The use of computer-based learning tools for teaching and clinical purposes: Interactive computing strategy for Iraq

Medical universities and teaching hospitals in Iraq are facing a lack of professional staff due to the ongoing violence that forces them to flee the country. The professionals are now distributed outside the country which reduces the chances for the staff and students to be physically in one place to continue the teaching and limits the efficiency of the consultations in hospitals. A survey was done among students and professional staff in Iraq to find the problems in the learning and clinical systems and how Information and Communication Technology could improve it. The survey has shown that 86% of the participants use the Internet as a learning resource and 25% for clinical purposes while less than 11% of them uses it for collaboration between different institutions. A web-based collaborative tool is proposed to improve the teaching and clinical system. The tool helps the users to collaborate remotely to increase the quality of the learning system as well as it can be used for remote medical consultation in hospitals

Developing sustainable business models for institutions’ provision of open educational resources: Learning from OpenLearn users’ motivations and experiences

Universities across the globe have, for some time, been exploring the possibilities for achieving public benefit and generating business and visibility through releasing and sharing open educational resources (OER). Many have written about the need to develop sustainable and profitable business models around the production and release of OER. Downes (2006), for example, has questioned the financial sustainability of OER production at scale. Many of the proposed business models focus on OER’s value in generating revenue and detractors of OER have questioned whether they are in competition with formal education. This paper reports on a study intended to broaden the conversation about OER business models to consider the motivations and experiences of OER users as the basis for making a better informed decision about whether OER and formal learning are competitive or complementary with each other. The study focused on OpenLearn - the Open University’s (OU) web-based platform for OER, which hosts hundreds of online courses and videos and is accessed by over 3,000,000 users a year. A large scale survey and follow-up interviews with OpenLearn users worldwide revealed that university provided OER can offer learners a bridge to formal education, allowing them to try out a subject before registering on a formal course and to build confidence in their abilities as learners. In addition, it was found that using OER during formal paid-for study can improve learners’ performance and self-reliance, leading to increased retention and satisfaction with the learning experience

Open educational resources for all? Comparing user motivations and characteristics across The Open University’s iTunes U channel and OpenLearn platform.

With the rise in access to mobile multimedia devices, educational institutions have exploited the iTunes U platform as an additional channel to provide free educational resources with the aim of profile-raising and breaking down barriers to education. For those prepared to invest in content preparation, it is possible to produce interactive, portable material that can be made available globally. Commentators have questioned both the financial implications for platform-specific content production, and the availability of devices for learners to access it (Osborne, 2012). The Open University (OU) makes its free educational resources available on iTunes U and via its web-based open educational resources (OER) platform, OpenLearn. The OU’s OER on iTunes U reached the 60 million download mark in 2013; its OpenLearn platform boasts 27 million unique visitors since 2006. This paper reports the results of a large-scale study of users of the OU’s iTunes U channel and OpenLearn platform. A survey of several thousand users revealed key differences in demographics between those accessing OER via the web and via iTunes U. In addition, the data allowed comparison between three groups: formal learners, informal learners and educators. The study raises questions about whether university-provided OER meet the needs of users and makes recommendations for how content can be modified to suit their needs. As the publishing of OER becomes core to business, we reflect on reasons why understanding users’ motivations and demographics is vital, allowing for needs-led resource provision and content that is adapted to best achieve learner satisfaction, and to deliver institutions’ social mission

Impact of Using Gagne’s Nine Events of Instruction on Student’s Academic Achievement and Satisfaction in an Online English Course for French Speakers

This dissertation explored the effect of Gagne\u27s nine events of instruction on student academic achievement and satisfaction during an online English class for French speakers. A group of 30 Facebook users from French-speaking countries in North and Sub-Saharan Africa participated in the research. They were divided randomly into two groups: one receiving traditional instruction through an asynchronous online lecture with PowerPoint presentation, and the other using instruction utilizing Gagne\u27s nine events of instruction integrated with an LMS designed for this purpose. This mixed methods study explored several hypotheses related to academic achievement and satisfaction in the two groups. While the quantitative data did not show significant differences between the two groups, a highly significant difference was noted in Event 7 (providing feedback) indicating that feedback was mentioned more frequently in the treatment group. Qualitative data showed that participants from both groups enjoyed the course, felt satisfied, and experienced improvements in their English abilities. Although the study had some limitations, such as the small sample size and specific focus of assessment tools, the findings offer important insights that can enhance the design of future courses and help educators better understand their students\u27 preferences in online English courses for French speakers in the African context. While no significant statistical differences were observed, it is still worth considering the potential value of Gagne\u27s nine events of instruction for specific learners. This research contributes to improving online language xi education for French speakers and empowers educators to make informed decisions regarding course design and teaching methods to enhance the effectiveness of online instruction

CercleS 2022

CHAIRPERSON Manuel Moreira da Silva, Instituto Politécnico do Porto, Portugal EDITORS Ana Gonçalves, Estoril Higher Institute for Tourism and Hotel Studies, Portugal Célia Tavares, Instituto Politécnico do Porto, Portugal Joaquim Guerra, Universidade do Algarve, Portugal Luciana Oliveira, Instituto Politécnico do Porto, Portugal Manuel Moreira da Silva, Instituto Politécnico do Porto, Portugal Ricardo Soares, Instituto Politécnico do Porto, PortugalCercleS 2022 The Future of Language Education in an Increasingly Digital World: Embracing ChangeN/

Roots Reloaded. Culture, Identity and Social Development in the Digital Age

This edited volume is designed to explore different perspectives of culture, identity and social development using the impact of the digital age as a common thread, aiming at interdisciplinary audiences. Cases of communities and individuals using new technology as a tool to preserve and explore their cultural heritage alongside new media as a source for social orientation ranging from language acquisition to health-related issues will be covered. Therefore, aspects such as Art and Cultural Studies, Media and Communication, Behavioral Science, Psychology, Philosophy and innovative approaches used by creative individuals are included. From the Aboriginal tribes of Australia, to the Maoris of New Zealand, to the mystical teachings of Sufi brotherhoods, the significance of the oral and written traditions and their current relation to online activities shall be discussed in the opening article. The book continues with a closer look at obesity awareness support groups and their impact on social media, Facebook usage in language learning context, smartphone addiction and internet dependency, as well as online media reporting of controversial ethical issues. The Digital progress has already left its dominating mark as the world entered the 21st century. Without a doubt, as technology continues its ascent, society will be faced with new and altering values in an effort to catch-up with this extraordinary Digitization, adapt satisfactorily in order to utilize these strong developments in everyday life

Avantages et inconvénients de la formation médicale continue virtuelle : une étude de la portée

Introduction: With the COVID-19 pandemic, most continuing medical education activities became virtual (VCME). The authors conducted a scoping review to synthesize the advantages and disadvantages of VCME to establish the impact of this approach on inequities that physicians face along the intersections of gender, race, and location of practice. Methods: Guided by the methodological framework of Arksey and O’Malley, the search included six databases and was limited to studies published between January 1991 to April 2021. Eligible studies included those related to accredited/non-accredited post-certification medical education, conferences, or meetings in a virtual setting focused on physicians. Numeric and inductive thematic analyses were performed.   Results: 282 studies were included in the review. Salient advantages identified were convenience, favourable learning formats, collaboration opportunities, effectiveness at improving knowledge and clinical practices, and cost-effectiveness. Prominent disadvantages included technological barriers, poor design, cost, lack of sufficient technological skill, and time. Analysis of the studies showed that VCME was most common in the general/family practice specialty, in suburban settings, and held by countries in the Global North. A minority of studies reported on gender (35%) and race (4%).  Discussion: Most studies report advantages of VCME, but disadvantages and barriers exist that are contextual to the location of practice and medical subspecialty. VCME events are largely organized by Global North countries with suboptimized accessibility for Global South attendees. A lack of reported data on gender and race reveals a limited understanding of how VCME affects vulnerable populations, prompting potential future considerations as it evolves. Introduction : Par suite de la pandémie de la COVID-19, la plupart des activités de formation médicale continue ont été offertes en ligne. Les auteurs ont effectué une revue de la portée visant à synthétiser les avantages et les inconvénients de la formation médicale continue en mode virtuel (FMCV) et à examiner les effets de cette approche sur les inégalités qui affectent les médecins en fonction du sexe, de la race et du lieu d’exercice. Méthodes : Suivant le cadre méthodologique d’Arksey et O’Malley, nous avons effectué une recherche dans six banques de données, que nous avons limitée aux études publiées entre janvier 1991 et avril 2021. Les études incluses étaient celles relatives à la formation médicale post-certification, accréditée ou non, aux conférences et aux réunions destinées aux médecins qui se sont déroulées dans un cadre virtuel. Une analyse numérique et une analyse thématique inductive ont été réalisées. Résultats : Au total, 282 articles ont été inclus dans l’étude. Les principaux avantages identifiés sont la commodité, les formats favorables à l’apprentissage, les possibilités de collaboration, l’efficacité pour l’amélioration des connaissances et des pratiques cliniques et le rapport coût-efficacité. Les principaux inconvénients sont les obstacles technologiques, les défauts de conception, le coût, les compétences technologiques insuffisantes et le manque de temps. L’analyse des études a montré que la FMCV était la plus courante dans la spécialité de la médecine générale/familiale, dans les banlieues et dans les pays du Nord. Quelques études considèrent les facteurs sexe (35 %) et race (4 %). Discussion : La plupart des études évoquent les avantages de la FMCV, mais il existe des inconvénients et des obstacles liés au lieu d’exercice et à la sous-spécialité médicale. La plupart des activités de FMCV sont organisées dans les pays du Nord et leur accessibilité n’est pas optimale pour les participants provenant des pays du Sud. Le manque de données sur le sexe et la race pose une limite à notre compréhension de la façon dont la FMCV affecte les populations vulnérables. Ces facteurs seraient à prendre en considération dans les recherches futures sur le sujet et au fur et à mesure que la FMCV évolue.