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The end of college : creating the future of learning and the university of everywhere
\"The rise of the internet, new technologies, and free and open higher education are radically altering college forever, and this book explores the paradigm changes that will affect students, parents, educators and employers as it explains how we can take advantage of the new opportunities ahead\"-- Provided by publisher.
Book
Emerging technologies in distance education
A one-stop knowledge resource, Emerging Technologies in Distance Education showcases the international work of research scholars and innovative distance education practitioners who use emerging interactive technologies for teaching and learning at a distance.This widely anticipated book harnesses the dispersed knowledge of international experts who highlight pedagogical, organizational, cultural, social, and economic factors that influence the adoption and integration of emerging technologies in distance education.
eBook
Assessment Strategies for Online Learning: Engagement and Authenticity
For many learners assessment conjures up visions of red pens scrawling percentages in the top right-hand corner of exams and feelings of stress, inadequacy, and failure. Although negative student reactions to evaluation have been noted, assessment has provided educational institutions with important information about learning outcomes and the quality of education for many decades. But how accurate is this data and has it informed practice or been fully incorporated into the learning cycle? Conrad and Open argue that the potential in many of the new learning environments to alter and improve assesment has yet to be explored by educators and students. In their investigation of assessment methods and learning approaches, Conrad and Openo aim to explore assessment that engages learners and authentically evaluates education. They insist that moving to new learning environments, specifically those online and at a distance, afford educators opportunities to embrace only the most effective face-to-face assessment methods and to realize the potential of delivering education in the digital age. In this volume practitioners will find not only an indispensable introduction to new forms of assessment but also a number of best practices as described by experienced educators.
eBook
Impact of video quality in online learning on anxiety and motivation: a randomized controlled trial among medical students
Background
The widespread adoption of online education in medical teaching has brought new challenges. Technical issues, such as poor video quality, can intensify student anxiety and diminish learning motivation.
Methods
A randomized controlled trial was conducted with 93 medical students. The participants watched videos of varying quality (no interference, moderate interference, or severe interference) to evaluate the impact of video quality on their state anxiety (STAI-S) and learning motivation (MSLQ). Gender and trait anxiety (STAI-T) were included as control variables.
Results
Lower video quality was associated with higher levels of state anxiety, and gender had no significant moderating effect. Students with greater trait anxiety demonstrated better short-term adaptability under stress. No significant correlation was found between learning motivation and state anxiety.
Conclusion
Video quality significantly affects students’ immediate psychological states. Optimizing video quality in online education is essential to reduce students’ psychological burden and enhance their learning experience.
Journal Article
Learning online : what research tells us about whether, when and how
\"At a time when more and more of what people learn both in formal courses and in everyday life is mediated by technology, Learning Online provides a much-needed guide to different forms and applications of online learning. This book describes how online learning is being used in both K-12 and higher education settings as well as in learning outside of school. Particular online learning technologies, such as MOOCs (massive open online courses), multi-player games, learning analytics, and adaptive online practice environments, are described in terms of design principles, implementation, and contexts of use. Learning Online synthesizes research findings on the effectiveness of different types of online learning, but a major message of the book is that student outcomes arise from the joint influence of implementation, context, and learner characteristics interacting with technology, not from technology alone. The book describes available research about how best to implement different forms of online learning for specific kinds of students, subject areas, and contexts. Building on available evidence regarding practices that make online and blended learning more effective in different contexts, Learning Online draws implications for institutional and state policies that would promote judicious uses of online learning and effective implementation models. This in-depth research work concludes with a call for an online learning implementation research agenda, combining education institutions and research partners in a collaborative effort to generate and share evidence on effective practices\"-- Provided by publisher.
Book
Asynchronous Distance Learning of the National Institutes of Health Stroke Scale During the COVID-19 Pandemic (E-Learning vs Video): Randomized Controlled Trial
The COVID-19 pandemic has considerably altered the regular medical education curriculum while increasing the need for health care professionals. Senior medical students are being incrementally deployed to the front line to address the shortage of certified physicians. These students, some of whom will be fast-tracked as physicians, may lack knowledge regarding the initial management of time-critical emergencies such as stroke.
Our aim was to determine whether an e-learning module could improve asynchronous distance knowledge acquisition of the National Institutes of Health Stroke Scale (NIHSS) in senior medical students compared to the traditional didactic video.
A randomized, data analyst-blinded web-based trial was conducted at the University of Geneva Faculty of Medicine between April and June 2020. Fifth year medical students followed a distance learning path designed to teach the NIHSS. The control group followed the traditional didactic video created by Patrick Lyden, while the e-learning group followed the updated version of a previously tested, highly interactive e-learning module. The main outcome was the score on a 50-question quiz displayed upon completion of the learning material. The difference in the proportion of correct answers for each specific NIHSS item was also assessed.
Out of 158 potential participants, 88 started their allocated learning path and 75 completed the trial. Participants who followed the e-learning module performed better than those who followed the video (38 correct answers, 95% CI 37-39, vs 35 correct answers, 95% CI 34-36, P<.001). Participants in the e-learning group scored better on five elements than the video group: key NIHSS concepts (P=.02), the consciousness - global item (P<.001), the facial palsy item (P=.04), the ataxia item (P=.03), and the sensory item (P=.04).
Compared to the traditional didactic video, a highly interactive e-learning module enhances asynchronous distance learning and NIHSS knowledge acquisition in senior medical students.
Journal Article
Effect of an Online Module on Leadership on the Knowledge Acquisition of Nursing Students: A Pilot Randomized Clinical Trial Study
Objective: To evaluate the effect of an online educational module on leadership upon the knowledge acquisition of nursing students. Methods: The research was conducted in two phases: methodological and experimental. In the methodological phase, specialists validated the content and appearance of the module, as well as the content of the problem situation. In the experimental phase, a pilot randomized clinical trial was conducted with 14 sixth‐semester nursing students from the Federal University of Rio Grande do Norte, divided into two groups: experimental (seven students), who accessed the online module, and control (seven students), who participated in a conventional, face‐to‐face expository lecture within the Nursing Department. Results: The results indicated significant advancements in leadership skills, particularly in the experimental group. This group demonstrated a notable increase in the appreciation of interpersonal skills, rising from 57.14% in the pretest to 85.71% in the post‐test. Regarding the mediation of ethical conflicts, 85.71% of the control group and 100% of the experimental group opted for open debate in the post‐test, evidencing a participatory approach. Furthermore, the experimental group showed improvement in self‐identification as a leader, increasing from 42.86% to 57.14%, suggesting a positive impact on the development of leadership self‐perception. Conclusion: The online educational module on leadership had a positive effect on the knowledge acquisition of nursing students, evidenced by a significant increase in knowledge and skills related to leadership. Trial Registration: Brazilian Clinical Trials Registry (ReBEC): RBR‐2dfqmr2
Journal Article