effective strategy in the enhancement of gatekeepers' knowledge and self-efficacy in adolescent suicide prevention. However, barriers related to access (eg, time, resources) may hamper participation in face-to-face training sessions. The transition to a Web-based setting could address obstacles associated with face-to-face gatekeeper training. Although Web-based suicide prevention training targeting adolescents exists, so far no randomized controlled trials (RCTs) have been conducted to investigate their efficacy. Objective: This RCT study investigated the efficacy of a Web-based adolescent suicide prevention program entitled Mental Health Online, which aimed to improve the knowledge and self-confidence of gatekeepers working with adolescents (12-20 years old). The program consisted of 8 short e-learning modules each capturing an important aspect of the process of early recognition, guidance, and referral of suicidal adolescents, alongside additional information on the topic of (adolescent) suicide prevention. Methods: A total of 190 gatekeepers (ages 21 to 62 years) participated in this study and were randomized to either the experimental group or waitlist control group. The intervention was not masked. Participants from both groups completed 3 Web-based assessments (pretest, posttest, and 3-month follow-up). The outcome measures of this study were actual knowledge, and participants' ratings of perceived knowledge and perceived self-confidence using questionnaires developed specifically for this study. Results: The actual knowledge, perceived knowledge, and perceived self-confidence of gatekeepers in the experimental group improved significantly compared to those in the waitlist control group at posttest, and the effects remained significant at 3-month follow-up. The overall effect sizes were 0.76, 1.20, and 1.02, respectively, across assessments. Conclusions: The findings of this study indicate that Web-based suicide prevention e-learning modules can be an effective educational method to enhance knowledge and self-confidence of gatekeepers with regard to adolescent suicide prevention. Gatekeepers with limited time and resources can benefit from the accessibility, simplicity, and flexibility of Web-based training. Trial registration: Netherlands Trial Register NTR3625; http://www.trialregister.nl/trialreg/admin/rctview.asp?TC=3625 (Archived by WebCite at http://www.webcitation.org/6eHvyRh6M).
... VR provide visualization and interaction in virtual world which is very similar to the real world. Compared to traditional physical learning method, e-learning is much flexible leaning method which removes the barriers of time, distance and space [6]. A study conducted on 135 graduate students revealed that virtual reality would affect reflective thinking and indirectly enhance perceived learning effectiveness [7]. ...
Article
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In the modern era, technology is well developed and we are surrounded by most of such technologies. We are so used to of these technologies that even unknowingly these either directly or indirectly are influencing our thinking style, behavior pattern, feelings and our actions; in short, overall lifestyle. Virtual Reality (VR) is a stimulated three-dimensional environment created by computer processing and can be perceived through users’ senses. Artificial Intelligence (AI) is a part of computer science which produces programs that simulates human intelligence. It is not an exaggeration that we are so much dependent on the technology today, which is furthermore increasing only. There is an urgent need to be mindful, and become aware to about this in order to restrict this dependency including the harmful effect of these technologies. The main purpose of the present research is to evaluate how much modern technologies including virtual reality and artificial intelligence influencing our cognition and behaviour including our thoughts, feelings and actions; and whether they are only helpful or do they have some adverse effects also. After thoroughly reviewing the literature related to the present study it can be concluded that VR and AI either directly or indirectly are influencing our cognition and behaviour including our thoughts, feelings and actions. Emotions and feelings are associated with AI for producing extraordinary results and intervening in important social roles. In virtual environment a person may think, feel and behave as if the event were real despite knowing that it is not.
... Moreover, Abdulla (2012) analyzed students' attitudes toward e-learning courses, indicating the linkage between students' attitudes toward e-learning and their adoption of e-learning programs. Various studies (Yu et al., 2007;Yu, 2006) offered statistical evidence on the influence of students' attitude to e-learning on their adoption behavior of e-learning in training. Furthermore, Jan et al. (2012) exploring the acceptance of e-learning in training recognized students' positive attitude toward utilizing e-learning is a driving force in their accepting e-learning in training. ...
Article
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The current article examines the interactions among students’ attitudes to e-learning, their implementation of e-learning in their studies, and learning effectiveness. Significantly, it emphasizes the mediating role of accepting e-learning in training. It applied reliability analyses to test the measurement of items and construct validity, using the research data collected from students at Vietnam National University of Ho Chi Minh. Then, the current article used multiple regressions to inspect the causal relations; and applied procedures to investigate the mediating influence. The empirical results indicate students’ attitude to e-learning positively influences their implementation of e-learning in their studies. When students apply e-learning in their studies, they likely achieve the best possible training effectiveness. Statistical evidence on the mediating role of accepting e-learning in training by students on the linkage between their attitude to e-learning and training effectiveness is revealed in this article. The findings of this article make some contributions. For educational administrators, it offers insight into the links among students’ attitudes to e-learning, their implementation of e-learning in their studies, and training effectiveness, which likely allows them to establish suitable online training programs. This will be beneficial to both learners and educational institutes.
... 6 The employment of e-learning has been reported to lead to better management of time and increased lifelong learning. [7][8][9] Time saving, a reduction in commuting costs, and flexibility in learning anywhere and anytime are among the advantages of e-learning. 10 Some studies have shown that face-to-face and electronic teaching methods, namely blended learning, have better outcomes than either method alone. ...
Article
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Background: A training course on burn infection and care is one of the courses that medical students take during their internship. This training course has not yet been taught through e-learning in medical schools in Iran. Therefore, this study aimed to compare the effects of two methods: traditional lecturing and employing a vid-cast with interactive electronic content, on the knowledge of interns in a training course on burns. Methods: This quasi-experimental study with a pre-post non-equivalent group design was conducted among medical interns taking burn rotation training courses at the Motahari burn hospital, affiliated with the Iran University of Medical Sciences. The two groups were given a pre-test at the beginning of the course. One group was given in-person lectures, and the other was given the same content in the form of a vid-cast with interactive electronic files. At the end of the rotation course, a post-test was administered on the planned content, and scores of both groups were compared. Results: The pre-test mean scores in the lecture group before and after the training intervention were 8 and 14.2, respectively; this difference was significant (P<0.001). The difference between the pre-test and post-test mean scores in the vid-cast group was also significant (P<0.001).The mean of post-test scores in the lecture group was 14.92 and 17.24 in the e-learning group; this difference was also significant (P<0.001). Conclusion: Post-test scores in the e-learning group were higher with a significant statistical difference, suggesting that the e-learning outperformed their counterparts in the traditional lecture model. It is recommended that e-learning be used either as a supplementary or the main method of training in burn infection and care for interns.
... Traditional lecture methods of in-service education could be difficult for nurses mainly due to working time and lecture schedule conflicts, as well as travel. Through offering digital learning, the difficult issues described above could be addressed [9]. ...
Article
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Because nurse aides are one of the first-line care providers in hospitals, they should possess better knowledge, attitude, and behavioral intention toward COVID-19 during the pandemic. This study aimed to compare the improvements of COVID-19-related education on learning outcomes between multimedia-based and traditional face-to-face learning models for nurse aides. The parallel-group randomized controlled trial recruited 74 participants in both the experimental and control groups. Two 90 min interventions with the same contents, but in different ways, were delivered. A structured questionnaire was used to collect data of demographic information, knowledge, attitude, and behavioral intention toward COVID-19 before and after the interventions. Results from generalized estimation equations analysis indicated that the nurse aides in the multimedia-based learning group had greater improvement in the scores of knowledge (difference in change: 3.2, standard error: 0.97, p < 0.001), attitude (difference in change: 10.2, standard error: 2.97, p < 0.001), and behavioral intention (difference in change: 0.5, standard error: 0.04, p < 0.001) than those in the face-to-face learning group. During the outbreak of COVID-19, multimedia-based learning as an effective learning method could improve the learning outcomes related to COVID-19 and achieve learning goals without close contact.
... Moreover, many previous studies on Ghana [4,[10][11][12] and elsewhere [13][14][15][16][17][18] on e-Learning innovations in health education have been limited to practising health professionals already on the field without much attention to pre-service training for health trainees. Albeit the quality of pre-service training offered to health sector workforce has a critical correlation with the quality of health care eventually rendered to clients [1,11,12,[19][20][21][22], it appears the pre-service component of the entire value chain is relegated to the background notwithstanding its positive impact on health systems in Africa [2,3]. Likewise, rapid diffusion of mobile telephony has opened up enormous opportunities particularly in the area of health education, making e-Learning solutions potential transformational tools for health sector workforce training and skills development [23][24][25]. ...
Article
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Background E-Learning solutions are increasingly being advocated to augment existing traditional teaching and learning efforts in health training institutions. Unfortunately, these emerging technologies rarely focus on health sciences education within the context of public universities, hence the need for this study. This project evaluated experiences of healthcare trainees with a pilot e-Learning project (SMART e-Learning project) initiated in one of Ghana’s public universities in 2017. The study used a mixed methods cross-sectional approach among 363 healthcare trainees. Data collection was between 17th October, 2019 to 3rd December, 2019. Data was analysed descriptively and test for variable differences done using Pearson Chi-square and Fisher’s Exact for categorical variables. Wilcoxon Mann-Whitney test was used to test for differences in the Likert scale items. Additionally, rotated varimax factor analysis was performed for the health trainees’ rated satisfaction factors. Results Out of 446 respondents who consented to participate in the study, 363 responses were complete and valid, representing a response rate of 81 %. Most frequently used e-learning facilities by healthcare trainees were: writing interim assessments (IAs) (82 %) while the least used function was live chating with faculty (5 %). Challenges associated with the e-learning pilot project were: limited workspace in the pilot computer laboratory (33 %), slow internet/intranet speed (29 %) and limited capacity of teaching and ICT staff to support users (28 %). Conclusions There is the need to engage relevant stakeholders at the University, ministries of health and education through policy dialogues to develop statutory e-Learning guidelines for health educational institutions of higher learning to complement existing traditional teaching and learning approaches.
... A questionnaire was developed to assess the feasibility of this module. In total, 20 items were included based on previous feasibility studies [22,30,33,34,37,[48][49][50][51][52][53][54]. Likert Scales (n = 15) and open questions (n = 5) were both used to record HCPs' opinions (see Appendix 2). ...
Article
Introduction: Low back pain (LBP) is ranked as the first musculoskeletal disorder considering years lived with disability worldwide. Despite numerous guidelines promoting a bio-psycho-social (BPS) approach in the management of patients with LBP, many health care professionals (HCPs) still manage LBP patients mainly from a biomedical point of view. Objective: The purpose of this pilot study was to evaluate the feasibility of implementing an interactive e-learning module on the management of LBP in HCPs. Methods: n total 22 HCPs evaluated the feasibility of the e-learning module with a questionnaire and open questions. Participants filled in the Back Pain Attitude Questionnaire (Back-PAQ) before and after completing the module to evaluate their attitudes and beliefs about LBP. Results: The module was structured and easy to complete (91%) and met the expectations of the participants (86%). A majority agreed that the module improved their knowledge (69%). Some participants (77%) identified specific topics that might be discussed in more detail in the module. HCPs knowledge, beliefs and attitudes about LBP significantly improved following module completion (t = -7.63, P < .001) with a very large effect size (ds = -1.63). Conclusion: I The module seems promising to change knowledge, attitudes and beliefs of the participants. There is an urgent need to develop and investigate the effect of educational interventions to favor best practice in LBP management and this type of e-learning support could promote the transition from a biomedical to a bio-psycho-social management of LBP in HCPs.
... The theoretical contribution of this study can be indicated by integrating these theories in the current emerging context and by presenting the research variables to explore the expected benefits of e-learning during the COVID-19 crisis. Although many previous studies have explored the variables that impact the adoption of e-learning in several contexts [20][21][22][23][24][25][26], this unexpected switch from traditional to online education has presented an extraordinary context, which has not been explored in prior studies. People worldwide are questioning whether online education will proceed after the pandemic, and how this switch would influence the global education system. ...
Article
To avoid the spread of the COVID-19 crisis, many countries worldwide have temporarily shut down their academic organizations. National and international closures affect over 91% of the education community of the world. E-learning is the only effective manner for educational institutions to coordinate the learning process during the global lockdown and quarantine period. Many educational institutions have instructed their students through remote learning technologies to face the effect of local closures and promote the continuity of the education process. This study examines the expected benefits of e-learning during the COVID-19 pandemic by providing a new model to investigate this issue using a survey collected from the students at Imam Abdulrahman Bin Faisal University. Partial Least Squares Structural Equation Modeling (PLS-SEM) was employed on 179 useable responses. This study applied Push-Pull-Mooring theory and examined how push, pull, and mooring variables impact learners to switch to virtual and remote educational laboratories. The Protection Motivation theory was employed to explain how the potential health risk and environmental threat can influence the expected benefits from e-learning services. The findings revealed that the push factor (environmental threat) is significantly related to perceived benefits. The pull factors (e-learning motivation, perceived information sharing, and social distancing) significantly impact learners' benefits. The mooring factor, namely perceived security, significantly impacts learners’ benefits.
... Online learning is an increasingly accepted method of curriculum delivery and has been gaining importance in nursing education programs (Wu et al., 2018). It has also been recognized of the benefits that online programs may bring over traditional classroom-based teaching methods (Yu et al., 2007). These perceived benefits include timesaving, flexibility in space and time, self-regulated learning, and costeffectiveness among other described benefits. ...
Article
Aim The study aimed to evaluate the effectiveness of the collaborative teaching of a multi- disciplinary team on the introductory online radiology session for the Master of Nursing students. Background The teaching method for basic radiology reading for the Master of Nursing program was delivered via a 4-hour didactic face-to-face lesson and was ineffective as evidenced by the students' feedback and evaluation. Therefore, a multi-disciplinary team consisting of nursing, medical and radiology staff developed a 4-week online radiology session to enhance knowledge, attitudes and confidence of the Master of Nursing students in interpreting basic chest radiographs, abdominal radiographs and computed tomographic brain scans. Methods A quasi-experimental study design using pre-test and post-test was adopted. The effectiveness of the online radiology session was evaluated on the students' knowledge, attitudes, and confidence. Forty Master of Nursing program students completed the pre-test and post-test questionnaires (response rate 74%) and responded to the open-ended questions in the post-test. IBM-SPSS was used to analyse the quantitative data and quantifying qualitative data technique was used to analyse the qualitative data. Results The participants demonstrated an improvement in knowledge and confidence mean scores of the post-test compared to pre-test. There was improved self-rated proficiency in reading and interpreting a film radiograph but no difference in the way they perceived the importance of radiological investigations vis-à-vis the physical examination and routine laboratory testing. Quantifying quantitative data technique showed that majority of participants appreciated the learning process as it could be done at their own pace and the lectures could be replayed again. However, participants hoped for improved interaction with the tutor during learning and the use of real-life cases in the scenarios. Conclusion Collaborative teaching using an online radiology session shows promise over a traditional didactic method of teaching but requires further refinement in terms of participant interaction and the use of case examples.
... A number of studies focus on distance learning adoptions as an institutional movement instead of personal action by teachers. The institutional adoptions of distance learning varied from distance learning itself (Cassidy & Lane, 1994), to blended learning (Humbert, 2007;Porter et al., 2014), e-learning (Kisanga & Ireson, 2015;Okazaki & Renda dos Santos, 2012;Yu et al., 2007), and m-learning (Sarrab, 2013). ...
Article
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All of a sudden, teachers and students around the globe have to deal with distance learning amidst the coronavirus disease 2019 (COVID-19) crisis. It is becoming increasingly important to understand teachers’ technology integration and distance learning adoption after a sudden implementation of the working-fromhome policy as a precaution towards the further transmission of the virus. The present study examines the issues particularly regarding the used technologies, the process of distance learning, and the teachers’ distance learning adoption levels. This study was conducted using an online survey involving 572 teachers in Indonesia. The results reveal that teachers tend to use devices and applications for remote instruction that already they used for daily life, and global applications are more likely chosen by teachers for managing virtual classrooms rather than the local ones. The teachers stand on an enhancement level of technology integration thus yet integrate technology as a transformation of learning. Most teachers have immediately prepared for teaching remotely when the working-from-home policy has been implemented so that they can be categorised as early adopters of distance learning. Teachers’ agility in adopting distance learning during the crisis raises an optimistic signal to effectively adapt and adopt remote instruction to formal school environments in the future. Since the current study has only examined teachers in one country regardless of teaching subjects and school levels, a cross-national study on a specific subject and school level is needed in the next study.
... The results are helpful to educators and also can help to improve the learning process. In a study entitled" Experiences in Taiwan in the National E-learning Program",Yu et al., (2006) has noted that Taiwan government began an e-learning program from 2002 to 2007 and allocated $ 25 million per year to carry out the program. This training program included training to Ministry of Economic Affairs, National Council for Science, Labor Council, Ministry of Education, Council for Culture Affairs and Department of Defense, which has been implemented another five-year program since 2008. ...
Article
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El propósito del presente estudio fue identificar y priorizar los factores efectivos de efectividad del aprendizaje electrónico en el Ministerio de Educación de Irán, utilizando un análisis jerárquico y mediante un método de encuesta descriptiva. La población estadística del presente estudio incluyó a gerentes y expertos de Organización Educativa y una muestra de profesores con Ph.D. en Ciencias de la Educación así como experiencia en la docencia en formación electrónica. Por lo tanto, se utilizó un método de muestreo intencional no aleatorio para seleccionar el tamaño de la muestra. La herramienta utilizada fue un cuestionario de pensamiento sobre huracanes. Los indicadores se organizaron como un cuestionario en forma de escala Likert de 5 puntos y los factores efectivos de la eficacia del aprendizaje electrónico se identificaron mediante la implementación de rondas posteriores. La fiabilidad de la herramienta de investigación con 28 elementos se calculó igual a 0,88 utilizando el alfa de Cronbach. El análisis de datos en la sección de identificación de factores efectivos de la efectividad del e-learning se realizó utilizando el método Delphi y utilizando el software SPSS y en la sección de priorización se realizó a través del método AHP utilizando el software Expert Choice.
... A questionnaire was developed to assess the feasibility of this module. In total, 20 items were included based on previous feasibility studies [22,30,31,[45][46][47][48][49][50][51][52][53]. Likert Scales (n=15) and open questions (n=5) were both used to record HCPs' opinions (see Appendix 2). ...
Preprint
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BACKGROUND Low back pain (LBP) is ranked as the first musculoskeletal disorder considering years lived with disability worldwide. Despite numerous guidelines promoting a bio-psycho-social (BPS) approach in the management of patients with LBP, many health care professionals (HCPs) still manage LBP patients mainly from a biomedical point of view. This is reflected by overuse of medical imaging and medication, advice to restrict work and activities, and insufficient attention towards psychosocial risk factors during actual consultation, which is all guideline discordant. Implementation strategies designed until now to change HCPs behavior had only limited effects or were not effective at all. OBJECTIVE The purpose of this pilot study was to evaluate the feasibility and effectiveness of implementing an interactive e-learning module on the management of LBP in HCPs. HCPs’ perceptions of their change in knowledge and beliefs about LBP as well as the content, structure, length and access of the module were assessed. METHODS In total 22 HCPs have been recruited. Participants completed and evaluated the e-learning module with an online questionnaire including 20 items based on similar feasibility studies. Likert Scales (n=15) and qualitative open questions (n=5) were both used. Before and after completing the module, participants filled in the Back-PAQ questionnaire to evaluate the potential effect of the module on their attitudes and beliefs about LBP. The Back-PAQ data were analyzed with the paired Student t-test. RESULTS The feasibility of the module was confirmed, it was structured and easy to complete (91%) and met the expectations of the participants (86%). A majority agreed that the module improved their knowledge (69%). According to the HCPs the time to complete the module (36 ± 9.6 minutes) was adequate (91%). Some participants (77%) identified specific topics that might be discussed in more detail in the module. Moreover, HCPs’ knowledge, beliefs and attitudes about LBP significantly improved following module completion (P < .001). CONCLUSIONS The interactive e-learning module seems feasible and effective. Participants were positive regarding the content, they found it sufficient and clear. The module was appealing, structured and easy to complete. Moreover, the module has been effective to change knowledge and beliefs of the participants. Suggestions have been made to improve it in the future.
... The TPB and TRA frameworks further postulate that adoption intention is collectively specified by the attitude towards specific behaviour, along with subjective norm and perceived behavioural control (Jan et al., 2012). Empirically, many studies established that attitude has a noteworthy effect on the intention to use online services including e-learning (Al-Hujran et al., 2015;Alenezi et al., 2010;Alotaibi et al., 2014;Nortvig et al., 2018;Ong et al.g, 2004;Raaij & Schepers, 2008;Yu, 2006;Yu et al., 2007). Hence, we expect that user attitude towards emotion-aware VLE would predict its intention of use. ...
Article
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Purpose: This study explored students’ perspective of using emotion-aware Vertual Learning Environment (VLE) in Malaysia’s higher education institutions. The purpose is to investigate the relationships among dimensions of Technology Readiness Index (TRI), attitude, intention to use VLE, and lecturer interaction. The outcomes concerned the emotions involved in the educational process of Malaysia’s higher education institutions. Methodology: Quantitative data were collected via an online survey from 260 students. An empirical analysis was then conducted using structural equation modelling (Smart PLS) in two phases: (1) examining the direct effect of students’ attitude on VLE adoption intention and (2) examining the indirect effect of constructs using lecturer interaction as a mediator. Findings: The findings revealed a significant mediating role of lecturer interaction on the relationship between attitude and intention to use VLE across the student cohort. Inhibitors, such as insecurity and discomfort, were less significant in affecting students’ attitude towards emotion-aware VLE. The results indicate that students are motivated to use VLE when lecturers understand their emotions and react accordingly. Significance: This is one of the studies pertaining to emotions in VLE and lecturer interaction in higher education institutions. The results facilitate an understanding of the pedagogical role of lecturer interaction as a practical learning motivation. It is of particular interest to curriculum and e-learning stakeholders looking to improve students’ interactions with the VLE systems. Apart from extending the current literature, this study has significant practical implications for education management in higher learning institutions.
... It can also provide opportunities for active learning and full participation. It is increasingly used to replace or supplement traditional forms of CE (Cobb 2004, Belcher & Vonderhaar 2005, Yu et al. 2007, Durkin 2008, Vaona et al. 2018 However, there is no one standardized definition of e-learning and many different terms are used to describe e-learning, such as online learning, web-based learning/education, multimedia learning and technology-enhanced learning (Vaona et al. 2015(Vaona et al. , 2018. In this study, internet-based education based on cognitiveconstructivism (Dewey 1938) was utilized. ...
Research
This is a dissertation. Full text is freely available from: https://www.utupub.fi/handle/10024/150319 Abstract: Venous leg ulcers (VLUs) have extensive impact for patients and cause economic costs to healthcare, and the prevalence of VLUs is increasing as the population ages. Nursing care of a patient with VLU is complex requiring comprehensive knowledge of the patient’s unique situation. VLU can persist over a long time and patients report difficulties in living with VLU. The aim of this two-phase study (2012 - 2014) was to develop an internet-based continuing education (CE) to support evidence-based practice (EBP) in VLU nursing care in home health care (HHC) and to evaluate its' effectiveness. In Phase I integrative literature review was used to collect data about nurses’ knowledge of VLU nursing care. In Phases IIa and b knowledge tests, and nurses’ CE were firstly reviewed. In Phase IIa instruments to evaluate the effectiveness of CE were developed. In Phase IIb an internet-based learning program of evidence-based VLU nursing care (eVLU) was developed and in Phase IIc it was implemented in a quasiexperimental design. Cognitive, clinical and economic outcomes were evaluated three times during the study. Gaps in VLU nursing care were identified in nurses’ knowledge and skills in VLU pathophysiology and etiology, assessment, healing process, infection, topical care and compression treatment. eVLU had a positive effect on nurses’ cognitive outcomes. Nurses’ perceived and theoretical knowledge increased as did congruence between them. The effect on clinical and economic outcomes could not be statistically evaluated due to low number of participants. The results of this study suggest that eVLU has potential in improving EBP in VLU nursing care. Further studies are needed to determine whether the effects can be produced in diverse nursing care environments. In addition, the clinical and economic outcomes need to be studied further. The maintenance of EBP in VLU nursing care requires continuous effort from nurses and nursing managers. This includes awareness of existing gaps in knowledge and skills. Utilizing eVLU can be one option for them to ensure EBP in VLU nursing care.
... 102 Most contemporary students, like health professionals with full-time jobs, preferred the use of technology-based education due to its permitted increased interaction among teachers and students, 103 flexibility to schedule, 101 and self-autonomy over one's education. 104 Although e-Learning suggests a promising potential, barriers to its successful adoption still exist. For the institution, the cost of e-Learning development and technological support may pose financial concern. ...
Article
Continuing professional development (CPD) has been an indispensable activity in ensuring quality health care and outcomes. Although a myriad of modalities is available, CPD continues to be ambiguous due to the divergent and convergent views on its design and implementation. This study explored the preferred CPD modes using the identified attributes in the lens of health professionals as lifelong learners. A discrete choice experiment was conducted using Sawtooth Software's application platform. Respondents (N=152) completed an online conjoint survey that had 10 choice tasks with 3 concepts and 1 none alternative. Conjoint analysis was performed to generate the relative importance, utility values, and latent class. Based on the country of practice and profession, group comparisons were done to determine statistical differences. CPD preference is determined by the importance of turf (31%), theme (24%), time (16%), tech (15%), and teach (14%). The highest utility values per attribute are mixed environment (M = 50.12; SD = 54.72), exploratory teaching (M = 29.74; SD = 30.64), multiprofessional learning (M = 28.18.; SD = 47.59), short duration (M = 20.65; SD = 44.37), and desktop technology (M = 4.70; SD = 47.35). The country of practice yields no significant differences in relative importance and part-worths. However, the profession itself shows small significant effect on the theme (F = 3.70; p = 0.05) and produces small to moderate effects on multiprofessionalism (F = 11.92; p = 0.14), interprofessionalism (F = 3.40; p = 0.04), real (F = 7.23; p = 0.09), and virtual (F = 9.92; p = 0.12) environments. Lastly, the segmentation analysis revealed 2 latent classes of CPD preference among health professionals. This study was successful in uncovering the two main preferred CPD modes, namely: “CPD On-Board†or “CPD On-handâ€, which is highly contingent on the educational technology. Those involved in the design, implementation, and evaluation of CPD should consider this classification in the curriculum development process. Designers are advised to focus on creating shorter CPD programs in a mixed learning environment that promotes multi- and inter- professional learning facilitated by exploratory teaching methods.
... Web-based learning has been widely utilised for nursing professional development in clinical settings (Chen et al., 2008). Nurses are willing to apply web-based continuing education due to flexibility, selfregulated nature, and minimal impact on family lives (Yu et al., 2007). Learners' internet attitudes, which are the dispositions towards or the perceptions of using the internet, may influence willingness and interest in learning (Peng et al., 2006). ...
Article
Background: Registered Nurse Preceptors guide students to integrate theory into practice, assess clinical competencies, and enhance problem-solving skills. Researches have indicated that the teaching competencies of nurse preceptors can be transferred to students' clinical learning. Objectives: The aims of the study are to develop a web-based clinical pedagogy (WCP) program for Registered Nurse Preceptors and conduct pilot program evaluation. Design: A three-step process was applied to integrate the theoretical framework, evidence from the systematic review, and content validity by the experts and pilot test with the Registered Nurse Preceptors in the content and technical development of the program. The WCP program has unique features including use of dashboard, interactive videos, consultation with experts, discussion forum and backend data analysis. Results: A committee of six content experts evaluated the comprehensiveness, appropriateness, and relevancy of the program. The item-Content Validity Index (CVI) score ranged from 0.83 to 1.00 and the scale-CVI score was 0.87, which indicated that the WCP program had a strong content validity. Ten nurse preceptors were invited to use the WCP program. Preceptors shared that the website was easy to use and navigate. They commented that the videos in each module are beneficial for nurses to understand the real situation in the clinical setting. This feature also makes the website more interactive. Feedback from preceptors was subsequently used to further refine the program. Discussion and conclusion: The WCP program is an evidence-based program that provides a comprehensive coverage on clinical teaching pedagogy and assessment strategies. The unique web-based technology and interactive features provide a platform for nurse preceptors to discuss clinical encounters with peers and consult experts. The flexible and resource-rich nature of web-based learning encourages nurses to use it for continuing education.
... [15][16][17] The personal convenience of e-learning is highly valued by nurses as it accommodates their working conditions, job demands and personal learning needs. [18,19] The shift towards e-learning will continuously change the way we teach; however, it will also require a re-examination and adaptation of the role of the CNE as a facilitator to foster independent learning rather than providing didactic instruction. [20] Previous research has evaluated nurses' experiences of professional development via e-learning in various clinical environments. ...
Article
Full-text available
Introduction and objective: A clinical nurse educators’ (CNE) work is primarily focused on ensuring that fellow registered nurses have the skills and training to improve their clinical practice and maintain their professional competence. In recent years, resource limitations and a growing emphasis on self-directed learning have increased the pressure on nurse-educators to integrate e-learning into their teaching methods. While research has evaluated the experiences of nurses on this topic, limited understanding is known of CNEs’ experiences. Purpose: This qualitative study explored the CNEs’ experiences in facilitating continuing professional development for their nurses and the integration of e-learning in a University Health Center in Quebec, Canada.Methods: The sample consisted of 7 CNEs, who had more than one to 15 years of experience in their current position. Their experiences with e-learning varied: it ranged from incorporating a video-clip in their presentations, to providing input into the learning management system they tested. Semi-structured interviews were thematically analyzed. Results: Despite participants varied levels of knowledge towards e-learning, all were convinced that this method could be used complementarily alongside hands-on training. Though they recognized the importance of human contact in teaching, they also understood the limitations of the traditional pedagogy; lacking the addition of interactive features. Despite some criticism, CNEs were able to identify opportunities where e-learning could be useful: during nursing orientation, tracking, evaluation and accreditation purposes, content refreshment, and to standardize protocols.Discussion and conclusions: More research is needed, and cooperative efforts are required from nurses and nurse-management to engage in the promotion of professional development.
... The use of serious games has proved to be an important tool when coupled with traditional teaching methods [6,7], and reported studies have compared outcomes between serious games and traditional teaching methods showing even superior knowledge retention by the serious game's groups [8,9]. In the same way, in public health the use of e-learning tools showed popularity and approval among students [10]. Studies have evaluated the influence of serious games on the theoretical performance of undergraduate medical students [11] and in professionals already graduated [12], motivating increased voluntary use, being a predictor of learning in the game group, and proving to be able to capacitate large number of professionals in similar ways to the traditional teaching methods [13,14]. ...
Article
Objective: The aim of this study was to compare the influence of a serious game dedicated to primary health care with traditional learning methods on knowledge of undergraduate medical students. Methods: A randomized controlled trial was conducted with undergraduate medical students. The students (n = 27) attended to an expositive leveling lesson regard the theme "Screening on Primary Health Care", and answered to a baseline knowledge test, comprised by objective questions. Students were randomly allocated to the control and game groups, in which received a text-based material regarding "Screening on Primary Health Care" or were exposed to a serious game. An immediate knowledge test and a retention knowledge test, presenting the same questions of baseline test, were responded by students at the finish of exposure and four weeks later. The students also performed a survey evaluating the user experience on the serious game. Knowledge test scores were analysed by repeated measures ANOVA and paired sample t-test. User experience and expectation surveys were descriptively analyzed. Results: For the control group, the mean scores and standard deviation were 7.85 ± 0.99, 9.00 ± 1.87 and 7.69 ± 1.44 for baseline, immediate and retention knowledge tests, respectively; the score at immediate test was higher than for baseline and retention tests. The game group presented 7.07 ± 1.98, 8.00 ± 1.84 and 7.15 ± 1.41 for baseline, immediate and retention knowledge tests, respectively. The comparison between groups did not show differences at any moment (p < 0.05). The majority of the participants consider that the serious game has understandable instructions, presented the contents clearly, and it favors the engagement on study. Conclusion: The serious game was effective to improve the students' knowledge on primary health care contents. Learning based on a serious game is as effective as learning based on printed text.
... In addition, several studies have shown that nurses and nursing students have a positive view of e-learning (24)(25)(26). In addition to having the basic knowledge of working with computers and using the Internet, and the positive attitude of students and faculty members towards providing e-learning (27,28). ...
Article
Full-text available
Objective The aim of this study was to assess the readiness level of Neyshabur University of Medical Sciences for virtual training development. Methods This is a census-based descriptive cross-sectional study conducted in 2017 on 23 employees of Neyshabor University of Medical Sciences who were in the field of e-learning and/or had a virtual learning experience. The research tools included one questionnaire of demographic information and assessment of the readiness of virtual training questionnaire that consist of 18 questions in four areas evaluating the infrastructure, assessment of college resources, assessment of students, assessment of faculty members' readiness, and a question about attitude towards virtual learning. Validity of this questionnaire was confirmed by Najimi and the reliability was confirmed by Cronbach's alpha (0.92). This questionnaire was scored based on a 10-point Likert scale from totally inappropriate to totally appropriate. The data were analyzed with descriptive analytical tests using SPSS 22 software. Results The average total score of the readiness assessment for the development of virtual education on the job position was statistically significant (P = 0.04) while there was no significant difference with other demographic variables such as age, sex, work experience, employment and educational status, and academic degree (P > 0.05). In addition, the average score of the readiness assessment for the development of virtual education was 4.82 ± 1.47 for the participants, which indicates an almost inadequate situation. Conclusions Due to the approximate readiness of the faculty members and the almost good attitude that exists between the participants in the study, there must be a series of joint planning for achieving short and long term goals for improving the status of university infrastructure and resources, as well as student’s readiness for improving.
... However, the main environmental antecedents that may contribute to individuals' motivation and confidence in a learning context are still emerging. According to Pu, Wu, Chiu, and Huang (2016) and Yu, Chen, Yang, Wang, and Yen (2007), various environmental elements may contribute to the development of authentic learning in vocational nursing practice course. They highlighted the importance of content design for online learning environment in promoting certain learning outcomes. ...
Article
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Aim/Purpose: This study investigated the potential use of Second Life (SL) to facilitate nursing students’ confidence and motivation, as well as its impact on their self-regulated learning development. Background: The current emphasis on nursing education in general has resulted in more consideration of different virtual learning environments as a means for assessing individuals’ learning in a healthcare context. Methodology: A quantitative research approach employing the survey method was used in this study. A model fit for Partial Least Squares (PLS) technique on 218 participants was produced to estimate the direct effect of environmental elements in terms of environment content design, environment interactivity, and environment functionality on student nurses’ behaviour in terms of motivation and confidence. In addition, the direct effect of student nurses’ behaviour on the development of their self-regulated learning was also examined and discussed. Two SL medical scenarios were designed to facilitate nurse students’ mastery of the learning task. Contribution: This study shows the potential of using SL for empowering nurses’ self-regulated learning and collaborative learning. It extends the current understanding on how SL can assess nurses to learn about clinical related matters through the control of teleported characters (avatars), thus enhancing self-regulation. Findings: This study found that SL content design, functionality, and interactivity can positively affect nursing students’ learning by providing them with the necessary elements to stimulate their confidence and motivation. We also found that nursing students’ confidence and motivation when using SL have significantly contributed to their self-regulated learning. Recommendations for Practitioners: Findings from this study can help educational decision makers to consider the use of seamless learning environments, like the SL, to help students solve problems and generate alternative responses to their issues.
... Many advantages of asynchronous e-learning have been noted in the literature, including its flexibility and the capacity for learning to be self-paced and traceable, catering to different learning styles, and enabling the learner to review as they need to, as well as e-learning's capacity to overcome resource issues such as time and travel costs, and classroom-learner-staff availability issues [4,[7][8][9][10][11][12]. Mahmud et al., for example, argued that e-learning is more engaging than face-to-face and learners are more satisfied with it because it is more interactive and also because of design, navigation and ease of access [13]. ...
Article
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Background E-learning involves delivery of education through Information and Communication Technology (ITC) using a wide variety of instructional designs, including synchronous and asynchronous formats. It can be as effective as face-to-face training for many aspects of health professional training. There are, however, particular practices and skills needed in providing patient self-management support, such as partnering with patients in goal-setting, which may challenge conventional practice norms. E-learning for the delivery of self-management support (SMS) continuing education to existing health professionals is a relatively new and growing area with limited studies identifying features associated with best acquisition of skills in self-management support. Methods An integrative literature review examined what is known about e-learning for self-management support. This review included both qualitative and quantitative studies that focused on e-learning provided to existing health professionals for their continuing professional development. Papers were limited to those published in English between 2006 and 2016. Content analysis was used to organize and focus and describe the findings. Results The search returned 1505 articles, with most subsequently excluded based on their title or abstract. Fifty-two full text articles were obtained and checked, with 42 excluded because they did not meet the full criteria. Ten peer-reviewed articles were included in this review. Seven main themes emerged from the content analysis: participants and professions; time; package content; guiding theoretical framework; outcome measures; learning features or formats; and learning barriers. These themes revealed substantial heterogeneity in instructional design and other elements of e-learning applied to SMS, indicating that there is still much to understand about how best to deliver e-learning for SMS skills development. Conclusions Few e-learning approaches meet the need for high levels of interactivity, reflection, practice and application to practice for health professionals learning to deliver effective SMS. Findings suggest that the context of SMS for patients with chronic condition matters to how health professional training is delivered, to ensure partnership and person-centred care. Further creative approaches and their rigorous evaluation are needed to deliver completely online learning in this space. Blended learning that combines e-learning and face-to-face methods is suggested to support SMS skills development for health professionals.
... Cook (2012) suggested that online education should empower nurses to balance their own learning and workloads at the same time. Other reasons for nurses to adopt online continuing education are the flexibility of both time and space, self-regulated learning, cost-effectiveness, and less impact on their families and personal lives (Yu et al., 2007). ...
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Background: Nurse preceptors guide students to integrate theory into practice, teach clinical skills, assess clinical competency, and enhance problem solving skills. Managing the dual roles of a registered nurse and preceptor poses tremendous challenges to many preceptors. Online learning is recognized as an effective learning approach for enhancing nursing knowledge and skills. Objective: The systematic review aims to review and synthesise the online learning programs for preceptors. Design: A systematic review was designed based on the Cochrane Handbook for Systematic Reviews of Programs. Data sources: Articles published between January 2000 and June 2016 were sought from six electronic databases: CINAHL, Medline OVID, PubMed, Science Direct, Scopus, and Web of Science. Methods: All papers were reviewed and quality assessment was performed. Nine studies were finally selected. Data were extracted, organized and analysed using a narrative synthesis. Results: The review identified five overarching themes: development of the online learning programs for nurse preceptors, major contents of the programs, uniqueness of each program, modes of delivery, and outcomes of the programs. Conclusion: The systematic review provides insightful information on educational programs for preceptors. At this information age, online learning offers accessibility, convenience, flexibility, which could of great advantage for the working adults. In addition, the online platform provides an alternative for preceptors who face challenges of workload, time, and support system. Therefore, it is paramount that continuing education courses need to be integrated with technology, increase the flexibility and responsiveness of the nursing workforce, and offer alternative means to take up courses.
... In this paper, we focus on the electronic learning (e-learning) area, especially in virtual reality (VR)-based e-learning systems. As compared to traditional face-to-face learning, e-learning is a more flexible method for learning without time, distance and space barriers (Yu et al. 2007). However, while e-learning has improved these aspects, it fails to respond to users' social needs, offers little synchronous communication and is unsuccessful in maintaining users' interest (Monahan, McArdle, and Bertolotto 2008). ...
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The application of virtual reality (VR) in improving users’ learning outcomes, especially in perceived learning effectiveness, is a new area. VR provides visualisation and interaction within a virtual world that closely resembles a real world, bringing an immersive study experience. It also has two special features: representational fidelity and immediacy of control. However, only when the technology fits the tasks that users are performing will it be adopted. In addition, technology itself cannot improve learning outcomes; certain learning behaviours, such as reflective thinking, should be prompted first so that learning outcomes can be improved. The research hypotheses derived from this model have empirically been validated using the responses to a survey among 180 users. These responses have been examined through SmartPLS 2.0. Surprisingly, task–technology fit does not moderate the relationship between VR and technology quality and the relationship between VR and technology accessibility. From this study, we can conclude that VR will influence reflective thinking and further indirectly improve perceived learning effectiveness.
... It provides a diversity of learning styles that have been broadly known in many countries and institutions. It has also become a vital and valid learning process for health care professionals in the 21st century [4]. ...
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This study aimed to assess readiness of nursing students for e- learning in El Dawadmee Applied Medical Science, Shaqraa University. Methodology: Cross sectional, descriptive research design was used to investigate readiness of nursing students for e-Learning among a purposive sample of 113 female nursing students. Tool; the data were collected by using two tools. The first was concerned with collecting data related to sample characteristics; the second was a self-administered questionnaire, concerned with assessing the students’ readiness for the e-Learning. Results: The study found that the majority of nursing students revealed total high score level of e-Learning readiness. Watching through each subscale, the average score was high, especially; Technology Acceptance’s average score was the highest. The Motivation average score was the lowest. Further, the study found that nursing students of different academic level (3rd to 8th level) showed statistically indifferent average score of e-Learning readiness while, those with different preference to study through e-learning, showed statistically different average score of e-Learning readiness. Recommendation and implications: The findings show that applicant nursing students are ready for e- Learning. The implementation of new technologies with instruction should be made. The e-Learning is a tool that can be used in undergraduate nursing education. Therefore, the University should develop e-Learning as a medium to enhance learning for students as they are ready to learn on their own, whether what year they are at or what age they are. There are no barriers to learning through e-Learning anymore.
... With the development of the information technology, the significance of e-health in the nursing practice is increasing [23,24]. Distance e-learning could be especially beneficial for nurses working in rural and remote locations, saving time for travelling and letting individuals study according to their own needs and pace [25]. ...
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Background The frequency of dental trauma in schools is secondary only to accidents at home. The aim of this study was to evaluate the knowledge of first aid in the avulsion of permanent teeth presented by Polish school nurses from different areas. Methods A cross-sectional study with the use of a structured self-administrative questionnaire was conducted in 2014 on school nurses working in randomly selected Polish provinces. The instrument consisted of demographic questions, questions referring to nurses’ experience and training in dental trauma and questions checking knowledge of first-aid in the avulsion of permanent teeth. The maximum number of points to be scored was eight. Data were analyzed with the Kruskal-Wallis, the Mann–Whitney U and Chi2 tests with the level of statistical significance at p < 0.05. Results The final sample consisted of 164 nurses of which 70.1 % had experience with dental injuries and 45.7 % witnessed a tooth avulsion in pupils. 10.4 % nurses participated in training courses concerning tooth avulsion and 67.1 % of them independently broadened their knowledge. The knowledge of the first-aid management of an avulsed tooth was moderate (4.72 ± 1.95 points). 78.1 % of nurses chose a correct definition of the term of ‘tooth avulsion’. Only 7.3 % of them were aware that the replantation could be conducted by any witness of an accident. Saline was most often chosen as a proper transport medium for an avulsed tooth (57.9 %), whereas 16.1 % of nurses indicated milk. 13.4 % of evaluated nurses showed readiness to conduct an immediate replantation. Most respondents preferred calling child’s parents and advising them to bring the child to a dentist (63.4 %). The main factor influencing nurses’ level of knowledge was self-education (p < 0.001). Being a witness to dental trauma (p = 0.0032) and working in schools with sports classes (p = 0.0423) were positive determinants of improved knowledge. Nurses from large agglomerations had significantly lower knowledge (p = 0.005). The main source of information for self-education was the Internet. Conclusions The evaluated nurses were in need of education with regard to the management of dental trauma cases. The Internet should be used to deliver evidence-based knowledge to medical staff working at schools.
... Ref. [13] investigated the possibility of developing elearning as an alternative way to conduct continuing education for public health nurses. A structured questionnaire was used to collect data by mailing methods conducted in Taiwan with 233 randomly selected public health nurses. ...
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The purpose of this paper is to present a review of sample papers that have been published from 2003-2013 regarding lifelong learning and ICT. The use of ICT in lifelong learning is viewed in relation to different settings of learning i.e. formal, informal and non-formal learning, with special reference to the third-age. A special focus is also given on the technologies and specific tools which are used for the provision of lifelong learning. The role of ICT networks, web technologies in e-learning, mobile learning tools and virtual worlds as facilitators of knowledge sharing in all types of learning settings is examined.
... However, Katz et al. (1995) and Paris (2004) in their research reported no significant difference between the attitudes of men and women toward using computer and e- learning. Other learners' characteristics such as age, education, motivation and so on are found to be effective on the e-learning success by Dillon and Guawardena (1995) and Leidner and Jarvenpaa (1993) in past studies and recent works from Zhang et al. (2010), Selim (2007), Yu et al. (2007), andBhuasiri et al. (2012). ...
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The successful adoption of e-learning systems is mainly dependent on the learners’ attitude and willingness to use them. This survey was conducted to investigate agricultural extension workers’ attitudes toward using e-learning for on-the-job training in Iran and factors which affect it. Using the stratified sampling technique a sample of 379 extension workers were selected from six provinces. A structured questionnaire was used to collect data through an interview method. Findings show that extension workers’ attitude toward e-learning is generally positive. Extension workers' knowledge of elearning, access to technical support, and their motivation influence their attitude toward the use of e-learning for on-the job training. Therefore, recommendations are provided to promote the experts’ motivation, knowledge and to improve infrastructures.
... Pripravljenost na e-izobraževanje vključuje 7 komponent: poslovna pripravljenost (povezava med poslovnimi prioritetami in značilnostmi z e-izobraževanjem), ustrezna tehnološka infrastruktura, vsebinska pripravljenost (učna e-gradiva), pripravljenost izobraževalne institucije (zmožnost organizacije da organizira, analizira, oblikuje, razvije, implementira in evalvira izbrani učni program), organizacijska in kulturna pripravljenost (odnos do tovrstnega izobraževanja znotraj institucije), pripravljenost človeških virov, finančna pripravljenost. Na vpeljavo e-izobraževanja vpliva tudi odnos visokošolskih učiteljev in študentov, ki lahko tovrstno obliko izobraževanja zavrnejo (Yu, et al., 2007). Problem pri uvajanju e-izobraževanja se lahko pojavi, če novi sistemi niso usklajeni z osebnimi značilnostmi študentov (npr. ...
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Uvod: E-izobraževanje je v terciarnem izobraževanju vse bolj pomembno, kljub temu pa tovrsten način učenja ni povsod uspešno implementiran. Na uspešnost uvajanja e-izobraževanja v študij pomembno vpliva pripravljenost na tovrstno obliko izobraževanja in odnos študentov do njega. Namen raziskave je bil proučiti naklonjenost študentov zdravstvene nege do e-izobraževanja. Metode: Kvantitativno raziskavo s spletnim anketiranjem smo izvedli v marcu 2014, na priložnostnem vzorcu (n = 92) študentov Fakultete za zdravstvo Jesenice. Koeficient Cronbach alfa je bil 0,966. Podatke smo obdelali s SPSS 20.0. Uporabili smo frekvenčno analizo, t-test za neodvisne vzorce, enosmerno analizo variance, korelacijsko, faktorsko in regresijsko analizo. Rezultati: Prednosti e-izobraževanja so najvišje ocenjene s strani študentov, ki so v e-učilnici sodelovali pri treh predmetih (p = 0,000). Odnos do e-izobraževanja je povezan z računalniško pismenostjo študentov (p < 0,05). Na odnos študentov do e-izobraževanja statistično značilno pozitivno vplivajo njegove prednosti (0,211< β
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Purpose: The purpose of this study was to determine the probability and feasibility of tablet entry into the teaching and learning process. Method: This research was an applied research method and with regard to its purpose, it was a descriptive-survey method. The statistical population consists of all teachers of the public technical school of Marand city, which number 160 people. According to Krejcie and Morgan's table, 113 people were considered as samples. This was selected using simple random sampling method. According to the main goal of the research, a researcher-made questionnaire was used in six dimensions and 37 items. The validity of the questionnaire was obtained using Cronbach's alpha (α = 0.826). Also, for exploring the validity of the questionnaire, exploratory factor analysis method was used. Finally, t-test was used to analyze part of the data. Results: The findings of this study suggest that the tablet cannot enter the cultural-social, educational and organizational dimensions to enter the teaching and learning process of technical students in the technical school. But technical-technological, legal-administrative and economic dimensions had a good status for entering the teaching and learning process. Also, based on the results of exploratory factor analysis, five major damage in this regard has been identified: educational, cultural and environmental damage, psychological-behavioral, structural and security. Keywords: Tablet, Feasibility and Pathology, Technical school, Teaching and Learning.
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Objective: To summarize the current evidence on registered nurses (RNs) perspectives, attitudes and experiences related to e-learning. Design: A systematic review of the literature. Data sources: The CINAHL, PubMed, Embase, the Cochrane Library, Scopus and Web of Science databases were searched for studies published in English from 2000 to 2021. Review methods: The study followed the 2020 Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) guidelines. Inclusion criteria comprised studies with cross-sectional, quasi-experimental, qualitative, and randomised control designs on the attitudes toward, perspectives and experiences of registered nursing about e-learning. Quality appraisal for each study, based on their designs, was assessed using the Joanna Briggs Institute (JBI) critical appraisal checklist. Data were synthesized using a narrative approach. Results: In the 15 included studies, 4 were high quality while 11 were moderate quality. Four themes were revealed in this review including e-learning approaches, facilitators of e-learning and barriers to e-learning barriers to e-learning among RNs and learning in practice barriers. Conclusions: The systematic review uncovered that E-learning is an effective method for integrating knowledge with practice and promoting professional development among RNs in healthcare settings. However, RNs may lack motivation to engage with E-learning and face challenges associated with user-friendly platforms.
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The purpose of this survey was to assess the level of e-learning readiness at the Kenya Technical Teachers College (KTTC). This was part of an institution-wide strategy to guide the adoption and implementation of e-learning at KTTC. The main objectives of the survey were, to: assess the level of e-learning readiness by establishing a baseline aggregate index; and, recommend activities to improve the readiness that facilitate effective deployment of e-learning technologies in teaching, learning and research. Various models used for measuring e-readiness within the ADDIE model of instructional design were reviewed. Engholms’ model for assessing e-learning readiness provided the conceptual foundation for the survey and informed its objectives and methodology. A survey was used to capture the respondents’ perception of the level of e-learning readiness along five dimensions adapted from Engholm using a five-point Likert scale. Samples were collected based on quantitative and qualitative methods using self-administered questionnaires and interviews.
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Due to the increasing number of students in nursing education, the need to support traditional education and to provide blended or distance learning have incited the trend of utilizing e-learning in training nurses. The purpose of this study was to determine the level of satisfaction, readiness, and expectation in relation to the e-learning process among 3rd year nursing students. Data of this descriptive study was collected electronically in July 2020.The study group consisted of 91 students who were studying in University, Faculty of Health Sciences, Department of Nursing, and enrolled in the Child Health and Disease Nursing course. Study data were collected through the "Introductory Information Form" containing the introductory information of the students, the "Readiness and Expectation Scale for the e-Learning Process" and the “Satisfaction Scale for the e-Learning Process ". It was found that there was a significant relationship between students’ family income and the level of satisfaction regarding e-learning process. In addition, there was a significant relationship between the age of the students and the value of readiness and expectation regarding e-learning. Findings stated that paying more attention to interaction, particularly in practical courses, and using materials enriching the course content will positively influence students’ expectations and satisfaction, during online nursing courses.
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Due to the rapid changes in global economic environments, enterprises have to continually enhance their business competitiveness. To improve business, planning educational training has been regarded as a channel to educate outstanding employees. Recently, most of the companies in the securities industry in Taiwan have adopted web-based educational training as a form of employee training. However, low e-learning acceptance on the part of employees is the essential obstacle when enterprises attempt to promote web-based continuing learning. Previous studies have shown that hardiness and Internet self-efficacy may be important factors that influence whether an individual will continue with web-based learning when facing pressure. Securities practitioners are required to deal with high pressure and persist in enhancing their professional knowledge in their working environment; therefore, continuing learning is crucial to maintaining the quality of professional service. The present study recruited securities practitioners as the research participants, and examined the effects of hardiness and Internet self-efficacy on their attitudes towards web-based learning when they were participating in web-based learning. The findings revealed that securities practitioners’ hardiness and Internet self-efficacy both had direct positive effects on their attitudes towards web-based continuing learning. Meanwhile, their Internet self-efficacy had a mediating effect on the relationships between hardiness and attitudes towards web-based continuing learning.
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The internet has become the chosen medium for professional learning. Completing professional learning can improve work performance; however, many individuals who begin online courses do not complete them. It is not well understood which influences keep individuals engaged in online professional learning. We address these issues with a systematic review. Our review of 51 studies and 9,583 participants includes a narrative synthesis and a meta-analysis that examined influences on user engagement in online professional learning. We found that course design and employers’ provision of time to complete learning are key for engaging learners. Other important influences were learners’ reasons for learning (e.g., intrinsic value and perceived usefulness), access to learning support, and opportunities for interaction during the learning experience.
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Introduction: In Australia, the gold standard for post graduate education in mammography is the Certificate of Clinical Proficiency in Mammography (CCPM) awarded by the Australian Society of Medical Imaging and Radiation Therapy (ASMIRT). The award has two components -academic and clinical. This paper reports on the experiences of the first online offering of the academic component, MammographyOnline (MO), by BreastScreen Victoria, Australia. Online learning is well established in health professional education at all levels of learning, however evaluation is essential to ensure its effectiveness and inform future development. Methods: Consenting course participants completed module evaluations, and pre and post program evaluations. Course planners (n = 5) attended a 1-h focus group about the development process. Placement supervisors (n = 3) took part in a 30 min semi-structured telephone interview, identifying views of graduate performance. Survey data and rating scales were analysed descriptively. Qualitative data from surveys and interviews underwent content analysis. Results: Course participants found the content of MO to be beneficial but highlighted technical issues and suggested improvements for more interactive methods of delivery. Enablers to the program's development identified by course planners, included having experienced and knowledgeable staff on-board, appropriate project management processes, and management support. Challenges expressed by course planners included staffing for the duration of the project and the burden of time and finances, though all perceived they had produced a high quality, relevant and comprehensive online programme. Supervisors recognised that MO fulfilled the requirements of the academic component of the CCPM but did not supersede the need for the clinical component. Conclusions: Despite numerous challenges associated with its development, the overwhelming view of learners, developers and supervisors was that MO is a high quality academic program of learning, that provides the theory to support and prepare radiographers for their future clinical practice. Some refinement of content, assessment tasks and technical features are required.
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Background Workplace learning in hospitals consists mostly of informal learning processes that take place during specific work situations. Informal learning and effective learning transfer are expected to have a positive impact on nurses' clinical performance. Objectives The purpose of this study was to examine the influence of informal learning and learning transfer on nurses' clinical performance. Design A cross-sectional, descriptive survey study. Methods The study was conducted by 200 nurses, two tertiary university hospitals in South Korea. Characteristics of the participants, informal learning, learning transfer, and clinical performance of nurses were collected, using self-reported questionnaires, from February to March 2018. Data were analyzed by t-test or analysis of variance, Pearson's correlation coefficient, and hierarchical multiple regression analysis. Results The factors related to the nurse's clinical performance were clinical career, voluntary participation in clinical performance-related education, and the explanatory power of the model was 22.4%. When informal learning was added to the model, clinical career, informal learning, and voluntary participation in education were significantly related to clinical performance and the explanatory power increased by 4.9%. Finally, when learning transfer was added, learning transfer and clinical career level were determined to be influencing factors on clinical performance, and the explanatory power increased by 10.3%. The total explanatory power of the model was 37.6% (F = 11.906, p < .001). Conclusions This study found that significant correlations have been confirmed between the variables and learning transfer was an influential factor in clinical performance. Based on these results, the researchers suggest encouraging informal learning and developing learning transfer programs that consider the nurses' careers.
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Objectives: To explore the attitudes of primary healthcare workers, including township public health workers (TPHWs) and village doctors (ViDs), towards web-based training on basic public health services (BPHS) and to examine the factors influencing their attitudes. Study design: Cross-sectional study. Methods: Questionnaires addressing training status, needs, and attitudes towards web-based public health training were administered to 2768 primary healthcare workers from May to September 2013. Multivariate logistic regression models were used to identify the factors that were significantly associated with a positive attitude towards web-based public health training. Results: Among the 2768 participants, 90.6% of the TPHWs and 86.9% of the ViDs expressed a positive attitude towards web-based BPHS training. TPHWs who had a positive attitude towards previous public health training (odds ratio [OR] = 2.75, 95% confidence interval [CI] = 1.28-5.93) and better computer skills (OR = 2.59, 95% CI = 1.03-6.48) were more likely to adopt web-based training on BPHS, as were ViDs who had better computer skills (OR = 2.54, 95% CI = 1.58-4.11) and better Internet speeds (neutral: OR = 2.81, 95% CI = 1.58-5.01; satisfied: OR = 2.53, 95% CI = 1.28-5.01). TPHWs who tended to read papers (OR = 0.24, 95% CI = 0.11-0.50) and were aged 50 years or older (OR = 0.34, 95% CI = 0.14-0.87), as were ViDs who tended to read papers (OR = 0.48, 95% CI = 0.29-0.77), expressed a more negative attitude towards web-based BPHS training. Conclusions: The findings indicated that most primary healthcare workers have a positive attitude towards web-based BPHS training. More priority measures, such as conducting computer training, improving Internet quality and integrating mobile technology, are recommended and will further improve the implementation of web-based public health training programs.
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Background: Nurses have an important role in the delivery and management of enteral nutrition in critically ill patients, to prevent iatrogenic malnutrition. It is not clear how nurses source enteral nutrition information. Objective: This study aimed to explore Australian nurses' enteral nutrition knowledge and sources of information. Design: Data were collected from members of the Australian College of Critical Care Nurses in May 2014 using an online questionnaire. A combination of descriptive statistics and non-parametric analyses were undertaken to evaluate quantitative data. Content analysis was used to evaluate qualitative data. Results: 359 responses were included in data analysis. All respondents were Registered Nurses with experience working in an Australian intensive care unit or high dependency unit. Most respondents reported their enteral nutrition knowledge was good (n=205, 60.1%) or excellent (n=35, 10.3%), but many lacked knowledge regarding the effect of malnutrition on patient outcomes. Dietitians and hospital protocols were the most valuable sources of enteral nutrition information, but were not consistently utilised. Conclusion: Significant knowledge deficits in relation to enteral nutrition were identified. Dietitians were the preferred source of nurses' enteral nutrition information, however their limited availability impacted their efficacy as an information resource. Educational opportunities for nurses need to be improved to enable appropriate nutritional care in critically ill patients.
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Background: Continuing education of health professionals is important for delivery of quality health care. Surgical nurses are often required to understand surgical procedures. Nurses need to be aware of the expected outcomes and recognize potential complications of such procedures during their daily work. Traditional educational methods, such as conferences and tutorials or informal education at the bedside, have many drawbacks for delivery of this information in a universal, standardized, and timely manner. The rapid uptake of portable media devices makes portable video media (PVM) a potential alternative to current educational methods. Objective: To compare PVM to standard verbal communication (SVC) for surgical information delivery and educational training for nurses and evaluate its impact on knowledge acquisition and participant satisfaction. Design: Prospective, multicenter, randomized controlled crossover trial. Setting: Two hospitals: Gosford District Hospital and Wyong Hospital. Participants: Seventy-two nursing staff (36 at each site). Intervention: Information delivery via PVM--7-minute video compared to information delivered via SVC. Outcome measures: Knowledge acquisition was measured by a 32-point questionnaire, and satisfaction with the method of education delivery was measured using the validated Client Satisfaction Questionnaire (CSQ-8). Results: Knowledge acquisition was higher via PVM compared to SVC 25.9 (95% confidence interval [CI] 25.2-26.6) versus 24.3 (95% CI 23.5-25.1), p = .004. Participant satisfaction was higher with PVM 29.5 (95% CI 28.3-30.7) versus 26.5 (95% CI 25.1-27.9), p = .003. Following information delivery via SVC, participants had a 6% increase in knowledge scores, 24.3 (95% CI 23.5-25.1) versus 25.7 (95% CI 24.9-26.5) p = .001, and a 13% increase in satisfaction scores, 26.5 (95% CI 25.1-27.9) versus 29.9 (95% CI 28.8-31.0) p < .001, when they crossed-over to information delivery via PVM. Linking evidence to action: PVM provides a novel method for providing education to nurses that improves knowledge retention and satisfaction with the educational process.
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The paper aims to report the influence of self-control and self-regulated learning on a group of tertiary students’ learning outcomes in a blended learning environment. In this project, 74 second-year students who were enrolled in a blended course of ICT in Education completed a questionnaire survey on self-control and self-regulated learning skills at the beginning of the course and weekly reports about their learning experiences during the course. It was found that self-control (as a dispositional personality trait) and self-regulated learning (students’ capability of using effective strategies to achieve their learning goals) would predict the participants’ course outcomes that were indexed by their final grades in the course. The impact of self-control on the participants’ learning outcomes was mediated through their self-regulated learning and course participation.
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To describe the experiences of registered nurses (RNs) who enrolled in a web-based course from either their home or the workplace. In order to maintain competency in rapidly changing health care systems, and meet the challenge of overcoming traditional barriers to continuing education, RNs need access to innovative educational delivery methods. As yet, little is known about the web-based learners' experience, particularly when courses are accessed from the nursing practice setting. The article focuses on the results from questionnaires conducted with 57 RNs enrolled in a web-based, postdiploma course. These findings emanate from a larger study using survey method and focus group interviews. Nurses' experiences were measured using the Online Learner Support Instrument which was developed and tested for use in the study. Most nurses found the course highly satisfactory. Not all experiences were positive however, and a number of challenges were faced. Access to the course from home was reported as very satisfactory for the majority, while work users encountered a number of serious barriers such as insufficient time and limited computer access. The RNs made significant gains in their learning with e-mail, Internet, keyboarding and word processing skills during the 16-week course. Lack of computer skills, erroneous perceptions of course workload and inadequate preparation for web learning were largely responsible for the majority of withdrawals. Web-based learning can be an effective mode of delivery for nursing education. Advance preparation by educational institutions, employers and prospective students is essential. Teachers, peers, technology, course design and the learning environment are key variables that influence the learners' experience and success.
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The rapid growth of Web-based education presents many challenges for educational institutions. Educators are obligated to ascertain that Web-based courses and curricula meet students’ needs, while achieving curricular objectives. Performance of second-degree bachelor of science in nursing students enrolled in two course delivery methods (i.e., Web-based and traditional classroom with Web enhancements) was evaluated by comparing mean aggregate final course grades and composite examination scores. In addition, factors that contributed to student satisfaction with the method of course delivery were identified. Students in the Web-based course scored significantly higher on both performance measures, whereas students in the traditional course were more satisfied. These data suggest that Web-based courses and curricula are valid alternatives to the traditional classroom method, and may help reverse today’s nursing environment of cyclical shortages and declining nursing school enrollments.
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Ethnography was used to elucidate barriers to completion in natural resource sciences distance education. The aim was to increase understanding of those variables associated with persistence and withdrawal, particularly to discern better the role of disciplinary content in these phenomena. The courses provide exemplars of epistemological stances that are broadly relevant. Both withdrawal and persisting students experienced situational, institutional, dispositional and epistemological problems that posed barriers to completion. Elucidation of the epistemological problems makes it evident that course content itself cannot be ignored in any theoretical or practical consideration of distance education attrition.
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Students who had completed a post-RN university nursing course by computer mediated conferencing participated in a qualitative study examining their experience with this mode of delivery of distance education. All seven students reported that great difficulties with the technology at the beginning of the course caused them extreme frustration. However, despite the lack of user-friendliness of the technology, the students participated actively, functioned as a group, developed strong personal ties, and mastered the required content via the computer. These multiple-role women appreciated the ability to participate in discussion without the requirement of being at a specific place at a particular time. Having overcome the initial difficulties with the technology, all the students were enthusiastic about the method and would sign up for another computer mediated course.
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Distance learning has been the turning point for accomplishing adult learning in nursing education. This article describes the development and structure of a distance-learning course used to deliver distance learning to the RN-BSN students at Yonsei University, College of Nursing. The distance-learning course was developed cooperatively by content experts, instructional designers, programmers, and graphic designers. The course content, "Growth and Development", was a computerized instructional course delivered using the Internet. The programming system was developed on the Web Server and Oracle DB through the Internet. The characteristics of adult learners--graduates with 3-year RN diplomas and working full-time--were considered during development of the course. For a semester, the students studied the growth and development of a person from infancy to adolescence through interactions with peers and instructors using alternative menus on the Internet. The course was evaluated from feedback of 60 RN-BSN students on their satisfaction with this distance-learning course in regard to instructional design, the arrangement and structure of instruction, and the function and feasibility of the courseware. When the self-reported questionnaire with 25 open questions was evaluated, students' general responses were relatively positive. Insufficient feedback from the professor, excessive time and difficulties experienced when connecting to the Internet, and the lack of information about related websites were primary negative responses. For an effective use of the distance-learning system, improvements to the telecommunications network service are crucial. School authorities should support the professors who are interested in developing distance-learning courses so that the courses can be developed with technical perspectives. More distance-learning courses applying interactive multimedia instructional design through the Internet should be developed with the improved network service in the future.
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The Internet... a Web of information technology. The potential exists now and increasingly in the future to use this technology to deliver widely distributed, creative, innovative learning to students across vast distances and at times which suit individual needs. The implications of this technology for nurse education, and indeed health care in general, are exciting. The technology is growing at such a vast rate that it would be easy to blindly accept it and promote its use. However, there is a need to stop and consider some of the practical barriers to the use of this technology, particularly for nursing education.
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To explore nurses' perceptions and evaluate the potential of distance learning as a method of teaching for post-registered nurses working in the community. The study used open-ended questions in focus groups. Each group consisted of nine students each with an interest in post-registration learning. The interviews were taped and transcribed (n = 18). The respondents saw distance learning as a necessary way of updating their knowledge, as long as the education provided was relevant to their practice. They also saw this method of learning as an opportunity to take responsibility for their own learning. There was a conflict of opinion, however, as some respondents felt the courses to be a flexible way to teach and learn, while others found the courses to be too focussed and not necessarily relevant. The study provides an insight into distance learning and what some post-registered nurses perceive to be important factors associated with it as a method of teaching. It suggests that post-registered nurses working in the community will benefit from distance learning as a method of teaching.
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To inform oncology nurses about distance-learning technologies and to offer suggestions for how nurses can locate, appropriately select, and use distance learning to their benefit. Published articles, research studies, and review articles pertaining to distance education and learning in nursing. Distance learning offers new opportunities for nurses who are seeking basic or advanced degrees, certificates, or lifelong learning for professional development. Oncology nursing practice is a dynamic specialty and requires the nurse to be a lifelong learner. Distance learning facilitates this requirement.
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Web-based nursing courses have proliferated rapidly in recent years, but few data are available about course outcomes. A pretest/posttest survey design of student perceptions and preferences was used to evaluate two graduate-level on-line nursing courses (required research and elective aging issues courses; N = 31 and N = 29, respectively) on the basis of Billings' outcomes evaluation framework for nursing Web-based courses. Students in both courses were favorable or at least neutral in their perceptions of outcomes at both pretest and posttest, but favorable shifts in perceptions also occurred from pretest to posttest. Most students remained stable in their preferences for format of instruction (on-line or classroom), and most favored an on-line format. Almost all students indicated they would take the course they took if they had the decision to make over again. Students who took the elective aging issues course had somewhat more favorable perceptions overall at posttest, compared to the required research course, but some differences were accounted for by pretest score differences between the groups. While outcomes were positive for both courses, the results also highlight specific needs for adequate socialization and support of students, particularly for first-year graduate students who are taking Web-based courses.
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This study compared the effectiveness of different instructional communication methods in a Web-based course on students' cognitive learning, satisfaction, and motivation to complete the course. A total of 174 undergraduate nursing students were selected randomly and assigned to experimental or control groupe. Instruments included a demographic data form, two examinations on course material, a course satisfaction scale, and calculation of completion rates. All students received identical didactic Web-based instructional materials. However, type of communication varied among groups. No significant group differences were found for cognitive learning or motivation to complete the course. A significant group difference was found for student satisfaction with the course, indicating carefully planned communication strategies can improve satisfaction. A need for technical support also was evident. More research is needed to determine the best strategies to enhance student learning outcomes and decrease student attrition in Web-based courses.
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Training in injury prevention and control represents a major deficit in the fields of health promotion and public health. Internet-based distance learning is an innovative method of offering continuing education to professionals, but this approach has not yet been widely researched or implemented with public health audiences. VINCENTweb involved the development and evaluation of a no-cost continuing education course on injury prevention and control presented exclusively on the World Wide Web. The course was evaluated using online surveys at baseline and follow-up. Participants, especially those with lower education levels, provided positive feedback about the course and reported high levels of learning and satisfaction. This article describes the development and evaluation of VINCENTweb and discusses the implications for developing future Internet-based courses in public health.
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The goal of the teaching and learning process for health professionals is the acquisition of a fundamental core of knowledge, the demonstration of critical thinking ability, and the demonstration of competency in the performance of clinical skills. Teaching and learning in distance education programs require that the administration, teachers, and students be creative in developing evaluation strategies that can be adapted to the challenges of the cyberspace on-line educational environment. Evaluation standards for distance education programs recently have been delineated by federal agencies, private organizations, and academic accreditation associations. These standards are linked to principles of sound education practice that promote program quality, high levels of student-faculty interaction, and support effective teaching and learning in the distance education context. A growing body of evidence supports the conclusion that technology-enhanced teaching is equivalent in effectiveness compared with traditional methods when student-learning outcomes are the focus of measurement. An allied body of literature offers model approaches that can be useful to educators who must also conduct the evaluation of clinical skills, provide feedback, and promote socialization to the nurse-midwifery/midwifery role for students being educated in whole or in part through instruction delivered at a distance.
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There has been a prolific development of distance education in nursing during the previous decade. This has not been supported by an increase in research activity to generate the knowledge that is required to support these developments. In response to this, within a wider action research approach, a team of academics undertook a study to examine post-qualifying nurses' experiences of distance learning, and the impact of distance education on lecturing staff. Five teaching modules, delivered through distance learning, were selected for the study using a matrix sampling technique. Data collection took place at key points during these modules: at the commencement of study students and lecturers were asked to maintain a diary account of their experiences, students were sent questionnaires at the mid point of the module ( n=115, 30.4% return rate), and at the end of the module the students and lecturers participated in one of nine group interviews (students =15; LECTURERS = 15). Findings suggest that distance education is an effective learning medium that enables students to balance learning with personal and work commitments. Students and lecturers face a transitional period when embarking on distance education and this involves the development of new understandings and skills to successfully adapt to this approach to education.
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Webcasting is a new instructional technology used to deliver audio and video presentations via the Internet, enabling learners to participate in a live class via a personal computer. In this article, we describe the workflow involved in producing a Webcast class and provide a detailed account of the process of adopting Webcasting as a medium to provide distance education at a state university in a rural setting. This article addresses the team members required to seamlessly integrate Webcasting into the curriculum: information technology specialists, faculty, students, and administrators. We also identify problems encountered with implementation of Webcasting and methods used to resolve them.
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Public health nurses (PHNs) often cannot receive in-service education due to limitations of time and space. Learning through the Internet has been a widely used technique in many professional and clinical nursing fields. The learner's attitude is the most important indicator that promotes learning. The purpose of this study was to investigate PHNs' attitude toward web-based learning and its determinants. This study conducted a cross-sectional research design. 369 health centers in Taiwan. The population involved this study was 2398 PHNs, and we used random sampling from this population. Finally, 329 PHNs completed the questionnaire, with a response rate of 84.0%. Data were collected by mailing the questionnaire. Most PHNs revealed a positive attitude toward web-based learning (mean+/-SD=55.02+/-6.39). PHNs who worked at village health centers, a service population less than 10,000, PHNs who had access to computer facility and on-line hardware in health centers and with better computer competence revealed more positive attitudes (p<0.01). Web-based learning is an important new way of in-service education; however, its success and hindering factors require further investigation. Individual computer competence is the main target for improvement, and educators should also consider how to establish a user-friendly learning environment on the Internet.
The roles of public health nurses in four different types of public health station in Taiwan
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A feasibility study on the adoption of e-learning
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Please cite this article in press as: Yu, S. et al., A feasibility study on the adoption of e-learning..., Nurse Educ. Today (2006), doi:10.1016/j.nedt.2006.10.016
Statistical Analysis of ROC Computer Resources Survey in 2005
  • Directorate-General Of
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